Lesson Plans

Jazz Band, Week 5,

September 2-5, 2014


Mon.


Tues.


Wed.


Thurs.


Fri.


Daily Learning Target I can sustain my
own part in the
ensemble,
performing
stylistic jazz
articulations.
I can sustain my
own part in the
ensemble,
performing
accurate rhythms
involving
syncopation.
I can sustain my own
part in the ensemble,
performing accurate
rhythms involving
syncopation.
No class today
Team
building on
teams.
Bell-ringer/Flashbacks Rooftop,
staccato,
accidental
Accidental,
syncopation.
Accidental,
syncopation

Standards Addressed Students will
sing or play
alone and with
others
examples of
music with
increasingly
complex
melodies and
rhythmic
patterns in
treble and bass
clef (with
practice).
Students will sing
or play alone and
with others
examples of
music with
increasingly
complex melodies
and rhythmic
patterns in treble
and bass clef
(with practice)
Students will use
knowledge of the
elements of music
and music
terminology to
describe and critique
their own
performance and the
performance of
others.

Instructional Method;
Aligned
Strategies/Activities
Flashbacks;
EQ/LT; Warm-
up with B Flat
Concert Scale
followed by
Blues Scale in
8
th
notes
swinging. Solo
turns on notes
of the Blues
scale. Review
#13 Jada. Begin
analysis of #14
in Jazz Book.
Discuss
syncopation as
preview for
tomorrows
lesson.
Review/re-
hearse Intensity
Flashbacks;
EQ/LT; Warm-up
with B Flat
Concert Scale
followed by Blues
Scale in 8
th
notes
swinging. Solo
turns on notes of
the Blues scale.
Individual
rhythmic analysis
of #14, writing in
counts. Compare
with a partner.
Volunteers will
play. Group
performance of
#14. Perform
with recording.
Continue in book
after mastery of
Flashbacks; EQ/LT;
Continue same as
yesterday, going as
far in book as
possible today.
Discuss all vocabulary
up to this point.
Perform in books and
extend as far as
possible.

Thinking Strategy
Accessing schema
(about syncopation,
articulations, etc.)

Exit slip: see
yesterdays Exit slip.
Repeat with new and
different measure.

and Cameroon
to increase
prep in regular
band classes.

#14.

Thinking Strategy:
Asking Questions,
Accessing schema
Exit Slip:
Compose 1
measure of music
that utilizes
syncopation.
Include at least 1
accent or
staccato.
Method of Formative
and Summative
Assessments
Determining if
students can
perform in
characteristic
jazz style
(articulations
and rhythms).
Summative
Assessment:
Friday,
September 12,
2014
Determining if
students can
perform in
characteristic jazz
style
(articulations and
syncopated
rhythms).
determine
importance
(THINKING
STRATEGY)
Summative
Assessment:
Friday, September
12, 2014
Determining if
students can sustain
own parts in the
ensemble Summative
Assessment: Friday,
September 12, 2014

Student
Assignment/Individua
l or group work
Solo and group
performances
from book and
Blues Scale
improvs
FB, playing as a
whole group from
jazz book, Exit slip
FB, playing as a
whole group from pp
4-5, Exit slip

Modifications/
accomodations
Modeling; peer
tutoring, assist
with notes /
re-teach as
necessary ;
high-low
groupings all
according to IEP
mods/accomo-
dations
Modeling; peer
tutoring, assist
with notes /
re-teach as
necessary ; high-
low groupings all
according to IEP
mods/accomo-
dations
Modeling; peer
tutoring, assist with
notes /
re-teach as necessary
; high-low groupings
all according to IEP
mods/accomodations

Critical Vocabulary Blues Scale,
improvisation,
rooftop accent,
staccato
See Tuesday
Vocab plus add
syncopation.
Review all vocab
from this week.

Intended Homework 30 min. of
individual
30 min. of
individual practice
30 min. of individual
practice at home

practice at
home
at home

College/Career Readiness: These lessons will aid students in becoming well-rounded individuals. Learning
about/performing music strengthens brain functioning and helps students prepare for college/career.