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Secondary Lesson Plan 9 5 14
Secondary Lesson Plan 9 5 14
Secondary Lesson Plan 9 5 14
Materials
or
Resources:
Crunch
Time
by
James
Swearingen;
Crunch
Time
rhythm
sheet
handout
Warm-ups:
Time
Needed:
15
minutes
1.
Exercise
#1:
a. Objectives:
To
teach
subdivision
and
how
the
melody
and
accompaniment
line
up
in
measure
16
in
order
to
prevent
rushing.
b. Procedures/Process:
i. Pass
out
the
rhythm
sheet
and
count
the
melody
with
all
students.
Next,
have
half
of
the
students
count
the
melody
while
others
say
ch
for
the
rhythm
motor.
ii. Students
count
the
accompaniment
rhythm,
then
ch
it.
Half
of
the
students
will
count
the
accompaniment
while
others
ch
the
rhythm
motor.
iii. Switch
parts
and
count/ch
until
each
student
has
had
a
chance
to
perform
each
part
in
this
way.
iv. Students
then
perform
their
own
part
with
their
instrument.
The
parts
should
fit
together
perfectly
after
this
exercise.
c.
Assessment:
Informal
assessment
through
listening
and
giving
specific
feedback.
Sight-Reading:
Line
37
Time
Needed:
5
minutes
1.
Objectives:
Students
will
gain
skills
in
interpreting
music
symbols
while
playing
with
a
characteristic
sound
on
their
instrument
and
blending
with
the
ensemble.
2.
Process:
a.
Students
will
count
out
loud
and
finger
the
notes
on
their
instruments
b.
Students
will
air
and
finger
the
notes
on
their
instruments
c.
Students
will
play
the
rhythm
on
a
concert
F
d.
Students
will
play
as
written
3.
Items
to
anticipate:
missing
the
key
signature
and
the
syncopated
rhythm.
4.
Assessment:
Informal
Rehearsal:
1.
Piece
1:
Crunch
Time
a.
Objectives:
Measures
15-23,
play
with
correct
rhythm,
accents,
notes,
and
characteristic
tone
for
each
instrument.
b.
Activities/strategies
employed:
Counting
parts,
ch
subdivision,
fingering
notes,
active
listening.
c.
Items
to
anticipate:
Weak
pick-ups
to
measures
15
in
the
flutes,
clarinets
and
trumpets.
d.
Assessment:
informal
Closure:
1.
Summarize
objectives
of
lesson:
To
develop
individual
playing
abilities
while
developing
a
mature
balance
and
blend
with
the
ensemble.
2.
Communicate
objectives
for
the
next
rehearsal
Reflection
on
Lesson:
The
first
exercise
went
very
well.
Having
the
metronome
playing
softly
helped
the
students
to
keep
the
rhythm
motor
steady
in
the
beginning.
I
gradually
turned
it
down
and
they
still
did
a
great
job.
This
was
a
good
exercise
for
teaching
internal
steady
beat.
Modifications
for
ELL
or
gifted
students:
Translate
key
words
and
phrases
into
the
ELLs
native
language.
Use
visual
representation
for
concepts,
such
as
drawing
shapes
for
desired
note
lengths.
Let
gifted
students
demonstrate
a
concept
for
the
class
by
playing
a
solo
on
their
instruments.