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)
Formative
AND/OR
Summative
Assessment
Evidence

Objectives
A-B-C-D
Bloom's
Taxonomy

DETAILS
Emma Firment
General Music
8th Grade
9/28/15, 9/30/15, 10/2/15 : 40 minutes

CK

MU:Cr2.1.8
b.Usestandardand/oriconicnotationand/oraudio/video
recordingtodocumentpersonalrhythmicphrases,
melodicphrases,andharmonicsequences.

Formal Evaluation
Students will complete listening activity exit ticket
Informal Evaluation
Students will answer questions about the woodwind
family and its instruments
Students will fill in their woodwind family worksheet
Students will identify the difference between how each
woodwind instrument sounds
SWBAT identify what instruments are in the woodwind
family
SWBAT identify and describe the parts of a woodwind
instrument
SWBAT listen to how different woodwind instruments
sound and be able to identify them

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for
the Learning Plan DETAILS
Introduction
Activating Prior Knowledge
Ask students what they know about woodwinds
Have them try to name instruments in the woodwind
family, have them name the parts (reed, keys, bell,
embouchure hole), have them describe how to play it,

CK

and ask if anyone has played a woodwind instrument

Explicit
Instructions
Big Ideas
Essential
Questions

Hook/Lead-In/Anticipatory Set
Use the flute, clarinet, saxophone, piccolo, and oboe
and have students identify what each instrument is
called. Show them pictures of a bass clarinet, bassoon,
and English horn and have them identify what they are.
Big Idea Statement
Students will be able to describe and identify different
woodwind instruments as well as identify them by
sound
Essential Questions
Howdomusiciansmakecreativedecisions?
Howdoesunderstandingthestructureandcontextof

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

Pre-Assessment of Students
Teach students the basics of woodwind instruments
(see activating prior knowledge)

Transition
Use the instruments and instrument pictures to help
students identify what each instrument looks like
Discussing it as a class, work on the woodwind packet
Accommodations,
(see handout 1), filling in the blanks
Modifications
Go through the powerpoint as well, but have students
figure out the answers on their own first
When talking about each instrument, model with the
instrument by playing it, having the students describe
the timbre, and having select students play specific
instruments
Guiding the Practice
Model with the instruments
Have the powerpoint handy as students go through
their packets
Providing the Independent Practice
Have students fill out the woodwind worksheet before
looking at the powerpoint

 Have students fill out the instrument sounds exit ticket

Modeling of the Concept
Play each instrument when talking about them

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

Closure

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 chalkboard
Students who are visually impaired may use study
guides with larger font
Students who are hearing impaired may sit closer to
the teacher in order to hear all the directions and
listening examples
Chairs
Stands
Pencils
Computer
Stereo
Computer to Stereo cables
woodwind Packets
Woodwind instruments (piccolo, flute, clarinet, oboe,
saxophone)
Woodwind pictures (bassoon, bass clarinet, English
horn)
Exit tickets
Projector
Computer to Projector cables
Summary & Review of the Learning
Have students get out their exit tickets (see handout 2)
that was sitting in their folders before class
Play recordings of each instrument and have students
guess what instrument it is

MU:Cr2.1.8

Collect tickets and then review as a class