UT Martin

TEAM Lesson Plan Template

Teacher: Katherine Felthauser
Subject/Grade: Middle School Band/ 8th Grade
Lesson Title: Playing in F Major
Identify what you intend to teach. State, Common Core, ACT
College Readiness Standards and/or State Competencies; Enduring
Understandings and Essential Questions.

STANDARDS

2.3 Demonstrate fundamental technique on ones instrument.

2.6 Apply techniques of sight-reading.
2.7 Perform scales (or rudiments) on ones instrument.
5.1 Identify and interpret standard musical notation.
MU:Pr5.1.8a
Identify and apply personally developed criteria (such as demonstrating correct interpretation of
notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse,
refine, and determine when the music is ready to perform.

OBJECTIVE(s)/SubObjectives

Connect prior learning to new learning. Clear, Specific,

Observable, Demanding, High Quality, Measurable, Aligned to
Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)

1. Students will perform a chorale using dynamics to add to phrasing

2. Students will play with good tone quality
3. Students will demonstrate correct fingering patterns
4. Students will reinforce the use of good air quality

MATERIALS AND
RESOURCES

Content-related: Clearly supports lesson objective(s); rigorous &

relevant; Incorporates multimedia & resources beyond the textbook.

Students will need their instruments and Foundations for Superior Performance method book
Metronome

ACCOMODATIONS/ADAPTA Learning styles and interests. Anticipate learning difficulties,

regularly incorporate student interests & cultural heritage;
TIONS
differentiate instructional methods.
1. Students are grouped with like instrumentation in the room to allow for the most success.
2. Students that are having difficulties with different issues can be pulled aside by assistant directors to
work with them individually.

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MOTIVATING
STUDENTS/ANTICIPATORY
SET

Hook: Engage students attention and focus on learning.

Personally meaningful and relevant.

1. The band will begin class by warming up to help them focus for class

INSTRUCTIONAL
PROCEDURES

Step-by-Step Procedures-Lesson Sequence: Basic to

Complex. Lesson includes visuals, modeling, logical sequencing
and segmenting (beginning, middle, ending); essential information;
concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension;
seamless routines; varied instructional strategies; key concepts &
ideas highlighted regularly.

Have students enter the room and get their instruments out of their cases.
Step onto the podium to get students focused and ready to play their first notes for the day.
Have students play on a concert F and then a concert B flat to get some air moving through the horn
Ask students to open their Foundations for Superior Performance to page 4 and the snare drums open to
page 48
5. Run the Long Tone 1A warm up twice
6. Run the students through the warm up set 1, option 1 twice on page 6 for the winds and page 54 for the
percussion
7. Run the students through the warm up set 2, option 1 twice on page 7 and percussion on page 56
8. Run the students through the warm up set 3, option 1 twice on page 8 and percussion on page 58
9. Run the students through the warm up set 4, option 1 twice on page 9 and percussion on page 60
10.Ask wind players to open to page 12 and the percussionists open to page 62 to the concert F scale
pattern
11.Have percussion section play with a metronome by themselves
12.Add the entire band back on the F scale exercise without the metronome.
13.Have students play through the arpeggio exercise on page 12 (percussion page 63)
14.Ask wind players to open to page 32 and have them hold the first note before reading.
15.After one read through, break down chorale into smaller parts to focus on different phrasing (i.e. adding
dynamics and stressing different beats.
16.Read through chorale 1 in F
17.If time allows, teach the students chorale 2 in F using the same process of breaking it down by 4
measures each
1.
2.
3.
4.

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QUESTIONING/THINKING/P
ROBLEM SOLVING
(embedded throughout)

1.
2.
3.
4.

Balanced mix of question types. Utilizes Blooms

Taxonomy/Webbs Depth of Knowledge; high frequency; purposeful
& coherent; require active responses; balance based on
volunteers/non-volunteers, ability, & gender; lead to further inquiry
& self-directed learning. Implement four types of thinking
(Analytical, Practical, Creative, & Research-based) &
Teach/Reinforce problem-solving types. Provide opportunities
for students to generate ideas & alternatives; analyze, evaluate &
explain information from multiple perspectives & viewpoints.

What do dynamics add to phrasing?

How do scales assist with playing in different keys?
How can students use a chorale to tune themselves?
How does sight reading help a musician?
Maximize student understanding & learning Varied group
composition (race, gender, ability, & age); clearly understood roles,
responsibilities & group work expectations; accountability for group
& individual work; student opportunities for goal setting, reflection &
evaluation of learning.

GROUPING

1. The students do not have to work in a specific group. They are all together and sitting with
their different instruments.
Formative and/or summative assessment.
A variety of
assessments, including rubrics, measure achievement of objectives
and informs instruction.

ASSESSMENT
1.
2.

Informal assessment will occur throughout the lesson

At a later time, a playing test over a chorale could happen

Reflection/Wrap Up. Summarizing, reminding, reflecting,

restarting, connecting.

CLOSURE
1.

At the end of class, remind students they only have one more day to turn in their practice charts. Have
the students pack up their instruments and tell them to look ahead to concert E flat exercises.

NOTES:

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