edTPA Lesson Plan (1)

Grade Level: 8th Grade

Central Focus for the learning segment: Shifting is the technique of movement between positions on
the fingerboard that extends range and performance ability.
Core Curriculum Content Standard(s):
1.1.8.B.1 Common, recognizable musical forms often have characteristics related to specific cultural
traditions.
1.3.8.B.1 Western, non-Western, and avantgarde notation systems have distinctly different characteristics.
1.4.8.B.2 Visual fluency is the ability to differentiate formal and informal structures and objectively apply
observable criteria.
Learning Objectives:
Students will describe their musical observations and analyze the technical components of shifting.
Students will be able to perform position exercises with accurate fingering and intonation with a success
rate of 80%.
Instructional Resources and Materials:
Essential Technique for Strings (Book 3)
Instruments
Pencils
Music stands
Tuners
Rosin
Deeper Listening Worksheet
Shifting Assessment
Laptop with video: “The Swan” performed by Yo-Yo Ma
Violin
Instructional Strategies and Learning Tasks
1. Students will unpack their instrument, set up their materials, and tune their instrument with a tuner.
2. Teacher will conduct students in their daily open string bowing exercise.
3. Teacher will then pass out the weekly deeper listening worksheet while instructing the students that
they will listen to the piece of music twice. Students will fill out the first half of the sheet on the first
listen and the second half during the second listen.
4. Teacher will play “The Swan”: https://www.youtube.com/watch?v=3qrKjywjo7Q from the laptop.
5. At the conclusion of the first listen, students and teacher will discuss their observations. Students
will decide what musical time period they think “The Swan” is from and share what color and/or
scene they envisioned.
6. Teacher will then have the students watch the performer in addition to listening and write down
what they notice about the cellist’s left hand and technique.
7. Teacher will stop the video halfway through the second listen, and the class will share their
observations of the left-hand technique.
8. Teacher introduces the concept of shifting and distributes the Shifting Assessment that the students
will complete individually. Teacher will instruct students to try to fill in everything that they know.
 9. After the pre-assessment is completed and collected, teacher distributes the Essential Elements books
and instructs students to turn to the shifting unit. Teacher reviews the finger charts with the
students.
10. Students are instructed to use third (fourth for cello, fourth and fifth for bass) position finger charts
as a guide and begin working on #1-9 in their book.
11. Students will work together in their section or independently, and teacher will assist students as
needed. Advanced students will be instructed to experiment with different positions in their
orchestra music once they have played #1-9.
12. The ensemble will come back together, and teacher will conduct students in #1-9.
13. Exit Pass: Before students pack up, each student must choose a one-line exercise from #1-9 to play
for teacher.
Student Assessment:
 Informal Assessment: Teacher will monitor students as they practice and perform their position
exercises, giving immediate verbal feedback as needed.
 Formal Assessment: Teacher will collect and provide feedback for Shifting Assessment.
 Modifications to the Assessments: Teacher will modify the position work based on the
student’s performance.
Evaluation: Students will be evaluated based on the accuracy of their fingering and the fluidity of
shifting from one position to another.
Lesson Timeline: This is the first lesson in a 3-lesson unit and serves as an introduction to shifting.
 edTPA Lesson Plan (2)
Grade Level: 8th Grade
Subject / Content area: Orchestra
Unit of Study: Shifting
Lesson Title: Expanding Shifting

