Lesson instrument, fretted instrument, electronic instrument) accurately
Lesson Plan Format Grade 5 Band 1. National Standards / Assessment Anchors 2- Performing on instruments, alone and with others, a varied repertoire of music A-Students perform on at least one instrument (e. g. , band or orchestra instrument, keyboard instrument, fretted instrument, electronic instrument) accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control 2. Instructional Objectives Student will be able to play low Ab and 4th space, treble clef, Eb with 85% accuracy 3.
Content (Lesson Elements)Introduction/Motivational Device T: Good Afternoon Class! Today I’m going to teach you two new notes, low Ab and 4th space, treble clef, Eb. T: Once we’ve learned both notes we’re going to use them in two songs. Subject Content/Topics – Explanation of academic content Student will be able to play two new notes: low Ab and 4th space, treble clef, Eb Learning Activities/Procedures – Explanation of teaching strategies and outline of implementation (i.
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e. , direct instruction, guided and/or independent practice) T: I’ll show you the new fingering for Ab and you can copy me. T: Good!Now I want you to play low Ab T: (makes corrections if necessary) T: Great Job everyone! Now all you have to do is add the register key to that note and you can play Eb. I’ll show you the fingering and you can copy me. T: Good! I’m going to have you play leaps from low Ab up to Eb. You’ll play it 4 times.
I’ll tell you when I want you to change notes. So… play low Ab, now add the register key and play Eb.
(repeat 3xs) T:Excellent Job Everyone! Now I think we’re ready to use these two notes in two songs I’ve picked for you. T: passes out music. The first song we’re going to play is On Top of Old Smokey.T: When looking at a piece of music always look at the key, it tells you which notes are flat or sharp. This piece has 3 flats. Can anyone tell me what key this is in? S: answers T: Correct! Its in Eb Major.
T: Let’s just finger the notes first and then I’ll have you play through it. I’ll tell you the notes and you show me the fingerings. T:Excellent! Let’s play. I’ll give you 4 counts, then come in on 1 T: (makes corrections if necessary. If there are no corrections to be made move on to next song. If corrections are to be made then play through once more. T: Now flip the page around to the Imperial March.
Can anyone tell me what key this is in? I’ll give you a hint, it’s a minor key. S:answers T: Correct it’s C minor! This song is a bit more trickier than the last one. The rhythms are harder and some of the fingerings are tricky. So.
.. 1st I’d like you to carefully set down your clarinet and let’s clap and count the rhythms.
For example measure one goes like this. T: Now let’s clap and count the rhythms. Ready go.
T: Good! Now that you understand the rhythms, lets go over the tricky fingerings in measures 5-6.I’ll say the note you show me the fingering. T: C, low C, high C, B, Bb, A, Ab, A, Db, G. Good now lets finger them in rhythm. I’ll play and you finger.
T: Excellent! Now we’re ready to play the Imperial March. I’ll give you four counts, come in on one. T: (Makes corrections. ) Let’s play through one more time. Key Discussion Questions Can students play low Ab with a good tone and correct fingering? Can students play 4th space, treble clef, Eb with a good tone and correct fingering? Are students having extreme difficulties with the Imperial March? Is it beyond their playing level?Closure T: Fabulous job today everybody! You all picked up so well on learning and using low Ab and 4th space, treble clef, Eb. I want you to continue practicing leaps from low Ab up to Eb to get more comfortable with the fingerings.
Also continue to work on On Top of Old Smokey and Imperial March. In the Imperial March, I want you to work on measures 5-6, with the tricky fingerings and rhythms Next week we are going to have a group playing quiz on both of these songs. If you are having any problems with either song I’d be more than happy to help you. Have a great rest of your day! 4.Differentiated Learning Activities Include context of the learners as a rationale for differentiation: N/A 5.
Instructional Resources and Technology (i. e. , multimedia, technology, lab equipment, outside expert) Clarinet, sheet music 6. Formative Assessment Students were able to play produce a tone on the mouthpiece O- 85-100% Students were able to produce a tone on mouthpiece with at least 85% accuracy S- 70-84% Students were able to produce a tone on mouthpiece with at least 70% accuracy U- 0-70% Students were unable to produce a tone on mouthpiece Students were able to play C, D, and EO- 85-100% Students were able to play C, D, and E with at least 85% accuracy S- 70-84% Students were able to play C, D, and E with at least 70% accuracy.
U- 0-70% Students were unable to play C, D, and E. ************************************************************************************* 7. Reflection – Completed after implementation of lesson plan My lesson plan went well but I think it could have gone better.
Some of the things that I think I did well were explaining the new notes and how to play them, showing them what the notes looked like and walking around to check, and when they were struggling I helped them.The students picked up well on learning the new notes. I did get through all of my material but I think I could have broke things down better especially on the Imperial March. I think that the Imperial March was too hard for my students because the fingerings and rhythms in measures 5-6 were too tricky. I think instead of taking measures 5-6 slower I should have broke it down into smaller sections and worked out the fingerings.