Music Lesson Plan

Class: Grade 6
Date: September 10 2014
Time:
Location: Band Room
Unit: Beginner Band
Lesson # within unit: 5
Topic: Start of page 6
Rationale (i.e. relevance to achieving goals
of Alberta Curriculum):
This lesson will cover a review of the
students' first notes as well as two
additional notes. These beginning notes are
required for students to succeed on their
instruments.

Materials/Resources/Equipment:
1. Accent on Achievement Book 1
2. Baton
3. White board with markers

Housekeeping:
1. Announcements
Rental fees?
2. Assignment(s) due today
Course outline signed yet?
3. Collect/distribute materials

Program of Studies:
By the end of the course, students
will . . .
GLO/GLEs
1. Playing
2. Listening
3. Reading
4. Creating
5. Valuing
SLOs/SLEs
1. T/T 1-6
2. Pitch 1
3. Range 1
4. Dynamics 1-3
5. Duration 1-4
6. Articulation 1-2
7. Terminology 1
Unit Learning Expectations (ULE)
By the end of the unit, students will
be able to . . .
1. Demonstrate a characteristic
sound in the appropriate range on
their instrument.
2. Have a clear understanding of the
basic notes and concepts of
beginner band.

Learning Objectives:
By the end of this lesson,
students will be able to . . .
1. Demonstrate (B) a proper
playing position (P) while
playing a the exercises on
pages 6 and 7 (C). (Cognitive
and Psychomotor)
2. Demonstrate (B) a
characteristic tone (P) while
playing a the exercises on
pages 6 and 7 (C). (Cognitive
and Psychomotor)

Assessment/
Evaluation:
(Informal or formal, formative
or summative, assessment as, of,
for learning)
Did we accomplish what we set
out to do?
1. Observations on students'
posture and playing position.
2. Observations on students'
tone production. Does it sound
well supported? Is it focused?
3. Observations on whether or
not students were able to get the
correct pitches on their
instruments.

Procedure
Classroom management & leadership
strategies/considerations

What the teacher does

1. Explain to students that they are
not to play their instruments until I
say so.

What the students do

1. Students will only play
when I tell them that it is
okay.

Timeline

I. Introduction/Warm up:

1. Welcome students to class.

1. Students come in and set

up their instruments.

3 Minutes

Gain students attention: set/focus

Inform learners of the objectives
Hook stimulate interest
Motivate and/or . . .
o Review previous related learning/stimulate
recall
o Musical warm ups to prepare the mind and
body to function musically
o
o
o
o

Classroom management & leadership

strategies/considerations
Classroom management & leadership
strategies/considerations

Transition from Introduction to Activity

1/Repertoire 1
b. Activity 1/Repertoire 1
Learning activities described step by step:
i. Presenting stimulus material (e.g.
modeling/demonstrating, questioning,
discussing, explaining)
ii. Eliciting desired behaviors (e.g.
singing/playing, imitation, exploration,
creation, drill & practice, questioning,
discussion)

Assessment
- Diagnose musical
problems/prescribe
solutions
- Check for
understanding/
mastery
- Questioning
- Provide feedback,
etc.

2. Take attendance.
2. Say here.
3. Remind students to get their
instruments out every class now.

3. Students will grab their

instruments.

1. Ensure students do not spend too

much time getting their
instruments.
1. Make sure students are paying
attention, even when I am not
talking specifically about their
instrument.
Inform students that we will now be
moving on to two new notes.
1. Turn students' attention to the
notes at the top of page 6.

1. Students will quickly get

their instruments.

2. Get students to familiarize

themselves with the fingering, and
then bring their instruments up to
playing position once they think
they have it correct.

2. Students will look at the

fingering shown at the top of
their page and then apply it
to their instrument. They can
ask me for help if they can't
figure out where to put their
fingers.

3. Once everyone is ready, I will

1. Students will sit and listen

to my instructions.

1. Students will look at their

first note (concert D).

32 Minutes

1. Observations
on students'
fingering/position
accuracy.
2. Observations
on students'
playing position.
3. Observations

get them to play. There will of

course be students who struggle and
I will need to explain to them again
how to create a pitch on their
instrument. Correcting fingering
and positions will also likely be
necessary.
4. Once students can consistently
create the concert D, we will move
on to the next note, concert Eb and
then concert F.

Classroom management & leadership

strategies/considerations
Modifications for students with special
needs
Enrichment/extensions/sponge (i.e.
optional activities (if time permits):
For students who have mastered assigned work.
Or short, self-contained additional/optional
activities planned in the event that there is time
remaining at the end of the lesson for the whole
class or ensemble.

III. Closure:
Summary/review/conclusion/linkages, preview
of whats to come, student reflections, clean up,
and/or announcements & assignments, and
assessment.

5. Once the students know the two

new notes, we will play through the
exercises on page 6. Students can
listen to the exercises first, and then
play along. Then I will get them to
play without the recording.
1. Students must not play when I
am talking.
NA

on students' tone
quality when they
play.

3. Students will play a

concert D.
4. Students will repeat the
above steps with concert Eb
and F.
5. Students will play the
exercises on page 6.

1. Students will sit quietly

and listen to my instruction.
NA

1. If there is still some time left,

allow students to perform solos of
the different exercises we have
covered.

1. Remind students of any pertinent

information (rental fees, Course
Outlines signed).

1. Students will sit and listen

to this before packing up.
2. Students will pack up.

2. Tell students that they can pack

up.

5 Minutes