Stetson University Music Education Daily Lesson Plan

Name: Holly Trudell Date: 2-6-23 through 2-10-23 Period:1,2

This lesson plan is for every highlighted period

during the week of 2-6-23
Ensemble or Class: Wind Ensemble, Symphonic Band Lesson Topic: Solo & Ensemble Prep

Standards: MU.912.S.3

Long Term Goal: Solo & Ensemble Prep

Instructional objectives(s): Students will perform their entire solo or ensemble and we will fix at least 1 item from the list
below before the end of the lesson. Students will demonstrate how to appropriately introduce themselves to the judges
before the end of the lesson.
Key Vocabulary Instructional Materials/Resources/Technology:

Critical Thinking: Lesson Structure:

Students will be asked to evaluate their own playing for Set up, greetings, play, feedback, recap
sections that can be improved as well as for sections that
went well.

Students will also be asked to tell me specifically what

practice techniques they can use to help improve the weaker
sections.

ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

(identify access point, if needed)
Independent: MU.912.S.3.In.c

Supported:MU.912.S.3.Su.c

Participatory:MU.912.S.3.Pa.b

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures: Not necessary
2-3 Greet students as they enter the room:
minutes name, grade, ever played in S&E before, how long been working
on piece? (If new student)
- if met student before then greet them and ask how
they’ve been and how their practicing this week has
gone.

Lesson/Rehearsal Procedures:
2-4 Students introduce their piece: their name, school, title of piece, I will be assessing the students for the
minutes composer and/or arranger. proper pronunciation of names and
- If students don’t know how to pronounce something, titles, as well as ensuring that the
make sure to workshop it with them until they have it
Stetson University Music Education Daily Lesson Plan

down. Might need to write it on the back of their music student includes all necessary
or on top. information.

3-5 Students do full run through.

minutes - immediate positive feedback
1-2 minute - Find something they can fix immediately and help them
cycles (3 fix it: articulation, rhythm, dynamic.
cycles max) - Articulation: verbalize articulation syllables (if
necessary) for them, have them say it
back/with me, have them demonstrate correct
articulation, put it back in context.
- Rhythm: ask them to verbalize/count and clap
the rhythm, help them figure out if necessary,
have them demonstrate on instrument, put in
context.
- Dynamics: ask them to tell me the dynamic
marking and what it means (help if necessary),
have them demonstrate the volume and
intensity necessary of the passage, then put
back in context
I will be watching alongside the student
playing and listening for incorrectly
performed articulations, rhythms, and
dynamics. Depending on quality of solo,
I might only address the most
prominent issue. When the students
repeat back to me, I will be listening for
100% correct syllables before moving on
to perform it on instrument. I will also
be listening for the student to perform it
correctly in context before moving on.

Total time: Closure Procedures

approx Congratulate students on hard work and for performing a solo,
10-20 reminder that S&E is on February 10th and 11th, tell them to Not necessary
minutes keep up hard work and have a great day!
depending
on student.

Post Rehearsal or Lesson Reflections

Content Adjustment:
For some students that I had heard before, i did not make them run through their entire piece because of time restrictions.

Rehearsal or Lesson Adjustment:

If I could reteach these lessons I would ask the students first what exactly they are struggling with in their piece. This is a
good strategy to see if they are aware of their strengths and weaknesses.
Stetson University Music Education Daily Lesson Plan

Reflection on Teaching:
I believe I was able to help all of the students fix at least 1 thing in their solo. All of the students left more confident than
they came in, which is also great.