Lesson Idea/Topic and Rational/Relevanc E: What Are You: CEP Lesson Plan Form

CEP Lesson Plan Form
Teacher: Junior Molina-Nogal

9/27/16
School:
Thompson Valley
Concert Band
Content Area:
Date:
Grade Level:
Music Education
Title:
Lesson Idea/Topic
and
Rational/Relevanc
e: What are you
going to teach and
why is this lesson of
importance to your
students? How is it
relevant to students
of this age and
background?
Lesson #:__ of __
Development of stylistic understanding of renaissance era

music through The Battle Pavane by Teilman Susato
arranged by Bob Margolis.
Content Standard(s) addressed by this lesson:

directly from the standard)
(Write Content Standards
MU:Cr3.1.E.IIIa Evaluate and refine varied draft musical works based on appropriate criteria, including
the extent to which they address identified purposes and contexts.
MU:Cr3.1.E.IIIa Evaluate and refine varied draft musical works based on appropriate criteria, including
the extent to which they address identified purposes and contexts.
MU:Cr3.2.E.IIIa Share varied, personally developed musical works individually or as an ensemble
that address identified purposes and contexts
MU:Pr4.1.E.IIIa Develop and apply criteria to select varied programs to study and perform based on an
understanding of theoretical and structural characteristics and expressive challenges in the music, the
technical skill of the individual or ensemble, and the purpose and context of the performance.
MU:Pr4.3.E.IIIa Demonstrate how understanding the style, genre, and context of a varied repertoire of
music informs prepared and improvised performances as well as performers technical skill to connect
with the audience.
MU:Pr5.3.E.IIIa Develop, apply, and refine appropriate rehearsal strategies to address individual and
ensemble challenges in a varied repertoire of music.
MU:Cr6.1.E.IIIa Demonstrate an understanding and mastery of the technical demands and expressive
qualities of the music through prepared and improvised performances of a varied repertoire
representing diverse cultures, styles, genres, and historical periods in multiple types of ensembles.
Understandings: (Big Ideas)

Students will be able to identify and perform The Battle Pavane in a renaissance
style.
Colorado State University College of Health and Human Sciences
Page 1
Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
Can I justify my decision based on historical knowledge to accurate era representative performance?
Can I manipulate my instrument to perform in specified genre?
How does understanding the structure and context of the music influence a response?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: play in the renaissance era style of music
This means: I can manipulate my instrument through articulations, timbre,
dynamics and historical context to express a representation of the era.
List of Assessments: (Note whether the assessment is formative or summative)
Formative- notecards number rating
Page 2
Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?
Learning and performing the renaissance style
15 Min.
Notecards, Score, Baton, Instruments
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?
Follow the style of the conductor. Myself and individuals from the
ensembles will give conduct the ensemble on a concert F to see
different styles shown. This is meant to get students engaged with
watching and style production. Students will use a headline to describe
the piece.
The strategy I intend to use is Headline

I am using this strategy here because: to help students synthesize the
piece and the desired style
Teacher Actions
Student Actions
Page 3
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input/actions, student actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

students in thinking during the
PROCEDURE?
your lesson?
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
1. Quick run through of the

piece
2. While you are writing the
headline I would like to try
an experiment
3. T. writes the rating up on
the board
4. Concert F conducting
exercise
5. Evaluate the engagement
the students have and what
they will need to have as a
model
6. Model with only percussion,
two measures, with the
pretentious greet.
7. Evaluation and guiding with
conducting
1. Run through
2. Write the headline
3. Students get to conduct the
ensemble
4. Students listen.
5. St. then get to do the
greeting to their partners
6. Ensembles rating
7. St. write on note cards
Connect-extend-challenge
The strategy I intend to use is Connect Extend-Challenge

I am using this strategy here because: this helps and seeks out further
insight to style and what is being understood.
On your notecard I need three things, headline, ensemble rating (1-10)
and connect-extend-challenge, hand me your notecard as you leave.
Page 4

together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
students in thinking during
CLOSURE?
The strategy I intend to use is Exit Ticket

I am using this strategy here because: to collect formative assessment

your lesson?
Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504
Advanced students are given the chance to lead and have a say in
ensemble participation
In the case of a St. having trouble they may use a partner for help and
gain insight from scaffolding of the teaching.
To modify: If the activity is too advanced

for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment Reflection: (data

analysis)
Page 5

How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
According the headlines, the peer assessment of ensemble style rating

and the CEC comments.
Page 6
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
I feel that I mostly was able to hit my objective. I have found that with the
content area of music is difficult to truly align standards and objectives. In
order to feel like I was very deliberate in my lesson plan writing and the
teaching I was able to do. I hope that in the future I can hit the objective
more as I was close but not accurate.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
I was confident about my overall structure of my lesson. However, I need
to have more student engagement and I would try to talk much less. I
would also be more careful of time management as I was able to meet
some areas of issues in the piece but not all.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
The next lesson which will be in the very near future will but a solid
memory strengthening focused lesson to prepare for the concert. I have
enough data to analyze and be able to make a plan to continue working
on style and overall ensemble balance.
Page 7

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CEP Lesson Plan Form

Teacher: Junior Molina-Nogal

Development of stylistic understanding of renaissance era

Content Standard(s) addressed by this lesson:

(Write Content Standards

Understandings: (Big Ideas)

CEP Lesson Plan Form

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

Colorado State University College of Health and Human Sciences

CEP Lesson Plan Form

Planned Lesson Activities

Approx. Time and Materials

Learning and performing the renaissance style

The strategy I intend to use is Headline

Colorado State University College of Health and Human Sciences

CEP Lesson Plan Form

How do you intend to engage your

1. Quick run through of the

The strategy I intend to use is Connect Extend-Challenge

Colorado State University College of Health and Human Sciences

CEP Lesson Plan Form

The strategy I intend to use is Exit Ticket

Why are you using it at this point in

To modify: If the activity is too advanced

Assessment Reflection: (data

CEP Lesson Plan Form

According the headlines, the peer assessment of ensemble style rating

Colorado State University College of Health and Human Sciences

CEP Lesson Plan Form

Post Lesson Reflection

Colorado State University College of Health and Human Sciences

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