Stetson University Music Education Daily Lesson Plan

Name: Aidan Dixon Date: 2/13/2023 Period: 5

Ensemble or Class: Lesson Topic:

Percussion Ensemble Unit 9 and 10 – Unit of Study
Solo and Ensemble Music
Standards: (CCSS/NGSSS)
MU.68.S.2.2 - Transfer performance techniques from familiar to unfamiliar pieces.
MU.68.S.3.2 – Demonstrate proper vocal or instrumental technique.
MU.68.S.3.3 – Sight-read standard exercises and simple repertoire.
MU.68.S.3.4 - Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.

Long Term Goal:

Warm-Ups – create a routine practice regiment that instills proper technique and active listening skills within the ensemble.
Rhythm Unit – Practice simple and complex rhythms piece by piece so that they can practice different rhythmic figures in
different time signatures. This will increase their rhythmic sight-reading ability.

Instructional objectives(s):
 Students will demonstrate appropriate technique 100% of the time.
 Students will be able to play any line of the assigned rhythm unit at 80 bpm (beats per minute) with 90% rhythmic
accuracy.
 Students will be able to play any line of the assigned rhythm unit at 100 bpm with 100% rhythmic accuracy.
 From 80 bpm, students will be able to play the lines at increased tempos (from 80 to 100 bpm) with 90% rhythmic
accuracy (until the post-assessment which will be 100% at 100 bpm).
 Students will be able to vocalize and play the written rhythms simultaneously at any given tempo with 100%
rhythmic accuracy.
 Students will also write the correct counts for the entire page of the unit assigned to them.

Key Vocabulary Instructional Materials/Resources/Technology:

Rhythm Unit Recordings

Sight-reading Rhythm Unit (Inside Band Books)
Fulcrum Snare Pads and Stands
Syncopation
Strokes and Rolls

Critical Thinking: Lesson Structure:

Why do we practice sight reading rhythms and how does it Students get ready for class
help us in the long run? Attendance
How do show expression on a non-pitched instrument? Announcements
How do you bring that expression in a band rehearsal
setting?
Stetson University Music Education Daily Lesson Plan

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
2 min. Get set up for class…
30 sec. Attendance
(1 min.) Announcements (only if there are any)

Lesson/Rehearsal Procedures:
Warm – Up Exercises
3 min. - 8 and 8’s How is their technique? Recall prior
3 min. - Strokes knowledge. Using myself as an example,
3 min. - Timing and Technique Exercise have the students tell me what I am
doing wrong and what I can do to fix it.
15 min. Group A:
- Unit 9, Lines 7 and 8
- Playing and saying the rhythm from 80 bpm to 110 bpm

15 min. Group B:
- Unit 10, Lines 7 and 8
- Playing and saying the rhythm from 80 bpm to 110 bpm I have them play with me, then by
themselves, and then one at a time at
(10 min.) Solo & Ensemble (if time permits) (full class) 100 bpm. This will prepare them for the
- Mallet Solo Practice post-assessment which has them any of
the lines chosen randomly.

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire
or activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s
lesson/rehearsal?

Nothing was omitted form the lesson, but instead of snare drum warm-ups we did some warm-ups on mallet instruments.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.

I wouldn’t have done anything differently, I took the appropriate time on the newer lines because of their higher difficulty,
and this went very well. That extra time is necessary on things like this so that they get as much time as they can to learn
the concepts and internalize it.
Stetson University Music Education Daily Lesson Plan

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.

Today went very well, I was giving clear and concise instruction throughout the class period and was able to get everything
done.