Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: Wind Ensemble Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately sightread and play measures 1-26.
Students will be able to navigate the scattered entrances each instrument has into the piece.

2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings

6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Tune up to the key of Bb major.
Play m.1-26

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Major scale to ensure everyone is in tune together.
1. 2 minutes
2. Long tones watching the conductor to change dynamics.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.

CHASING SUNLIGHT - CAIT NISHIMURA

Students will begin by playing measures 1- 26. Important things to note are when each instrument comes in. 15
Title/Composer:
Conductor should be giving cues either with the head or left hand to show each group to enter the piece. Flutes MINUTES

Title/Composer:
should be stagger breathing. Take note of instrumentation, trumpets can fill in for one of the clarinet parts if
needed before their entrance to emphasize the main melody. The swell at measure 19 will need attention too.
Title/Composer:
Dynamics especially approaching measure 26 are important before next lesson where students will move on.
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?
 Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: Wind Ensemble Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately sightread and play measures 27-52.
Students will be able to distinguish between the A section where it is bright and ambient, and the B section where the piece asks for the feel to be
played longingly.
2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings

6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Tune up to the key of Bb major.
Play m.27-52

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Major scale to ensure everyone is in tune together.
1. 2 minutes
2. Long tones watching the conductor to change dynamics.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.

CHASING SUNLIGHT - CAIT NISHIMURA

15
Title/Composer:
Students will play measure 26-36 to finish off learning the A section. Conductor should take note of the high MINUTES
woodwinds cue at measure 30 and horns on beat two of that same measure. Students will then play the B
Title/Composer:
section beginning at measure 37 and play until measure 52. The goal of this section today is to make sure
Title/Composer:
students are creating a “longing” feeling. This will be emphasized with a legato feel and focus on the dynamics.
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?
 Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: Wind Ensemble Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately sightread and play measures 53-71
Students will be able to distinguish between the C section and D section feelings by their use of accents and/legato.

2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings

6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Tune up to the key of Bb major.
Play m.53-71
Play through everything learned so far

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Major scale to ensure everyone is in tune together.
1. 2 minutes
2. Long tones watching the conductor to change dynamics.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.
CHASING SUNLIGHT - CAIT NISHIMURA
Students will play measure 53-60 to learn the C section. The Bb clarinet and xylophone are important and
should definitely be heard, so students should focus on listening to their peers and being able to hear certain 15
Title/Composer:
parts to become more aware of their levels. Next students will play through the D section at measures 61-71
MINUTES

Title/Composer:
where the score specifies a light, graceful feeling. Important to cue the woodwinds on their specified beats to
Title/Composer:
ensure timeliness and intuition with the piece. Students should then play through everything they have learned
in the piece from measure 1 to 71 at the end of rehearsal, stopping if necessary.
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?