Content Lesson Plan 2

Patrick J.
Harris
Content Lesson Plan #2
EDU-34600 Specialized Methods/ Practicum
Professor Nancy Thompson
Creating a differentiated lesson in band can vary from ensemble to ensemble. With this
particular lesson plan I created a lesson plan based on students development of expressing
music. I would introduce cooperative learning to students where they can work individually in
sections; they will develop their understanding of music together. If there are students who are
having difficulty, I would choose a simpler piece. If students are having trouble understand what
expression through music means, I would provide video of a performer. In the video, the
performer would exhibit how to convey a meaning to the piece they are performing. The final
differentiate plan I would further break down my explanation of expression of music.
OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 1
Name: Mr. Patrick J. Harris
Date: 5 October 2015
School: Sandra Day OConnor High School
Grade Level: 9-12

Approximate length of time: 55
Subject: Band/ Music
Title: Performing and Presenting Music

Unit Goal: Interpretation of Music
STANDARD, BENCHMARK, INDICATOR(S):
Common Core Standards:
Comprehension and Collaboration
Presentation of Knowledge and Ideas
2015 Arizona Arts Standards
Music: Performing Ensembles Standards Novice - High School:
Performing - Realizing artistic ideas and work through interpretation and presentation.
Anchor Standard #4: Select, Analyze and Interpret artistic work for performance.
Anchor Standard #5: Develop and refine artistic techniques and work for presentation.
Anchor Standard #6: Convey meaning through the presentation of artistic work.
WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
TSWBA:
1. Use repertoire to demonstrate a developing understanding of various musical structure

and context in repertoire performed.
2. Develop strategies to address technical and expressive challenges in varied repertoire of
music.
3. Demonstrate attention to expressive qualities in prepared and improvised performances
of a varied repertoire of music representing diverse cultures, styles, and genres.
4. Understanding their role within the ensemble
HOW WILL YOU ASSESS STUDENT LEARNING?
Formal Assessment:
Students will be evaluated by the mentor teacher on their performance of the selected piece.
Informal Assessment:
Checking for understanding, asking about unsure musical concepts within the piece.
Formative:
During rehearsal, we will discuss the different elements within the piece. The conductor would
ask questions to further and gauge on what musical concepts students understand. Breaking it
down further for understanding. Using the different melodies to be expressed throughout the
piece.
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH
THIS LESSON?
Pencil
Instrument
Music
WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?
Modifications:
The piece can and will be taken under tempo if need to further help students gain the musical
concepts to play the piece.
Adaptations:
For students who are understanding the musical concepts, they could serve as section leaders
and assist their peers with understanding the music.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?
If the piece of music is on SmartMusic (musical technology program) the students will be able to
further practice on the piece at school. The students could also use YouTube as a source
to listen and follow along in their part of the piece of music.
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?

How would you express this particular piece?
What is your role as a section in the ensemble?
What is your role as an individual in the ensemble?
What key are we in? Are there any key changes in the piece?
What are our tempo markings? Does the tempo change?
What is our time signature? Does it change during the piece? If so, where?
Are there any unfamiliar rhythms you need reviewed?
From here on, write as if you are talking to the children/students.
FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR
KNOWLEDGE)
Asking students of their prior knowledge of expressing themselves through a piece. How does
music make you feel when you play it.
PURPOSE (THE WHY OF THE LESSON)
You are all learning this lesson to gain more confidence in playing music and learning musical
concepts that would help you become a stronger musician. Understanding what it means to put
yourself into the music. Learning to add emotional context to the music rather than just playing
what is written on the page.
DELIVERY OF INFORMATION
I will provide them the piece with any background information pertaining to the piece itself.
MODELING/DEMONSTRATION/SKILL CUES
Playing an example of the piece that ensemble will play. Having students convey a type of
meaning of the piece being played. Having the students create their own understanding of the
music. I will show them who I will be giving a cue to come in and play their part when the time
comes.
GUIDED PRACTICE
As a class, we would go through and assess the different musical elements within the piece.
Before even hearing a record, we will attempt to run through the piece of music without
stopping. With a pencil and observation, I would mark sections where I felt the students were
having difficulty.
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
If the piece is selected as apart of a concert repertoire, they will be given individual copies to
further practice at home.
CLOSURE/WRAP-UP (ENDING THE LESSON)
I would explain the importance of being able to express music and provide examples of
musicians expressing themselves through music. I would have the students evaluate me as the
teacher. Noting any difficulty as to trying to understand what is being taught. We will recap on
musical concepts and do a checking for understand in what context they should be used.
REVIEW, EVALUATE, AND REFLECT
Based on the information obtained from planning, teaching and assessing this lesson,
respond to the following questions:
What data do you have to support the instruction?
What indications do you have, in addition to the data, that your instruction was
successful?
What do you perceive as the strengths of your instruction?
What would you change when teaching this lesson again?
What have you learned about content, teaching and learning from teaching this
lesson?

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Patrick J.

Grade Level: 9-12

Title: Performing and Presenting Music

1. Use repertoire to demonstrate a developing understanding of various musical structure

WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?

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