Lesson Plans

7th and 8th Grade

Advanced Band, 3rd
and 5th Periods
Week 5, Nov 10-14,
2014

Mon.

Tues.

Wed.

Thurs.

Fri.

Daily Learning
Target

*I can analyze a
difficult section
of music and
use Thinking
Strategies to
perform it
accurately.
*I can sustain
my own part in
the ensemble,
performing the
elements of
music with
accuracy
(rhythm,
melody,
dynamics,
tempo, etc)

I can sightread
a new piece of
music using the
STARS method
of sightreading.

I can analyze and

critique my own
performance and
the performance of
the ensemble using
knowledge I have
gained about the
elements of music.
I can sustain my
own part in the
ensemble,
performing the
elements of music
with accuracy
(rhythm, melody,
dynamics, tempo,
etc)

I can
sightread a
new piece of
music using
the STARS
method of
sightreading.

I can perform
alone, a
piece of
music with
increasingly
complex
melodies and
rhythmic
patterns
(playing test
material). I
can sustain
my own part
in the
ensemble
(warmups
and run
through of
playing test
material).

Bell-ringer/Flashbacks

Rhythmic analysis
including syncopation

Rhythmic analysis
including syncopation

Standards Addressed

*Students will use

knowledge of the
elements of music and
music terminology to
describe and critique
their own
performance and the
performance of
others.
* Students will sing or
play alone and with
others examples of
music with
increasingly complex
melodies and rhythmic
patterns in treble and
bass clef (with
practice).

Rhythmic analysis
including
syncopation
Students will sing or
play alone and with
others examples of
music with
increasingly complex
melodies and
rhythmic patterns in
treble and bass clef
(with practice).

Students will use

knowledge of the
elements of music and
music terminology to
describe and critique their
own performance and the
performance of others.

Rhythmic analysis
including
syncopation
Students will sing
or play alone and
with others
examples of music
with increasingly
complex melodies
and rhythmic
patterns in treble
and bass clef (with
practice).

Rhythmic analysis
including
syncopation
Students will sing
or play alone and
with others
examples of music
with increasingly
complex melodies
and rhythmic
patterns in treble
and bass clef (with
practice).

Instructional
Method; Alligned
Strategies/Activities

Take roll;
Flashbacks,
EQ/LT;
Warmups: 7th

Take roll;
Flashbacks;
EQ/LT;
Warmup with B

Take roll;
Flashbacks; EQ/LT;
Warmups same as
yesterday working

Take roll;
Flashbacks;
EQ/LT;
Warmups

Take roll;
Flashbacks;
EQ/LT;
Warmups

Grade B Flat,
E Flat, and A Flat
Concert Scales,
Chromatic Scale,
analyzing for
accuracy,
musicality and
appropriate
balance;
Creating chords
and playing with
dynamic
changes,
accurate
intonation,
Pyramid of
Sound, etc.; 8th
Grade: 5 Major
scales that
weve been
working on,
chromatic up
through 16ths,
Fs All Around,
Chord Building.
Explain
procedure for
identifying
difficult sections
of a piece and
give students
time with a peer
partner to
locate sections
of difficulty in
honor band
audition
excerpts. Use
Thinking
Strategies of
Accessing
Schema, Asking
Questions, and
Determining
importance to
do this activity
and work it
out. Share out

flat concert
scale in a
round. Follow
with the
following
scales played
continuously in
quarter notes:
B Flat, E Flat, A
Flat, F, and C
Concert. (7th
graders just
perform B Flat,
E Flat, and A
Flat as well as
chromatic and
chords). 7th
Grade will add
new scale
today F
Concert.
Students will
write new scale
on scale sheet
for daily use.
Goal is key
signature
accuracy
through all
scales, by all
students.
Chromatic
scale up
through 16th
note patterns.
Class will
sightread from
book 2 today,
beginning with
#58. (7th grade
will begin with
#27 after brief
review of
STARS box
above 19. Exit
performance
check off: each
section will

toward good
ensemble sound
and rhythmic
accuracy (continue
stressing 100% key
signature accuracy
by all). Continue
using Thinking
Strategies, ASKING
QUESTIONS and
DETERMINING
IMPORTANCE, as
well as USING
SCHEMA to
determine how
certain parts of the
music should be
performed. 7th
graders will review
#24-28. 8th - talk
through STARS
analysis of #58.
Remind them this
will happen for a
grade again in near
future. Continue
work that was
begun on Monday
with audition music
and playing test
excerpts. Check for
retention of
analyzed material
from Monday. Run
through of all
concert pieces if
time. Exit
performance
check: scale of
teachers choice.
Perform for a
partner and then
sections will play.

