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LESSON PLAN Date: March 8, 2017

Unit/Theme: G major Scale and Grade/Class/Subject: Middle School

Instrument Exposure. Beginners Violins and Violas

Key Vocabulary: Supplementary Materials: Accommodations:

Posture Uni-Tunes Book None,
Playing position Suzuki Solos
Intonation
Rhythm

Lesson Plan
Warm Up:
- Open String (Mississippi Stop-Stop, Sixteens, Eight notes, Quarter Notes, Half, Whole)
- Introduce: Long Short-Short. REINFORCE POSTURE

Scales:
- Reinforce D major: Long Short-Short. Mississippi Stop-Stop in a Round.
- Recall G major: Unison, Two-part Round, Second Finger Exercise/Information.
- APROACH C NATURAL (ABC--)

UNI-TUNES BOOK.
- Keep working on G Major Lesson (Page 6).
- Have Small Groups. Have More Volunteers.

SUZUKI
- Work on small grouping and individual players.

Content TEKS/TAKS Objectives:

(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:
(A) demonstrate independence in interpreting music through the performance of appropriate literature;
(B) analyze musical performances, intervals, music notation, chordal structure, rhythm/meter, and harmonic texture, using standard terminology; and
(C) analyze music forms of performance and listening repertoire.
(2) Creative expression/performance. The student plays an instrument, individually and in groups, performing a varied rep. of music. The student is expected to:
(A) perform independently, demonstrating accurate intonation and rhythm, fundamental skills, and advanced techniques, and using literature ranging from
moderately difficult to difficult;
(B) demonstrate comprehension of musical styles by selecting appropriate literature for performances;
(C) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and
(D) exhibit, describe, and critique small- and large- ensemble performance techniques experienced and observed during formal and informal concerts.
(3) Creative expression/performance. The student reads and writes music notation. The student is expected to:
(A) sight-read major, minor, modal, and chromatic melodies;
(B) read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters;
(C) interpret music symbols and terms referring to dynamics, tempo, and articulation when performing.
(4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:
(A) improvise musical melodies; and
(B) compose or arrange vocal or instrumental pieces (manuscript or computer-generated).
(5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:
(A) classify representative examples of music by style and by historical period or culture, justifying the classifications;
(B) describe the effects of music on society, culture, and technology;
(C) explain a variety of music and music-related career options; and
(D) define the relationships between the content, the concepts, and the processes of the other fine arts and those of music.
(6) Response/evaluation. The student responds to and evaluates music and musical performances. The student is expected to:
(A) evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement;
(B) exhibit concert etiquette during live performances in a variety of settings.

ELPS TEKS:
Learning Strategies: Reading
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C1A: Use prior knowledge to learn new language. C4A: Learn relationships of sounds and letters in English.
C1B: Monitor language with self-corrective techniques. C4B: Recognize directionality of English text.
C1C: Use techniques to learn new vocabulary. C4C: Develop sight vocabulary and language structures.
C1D: Speak using learning strategies. C4D: Use pre-reading supports.
C1E: Use and reuse new basic and academic language to internalize language. C4E: Read linguistically accommodated materials.
C1G: Distinguish formal and informal English. C4F: Use visual and textual supports to read text.
C1F: Use accessible language to learn new language. C4G: Show comprehension of English text individually and in groups.
C1H: Expand repertoire language learning strategies. C4H: Read silently with comprehension.
C4I: Show comprehension through basic read skills.
Listening: C4J: Show comprehension through inferential skills.
C2A: Distinguish sound and intonation. C4K: Show comprehension through analytical skills
C2B: Recognize English sound system in new vocabulary.
C2C: Learn new language heard in classroom interactions and instruction. Writing
C2D: Monitor understanding and seek clarification. C5A: Learn relationships between sounds and letters when writing.
C2E: Use linguistic support to confirm and enhance understanding. C5B: Write using newly acquired vocabulary.
C2F: Derive meaning from a variety of media. C5C: Spell familiar English words.
C2G: Understand general meaning, main points, and details. C5D: Edit writing.
C2H: Understand implicit ideas and information. C5E: Employ complex grammatical structures.
C2I: Demonstrate listening comprehension. C5F: Write using variety of sentence structures and words.
C5G: Narrate, describe, and explain in writing.
Speaking:
C3A: Practice using English sound system in new vocabulary. C3H: Narrate, describe and explain
C3B: Use new vocabulary in stories, descriptions, and classroom communication. C3I: Adapt spoken language for formal and informal purposes
C3C: Speak using a variety of sentence structures. C3J: Respond orally to information from a variety of media sources
C3D: Speak using grade level vocabulary in context.
C3E: Share in cooperative groups.
C3F: Speak using high-frequency and content area vocabulary
C3G: Express opinions ideas and feelings

Texas College and Career Readiness Objectives for Cross-Disciplinary:

I. KEY COGNITIVE SKILLS:

A. Intellectual Curiosity
1. Engage in scholarly inquiry and dialogue.
2. Accept constructive criticism and revise personal views when valid evidence warrants.
B. Reasoning
1. Consider arguments and conclusions of self and others.
2. Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
3. Gather evidence to support arguments, findings, or lines of reasoning.
4. Support or modify claims based on the results of an inquiry.
C. Problem Solving
1. Analyze a situation to identify a problem to be solved.
2. Develop and apply multiple strategies to solve a problem.
3. Collect evidence and data systematically and directly relate to solving a problem.
D. Academic Behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
E. Work Habits
1. Work independently.
2. Work collaboratively.
F. Academic Integrity
1. Attribute ideas and information to source materials and people.
2. Evaluate sources for quality of content, validity, credibility, and relevance.
3. Include the ideas of others and the complexities of the debate, issue, or problem.
4. Understand and adhere to ethical codes of conduct.

II. FOUNDATIONAL SKILLS

A. Reading across the curriculum
1. Use effective prereading strategies.
2. Use a variety of strategies to understand the meaning of new words.
3. Identify the intended purpose and audience of the text.
4. Identify the key information and supporting details.
5. Analyze textual information critically.
6. Annotate, summarize, paraphrase, and outline texts when appropriate.
7. Adapt reading strategies according to structure of texts.
8. Connect reading to historical and current events and personal interest.
B. Writing across the Curriculum
1. Write clearly and coherently using standard writing conventions.
2. Write in a variety of forms for various audiences and purposes.
3. Compose and revise drafts.
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C. Research across the Curriculum
1. Understand which topics or questions are to be investigated.
2. Explore a research topic.
3. Refine research topic based on preliminary research and devise a timeline for completing work.
4. Evaluate the validity and reliability of sources.
5. Synthesize and organize information effectively.
6. Design and present an effective product.
7. Integrate source material.
8. Present final product.
D. Use of Data
1. Identify patterns or departures from patterns among data.
2. Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data.
3. Present analyzed data and communicate findings in a variety of formats.
E. Technology
1. Use technology to gather information.
2. Use technology to organize, manage, and analyze information.
3. Use technology to communicate and display findings in a clear and coherent manner.
4. Use technology appropriately.