Joey

McClain 1
EDUC 461

TWS -5
Lesson 1
Teacher Candidate Joey McClain

Date and Time of Lesson September 20 11:58

School Edgewood Middle School

Subject/Grade Level Band/Seventh

Description of Lesson: After being taught what a phrase is, TSWBAT use their
knowledge of phrases to play Frosty the Snowman and Christmas Chimes with 98%
accuracy.
Lesson Title: Phrasing
Curriculum Standards Addressed:
SC Curriculum Standard(s):
MI7-1.4 Perform on an instrument while maintaining good posture and playing
position and demonstrating good breath support.

MI7-1.6 Play instruments expressively with appropriate dynamics and phrasing.

MI7-1.10 Perform scales and music literature at a level of difficulty comparable

to that prescribed by the second-year method book, or at a 2 on a scale from 1 to
6.

EEDA Elements:
The students will work together as an ensemble to express the music given to
them and will work in sections on parts that need to be work on.
Cross Curricular Connections: Referring back to ELA in making sentences and
explaining what makes a complete sentence when talking about phrasing, since a phrase
is a musical sentence.
Instructional Objective(s) Criteria:
TSWBAT
Maintain good posture and playing
position during the duration of the
lesson.
Perform their concert F scale with
98% accuracy for their scales test
on Friday.
Learn the concept of phrasing and
apply it to the selected concert

Assessment(s) of the Objectives:

Informal assessment will be used to

correct any errors in posture,
playing position, scale performance,
and understanding of the concept of
phrasing as well as applying it to
the selected concert repertoire.

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EDUC 461

repertoire for their Christmas
concert.
Materials/Resources:
Instruments
White board
Frosty and Christmas Chimes sheet music
Pencil to mark end and beginning of phrases

Prerequisites (Prior Knowledge): Students will need prior knowledge in rhythms and
fingerings of notes as well as knowledge of what makes a complete sentence.
References:
Frosty the Snowman
Christmas Chimes
Procedures:
Students will begin the class by running through Concert F scale for their scales
test on Friday about 3-4 times.
Students will be taught what phrasing is and its purpose in music.
After being taught what phrasing is the students will rehearse Frosty and
Christmas Chimes and will apply what was taught about phrasing during
rehearsal.
When through both pieces the students will then pack up their instruments and
leave for their next class.
Accommodations: There are no specific accommodations for this class.

Joey McClain 3
EDUC 461

Lesson 2
Teacher Candidate Joey McClain
School Edgewood Middle School

Date and Time of Lesson October 6 2:34

Subject/Grade Level Band/Eighth

Description of Lesson: The students will be able to define blend and demonstrate an
understanding of this concept (e.g. factors, how to adjust it correctly) by performing it
correctly throughout the lesson and in a final run-through at the end of class.
Lesson Title: Balance and Blend
Curriculum Standards Addressed:
SC Curriculum Standard(s):

MI7-1.4 Perform on an instrument while maintaining good posture and playing

position and demonstrating good breath support.

MI8-1.8 Perform, alone and in groups, music written in two or more parts,
balancing dynamics, blending timbres, and using well-developed ensemble
skills in response to the cues of a conductor.

MI7-1.10 Perform scales and music literature at a level of difficulty comparable

to that prescribed by the second-year method book.

SSCA Elements:
If a student is doing something right, I will call them out on it so other students
will be more motivated.
Cross Curricular Connections: Students will use reading skills to help read the music
given as well as critical thinking skills to help analyze the music.
Instructional Objective(s) Criteria:

Assessment(s) of the Objectives:

TSWBAT
Maintain good posture and playing
position during the duration of the
lesson.
Perform their concert F scale with
98% accuracy for their scales test on
Friday.
Learn the concept of balance and
blend and apply it to Groove and,
if time, Dr. Rockenstien

The students will be informally assessed.

Most of my assessment comes form
watching and listening to the students
throughout the lesson to determine whether
they are playing their parts correctly and,
in this case, with correct balance and
blend. Students will also be assessed in a
final run-through of a larger section of
music (including the section rehearsed

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EDUC 461

during the period)
Materials/Resources:
Instruments
White board
Groove and Dr. Rockenstein sheet music

Prerequisites (Prior Knowledge): Students will need prior knowledge of dynamics and
embouchure changes.
References:
Groove
Dr. Rockenstien
http://musiclessons.wikispaces.com/Balance+and+Blend+Edited+Lesson
Procedures:
Students will begin the class with their warm up, which consist of scales 1-7
Take time to explain what blend is
Have two students in one section (in this case it was the tenor saxes), demonstrate
bad blend and then good blend
Discuss with the students the different factors affecting blend and how they
themselves can adjust using their ears.
Now have different pairs of instruments work on blending sounds together...start
within sections, but branch out to include instruments from different sections.
Concert F around the room. In this exercise one section plays a concert F for 8
counts and then another section enters immediately after they finish. Start with the
Tubas and move from lowest instruments of the band all the way up to the
highest.
Apply these concepts to "Groove and, if time, Dr. Rockenstein
Before the end of the period, have the students play a run-through of the piece or
pieces of music, including the parts that were worked on specifically
during the rehearsal.
Accommodations: There are no specific accommodations for this class.

Joey McClain 5
EDUC 461

Lesson 3
Teacher Candidate Joey McClain

Date and Time of Lesson October 25 9:00

School Ninety-Six High School

Subject/Grade Level Band/Ninth-Twelfth

Description of Lesson: The student will be able to learn about how to identify key
signatures of both flat and sharp keys and fill out a worksheet on them with 95%
accuracy. The student will also be able to apply what they learn about key signatures to
their Christmas concert literature.
Lesson Title: Key Signatures
Curriculum Standards Addressed:
SC Curriculum Standard(s):
MIH1-1.4 Perform on an instrument while maintaining good posture and playing
position and demonstrating good breath support.

