Texas State University

Lesson Plan Format:

Name: John Davis. Title/Concept or Skill: Pitch accuracy, rhythmic accuracy, timing, reading
music Gr. Level/Subject: 6th - Clarinets

Domain 1: Planning
TEKS and ELPS (include number and define the standard):
§117.209.(c)(1)(B) demonstrate knowledge of tonal and rhythmic musical elements using
standard terminology such as instrumentation, voicing, intervals, solfege, absolute note
names, rhythmic values, and counting systems;
§117.209.(c)(1)(C) demonstrate knowledge of musical elements of rhythm, including whole
notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated
patterns, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard
terminology;
§117.209.(c)(2)(A) interpret music symbols and terms referring to notation, including
fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante,
largo and adagio; and articulations, including accent, marcato, and previously known
elements;
§117.209.(c)(2)(D) read music notation using appropriate cognitive and kinesthetic
responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs;
§117.209.(c)(3)(A) demonstrate, alone and in groups, characteristic vocal or instrumental
timbre;
§117.209.(c)(3)(B) perform music, alone and in groups, demonstrating appropriate physical
fundamental techniques such as hand position, bowing, embouchure, articulation, and
posture;
§117.209.(c)(3)(C) perform independently and expressively, with accurate intonation and
rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large
ensemble performance techniques;
§117.209.(c)(3)(F) interpret music symbols and terms referring to previously known
elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo
to fortissimo; tempi, including andante, largo, and adagio; and articulations, including
accent and marcato, appropriately when performing;
§117.209.(c)(5)(D) identify and apply criteria for evaluating personal performances;
§117.209.(c)(5)(E) evaluate the quality and effectiveness of musical performances by
comparing them to exemplary models

1f: Designing student assessments

(checking/monitoring for student understanding of the instructional outcome; aligned
with instructional outcomes and instruction; questions to ask; criteria):

The teacher will assess student understanding by walking around the room and listening to
the students’ performance of the music. The teacher will call groups of students as well as
individual students to play, which allows the teacher to give comments and suggestions on
how to grow as a musician on their instrument.
1e: Designing coherent instruction:
Anticipatory Set (connects to the instructional outcomes; describe how you will pique
students’ interest and/or tap into prior knowledge, and/or build readiness for the lesson):

1. Ss walk in and sit down with clarinet put together, case under their chair, and then
method book, binder, and pencil on their stand.
2. T starts class with warm-up. The first thing the clarinet class will do is play lines 1 to 13
in their method book at 110bpm tempo.
3. T listens to Ss tone, note accuracy, and watches for foot tapping throughout the
warm-up. Will call out things Ss should listen for or correct in between lines or during
rests.
4. Next, Ss will play their F scale.
a. T : “F scale has…”, S : “…1 flat, B flat.”
b. Ss will play this scale in half notes first, starting with their low F and up to the
high F, then back down, not repeating any note. Tempo should be 90bpm.
c. After Ss play through the scale one time, assess and give feedback. Are some
Ss squeaking on low F and G ? Figure out who some of them are, and
individually give feedback. Only one piece of feedback each time. Make sure
all holes are covered, if partially covered then more likely for a squeak to
occur. If this doesn’t fix it, tell them to loosen up embouchure. If this doesn’t
fix it, decrease the air going through the mouthpiece.
5. Repeat the playing of F scale, in only half notes, at the same tempo as before. After Ss
play, give more constructive feedback.
6. Then, Ss play the scale in their “pattern”. Low and high F are half notes, and the
others are quarter notes.
a. Give feedback after Ss play in this rhythmic pattern, same as before.
7. Repeat this pattern once more. After, give some more overall constructive feedback.
8. Then, Ss play their G scale.
a. “G scale has…” “…1 sharp, F sharp.”
b. Ss will play this scale in half notes first, starting with their low G and up to the
high G, then back down, not repeating any note. Tempo should be 90bpm.
c. After Ss play through the scale one time, assess and give feedback. Are some
Ss squeaking on low G ? Figure out who some of them are, and individually
give feedback. Only one piece of feedback each time. Make sure all holes are
covered, if partially covered then more likely for a squeak to occur. If this
doesn’t fix it, tell them to loosen up embouchure. If this doesn’t fix it, decrease
the air going through the mouthpiece.
9. Then, Ss turn to line 45, and count and finger along first. They will then play this at
80bpm. Give constructive feedback to individuals or all, then repeat this line.
10. Ss will then get their first concert piece of music, “Jolly Old St. Nicholas” out. This
should be rehearsed in sections, between rehearsal numbers. Then, after ensuring the
note and rhythmic accuracy in this piece is at a high level, they can move to playing
bigger sections of the piece at a time.
a. At this point, T should focus on note accuracy, rhythmic accuracy, tempo and
timing of all notes. T should also tell Ss to circle the sections where they are
not the melody, so they should play softer in those areas of the song.
 11. Ss then take out their second piece of music for the concert, “Up on the Housetop”.
They will work on the same things they did with the former piece for their concert,
and T gives feedback on notes and rhythms, as well as timing and balance as far as
when to play soft/full volume in the music.

1d: Demonstrating knowledge of resources

Resources (identify supplies and technology needed by students and teacher):
Essential Elements book 1 for clarinet
Two concert music pieces
Metronome (Harmony Director)
 Lesson plan