EdTPA

Lesson Plan Template

Content Area:

Candidate:

Date:

Music

Gillian Macchia

10/19/15

Grade Level:

Central Focus:

8th Grade
Group A 10:52-11:30am
Group B 11:33am12:11pm

Rhythm

Pre-instructional Planning:
Students know saxophone fingerings, rhythmic values, and articulation and dynamic
notation.

Standards:
MU:Pr5.3.E.8a Develop strategies to address technical challenges in a varied repertoire of
music and evaluate their success using feedback from ensemble peers and other sources
to refine performances.
MU:Pr5.3.E.Ia Develop strategies to address expressive challenges in a varied repertoire
of music, and evaluate their success using feedback from ensemble peers and other
sources to refine performances.

Common Core Standards:

-Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text. Students must read the music closely to comprehend the
articulations, dynamics, and pitches defined by the composer.
-Understand the connections between proportional relationships All rhythmic values are
related to each other in the context of a larger time signature

Learning Objectives (SWBAT):

Students will be able to play through measures 54-79 of Silverbrook with 100%
rhythmic accuracy by the end of the lesson.
Students will be able to play through the Doxology and Variation with 100% rhythmic
and pitch accuracy by the end of the lesson.

Materials and Resources:

Saxophones, Reeds

Technology (check all boxes that

apply)

Audio speakers
Video Recorder
Computer(s)(iPad
DVD Player )
Projector
Interactive Whiteboard
Internet Connection
Printed Materials/Media:
Doxology and Variation from Artistry of Fundamentals for Band, Silverbrook by
Michael Sweeney, Joy by Frank Ticheli, Tonal Energy app for iPad

Learning Environment Preparation:

The chairs will be in a row with stands in front when they walk in the classroom.

Internet Resources:
N/A
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Other:
N/A

Introduction:
As the students come in, I will have them polish their reeds. We will then tune their F#
individually and then as a group.

Procedure:
We will play through Doxology and Variation from their methods book. This is on their
playing exam next week. We will review the correct notes at the end, specifically the G#
in the last two phrases. (5 minutes)
Then we will review the excerpts from Silverbrook we played last lesson, particularly
measures 79-87 that will also be on their playing exam. We will also play through
measures 54-79. These measures have syncopated rhythms and changing time
signatures. If there are problems playing parts, I will have the students subdivide through
the time signatures, then count their parts, then count and finger their notes on the
instruments, and then play through the excerpt. I will ask questions to check for
understanding like: How do we finger this note?, What beat do we play on?, and
What dynamic should we be playing at this point?. This process will be repeated with
measures 97-109.

Academic Language: (Adolescence)

Rhythm, Dynamics, forte, piano, syncopation, subdivision

Accommodations for Individual Differences: (i.e., exceptionalities, ethnic,

racial, gender, socioeconomic, language, learning styles, and religion)
For students who need accommodations, I will use different questions to guide everyone
to the correct answer. I can also model vocally or through clapping different rhythms or
dynamic/articulation examples for students to match.

Closure:
I will tell the students to keep looking at these parts and at their method book for next
lesson. I will then check to see if they know when their next lesson is.

Student Assessment:
By hearing the students play the excerpts we have worked on, I will be able to determine
the understanding of the students. I will hear if they play in the same places on the same
pitches at the same dynamic level as the rest of the lesson group. I will provide informal
verbal feedback to the students.

Adapted from lesson plan template posted on Ohio Wesleyan University Department of
Education website: http://education.owu.edu/departmentForms.html

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