CEP Lesson Plan Form

Teacher: Junior Molina-Nogal

9/26/16
School:

Thompson Valley High School

Content Area:

Date:
Grade Level: Jazz Band

Music

Title:
Lesson Idea/Topic
and
Rational/Relevanc
e: What are you
going to teach and
why is this lesson of
importance to your
students? How is it
relevant to students
of this age and
background?

Lesson #:__ of __
Elaboration of rhythmic integrity in a smaller ensemble
setting in order to produce accurate representations of Jazz
Styles through the piece La Tierra by Dave Black.

Content Standard(s) addressed by this lesson:

directly from the standard)

(Write Content Standards

MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire of music that can

be demonstrated through prepared and improvised performances.
MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine individual and
ensemble performances of a varied repertoire of music
MU:Pr6.1.E.8a Demonstrate attention to technical accuracy and expressive qualities
in prepared and improvised performances of a varied repertoire of music
representing diverse cultures and styles.
MU:Re7.2.E.8a Describe how understanding context and the way the elements of
music are manipulated inform the response to music.
Understandings: (Big Ideas)
Rhythmic and cultural ideas need to be clear in order to play the desired Jazz
Repertoire.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
How does understanding the structure and context of the music influence a
response?
How do context and the manner in which musical work is presented influence
audience response?
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CEP Lesson Plan Form

How do we discern the musical creators and performers expressive intent?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Accurately perform syncopation and style called for in La Tierra.
This means: I hold to rhythmic and cultural integrity throughout the chart.
List of Assessments: (Note whether the assessment is formative or summative)
Formative: Rating system on notecards. What sections do you need the most work
on?

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Rhythmic and culture integrity of a jazz chart

Should be a creative title for you and the

students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
How do you intend to engage your
students in thinking during the
Anticipatory Set?
Why are you using it at this point in
your lesson?

10 Min
Notecards
Students are engaged to seek out prior knowledge. Listening examples
of Latin styles. Dizzy Gillespie, Heavy Sonora. On the notecard St. write
keywords to Latin style.

The strategy I intend to use is What makes you say that?

I am using this strategy here because: to understand why composers
and genres write in the respective vernacular.
Teacher Actions

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Student Actions
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CEP Lesson Plan Form

Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input/actions, student actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

How do you intend to engage your

students in thinking during the
PROCEDURE?
Why are you using it at this point in
your lesson?

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things

1.
2.
3.
4.
5.

Handout notes cards

Prepare listening examples
Run through the piece.
Rating on the board
Rehearse M. 33 trombone
soli
6. Rehearse transitions

1. Students write key words

2. Find sections that they are
intimidated by.
3. Make notes and are
engaged in transitions
4. CSI- students write how the
piece reflects to them.

The strategy I intend to use is Color Symbol-image

I am using this strategy here because: this presents a visual to sound
and verbal articulation.
Full Run Through- At the end of the piece, give the ensemble at the
playing level and the level you would like it to be.

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CEP Lesson Plan Form

together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
How do you intend to engage your
students in thinking during
CLOSURE?
Why are you using it at this point in
your lesson?

Differentiation:
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you have
met the needs of your students
on IEPS or 504

The strategy I intend to use is Exit Ticket

I am using this strategy here because: evaluate and create an urgency
to prepare for upcoming concert.
Advanced St. are asked to help while getting to play and students that
are having trouble get the opportunity to have their confidence
boosted.

To modify: If the activity is too advanced

for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Assessment Reflection: (data

analysis)

St. will give their insight of what the style should be and help me guide

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How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

the process, give a tangible product to have for my reference and their
reference and to provide a gauge for level of progress and needed
growth to make the piece performance ready.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
The objective for this class has be a long goal over the course of 8 weeks.
I do not necessarily think I achieved the goal in this one lesson but came
much closer to the unit goal. Students are beginning to have both
rhythmic and style integrity. The immediately recognize if the have an
error and will even sometimes ask to fix it, fulfilling their own objective.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
I would love the opportunity to be able to demonstrate more of my
musicianship to help guide students. This is something I always think I
should do but never uphold to. I would also like to have more specific
feedback in order to have the rehearsal process be more efficient.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
I envision a continuation and hopefully achievement of our shared
objective. I want to set up goals that are achievable within the rehearsal
to boost student confidence and hopefully boost progress a bit more.

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