Music Lesson Plan

Name: Christopher Vasquez

Grade/Level: 6th Duration:20 minutes Topic: Melody and Phrases (Conquest)

Materials Needed:
Baton
Score

Lesson Objectives:
Students will understand what a melody and a phrase are
Students will sing and play the melody from Conquest
Students will run through Conquest while applying new knowledge on melody and
phrasing.

AZ State Standards Addressed:

Strand 1, Concept 1, PO 101: Singing their own instrumental parts within an ensemble
Strand 1, Concept 2, PO 110: Playing notated music at grade level 1-2 on a scale of 1-6
Strand 1, Concept 2, PO 116: Playing together as an ensemble
Strand 1, Concept 5, PO 105: Using appropriate terminology to describe and explain
music encountered in the repertoire.
Strand 2, Concept 3, PO 104: Identifying and explaining music preferences
Strand 3, Concept 1, PO 109: Identifying their role within the texture of the ensemble

National Music Standard(s) Achieved:

#1 Singing, alone and with others, a varied repertoire of music
#2 Performing on instruments, alone and with others, a varied repertoire of music
#3 Improvising melodies, variations, and accompaniments
#4 Composing and arranging music within specified guidelines
#5 Reading and notating music
#6 Listening to, analyzing, and describing music
#7 Evaluating music and music performances
#8 Understanding relationships between music, the other arts, and disciplines outside the arts
#9 Understanding music in relation to history and culture

Musical Focus:
Rhythm Melody Harmony
Singing Listening Playing Instruments
Form History Theory
Moving Conducting Intonation
Tone Color Vocabulary Creating
Expression Balance/Blend Other:
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Introduction/Anticipatory Set:
Instruments down and shake it off. Simple vocal warm ups (high to low, low to high)
Discuss phrasing and melody. Ask a student to explain it to the class.

Activities:
Sing the melody to Conquest
o Modifications/Accommodations: Students who are uncomfortable singing can
hum.
o Formative Assessment: Ask who plays the melody to Conquest.
o Instructional Strategy: Modeling
Have a faceoff on what section plays the melody best.
o Modifications/Accommodations: Smaller or weaker sections can combine to
make a bigger or stronger section.
o Formative Assessment: Have students vote on what section won and why
o Instructional Strategy: Direct Instruction/Student Self-Assessment
Play through melody sections 3-11 and 19-22 and discuss roles of the ensemble.
o Modifications/Accommodations: If students are struggling have them re-sing the
melody
o Formative Assessment: Decide among the ensemble who has what role at the time
o Instructional Strategy: Direct Instruction
Talk about and play the melody change in measures 12-18
o Modifications/Accommodations: Have students finger along if struggling.
o Formative Assessment: Who plays new melody?
o Instructional Strategy: Direct instruction
Full run through up until measure 27 with melody and phrasing in mind.
o Modification/Accommodations: Take the tempo slower if necessary, and replay
through the melody all together if needed.
o Formative Assessment: Playing through the piece and determining with the band
if they fulfilled their role with the melody.
o Instructional Strategy: Direct Instruction/Student Self-Assessment

Concluding Activity/Success Experience:

Full run through up until measure 27.

Extensions:
Talk about bringing out accents throughout measures 12-18.

Summative Assessments: Have the students compose a similar melody using 2 bar phrasing
and the same pitches.

Notes for next time:

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