Lesson Plan

Grade/Subject: Grade 5/6 Band

Duration: 73 Minutes

Outcomes from Alberta

Program of Studies
P.1.1: recognize and understand
the function of the following:
staff, treble clef, bass clef, flat,
natural, ledger lines, accidentals,
key signatures.
A.1.2 understand how sharps,
flats and naturals are used as
accidentals, affecting fingerings,
slide positions and notes.
TTS.1.3: demonstrate a
characteristic tone based on
acceptable breath support

Unit: 2 Appalachian Song

Learning Objective
The students will recall what
creates a good tone through
breathing.
The students will recognize flats,
sharps and naturals in music and
will apply these in their own
music.
The students will demonstrate
proper fingerings on their
instruments for new notes in 2
Appalachian Songs.

Assessments
Observation will be used throughout this lesson to help the students
with proper instrument technique. It will also be used to help me to
know how to how to help this group to become even better young
musicians.
Ear training will also be used in this lesson to help solidify the lesson
on sharps and flats from the previous week. This will also allow me to
see how well the students understood the lesson. This will be used as
formative assessment.

Learning Resources Consulted

Resource #1: Standard of Excellence Book 1
Resource #2: 2 Appalachian Songs
Resource #3: Dragon Dance

Materials and equipment

Standard of Excellence Book 1

2 Appalachian Songs Score
Dragon Dance Score
Baton
SmartBoard

Sheet with Questions

Procedure
Introduction ( 5 Minutes):
Housekeeping: None for today
Hook/Attention Grabber: We will be doing things a little bit differently
today, I have a new game for us to learn.
Assessment of Prior Knowledge: What is a sharp? What is a flat?
Expectations for Learning and Behaviour: Students will participate in
discussions; they will also answer any questions given throughout the
lesson. Finally, they will play to the best of their abilities.
Advance Organizer/ Agenda: Warm up/ Ear training, 2 Appalachian
Song, Musical Tic Tac Toe
Transition to Body: Please take out your red books.
Body ( __ Minutes):
Learning Activity #1: Ear training and warm up
The teacher will guide the students through an ear training activity
based on flats and sharps. This will be done on the piano and the
students will have three choices:
- The note stayed the same
- It was sharped
- It was flatted
Each student will be given an opportunity to answer one interval.
The teacher will then work on the following pieces found in the
Standard of Excellence Book 1:
- 51: Review the song with the students using solo and tutti
sections.
- 52: Clapping the rhythm first, then playing as written.
- 53: Clapping the rhythm, then playing as written.
Key
-

Questions:
What does a flat do in music?
What does a sharp do in music?
What does a flat look like?
What does a sharp look like?
How do we count and clap this song?
What is the same or different from the song we just did?

What the Teacher is doing:

- Playing the intervals on the
piano
- Conducting
- Asking questions

What the Students are doing:

- Participating in the ear
training activity
- Playing
- Answering questions

Assessments/Differentiation:
Transition:
The ear training portion of the activity will allow the students to
demonstrate that they understand the functions of flats and sharps.
Every student will have to answer an interval. Observation will be
used to ensure proper technique.
Learning Activity #2: 2 Appalachian Songs
The teacher will guide the students through a reading of 2
Appalachian Songs. The teacher should provide feedback when
necessary about the piece. The students will also be reminded
throughout the activity about the warm up activities and their
breathing.
Key
-

Questions:
Are we remembering to breathe?
What does E Natural mean? What is the fingering?
Are we playing dynamics?
What is the fingering for an F#?

What
-

the Teacher is doing:

Conducting
Asking Questions
Providing feedback
Demonstrating as
necessary

What the students are doing:

- Playing
- Answering Questions

Assessments/Differentiation:
Observation will allow me to know what needs to be worked through
for this piece. Since it is still new there will be plenty to work on with
these students.
Transition: Please put away your instruments and chairs, we will be
playing our new game next!
Learning Activity #3: Musical Tic-Tac-Toe

The teacher will have the student split into boys vs. girls for this
game. They will stand on either sides of the SmartBoard. On the
SmartBoard will be a Tic-Tac-Toe grid. The students will be given a
series of questions; whichever team answers the question correctly
first will be given a chance to play an X or an O on the screen. Time
will depend on how many rounds the students will play.

Key Questions:
Is on another page for the teacher to have and pick from.
What
-

the teacher is doing:

Organizing students
Giving instructions
Asking questions

What
-

the students are doing:

Forming groups
Listening
Answering questions
Placing their X or O

Assessments/Differentiation:
Having this musical game will have the students showing what they
know in a different way other than by playing in band. This will also
allow students to be motivated by competition.
Transition: Ending the game.
Closure ( __ Minutes):
Consolidation/Assessment of Learning: We will be playing this game
here and there to make sure that we know our music.
Feedback from Students: Their answers and how they play the music.
Feedback to Students: Will be done throughout the lesson as they
play.
Transition to Next Lesson: Mrs. Conrad will have you for next class.
Self Evaluation:

Notes:

Musical Tic Tac Toe Questions

What is a sharp?
What is a flat?
(Play an interval), is this flat or sharp?
Write notes on the board in both clefs
What does p mean?
What does f mean?
What is an accent?
Who is the composer of _____?
What kind of instruments do we have to buzz?
What are the instruments of the woodwind family?
What does a sharp look like?
What does a flat look like?
What does a key signature mean?
What does mf mean?
What does mp mean?