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TEAM Lesson Plan Template


Teacher: Michael Kidd
Subject/Grade: 8th grade band
Lesson Title: NorthRidge
STANDARDS

Identify what you intend to teach. State, Common Core, ACT


College Readiness Standards and/or State Competencies; Enduring
Understandings and Essential Questions.

2.2 Demonstrate continuing tonal development and an understanding of a characteristic tone quality.
2.3 Demonstrate fundamental technique on ones instrument.
2.7 Perform scales (or rudiments) on ones instrument.
5.1 Identify and interpret standard musical notation.

OBJECTIVE(s)/SubObjectives

Connect prior learning to new learning. Clear, Specific,


Observable, Demanding, High Quality, Measurable, Aligned to
Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)

1. Warm up
2. Practice fluidity in the key of B-flat
3. Continue to work on concepts in Northridge Overture

MATERIALS AND
RESOURCES

Content-related: Clearly supports lesson objective(s); rigorous &


relevant; Incorporates multimedia & resources beyond the
textbook.

Red Standards of Excellence book


Personal Instrument
A pen
Copy of part for Northridge Overture

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Hook: Engage students attention and focus on learning.

MOTIVATING
Personally meaningful and relevant.
``````````````````````````````
```````````````````````STUD
ENTS/ANTICIPATORY SET

1. If you do well today I will tell you who the strange man sitting in the back of the room is

INSTRUCTIONAL
PROCEDURES

1.
2.
3.
4.
5.
6.
7.
8.
9.

Step-by-Step Procedures-Lesson Sequence: Basic to


Complex. Lesson includes visuals, modeling, logical sequencing
and segmenting (beginning, middle, ending); essential information;
concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension;
seamless routines; varied instructional strategies; key concepts &
ideas highlighted regularly.

Have students come into class and take out their instruments.
Students will warm up on their own for 2 mins.
Play through the two arpeggio measures of the B-Flat scale one note at a time.
Play through the entire exercise of the B-Flat Scale.
Have each row play it by themselves and have everyone else fingering their part/ moving their slide
silently in the back.
Play Northridge Overture.
When having trouble with rhythms have them put their down their instruments and say and clap the
rhythms.
Help the Trumpets with their pitches.
Work with Clarinets on coming in on the right beat.

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QUESTIONING/THINKING/P
ROBLEM SOLVING
(embedded throughout)

Balanced mix of question types. Utilizes Blooms


Taxonomy/Webbs Depth of Knowledge; high frequency; purposeful
& coherent; require active responses; balance based on
volunteers/non-volunteers, ability, & gender; lead to further inquiry
& self-directed learning. Implement four types of thinking
(Analytical, Practical, Creative, & Research-based) &
Teach/Reinforce problem-solving types. Provide opportunities
for students to generate ideas & alternatives; analyze, evaluate &
explain information from multiple perspectives & viewpoints.

1. What does Overture mean?


2. Who is the composer?
3. Explain what is more important: the melody or the accompaniment?

ASSESSMENT
1.

Formative and/or summative assessment.


A variety of
assessments, including rubrics, measure achievement of objectives
and informs instruction.

Informal assessment of students execution of musical concepts

CLOSURE

Reflection/Wrap Up. Summarizing, reminding, reflecting,


restarting, connecting.

1. At the end of the class the students will have built a little bit more on the B-flat scale by adding on the
arpeggio. While in class the students will reinforce their knowledge of notes, rhythms, and musical
concepts

NOTES:

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