UT Martin

TEAM Lesson Plan Template

Teacher: Josh Spaulding
Subject/Grade: 5th Grade General Music
Lesson Title: Beginning Orff instrumental ensemble pt. 1
Identify what you intend to teach. State, Common Core, ACT College Readiness
STANDARDS Standards and/or State Competencies; Enduring Understandings and Essential
Questions.
2.0 - Performing on instruments, alone and with others, a varied repertoire of music.
2.1 – Perform, alone and with others, a teacher selected, developmentally and/or grade-appropriate rhythms in
duple and triple meter on non-pitched instruments using proper technique.
2.2 – Play, alone and with others, a teacher selected example, demonstrating developmentally and/or grade
appropriate technique and correct notes on a pitched instrument.
2.4 – Play a melody with tempo and/or dynamic changes and appropriate phrasing in a large and small group setting.
3.0 – Improvising melodies, variations, and accompaniments.
3.4 – Improvise a two to four measure melody on a pentatonic scale.
5.0 – Reading and notating music.
5.2 – Use symbols to read, notate, and perform.

Connect prior learning to new learning. Clear, Specific, Observable, Demanding,

High Quality, Measurable, Aligned to Standard(s), and Integrated with other subjects,
OBJECTIVE(s)/Sub-Objectives build on prior student knowledge
Student-Friendly (I Can Statement)

Students will be able to:

 Perform simple duple meter rhythms on boom-wackers using quarter note and eighth note rhythms.
 Perform simple duple meter melodies and rhythms on Orff instruments with correct technique and strong
sound qualities
 Hold sticks in a basic mach grip
 Perform parts independent of other students.
 Improvise a basic melody for four bars

Content-related: Clearly supports lesson objective(s); rigorous & relevant;

MATERIALS AND RESOURCES Incorporates multimedia & resources beyond the textbook.

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 Bass Marimba (low note C and G)
 2 Tenor Marimbas
 3 Alto Marimbas
 1 Alto Xylophone
 1 Alto Vibraphone
 12 pairs of boom-wackers (various pitches)
 Tambourine
 Shakers
 Dry Erase Board and Markers

Learning styles and interests. Anticipate learning difficulties, regularly incorporate

ACCOMODATIONS/ADAPTATIONS student interests & cultural heritage; differentiate instructional methods.

- Some students will have difficulties keeping time or paying attention to timekeeping. This is a skill that has been
worked on with recorders, but transfer may not immediately happen.
- Students will have difficulty holding the mallets for the Orff instruments correctly, especially since their fine motor
skills are just now forming.
- Some students will be able to “feel” rhythm better from a hands on approach, however some students will need to
aurally pronounce each count they play so that they can better understand rhythmic structure.
- Many students will be afraid to improvise or will be unsure of what to do. This may be the first time they are put on
the spot to create something immediately from their own imagination.

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“Hook”: Engage students’ attention and focus on learning. Personally meaningful
and relevant.
MOTIVATING
STUDENTS/ANTICIPATORY SET

Introducing them to new instruments.

-have students participate and play on instruments to discover new sounds that they can make.
- Encourage student self-esteem with the development of performance and musical skills on percussion instruments.

Step-by-Step Procedures-Lesson Sequence: Basic to Complex. Lesson includes

visuals, modeling, logical sequencing and segmenting (beginning, middle, ending);
INSTRUCTIONAL PROCEDURES essential information; concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension; seamless routines;
varied instructional strategies; key concepts & ideas highlighted regularly.

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1. Begin by asking students questions about content from yesterday to review.
2. Divide up class into the same groups as the previous day (group 1 and 2).
3. Begin by having both groups play quarter notes while tapping their feet and counting 1-2-3-4 (Orff ensemble
plays on bottom C with Left Hand)
4. Continue with this exercise until every student shows signs of competent time keeping.
5. Have boom-wackers play eighth note rhythm from yesterday (1-2+-3-4+).
6. Double check each boom-wacker for rhythmic competency.
7. Have the Orff ensemble play the melodic pattern from yesterday (4 on C then C to G then G to C).
8. Pass out music for “Boom Bop!”
9. Go through each part with the different instrument groups helping them count their parts and check their notes.
10. Combine different voices slowly until the full ensemble is playing.
11. Take turns having a few students try to improvise with the ensemble.
12. Switch groups to different instruments and repeat steps 3-11.

Balanced mix of question types. Utilizes Blooms Taxonomy/Webb’s Depth of

QUESTIONING/THINKING/PROBLEM
SOLVING (embedded throughout)
Knowledge; high frequency; purposeful & coherent; require active responses;
balance based on volunteers/non-volunteers, ability, & gender; lead to further
inquiry & self-directed learning. Implement four types of thinking (Analytical,
Practical, Creative, & Research-based) & Teach/Reinforce problem-solving types.
Provide opportunities for students to generate ideas & alternatives; analyze, evaluate
& explain information from multiple perspectives & viewpoints.

- Is my technique and stick grip as good as or better than yesterday?

- What is my musical role in “Boom Bop”?
- Am I able to keep time with the teacher?
- How do I improvise?
- Are there any similarities between improvising and playing/reading notes?

Maximize student understanding & learning Varied group composition (race,

gender, ability, & age); clearly understood roles, responsibilities & group work
GROUPING expectations; accountability for group & individual work; student opportunities for
goal setting, reflection & evaluation of learning.

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Students will be broken into two groups who share similar parts, patterns, and instrumentation. Groups are created by
numbering the class 1 and 2 for every other person. This way, there is no bias in how groups are formulated.

Formative and/or summative assessment. A variety of assessments, including

ASSESSMENT rubrics, measure achievement of objectives and informs instruction.

Formative Informal:
Checking content knowledge by asking questions to the class, and checking individual playing techniques.

CLOSURE Reflection/Wrap Up. Summarizing, reminding, reflecting, restarting, connecting.

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By the end of this lesson, the students should be more comfortable when playing
the Orff instruments and the boom-wackers. This will translate to further
percussive capabilities in the next lesson as well as in the future. In addition,
students will get their first chance to improvise something, which will be
frightening or exciting for most of them. This will help each student grow as a
musician.

NOTES:

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