Legend

Sts = Students
5E Lesson Plan Model w/ = with
(Correlated to the Danielson Framework for Teaching)
(Refer to the Student Teacher Standard Experiences for lesson plan format specifics.)

Teacher: Gabriella Baez Date: February 9th, 2021 Gr. Level/Subject Beginning Viola/Violin

Lesson Beginning Time: _______________________ Lesson Ending Time: _________________________

Domain 1: Other Domains

Planning Lesson Component
1c: Setting 2b: Culture for Objective(s): Students will
Instructional Learning  Learn to play Rhythm Rap #66
Outcomes 3a: Communi-  Learn to play Pepperoni Pizza #67
1b: cating w/ Sts  Learn to play Rhythm Rap #68
Knowledge of 3b: Questioning/  Learn to play D Major Scale Up #69
Sts Discussion  Learn to pay Hot Cross Buns #70
Techniques
Importance of Objective(s) (value/importance to students; reason for
learning):
 Students will strengthen their knowledge of eighth note and quarter
rhythm.
 Students will strengthen their understanding of the D Major Scale
pattern
 Students will be able to expand their choices of repertoire.

1a: TEKS/ELPS
Knowledge of TEKS
Content/  3 (A) Sing tunefully or play classroom instruments, including
Pedagogy rhythmic and melodic patterns, independently or in groups.
ELPS
 2 (A) Distinguish sounds and intonation patterns of English with
increasing ease.

1a: 3a: ENGAGEMENT:

Knowledge of Communicating  Capture
Content/ w/ Sts o Start the students with the Essential Elements Book
Pedagogy 3b: Questioning/  Play #66- #70 (Tempo: 70)
1b: Discussion  Connect
Knowledge of Techniques o Essential Elements Book
Sts 3c: Engaging Sts  Students will be able to understand the fingering and
in Learning notes being taught due to prior knowledge.
 Prior Knowledge: Earlier exercises found in the
Essential Elements Book

Office of Educator Preparation, College of Education, Texas State University

24 July 2015
  Questions
o What rhythm is being played?
o What fingers are being used?
o How many sharps does the D Major scale have?
o Is there a pattern in hot cross buns?

3a: Communi- EXPLORATION

cating w/ Sts  Big Idea:
3b: Questioning/ o Introduction:
Discussion  Write down on board and use yellow box.
Techniques  How long is an eighth note?
3c: Engaging Sts  How many eighth notes fit in 1 beat?
in Learning
o Essential Elements
 Learn # 66
 Students will verbally say the rhythm using taka
taka stop stop
 Students will shadow bow the rhythm in the air.
 Students will play the rhythm on open D string.
 Distinguish what an eight note looks like (taka)
and quarter notes (stop)
o Point to the music
 Learn #67
 Review taka taka stop stop rhythm on open D
string.
 Break piece into 2 sections.
o Section 1
 Shadow bow with fingering
 Shadow bow with notes
 Play section 1 as written.
o Section 2
 Shadow bow with fingering
 Shadow bow with notes
 Play section 2 as written.
o Play both sections.
 Tell the students to say rest
 Learn #68
 Students will verbally say the rhythm using stop
taka or ham-bur-ger
 Students will shadow bow the rhythm in the air.
 Students will shadow with bow direction
 Students will play the rhythm on open D string.
 Tell the students to say rest
 Learn #69
 Review taka stop/ burger rhythm on open D
string.

Office of Educator Preparation, College of Education, Texas State University

24 July 2015
  Point to the music to make visual connections.
 Break piece into 2 sections.
o Section 1
 Shadow bow with fingering
 Shadow bow with notes
 Play section 1 as written.
o Section 2
 Shadow bow with fingering
 Shadow bow with notes
 Play section 2 as written.
 Play both sections.

 Learn #70
 Teacher and students will look for patterns in
the piece.
 Review piece set up (Ex. Repeats, endings, etc.)
 Break piece into 2 sections.
o Section 1
 Shadow bow with fingering
 Shadow bow with notes
 Play section 1 as written.
o Section 2
 Shadow bow with fingering
 Shadow bow with notes
 Play section 2 as written.
 Play both sections.
 Violin vs. viola competition

3a: Communi- EXPLANATION

cating w/ Sts  Explanation:
3b: Questioning/ o The teacher will provide aural, visual, and physical examples
Discussion to aid the students understanding.
Techniques  Aural:
 Chanting
 Speaking
 Visual:
 Shadow bowing
 Fingering
 Head bob
 Physical:
 Students will follow along by playing the
instrument, making the motion of the rhythm
with the bow and fingering the notes.
 Technique:
o Suzuki method and Call & Response.

Office of Educator Preparation, College of Education, Texas State University

24 July 2015
  Questions:
o What does bow lift mean?
o What does the repeat sign mean?
o How many sharps are in the D Major Scale?

2b: Culture for ELABORATION

Learning  Vocabulary:
3a: Communi- o Bow lift
cating w/ Sts o Pepperoni Pizza Rhythm
3c: Engaging Sts o Repeat Sign
in Learning o 2nd Ending
o F# and C#

 Knowledge:
o Learning the new piece will expand the students’ knowledge of
bow style and repertoire.

1f: Designing 3b: Questioning/ EVALUATION

Incorporating Discussion Informal:
Assessment Techniques  Teacher will observe the students bow motion and finger pattern.
1b: 3d: Assessment Formal:
Knowledge of 3e: Flexibility/  Teacher will request certain students to unmute themselves from zoom
Students Responsiveness and perform for the class.
 Teacher will post a poll for the students to rate their understanding and
performance.

1d: 2c: Classroom Resources

Knowledge of Procedures  Essential Elements
Resources 2e: Physical  Computer
1b: Space  Metronome
Knowledge of 3c: Engaging  Instrument
Sts Students in  Bow
Learning
1b: 3c: Engaging Sts Differentiation
Knowledge of in Learning  Teacher will use visuals to help all students understand what is being
Students 3e: Flexibility/ taught.
Responsiveness o Chanting
o Fingering
o Shadow bowing
o Bow placement.

Office of Educator Preparation, College of Education, Texas State University

24 July 2015
Office of Educator Preparation, College of Education, Texas State University
24 July 2015