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    Lesson Plan Example

    Uploaded by

    Stephen
    This document provides information for a percussion lesson plan for 6th and 7th grade students. The objectives are for students to accurately play concert repertoire at a consistent tempo and use expression markings to enhance musicality. The lesson will review expression markings and style. Assessment will be through informal observation of students' playing and use of articulations, expression markings, and steady tempo. Accommodations include varying questioning depth and allowing peer tutoring, multimedia aids, adjustments to time or content, and differentiation of assessment.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Lesson Plan Example

    Uploaded by

    Stephen
    15 views3 pages
    This document provides information for a percussion lesson plan for 6th and 7th grade students. The objectives are for students to accurately play concert repertoire at a consistent tempo and use expression markings to enhance musicality. The lesson will review expression markings and style. Assessment will be through informal observation of students' playing and use of articulations, expression markings, and steady tempo. Accommodations include varying questioning depth and allowing peer tutoring, multimedia aids, adjustments to time or content, and differentiation of assessment.

    Original Description:

    This is not a perfect lesson plan, but might help with some ideas. I am still a student!

    Original Title

    Lesson Plan example

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    This document provides information for a percussion lesson plan for 6th and 7th grade students. The objectives are for students to accurately play concert repertoire at a consistent tempo and use expression markings to enhance musicality. The lesson will review expression markings and style. Assessment will be through informal observation of students' playing and use of articulations, expression markings, and steady tempo. Accommodations include varying questioning depth and allowing peer tutoring, multimedia aids, adjustments to time or content, and differentiation of assessment.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    15 views3 pages

    Lesson Plan Example

    Uploaded by

    Stephen
    This document provides information for a percussion lesson plan for 6th and 7th grade students. The objectives are for students to accurately play concert repertoire at a consistent tempo and use expression markings to enhance musicality. The lesson will review expression markings and style. Assessment will be through informal observation of students' playing and use of articulations, expression markings, and steady tempo. Accommodations include varying questioning depth and allowing peer tutoring, multimedia aids, adjustments to time or content, and differentiation of assessment.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    Name: Stephen Readyoff

    Date: 2/13/15
    ___
    School: James Wood Middle School
    Time: 10:00AM Concert Band

    Title:
    Grade Level/
    Ensemble:
    Materials:

    6th and 7th grade percussion


    Optional: metronome/ gock block
    Objective(s)#

    Standards
    National K-12 Music Standards: (Cite Content & Achievement Standards)

    2. Content Standard: Performing on instruments, alone and with others, a varied


    repertoire of music

    Achievement Standard:
    Students
    c. perform music representing diverse genres and cultures, with expression
    appropriate for the work being performed
    Virginia Standards of Learning:
    MIB.12

    The student will demonstrate ensemble skills at a beginning level, including


    5. maintaining a steady beat at various tempos in the music literature being
    studied.

    MIB.14

    The student will begin to use articulations, dynamic contrasts, and phrasing as
    means of expression.

    Standard(s)#

    Objectives
    As a result of this lesson students will know/identify:

    (facts, terms)

    1.
    2.

    As a result of this lesson students will be able to: (observable skills)

    1. Accurately play concert repertoire at a consistent tempo


    2. Use expression markings to enhance musicality

    MIB.12
    2.c., MIB.14

    Reinforced Content & Skills


    This lesson will review & reinforce the following:

    Expression markings (accents, dynamic markings), style

    Assessment
    Pre-Assessment: (What do students need to know/be able to do before starting this lesson? How will you
    determine if students have these skills?)

    Students should be able to use appropriate grips on the instruments they are playing, and
    be able to read any notes and rhythms in their music.

    Informal/Formative Assessment

    Informal assessment: Are students playing the noted articulations and expression
    markings? Are they keeping a steady tempo?

    Post-Assessment: (Documentation of individual student achievement. How are the objectives


    assessed? WHAT, HOW & CRITERIA?)

    Assessment Type: Performance


    Assessable Components:
    Assessment Statement:
    Rubric:

    Assessment Type: Creating


    Assessable Components:
    Assessment Statement:
    Rubric:

    Assessment Type: Responding


    Assessable Components:
    Assessment Statement:
    Rubric:

    Objective(s)#

    Objective(s)#

    Process
    Steps in Teaching: (Detailed description of the teaching-learning process including questions
    and auditory/visual/kinesthetic experiences for each class period.)

    Day 1
    A. Have students take out Infinity March, identify who plays each part
    B. Discuss march style, how the piece should feel
    C. Play through the piece, identify where tempo begins to drag behind
    D. Ask students where they think the tempo issues lie, help them correct it
    E. Repeat with Fire Dance, paying new attention to the style and how
    instruments should be played to produce the best sound.

    Accommodations/Modifications:
    Accommodations to make the experience accessible; modifications of the content to meet student needs

    Q = Questioning Depth Varied


    G = Grouping/Peer Tutoring
    M = Multimedia/Graphic Aids
    R = Guided Reading/Read Aloud
    H = Higher Level Thinking

    A = Assistance by Teacher
    C = Content Adapted
    T = Time Frame Adjusted
    S = Student Choice
    P = Differentiation of Product

    Reflection
    Changes for Next Time: (Always have this blank before the lesson and filled after the lesson!)

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