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SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

DETAILS
Emma Firment
High School Concert Band
9th-12th Grade
9/1/15 & 9/3/15 : 25 minutes
MU:Pr4.2.E.Hs novice
a. Demonstrate, using music reading skills where
appropriate, how knowledge of formal aspects in
musical works inform prepared or improvised
performances.
MU:Pr4.2.E.Hs intermediate
a. Demonstrate, using music reading skills where
appropriate, how the setting and formal characteristics
of musical works contribute to understanding the
context of the music in prepared or improvised
performances.
MU:Re7.2.E.Hs novice
Identify how knowledge of context and the use of
repetition, similarities, and contrasts inform the
response to music.
MU:Re7.2.E.Hs intermediate
Describe how understanding context and the way the
elements of music are manipulated inform the
response to music.
MU:Re7.2.E.HSI
Explain how the analysis of passages and
understanding the way the elements of music are
manipulated inform the response to music.
MU:Pr4.3.H.Hs novice
Identify prominent melodic and harmonic
characteristics in a varied repertoire of music that
includes melodies, repertoire pieces, and chordal
accompaniments selected for performance, including

CK

Formative
AND/OR
Summative
Assessment
Evidence

at least some based on reading standard notation.


Formal Evaluation
Students will be able to name the key of the piece In
the Bleak Midwinter
MU:Pr4.2.E.Hs novice
MU:Pr4.2.E.Hs intermediate
Students will play an E-flat major scale
Students will apply stylistic features found in the piece
to the warm-ups
MU:Re7.2.E.Hs intermediate
Students will use their own ear to tune as they play the
warm-ups with the band. Anything that sounds
incorrect will be corrected by the teacher

Informal Evaluation
Students will sight-read In the Bleak Midwinter
Students will answer questions about their own parts
of the music
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Objectives
SWBAT identify the key signature of In the Bleak
A-B-C-D
Midwinter
SWBAT perform an E-flat major scale as part of their
Bloom's
warm-up
Taxonomy
SWBAT apply stylistic features found in the piece to
the warm-ups
Webb's Depth of
SWBAT tune their instruments on their own during
Knowledge (DOK)
warm-ups
SWBAT sight-read In the Bleak Midwinter
Step-by-Step Procedures
RATIONALE for
the Learning Plan DETAILS
Introduction
Activating Prior Knowledge
Have the piece In the Bleak Midwinter sitting on music
stands as the students come to class
Ask the students what key In the Bleak Midwinter is in
Answer: E-flat major
MU:Pr4.2.E.Hs novice
MU:Pr4.2.E.Hs intermediate

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Hook/Lead-In/Anticipatory Set
Warm-up on an E-flat major scale, the students tuning
as they go
Conduct the warm-up using different stylistic features
found throughout the piece (grandiose, lamenting,
flowing, majestic)
MU:Re7.2.E.Hs intermediate
Provide the students with background information on
the piece
In the Bleak Midwinter began as a Christmas poem
written by the English poet Christina Rossetti in 1872.
The poem became a Christmas carol after Gustav Holst
set music to it for The English Hymnal in 1906. The poem
describes not only the winter season, but the birth of
Jesus Christ and the nativity scene.
MU:Re7.2.E.Hs intermediate
Big Idea Statement
Students will sight-read In the Bleak Midwinter,
improving upon the different stylistic features and
musical elements found throughout the piece
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Essential Questions
How does understanding the structure and context of
musical works inform performance?
How does understanding the structure and context of
the music influence a response?
How do performers interpret musical works?

Lesson
Procedure
Must include
adaptations &
accommodations
for students with
special needs

Pre-Assessment of Students
Students will be asked to name the key of the piece In
the Bleak Midwinter
Answer: E-flat Major
MU:Pr4.2.E.Hs novice
MU:Pr4.2.E.Hs intermediate
Students will perform an E-flat major scale, holding the
notes out and tuning as they go, ascending and
Accommodations,
descending.
Modifications
Students will perform an E-flat major scale in 4/4 time,
playing quarter notes at the teachers tempo. The
teacher will repeat this warm up, conducting in multiple

styles found throughout the piece (grandiose,


lamenting, flowing, majestic)
Transition
Provide the students with background information of
the piece In the Bleak Midwinter (See Hook/ Leadin/Anticipatory set)
MU:Re7.2.E.Hs intermediate
Sight-read through In the Bleak Midwinter
Guiding the Practice
After reading through In the Bleak Midwinter, to correct
specific sections, focusing on dynamics, tempo
changes, and stylistic features
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Work with individual sections when needed throughout
the piece (ie: coming in on an entrance correctly,
playing the correct dynamics/articulation to fit the piece)
Providing the Independent Practice
Ask students questions about the piece (ie: time
signature, key signature)
MU:Pr4.2.E.Hs novice
MU:Pr4.2.E.Hs intermediate
Ask students how to perform specific sections (what
musical elements are involved/need to be prominent)
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Modeling of the Concept
Clap specific rhythms for students when necessary
Adaptations/Accommodations for Students with Special
Needs
Students who are visually impaired may sit closer to the
front of the room to better see the teacher conduct
Students who are visually impaired may use music
with larger font
Students who are hearing impaired may sit closer to
the teacher in order to hear all the directions and

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This
area is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

information
Students who have a mobility disability may have their
PCA or another classmate assist them while playing
(turning pages in music, helping to set up and clean up)
Sheet music for students
Instruments
Chairs
Stands
Score for conductor
Pencils (for students and teacher)
Summary & Review of the Learning
At the end of the piece, go back to work specific
sections and ask students how they should be played
based off the stylistic features and musical elements
written in the piece.
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Review the sections of the piece that need the most
work