same as all
week,
working
toward good
ensemble
sound and
rhythmic
accuracy;
Continue
using
Thinking
Strategies,
ASKING
QUESTIONS
and
DETERMINING IMPORTANCE, as well
as USING
SCHEMA to
determine
how certain
parts of the
music should
be
performed;
Repeat
sightreading
process from
Tuesday with
a different
piece of
music. See
Tuesdays
plans.
Review Deck
the Halls and
Joyful Bells.
Exit Slip:
Identify the
weaknesses
youre still
having with
our concert
music.
Devise a plan
to improve

(same all
week);
Thinking
strategies:
ASKING
QUESTIONS
and
DETERMINING IMPORTANCE, as well
as USING
SCHEMA to
determine
how certain
parts of the
music should
be
performed.
Playing tests
will be
performed
using Ipad in
keyboard lab
(officers will
help
administer).
Rest of band
will be doing
runthroughs of
concert
pieces and
reviewing
pieces in
Book 2.
Exit Slip:
Todays
playing test
will replace
an exit
slip/perform
ance checkoff.

and isolate
spots that have
been identified
in the music.
Have honor
band
auditionees
volunteer to
play sections of
their audition
music
(formative
assessment for
me and
experience for
them). Play
through spots
deemed crucial
in concert music
Remind of next
playing test:
Friday, Nov 14:
spots as
identified in
concert music
(for chair
placement using
Ipad).

play specific
notes as
requested by
teacher.
THINKING
STRATEGIES:
Asking
Questions,
Determining
Importance.
(How do I
finger that new
note? What is
this key
signature
telling me?)

Method of Formative
and Summative
Assessments

Analysis of piece
using Thinking
Strategies, ability to
use these strategies
and make individual
and group progress
Date of Summative
Assessment:
11/14/14

Determining if
students can
sustain own parts
in the ensemble;
demonstration of
good ensemble;
STARS method
and marking parts.
Date of Summative
Assessment:
11/14/14

Determining if students
can sustain own parts
in the ensemble;
demonstration of good
ensemble; Date of
Summative
Assessment: 11/14/14

Determining if
students can
sustain own
parts in the
ensemble;
demonstration
of good
ensemble; Date
of Summative
Assessment:
11/14/14

Determining if
students can
sustain own
parts in the
ensemble;
demonstration
of good
ensemble; Date
of Summative
Assessment:
11/14/14

Student
Assignment/Individual
or group work

Individual work on
FB, peer partner
analysis and
discussion; marking
of parts, notetaking, ensemble
playing.
Modeling; peer
tutoring, assist with
notes /re-teach as
necessary ;
prompting and

Individual work on
FB, marking of
parts, note-taking,
ensemble playing.

Individual work on FB,

marking of parts, notetaking, ensemble
playing.

Individual work
on FB, marking
of parts, notetaking,
ensemble
playing.

Individual work
on FB, marking
of parts, notetaking,
ensemble
playing.

Modeling; peer
tutoring, assist
with notes /reteach as necessary
; prompting and

Modeling; peer
tutoring, assist with
notes /re-teach as
necessary ; prompting
and cueing; high-low

Modeling; peer
tutoring, assist
with notes /reteach as
necessary ;

Modeling; peer
tutoring, assist
with notes /reteach as
necessary ;

Modifications/
accomodations

upon one of
your
weaknesses
(ask teacher
if you need
help on this!)

cueing; high-low
groupings all
according to IEP
mods/
accommodations

cueing; high-low
groupings all
according to IEP
mods
accommodations

groupings all according

to IEP mods/
accommodations

prompting and
cueing; high-low
groupings all
according to IEP
mods/
accommodation
s

prompting and
cueing; high-low
groupings all
according to IEP
mods/
accommodation
s (students with
performance
anxiety will play
for me after
class)
Balance, tone,
intonation,
tempo,
ensemble,
FINGERING
CHART

Critical Vocabulary

Balance, tone,
intonation, tempo,
ensemble,
sightreading
(STARS), Cut time,
syncopation,
FINGERING CHART

Balance, tone,
intonation, tempo,
ensemble,
sightreading
(STARS), Cut
time, syncopation,
FINGERING CHART

Balance, tone,
intonation, tempo,
ensemble, accuracy
FINGERING CHART,

Balance, tone,
intonation,
tempo,
ensemble
sightreading
(STARS),
FINGERING
CHART

Intended Homework

Practice an average
of 30 minutes daily
with 1 day off.

Practice an
average of 30
minutes daily with
1 day off.

Practice an average of
30 minutes daily with 1
day off.

Practice an
average of 30
minutes daily
with 1 day off.

College/Career
Readiness

Studies indicate that involvement in music/ensemble playing increases brain functioning. Involvement in
band will also increase likelihood of students achieving a college scholarship. Students may earn scholarship
money to most schools for playing in an ensemble, even if they are not majoring in music.

Practice an
average of 30
minutes daily
with 1 day off.