SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/ anchors/
competencies
PA/Common
Core/Standards
(Plus any others as
may be required)

DETAILS
Emma Firment
High School Concert Band
9th-12th Grade
9/8/15 : 40 minutes
MU:Pr4.2.E.Hs intermediate
a. Demonstrate, using music reading skills where appropriate,
how the setting and formal characteristics of musical works
contribute to understanding the context of the music in
prepared or improvised performances.
MU:Re7.2.E.Hs novice
Identify how knowledge of context and the use of repetition,
similarities, and contrasts inform the response to music.
MU:Re7.2.E.Hs intermediate
Describe how understanding context and the way the elements
of music are manipulated inform the response to music.
MU:Re7.2.E.HSI
Explain how the analysis of passages and understanding the
way the elements of music are manipulated inform the
response to music.

Formative AND/OR
Summative
Assessment
Evidence

MU:Pr4.3.H.Hs novice
Identify prominent melodic and harmonic characteristics in a
varied repertoire of music that includes melodies, repertoire
pieces, and chordal accompaniments selected for performance,
including at least some based on reading standard notation.
Formal Evaluation
Students will be able to transition between movements through
In the Bleak Midwinter
Students will play an E-flat major scale
Students will apply stylistic features found in the piece to the
warm-ups
MU:Re7.2.E.Hs intermediate
Students will use their own ear to tune as they play the warmups with the band. Anything that sounds incorrect will be
corrected by the teacher
Informal Evaluation
Students will answer questions about their own parts of the
music
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI

CK

Objectives
A-B-C-D
Bloom's Taxonomy

MU:Pr4.3.H.Hs novice
SWBAT perform an E-flat major scale as part of their warm-up
SWBAT apply stylistic features found in the piece to the warmups
SWBAT tune their instruments on their own during warm-ups
SWBAT transition between each movement in the piece

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Have written on the board the piece we will be doing

Hook/Lead-In/Anticipatory Set
Warm-up on an E-flat major scale, the students tuning as they
go
Conduct the warm-up using different stylistic features found
throughout the piece (grandiose, lamenting, flowing, majestic)
MU:Re7.2.E.Hs intermediate
Explicit Instructions
Big Ideas
Essential Questions

Big Idea Statement

Applying stylistic features, students will transition between each
movement in the piece

Essential Questions
How does understanding the structure and context of musical
works inform performance?
How does understanding the structure and context of the music
influence a response?
How do performers interpret musical works?
Lesson Procedure
Pre-Assessment of Students
Must include
Students will perform an E-flat major scale, holding the notes out
adaptations &
and tuning as they go, ascending and descending.
accommodations for
Students will perform an E-flat major scale in 4/4 time, playing
students with special
quarter notes at the teachers tempo. The teacher will repeat this
needs
warm up, conducting in multiple styles found throughout the
piece (grandiose, lamenting, flowing, majestic)
Accommodations,
Modifications
Transition
Review what each style means in the piece
Have students describe the differences between each style and
what they think of at each section (aural image)
Guiding the Practice
After reading through the transitions In the Bleak Midwinter, to
correct specific sections, focusing on dynamics, tempo changes,
and stylistic features
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI

CK

MU:Pr4.3.H.Hs novice
Work with individual sections when needed throughout the piece
(ie: coming in on an entrance correctly, playing the correct
dynamics/articulation to fit the piece)
Providing the Independent Practice
Ask students how to perform specific sections (what musical
elements are involved/need to be prominent)
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Modeling of the Concept
Clap specific rhythms for students when necessary
Adaptations/Accommodations for Students with Special Needs
Students who are visually impaired may sit closer to the front of
the room to better see the teacher conduct
Students who are visually impaired may use music with larger
font
Students who are hearing impaired may sit closer to the teacher
in order to hear all the directions and information
Students who have a mobility disability may have their PCA or
another classmate assist them while playing (turning pages in
music, helping to set up and clean up)
Materials
Sheet music for students
(reading, technology,
Instruments
equipment, supplies,
Chairs
etc.)
Stands
Score for conductor
Pencils (for students and teacher)
Closure
Summary & Review of the Learning
At the end of the class, play the entire piece from beginning to
end.
Review the sections of the piece that need the most work
Other(This area is
to be determined by
instructor OR
student as needed)
Supervising teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would

you change?