CLOSING: (EVALUATE): Gifted and developing students will be allowed to demonstrate their knowledge of the exercise or the in
(summarizes the lesson; ensures
a performance setting. The large group will perform pitches together and show how they are
understanding, clarifies
misconceptions) progressing with posture, breathing, and ensemble skills.
HOMEWORK Students practice at home to improve performance concepts from the opening and work periods to improve skills in class the
next day.
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Opening (ENGAGE): Group Warm up- Breathing exercises/mouthpiece long tones
WORK PERIOD Pitch Exercise 1a: Students listen to a given electronic or natural pitch and practice singing the note in
(EXPLORE/EXPLAIN/EXTEND/
tune (+ or - 20 cents)
ELABORATE):
Pitch Exercise 1b: Students listen to a given electronic or natural pitch and practice playing the note on
their instruments
Technique Building 1: Long tones, performed without a conductor. 1 st time, students will count aloud or
in groups. 2nd time, students will perform without counting. Student Modeling if appropriate.
Technique Building 2: Students will recite the notes and fingerings according to ability level and will
perform them in small groups according to the key of their instrument, then in a large group together
CLOSING: (EVALUATE) Gifted and developing students will be allowed to demonstrate their knowledge of the exercise or the in
a performance setting. The large group will perform pitches together and show how they are
progressing with posture, breathing, and ensemble skills. …
HOMEWORK Students practice at home to improve performance concepts from the opening and work periods to improve skills in class the
next day.
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Opening (ENGAGE): Group Warm up- Breathing exercises/mouthpiece long tones
WORK PERIOD Pitch Exercise 1a: Students listen to a given electronic or natural pitch and practice singing the note in
(EXPLORE/EXPLAIN/EXTEND/
tune (+ or - 20 cents)
ELABORATE):
Pitch Exercise 1b: Students listen to a given electronic or natural pitch and practice playing the note on
their instruments
Technique Building 1: Long tones, performed without a conductor. 1 st time, students will count aloud or
in groups. 2nd time, students will perform without counting. Student Modeling if appropriate.
Technique Building 2: Students will recite the notes and fingerings according to ability level and will
perform them in small groups according to the key of their instrument, then in a large group together
CLOSING: (EVALUATE) Gifted and developing students will be allowed to demonstrate their knowledge of the exercise or the in
a performance setting. The large group will perform pitches together and show how they are
progressing with posture, breathing, and ensemble skills. …
HOMEWORK Students practice at home to improve performance concepts from the opening and work periods to improve skills in class the
next day.
Daily Lesson Plan for Thursday
Pre-Instructional Activity: Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Opening (ENGAGE): Group Warm up- Breathing exercises/mouthpiece long tones
WORK PERIOD Pitch Exercise 1a: Students listen to a given electronic or natural pitch and practice singing the note in
(EXPLORE/EXPLAIN/EXTEND/
tune (+ or - 20 cents)
ELABORATE):
Pitch Exercise 1b: Students listen to a given electronic or natural pitch and practice playing the note on
their instruments
Technique Building 1: Long tones, performed without a conductor. 1 st time, students will count aloud or
in groups. 2nd time, students will perform without counting. Student Modeling if appropriate.
Technique Building 2: Students will recite the notes and fingerings according to ability level and will
perform them in small groups according to the key of their instrument, then in a large group together
CLOSING: (EVALUATE) Gifted and developing students will be allowed to demonstrate their knowledge of the exercise or the in
a performance setting. The large group will perform pitches together and show how they are
progressing with posture, breathing, and ensemble skills. …
HOMEWORK Students practice at home to improve performance concepts from the opening and work periods to improve skills in class the
next day.
Daily Lesson Plan for Friday
Pre-Instructional Activity: Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Opening (ENGAGE): Group Warm up- Breathing exercises/mouthpiece long tones
WORK PERIOD Pitch Exercise 1a: Students listen to a given electronic or natural pitch and practice singing the note in
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE): tune (+ or - 20 cents)
Pitch Exercise 1b: Students listen to a given electronic or natural pitch and practice playing the note on
their instruments
Technique Building 1: Long tones, performed without a conductor. 1 st time, students will count aloud or
in groups. 2nd time, students will perform without counting. Student Modeling if appropriate.
Technique Building 2: Students will recite the notes and fingerings according to ability level and will
perform them in small groups according to the key of their instrument, then in a large group together
CLOSING: (EVALUATE) Gifted and developing students will be allowed to demonstrate their knowledge of the exercise or the in
a performance setting. The large group will perform pitches together and show how they are
progressing with posture, breathing, and ensemble skills. …
HOMEWORK Students practice at home to improve performance concepts from the opening and work periods to improve skills in class the
next day.
Differentiated Instruction Assessment Evidence
(content, process, product) (formative, summative)
Content - reduced range on the instrument – reduce range Formative Evidence - students perform the pitches in small
challenges on the instrument. groups (C instruments, F instruments, Bb instruments, and Eb
Process - Student modeling and the breakdown of large steps into instruments)
smaller tasks
Summative - Students record or perform pitches/rhythms as
Product - checking proper fingerings and positioning even if notes submission of homework
are not in proper pitch
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17
Intervention Strategies
Intervention Strategies Specifically Designed Instruction for the Exceptional Strategies for English Language Learners
(Tiers 1, 2.3) Education Students
Additional Support in the Classroom
x Re-voicing Conferencing x Visuals/ Realia
Explaining Additional time Front-loading
Prompting for participation x Small group collaboration x Echoing/Choral Response
x Challenging or countering Modify quantity of work Color-coding
x Asking “Why?” “How” Take student’s dictation Multiple exposures in different media
Reread x Scaffold Information x Pair-share
x Practice new vocabulary Differentiated content/process/product x Modeling
Assistive technology Consistent reward system Language scaffolds: eg, sentence frames
Pre-teach & re-teach in a different x Refer to student’s IEP or 504 Plan x Deconstruct complex sentences
way
Use of manipulatives x Assistive technology Increase student-to-student talk
x Collaborative work Strategies vocabulary instruction
Create differentiated text sets Additional Think Time
Gifted-Extensions for Learning
Tier 1
x Flexible-Learning Groups Varied Pacing with Anchor Options x Varied Supplemental Materials
Choice of Books Work Alone or Together Computer Mentors
Homework Options x Flexible Seating Think-Pair-Share
Use of Reading Buddies Varied Scaffolding x Open-Ended Activities
Various Journal Prompts Varied Computer Programs x Explorations by Interest
x Student/Teacher Goal Setting Design-A-Day
Tier 2
Gifted Educ Cluster Classes x
Alternative Assessments x Community Mentorships
Gifted Educ Collaboration Classes x
Subject Advancement within class Stations
Tiered Activities and Products Curriculum Compacting Group Investigations
Use of Literature Clubs Tiered Centers Assess Students in Multiple Ways
Multiple Testing Options Spelling by Readiness Student Choice
Multinple Texts Varying Organizers Simulations
Tier 3 Tier 4
x Advanced Content (all core content) Above grade level accelerated (all core content)
Resource Classes Advanced Placement Classes
x Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internships/Mentorships
21st Century Learning Teamwork and Collaboration x Innovation and Creativity Accessing and Analyzing Information
Skills: (weekly Initiative and Leadership Critical Thinking and Problem-Solving Effective Oral and Written Communication
strategies chosen to Curiosity and Imagination Flexibility and Adaptability x Other: x
guide student
engagement)
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17