Lesson Plan 9

Subject/Grade: HS Band Lesson/ Date: Wednesday October 11

Room: Band Room Time: 12:24-1:10

Stage 1: Desired Results

Learning Students will:
Objectives Develop (B) tuning techniques (P) through adjusting pitch in moving notes (M).
Establish (B) a steady rhythmic pulse (P) immediately after tempo changes (M).

Stage 2: Assessment Evidence

Formative Questions Summative N/A
Assessment Discussions Assessment
Performance
Section Playing

Stage 3: Learning Experience

Prior to Review Royal Canadian Resources Clarinet
Lesson: Sketches to Bring: Attendance
Review Scales and Chorales O Music
Royal Canadian Sketches
Time: Content/Description Notes/Assessments:
Introduction:
12:24- Do attendance as students enter
12:30

12:30- Tuning
12:40 Play Bb chord. F
Move up by half step one group at a time to retune. Stop if F
not being fixed and ask if they were in tune or not.
Introduced moving down by a half step as students were P-A
tuning almost immediately as an ensemble.

Rhythms and notes need to be down soon. When do we

think we could be ready for a sectional spot test? (Suggest
Oct. 25)
Body
12:40- O Music
12:46 Run piece P-A

12:46- Rit. at 11- Did not need to discuss

12:56 At A should each instrument drastically increase the F
dynamic level? No! It builds.
 Tempo at C, DONT SLOW DOWN
The group sped up here instead of slowing down. We
discussed how this may be because they are F
overcompensating since they usually slow down.
The class acted as a metronome by counting the beats while
different sections played their parts in time. F

Rhythm at 39 Instead of clapping, counting and singing

parts separately, we did all three simultaneously. This more F
closely reflected the amount of work needed when reading
music as well as challenged the students more than if they
had done it separately.
Clap, count and sing parts
F
Percussion at 40: Maintain volume when the rest of ensemble
immediately disappears F
Low instrument and timp rhythms at D: make sure moving
together F

F woodwinds: During our run through, it became evident that

12:56- the rhythm and notes in this section needed to be worked on.
1:10 Bb scale in eighth notes, then sixteenth notes. Played in the
same register youre playing this run in. F
Now play long short etc. Reverse in eighth notes, then
sixteenth notes. Now play a straight sixteenth note run. F

Sketches
Mvmnt I
Run Mvmnt I
Students frequently played in areas where the whole band P-A
was intended to be resting. Again, I had half the band count
aloud while their classmates played their respective parts. F

1:10 Closure:
I will be here for those of you wanting to work on your
rhythm pie charts which will be handed in tomorrow
Stage 4: Reflection
What went well? What could be done differently?