Rasa K.

6/14/2022

Name: Rasa Kalesnykaite LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

1.3B Perform music alone and in groups, Students will be able to hold an instrument
demonstrating appropriate fundamental techniques demonstrating proper posture and be able to tap
such as hand positions, bowing, embouchure, posture. left hand fingers one at a time in 3rd position.
Specific Measureable Attainable Relevant _Time
Grade: 5th Subject: Orchestra

Strategy to teach Language: (C4)

Parts
Task Analysis: (C4) What lang. must be taught: What ofmust
skills an instr.
be
Identify parts of an instrument by drawing
taught: it and indicating the names.
Proper sitting position, proper hold of an instrument.

Assessment: (C5)
Show the appropriate hold of an instrument, be able to tap left hand fingers on D and A strings in 3 rd position.

Strategies for Success: (C6) Element of Technology: (C6)

Comparison/contrast of different orchestra Show an audio/video recording of the sounds and
instruments such as violin, viola, cello, bass. origins of the orchestra instruments.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Teacher’s demonstration Instruments, “Sound Innovations” book.

Auditory –
Teacher’s instruction and demonstration
Kinesethic –
Individual adjustment by the teacher

Higher Order Questions to ask: (C6)

1. Explain how the sound is being created.

2. Why do we play violin/viola on the left side?

3.
Explain how do we determine positions on the stringed instrument.

Hook: (C7) Closure: (C7)

Play a fun video of a musical performance. Exit Pass – students give a written answer explaining
where 3rd position on an instrument is.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I will start the lesson by showing a video of an orchestra performance so that students will be able to see how the
instruments are played. I will name the different parts of an instrument while showing it on my violin, explain the
proper holding, name the strings, show what the left hand finger position is and tap them one by one in rhythmical
pattern on D and A strings, specifically while singing “twinkle, twinkle little star”.

2. Student Activities / Guided Practice: (C6)

I will ask the students what similarities and differences each stringed orchestra instrument has. Students will draw
their instruments of choice and name all the parts.
Students will practice the hold and tapping of the fingers on both D and A strings. I will be moving around in the
room in order to help, guide or adjust each of them. We will also tap fingers together as a group while I sing/play
“twinkle, twinkle little star” melody.

3. Independent Practice: (C6)

Once the students will be helped individually, they will be asked to repeat/practice the task by themselves while I
adjust others. They could use a different melody that they know for tapping the fingers as long as it is a rhythmical
pattern. They will be required to take their instrument home and practice the skill.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
Accommodations: preferential seating, allowing more Explanation of academic tasks and model techniques
time to complete the task, highlighting the musical for students several times.
notes that defines different strings.

Modifications: providing picture supports, providing

tools to help with holding an instrument or bow,
reduce complexity of activity (introduce it step by
step).

Notes:
Name: Rasa Kalesnykaite
DELIVERY PLAN (C8)
OBJECTIVE: Students will be able to hold their instrument in a proper way, have their left hand in the 3 rd position and
Rigor tap 1st, 2nd, 3rd fingers independently on the fingerboard on D and A strings in a simple rhythmical pattern.

OPENING:
Retrieval I will show a video of an orchestra performance.

TEACHER INPUT:
Relevance I will introduce the names of the different parts of each instrument, names of the strings and ask about
the differences among them, play short musical/ video clips presenting their specific characteristics.
MODEL:
Routing I will play an instrument, show how to hold it properly and explain appropriate position of the left hand fingers
on the fingerboard while tapping in rhythm.

GUIDED PRACTICE:
Retaining / Rehearsing
I will ask students to hold their instruments, tap their fingers while I’ll be moving around in the room to help each one of
them, and adjust if needed.

INDEPENDENT PRACTICE:
Students will demonstrate it independently once the have been helped or adjusted by me.

CHECK FOR UNDERSTANDING:

Recognizing
I will ask students to answer my questions, demonstrate it again and remind the concept.

ASSESSMENT:
I will visually assess each student if they mastered what was taught.

RESOURCES / MATERIALS:
Instruments

CLOSURE:
Re-exposure
Students will get an Exit Pass to answer a question how to determine 3 rd position on their instrument of choice.