Central Focus for the learning segment: Shifting is the technique of movement between positions on
the fingerboard that extends range and performance ability.
Core Curriculum Content Standard(s):
1.1.8.B.2 Compositional techniques used in different styles and genres of music vary according to
prescribed sets of rules.
1.3.8.B.1 Western, non-Western, and avantgarde notation systems have distinctly different characteristics.
1.3.8.B.2 Stylistic considerations vary across genres, cultures, and historical eras.
1.3.8.B.3 Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo,
forte, etc.) is a component of music literacy.
Learning Objectives:
Students will be able to perform position exercises with accurate fingering and intonation with a success
rate of 80%.
Students will be able to describe the conventions of shifting on their instrument.
Students will demonstrate their ability to evaluate, compare, and critique different shifting methods used
in their repertoire.
Students will be able to perform various passages individually and as an ensemble utilizing different
elements of music (tone, tempo, dynamics, melody, harmony, rhythm).
Instructional Resources and Materials:
Essential Technique for Strings (Book 3)
Instruments
Orchestra Binders with “Intermezzo” (from String Quartet No. 2, Op.13) by Felix Mendelssohn/arr. Deborah Baker Monday
Pencils
Music stands
Tuners
Rosin
Violin
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
and students will be doing.):
1. Students will unpack their instrument, set up their materials, and tune their instrument with a tuner.
2. Teacher will conduct students in their daily open string bowing exercise, changing the articulation
and dynamics throughout.
3. Teacher will demonstrate and play a D Major scale with shifting on the violin. Students will play a D
Major scale on their instruments with shifting. Fingering will be written on the board for students
that like the extra visual aid.
4. Teacher distributes the Essential Elements books and instructs students to work together or
individually on their shifting exercises. Teacher will work with each student during this time to give
assistance and assess where each student is. Advanced students may work on their orchestra music
or solo music for the concert during this time but must incorporate shifting.
 5. Once the teacher has spent time with each student, teacher will instruct students to turn to the
beginning of “Intermezzo.” The students should have all notes and rhythms mastered in this piece
from their work in previous rehearsals. Teacher will instruct the first violins to play in third position
and then conduct students from the beginning to measure 25.
6. After reaching measure 25, go back to measure 1 and teacher will instruct firsts to now play in first
position. All students play from measure 1 to 25.
7. After playing through the section a second time, teacher will ask: Describe what you heard.
Compare and contrast. What is the difference in the sound/tone of first and third position? What
position do you like better? Explain your reasoning.
8. The class will have a discussion centered on their reflection of these questions and decide on what
position and sound they prefer in “Intermezzo.” Students will then explore the options in their own
part and decide what position to play on the fingerboard.
9. Before the ensemble plays again, teacher will ask a student to walk through the dynamic direction
that was discussed last week. Students will run 1-25 and 59-end (skipping the middle section of the
piece) in various positions, incorporating dynamics.
10. Exit pass: Each student plays the first 5 notes of the D Major scale with a shift.
Student Assessment:
 Informal Assessment: Teacher will monitor students as they practice and perform their position
exercises, giving immediate verbal feedback. Teacher will take notes on the progress chart for
each student.
 Formal Assessment: Students will individually perform the first five notes of the D Major scale
with a shift for the class.
 Modifications to the Assessments: Teacher will modify the position work based on the
student’s performance.
Evaluation: Students will be evaluated based on the accuracy of their fingering and the fluidity of
shifting from one position to another.
Lesson Timeline: This is the second lesson in a 3-lesson unit and serves as an expansion upon shifting.
 edTPA Lesson Plan (3)
Grade Level: 8th Grade
Subject / Content area: Orchestra
Unit of Study: Shifting
Lesson Title: Finalizing Shifting

Central Focus for the learning segment: Shifting is the technique of movement between positions on
the fingerboard that extends range and performance ability.
Core Curriculum Content Standard(s):
1.3.8.B.1 Western, non-Western, and avantgarde notation systems have distinctly different characteristics
1.3.8.B.2 Stylistic considerations vary across genres, cultures, and historical eras.
1.3.8.B.3 Understanding of discipline-specific arts terminology (e.g., crescendo, diminuendo, pianissimo,
forte, etc.) is a component of music literacy.
Learning Objectives associated with the content standards:
Students will be able to perform position exercises with accurate fingering and intonation in a success
rate of 80%.
Students will be able to describe the conventions of shifting on their instrument.
Students will be able to perform various passages individually and as an ensemble utilizing different
elements of music (tone, tempo, dynamics, melody, harmony, rhythm).
Instructional Resources and Materials to engage students in learning:
Essential Technique for Strings (Book 3)
Instruments
Pencils
Music stands
Tuners
Rosin
Violin
Shifting Assessment
Sight Reading: “Heroic Adventure,” “Fright Night,” and “Fantasy on Greensleeves”
Instructional Strategies and Learning Tasks
1. Students will unpack their instrument, set up their materials, and tune their instrument with a tuner.
2. Teacher will conduct students in their daily open string bowing exercise. The focus in today’s
bowing will be dynamics.
3. Students will review and play the D Major Scale with shifting together.
4. Teacher will play a G Major scale with shifting on the violin. Students will play a G Major scale on
their instruments with shifting. Fingering will be written on the board for students that like the extra
visual aid.
5. Students will choose to play a D Major scale, G Major, or any other major scale with shifting for the
class.
6. Teacher distributes the Essential Elements books and will lead students in sight reading #116 and
#117. For #117, students can choose to play the A or the B part. Read each exercise twice, asking
the students what they want to focus on improving in the second run.
7. Collect the books and hand out the final shifting assessments for students to take.
 8. Upon all students completing this assessment, students will work on selecting a piece for their small
group to play in the upcoming concert. Teacher will guide students in listening to various pieces
(“Heroic Adventure,” “Fright Night,” “Fantasy On Greensleeves”), and sight reading them. During
the sight reading, students must shift at least 3 times. Some scores have shifting suggestions already
written in.
9. Upon reading through each song, students will vote on what piece they like best. Students will close
their eyes and raise their hands during the voting.
10. Exit Pass: Teacher will ask students to recap the conventions of shifting.
Student Assessment:
 Informal Assessment: Teacher will monitor students as they perform their position exercises as
a class, giving immediate verbal feedback as needed.
 Formal Assessment: Teacher will collect and provide feedback for the Shifting Assessment.
 Modifications to the Assessments: Teacher will modify the position work based on the
student’s performance.
Evaluation: Students will be evaluated based on the accuracy of their fingering and the fluidity of
shifting from one position to another.
Lesson Timeline: This is the third lesson in a 3-lesson unit and serves as an expansion upon shifting.