Valeria Gulino

UNT COMMON LESSON PLAN INSTRUCTIONS

Teacher Candidate: Valeria Gulino

Grade Level and or Subject: 7th- 8th grade band
Date: n/a
Unit Topic (if applicable): Cultural Diversity
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of this Making music in a culturally diverse and culturally aware setting.
lesson?
National / State Learning 117.208.3.A
Standard/s: 117.208.3.B
. 117.208.3.C
117.208.3.D
117.208.3.E
117.208.3.F
117.208.3.G
Goal/s of the lesson Students will be become acquainted with Mariachi music.
Students will learn the history, cultural relevance, and
performance practices from the High School mariachi band
guiding.
PART II: WRITE THE OBJECTIVE/S FOR THE LESSON
Specific learning target(s) / Students will…
objectives: -watch a short concert presented by the high school mariachi
-listen to a short presentation on Mariachi music, history,
cultural significance
-bring out instruments, learn by rote (aurally) a song
-be able to perform a mariachi song
-develop aural skills and concentration
PART III TEACHING THE LESSON

Regardless of format selected, you MUST address components A-F:

A. Opening/Introduction Prior knowledge: students will have their own instruments in
class, ready to play. They will use their knowledge basic tone
production/playing technique.

Anticipatory Set: While the students are getting to their seats, the
mariachi will be performing some of the repertoire.

B. Procedures 1. On the board, instructions for students to take a seat with

instrument in cases will be written.

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2. When students have entered and are in seats with
instrument in cases under their chairs, the mariachi will
end their playing.
3. Teacher will ask students if anyone students to raise hands
if they have heard this kind of music before.
4. Teacher will introduce the mariachi band, and the band
director/student presenter will begin a short presentation
5. Guest director will present a brief background of mariachi
music, typical instruments, as well as the cultural
significance (i.e. what kind of events are played at)
6. Guest director will then ask students to bring out
instruments, explain that while [students] do not have
traditional mariachi instruments, we can still make music
7. Flutes, clarinets, oboes will play violin part. Trumpets will
play trumpet part. French horn and saxophones will play
the guitar part. Low reeds play the Vihuela part. Low
brass play the Guitarron part. Percussion will play on
keyboard instruments and be grouped into all parts.
Volunteers from all instruments will be able to sing.
8. Guest director will have his mariachis demonstrate each
part, and students will imitate and learn by rote.
9. Students, along with guest mariachis, will perform the
song they have learned.
10. Guest director will do a short spiel recruiting for high
school mariachi for 8th grade students entering high school
soon.
11. Thank the guest mariachis, and pack up
C. Formative Attention levels of students will be gauged by teacher throughout
assessment presentation (student side conversations, phone use, etc.) and will
methods/tools: act accordingly. If students are struggling with learning their
parts aurally, the teacher can step in and break it down a little
more clearly.
D. Grouping structure/s: Flutes, clarinets, oboes will play violin part. Trumpets will play
trumpet part. French horn and saxophones will play the guitar
part. Low reeds play the Vihuela part. Low brass play the
Guitarron part. Percussion will play on keyboard instruments and
be grouped into all parts. Volunteers from all instruments will be
able to sing.
E. Accommodations/ Accommodations as needed
Modifications Modifications some students may learn only a few phrases as
needed.

F. Instructional -students’ instruments

Materials, Equipment -projector/screen if guest presenter needs
and Technology:
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IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?
Summative Not applicable. Ending performance will be the assessment for student
Assessment: understanding.

Assessment Describe how you will provide accommodations or modifications for

Accommodations students with 504 plans, students with disabilities and IEP’s and/or BIP’s,
& ELL’s, and students with exceptionalities.
Modifications

V. REFLECTION ON THE EXPERIENCE

Reflection Write a brief reflection on what worked in the lesson and what you could
improve upon for the next lesson. (If you did not actually get to teach it,
reflect on your planning experience. What challenged you? What do you still
need to know? How could you find out?)
TEKS: Texas Essential Knowledge and Skills
ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan
ELL: English Language Learner

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