MIH1-1.7 Demonstrate the characteristic tone quality of the particular instrument

while playing with accurate notes, rhythms, dynamics, articulations, and
intonation and maintaining a steady tempo.

Cross Curricular Connections: Students will use reading skills to help read the music
given as well as critical thinking skills to help analyze the music.

Instructional Objective(s) Criteria:
TSWBAT
Learn about key signatures and how
to determine what key you are in.
Do a key signature ID worksheet
and pass with 95% accuracy.
Apply what they learn about key
signatures to their Christmas
concert literature.

Materials/Resources:
Instruments
White board
Key Signature Worksheet
Christmas concert literature

Assessment(s) of the Objectives:

I will assess the key signature ID by having
the students fill out the worksheet to find
out if they retained the information learned.
The other objectives will be by informal
assessment asking students what key we
are in and listening to find out if they are
playing the right notes for the specific key
they are in.

Joey McClain 6
EDUC 461

Prerequisites (Prior Knowledge): Students will need prior knowledge of the order of
flats and sharps.

References:
http://www.lynnedavis.com/product/key-signature-identification-worksheet/
Ninety-Six High School Music Library
Procedures:
I will start the class by writing the order of flats and sharps on the board and
explain to the students how to use the orders to determine what key they are in.
Then the students will fill out the Key Signature ID worksheet and they will pass
it to their neighbor to grade it while we go over it together.
After the worksheet is completed, the remainder of class will be used to apply the
information to the Christmas concert literature that is being rehearsed.
Accommodations: There are no specific accommodations for this class.

Joey McClain 7
EDUC 461

Lesson 4
Teacher Candidate Joey McClain

Date and Time of Lesson October 28 10:19

School Edgewood Middle School

Subject/Grade Level Band/Sixth

Description of Lesson: TSWBAT work through the standard of excellence book and
practice Jolly Old St. Nick for test on Friday.
Lesson Title: Jolly Old St. Nick
Curriculum Standards Addressed:
SC Curriculum Standard(s):
MI6-1.4 Perform on an instrument while maintaining good posture and playing
position and demonstrating good breath support

MI6-1.7 Demonstrate the characteristic tone quality of the particular instrument

while playing with accurate notes and rhythms.

Cross Curricular Connections: Students will use reading skills to help read the music
given.
Instructional Objective(s) Criteria:
TSWBAT
Maintain good posture and playing
position during the duration of the
lesson.
Perform the warm-up and other
exercises with 95% accuracy
Rehearse and perform Jolly St.
Nick with 98% accuracy.

Assessment(s) of the Objectives:

Informal assessment will be used to correct
any errors in posture, playing position,
rehearsal of selected literature, and
participation.

Materials/Resources:
Instrument
Standard of Excellence method book
Prerequisites (Prior Knowledge): Students will need to have prior knowledge of
clapping and counting as well as tizzeling.
References:
Standard of Excellence method book
Procedures:
The students will begin class by playing through page six of their Standard of

Joey McClain 8
EDUC 461

Excellence book (this is their daily warm-up)

Students will then play a few more examples, such as Hot Cross Buns or Chop
Builder to help prepare for the new exercises.
When warm-up is finished, the students will then begin to rehearse through Jolly
St. Nick
The process for the rehearse will be:
o Clap and count every two measures
o Tizzle two measures while I play
o Play the two measures
The process above will be done at least three times each.
After working through Jolly St. Nick, the students will play the entire exercise
about three times.

Accommodations: There is one student that is borderline autistic, meaning she doesnt
have an IEP but they are looking into testing for autism, so she can not be called on to
demonstrate individual performance.

Joey McClain 9
EDUC 461

Lesson 5
Teacher Candidate Joey McClain

Date and Time of Lesson November 2 1:42

School Edgewood Middle School

Subject/Grade Level Band/Sixth

Description of Lesson: TSWBAT work through the standard of excellence book and
practice Jingle Bells for test on Friday.
Lesson Title: Jingle Bells
Curriculum Standards Addressed:
SC Curriculum Standard(s):
MI6-1.4 Perform on an instrument while maintaining good posture and playing
position and demonstrating good breath support

MI6-1.7 Demonstrate the characteristic tone quality of the particular instrument

while playing with accurate notes and rhythms.

Cross Curricular Connections: Students will use reading skills to help read the music
given.
Instructional Objective(s) Criteria:
TSWBAT
Maintain good posture and playing
position during the duration of the
lesson.
Perform the warm-up and other
exercises with 95% accuracy
Rehearse and perform Jingle Bells
with 98% accuracy.

Assessment(s) of the Objectives:

Informal assessment will be used to correct
any errors in posture, playing position,
rehearsal of selected literature, and
participation.

Materials/Resources:
Instrument
Standard of Excellence method book
Prerequisites (Prior Knowledge): Students will need to have prior knowledge of
clapping and counting as well as tizzeling.
References:
Standard of Excellence method book
Procedures:
The students will begin class by playing through page six of their Standard of

Joey McClain 10
EDUC 461

Excellence book (this is their daily warm-up)

Students will then play a few more examples, such as Jolly St. Nick or Chop
Builder to help prepare for the new exercises.
When warm-up is finished, the students will then begin to rehearse through
Jingle Bells
The process for the rehearse will be:
o Clap and count every two measures
o Tizzle two measures while I play
o Play the two measures
The process above will be done at least three times each.
After working through Jingle Bells, the students will play the entire exercise
about three times.

Accommodations: There are no accommodations for this class.