Setting: 7th grade band class

Standards: 2.0 Students will perform on instruments, alone and with others,
a varied repertoire of music.

2.2 Demonstrate continuing tonal development and an

understanding of a characteristic tone quality.
2.6 Apply techniques of sight-reading.
2.7 Perform scales (or rudiments) on ones instrument.

National Core Arts Standard: Creating: 1. Generate and conceptualize

artistic ideas and work. 2. Organize and develop artistic ideas and work. 3.
Refine and complete artistic work.
Objectives:

Students will demonstrate the F and B flat major scale

Students will learn the E flat major scale using their previous
knowledge
Students will demonstrate scales using a good tone (in accordance
with their individual instrument)
Students will use their previous knowledge of scales to sight read The
Stars and Stripes Forever

Assessments:
Students will be assessed by their performance with the group (in
class, informal) and individually asked to perform scales.
Materials/Equipment
Instrument
Scale sheet
Stars and Stripes Forever sheet music (distributed in class)
Academic Vocabulary
N/A
Previous Knowledge
Students have the C major, F major, and B flat scales
memorized.
Students know the basics of how to produce a good tone on their
instrument
Anticipatory Set/ Introduction
After students have put their instruments together, I will lead them in a
warm up with long tones on a C Major scale starting on tonic and spanning
an octave. We will then review the F major and then the B flat major scale.
With each scale, we will discuss which notes gain a flat.

Accommodations and Adaptations

For a student with autism, I would have the order of the day
written in steps on the board. When instructing the class, I would
use specific instructions so as not to confuse him/her. Also,
assigning a student to assist him/her could be helpful.
For a student with ADHD, I would seat them as close to me as
possible and away from any distractions like windows or doors. I
would also try to use as many visual representations as possible.
For a student with visual impairment, I would assign a student to
assist him/her. I would have the student put their hand over the
visually impaired students hand while on the keys of the
instrument. As we play the scale, they would press their fingers
down on the key for each note.
o If the visually impaired student is able to see, I could take
the scale sheet and sheet music and make it bigger so
they can read it.

Instructional Procedures
1. After students have gotten their instrument together and are seated,
lead students in the long tones warm up on the C major scale.
2. Ask one student from each instrument section to name one thing
pertaining to embouchure that helps produce a good tone.
3. Play through the long tones warm up, instruct the students to pay
attention to their tone.
4. Write an F Major scale on the board, ask students where to add the flat.
5. Lead the ensemble in the F Major scale on quarter notes.
6. Write the B flat Major scale on the board, pick one student each to
write a flat beside the correct note.
7. Lead the ensemble in the B flat major scale, listening for tone and
correct notes.
8. Draw the E flat major scale on the board
9. Ask for volunteers to add the 3 flats to the correct notes.
10.
Have the class vote on each note to determine if it is correct
11.
Have the students
Closure