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TEAM Lesson Plan Template: Standards
TEAM Lesson Plan Template: Standards
TEAMLessonPlanTemplate
Teacher:TriceMayhall
Subject/Grade:7thGradeBand
LessonTitle:SwingingEighthNotes
Identifywhatyouintendtoteach.
State,CommonCore,ACTCollegeReadiness
Standardsand/orStateCompetencies;EnduringUnderstandingsandEssential
Questions.
STANDARDS
2.0:Studentswillperformoninstruments,aloneandwithothers,avariedrepertoireofmusic.
5.0:Studentswillreadandnotatemusic.
7.0:Studentswillevaluatemusicandmusicperformances.
National:
MU:Pr4.3.7Performcontrastingpiecesofmusicdemonstratingtheirinterpretationsofthe
elementsofmusicandexpressivequalities(suchasdynamics,tempo,timbre,articulation/style,and
phrasing)conveyintent.
OBJECTIVE(s)/SubObjectives
Connectpriorlearningtonewlearning.
Clear,Specific,Observable,Demanding,High
Quality,Measurable,AlignedtoStandard(s),andIntegratedwithothersubjects,build
onpriorstudentknowledge
StudentFriendly(ICanStatement)
Iwillplayapiecethatisjazz.
Iwillswingeighthnoteswithgoodstyleandinterpretation.
MATERIALSANDRESOURCES
Contentrelated:
Clearlysupportslessonobjective(s);rigorous&relevant;
Incorporatesmultimedia&resourcesbeyondthetextbook.
Apiecefor7thgradebandthatisjazz.
Therubricforthetest.
CDsofseveraljazzcomposers.
ACCOMODATIONS/ADAPTATIONS
Learningstylesandinterests.
Anticipatelearningdifficulties,regularlyincorporate
studentinterests&culturalheritage;differentiateinstructionalmethods.
Thestudentthatisblindwillreceivehistestbackwiththeresultsinbraileandwrittenoutsohisparentscantellhim
whatheneedstoworkon.Themusicfortheclasswillbeprintedinbraile.
2014
1of5
UTMartin
ThestudentwithADHDwillrecievehistest,andIwillgooverallofitwithhimbeforeheleavestomakesurehe
understandseverythingthatisonit.Anymaterialwegooerinclass,Iwillmakesureheunderstandsbyaskinghim
throughoutthelesson.
Thestudentswithautism,Iwilllistentohimplayandprovidecommentsforhowhedid.Iwillgivehimslackdueto
hiscondition,sohedoesnotleavefeelingbadabouthowheplayed.Iwillaskhimthroughouttheclassifhe
understandswhattheinstructionsaresohedoesnotgetconfused.
Hook:Engagestudentsattentionandfocusonlearning.
Personallymeaningful
andrelevant.
MOTIVATING
STUDENTS/ANTICIPATORYSET
Iwillbeginclassbyaskingstudentstotellmewhotheyfoundasjazzcomposers,andwhatfamouspiecestheywrote.
Iwillpickafewpeicestoplaysectionsofsothestudentscanhearthedifferenttypesofjazzpiecesthathavebeen
written.
INSTRUCTIONALPROCEDURES
2014
2of5
StepbyStepProceduresLessonSequence:BasictoComplex.
Lessonincludes
visuals,modeling,logicalsequencingandsegmenting(beginning,middle,ending);
essentialinformation;concisecommunication;groupingstrategies;differentiated
instructionalstrategiestoprovideintervention&extension;seamlessroutines;varied
instructionalstrategies;keyconcepts&ideashighlightedregularly.
UTMartin
Iwillaskthestudentsaboutthecomposerstheyleanredaboutandwhatpiecesthecomposerswrote.
Iwilltakeupeachlistthatthestudentsmade.
IwillplaysectionsofacoupleofpiecesifIhaveitonCD,andaskquestionsaboutit.
ThestudentswillplayaconcertBbtotune.
Then,theywillplayaconcertBbwithtwounswungeighthnotesperpartial.
Aftertheygetwarmedup,wewilldothatplayingtheeighthnotesswung.
Thestudentswillgettheexercisesout,andpreparetoplaythem.
Wewillrunthroughthemasanensemble,andthenwewillhaveeachstudentplayone.
Iwillusetherubrictogradethemondifferentcategories,andgiveittothestudentaftertheirtest.
Whilethestudentsareplayingtheirtest,eachstudentcanpracticethetestorworkonhomework.(Justaslongas
theyaredisruptiveorhorseplayinginthebandroom.)
Oncethetestsaredone,wewillbeginlookingatthenewpiecefortheband.
Balancedmixofquestiontypes.
UtilizesBloomsTaxonomy/WebbsDepthof
Knowledge;highfrequency;purposeful&coherent;requireactiveresponses;balance
QUESTIONING/THINKING/PROBLEM basedonvolunteers/nonvolunteers,ability,&gender;leadtofurtherinquiry&
selfdirectedlearning.
Implementfourtypesofthinking(Analytical,Practical,
SOLVING(embeddedthroughout)
Creative,&Researchbased)&Teach/Reinforceproblemsolvingtypes
.Provide
opportunitiesforstudentstogenerateideas&alternatives;analyze,evaluate&
explaininformationfrommultipleperspectives
&viewpoints.
Whoweresomeofthecomposersthatyoureadabout?
Whatpiecesdidyoulistento?
Werethereanysolosinthepieces?
Ifso,whatinstrumentsplayedthesolos?
Didyoufindanypiecesthatwerejazz,butnotswung?
Maximizestudentunderstanding&learning
Variedgroupcomposition(race,gender,
ability,&age);clearlyunderstoodroles,responsibilities&groupworkexpectations;
accountabilityforgroup&individualwork;studentopportunitiesforgoalsetting,
reflection&evaluationoflearning.
GROUPING
Eachstudentwillbeginclassintheirsectionstowarmupandrunthroughtheexercises.
Whileplayingthetests,eachstudentcanpracticeinapracticeroom,ordohomeworkoutinthebandroom.
2014
3of5
UTMartin
Formativeand/or summativeassessment.
Avarietyofassessments, includingrubrics,
measureachievementofobjectivesandinformsinstruction.
ASSESSMENT
Thereisarubricthatwillbeusedtogradeeachstudentontheirperformance.
Reflection/WrapUp.
Summarizing,reminding,reflecting,restarting,connecting.
CLOSURE
Iwillendclassbytellingthestudentstopracticetheirpartsforthenewpiecefor
nextclass.Theyshouldalsopracticeonswingingeighthnotesnomatterwhattheir
gradewas.
NOTES:
2014
4of5
UTMartin
2014
5of5