DAY 1 LESSON PLAN

School: ALAH High School Subject: High School Band Date: February 13th, 2017

1. Learning Segment:
a. Tuning, Balance, and Expression

2. Lesson Topic:
a. Diagnostic Assessment
b. Introduction to Learning Segment

3. Time Needed:
a. 45 Minutes

4. Instructional Materials/Resources:
a. Instruments, Music, Whiteboard & Marker(s), Tuner, Phone with Listening
Examples, Speaker(s), Diagnostic Assessment

5. Personal Instructional Objective:

a. Refrain from over-explaining and wasting class time
b. Spend appropriate time on each portion of the lesson

6. Learning Objectives:
a. Primary Objective
i. (DIAGNOSTIC DAY, NO PRIMARY LEARNING OBJECTIVE)
b. Secondary Objective(s)
i. Students will develop and/or reinforce their proficiency on their
instruments in regards to tuning as an individual and as a coherent
ensemble.
ii. Students will perform the pieces we are preparing with increased
awareness of good balance and blend.
iii. Students will learn to distinguish the emotional message a piece of
instrumental music conveys through its compositional techniques.

7. Standards:
a. Content
i. Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.
1. (MU:Pr6.1.E.Ia)
ii. Develop strategies to address expressive challenges in a varied
repertoire of music, and evaluate their success using feedback from
ensemble peers and other sources to refine performances.
1. (MU:Pr5.3.E.Ia)
iii. Demonstrate an understanding of expressive intent by connecting with an
audience through prepared and improvised performances.
1. (MU:Pr6.1.E.Ib)

8. Assessments:
a. Formative
i. Diagnostic Assessment
1. Type of Assessment
 a. Formal
2. Objective of Assessment
a. Gauge prior student knowledge and understanding of
concepts to be presented in the learning segment
ii. Observation of Students
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student involvement and understanding during the
Anticipatory Set, Direct Learning Activity, and Indirect
Learning Activity/Guided Practice

9. Procedure:
a. Anticipatory Set
i. Warm up the ensemble with exercises from Technic Today, Unit I
b. Statement of Learning Objective and Rationale
i. Today is the first day of edTPA week. This week, we will be going in-
depth and learning about Tuning, Balance and Blend, and Style in music.
Firstly, however, you will need to complete your Diagnostic Assessments
that were on your stands.
c. Direct Learning Activity
i. Complete Diagnostic Assessment
1. Begin with the listening portion of the written test, then let the
students complete the assessment on their own afterwards
a. Have students come up and turn in exams on the directors
podium
ii. Once the Diagnostic Assessment has been completed, move on to the
rehearsal portion of class
d. Indirect Learning Activity/Guided Practice
i. Order of Pieces
1. Freedom Forever
2. Cartoon Symphony
3. God Bless America
4. Pirates of the Carribean
ii. Rehearsal Objectives
1. Freedom Forever
a. Running the piece to get the students playing again and
get them back in a rehearsal mindset
i. Will address serious pitch, tuning, or rhythmic
errors that arise
2. Cartoon Symphony
a. Address balance in The Simpsons portion of the medley
b. Refine trombone rhythm at the end of The Animaniacs
c. Overall balance and dynamics at the end of the piece need
work
3. God Bless America
a. Sight Reading
i. First time playing this piece this year
4. Pirates of the Carribean
a. Address percussion rhythm at climax of the piece
 b. Work on balance with saxophone melody during the Black
Pearl theme
c. Overall pitch accuracy needs addressing in quicker
passages
iii. Checklist to informally assess/check for understanding
1. Look for students attention during periods of instruction
2. Evaluate whether or not students are making adjustments to their
playing relevant to instruction that is given
3. Listen for retention of instruction when a passage formerly
addressed comes back up in the performance of the piece

10. Closure:
a. Recap of lessons learning objective(s) and closing statement
i. Good rehearsal today! Tomorrow we are going to learn about tuning, and
apply knowledge that to our music. Have a great rest of the day!
 DAY 2 LESSON PLAN
School: ALAH High School Subject: High School Band Date: February 14th, 2017

1. Learning Segment:
a. Tuning, Balance, and Expression

2. Lesson Topic:
a. Tuning

3. Time Needed:
a. 45 Minutes

4. Instructional Materials/Resources:
a. Instruments, Music, Whiteboard & Marker(s), Tuner

5. Personal Instructional Objective:

a. Refrain from over-explaining and wasting class time
b. Spend appropriate time on each portion of the lesson

6. Learning Objectives:
a. Primary Objective
i. Students will develop and/or reinforce their proficiency on their
instruments in regards to tuning as an individual and as a coherent
ensemble.
b. Secondary Objective(s)
i. N/A

7. Standards:
a. Content
i. Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.
1. (MU:Pr6.1.E.Ia)

8. Assessments:
a. Formative
i. Class Discussion
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student attention and understanding through
questioning and class discussion during the Direct
Learning Activity
ii. Observation of Students
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student involvement and understanding during the
Anticipatory Set, and Indirect Learning Activity/Guided
Practice
9. Procedure:
a. Anticipatory Set
i. Warm up the ensemble with exercises from Technic Today, Unit I
b. Statement of Learning Objective and Rationale
i. Today we are going to be focusing on tuning, both on an individual level
and as an ensemble. This is important to understand because pitch
accuracy during performance is a really important part of putting on a
good concert.
c. Direct Learning Activity
i. Lecture/Class Discussion about tuning
1. Flat vs Sharp
a. What does it mean to be flat?
i. Pitch is lower than it should be
b. What does it mean to be sharp?
i. Pitch is higher than it should be
c. Why do our instruments go flat or sharp?
i. Temperature
1. Heat
a. Makes the instrument expand
b. Constricts the bore of the instrument
c. Raises the pitch (sharp)
2. Cold
a. Makes the instrument contract
b. Expands the bore of the instrument
c. Lowers the pitch (flat)
ii. Instruments are like water
1. When water freezes it expands
2. When water melts, it gets smaller
a. Just like the bore of the instrument
2. How to Read a Tuner
a. *Refer to diagram of tuner on board*
b. How is pitch measured on a tuner?
i. Cents
c. What do + and relate to on the face of a tuner?
i. + = sharp, and - = flat
ii. Lets practice tuning
1. Hand the tuner to the first chair clarinet player
a. Let her get herself in tune
2. Tune as an ensemble
a. Woodwinds and Clarinet
b. Brass and Clarinet
c. Anyone that needs it an Clarinet
iii. Once everyone is in tune, move on to the rehearsal portion of the lesson
d. Indirect Learning Activity/Guided Practice
i. Order of Pieces
1. Rhythms and Riffs
2. God Bless America
3. Music Man
ii. Rehearsal Objectives
1. Rhythms and Riffs
 a. Address pitch with the saxophone harmonies at measure
29
b. Tune the flutes and piccolos on their unison melody at
measure 47
c. Address low brass pitches at measure 82
2. God Bless America
a. Check the entire ensembles pitch at measure 21
b. Refine unison trumpet fanfare at measure 26
c. Work on flute harmony at measure 47
d. Fix low brass fanfare tuning at measure 88
3. Music Man
a. Work on unison clarinet melody at rehearsal marking F
b. Address low brass harmony at rehearsal marking G
c. Make sure the ensemble is catching all of the accidentals
from H-I
iii. Checklist to informally assess/check for understanding
1. Look for students attention during periods of instruction
2. Evaluate whether or not students are making adjustments to their
playing relevant to instruction that is given
3. Listen for retention of instruction when a passage formerly
addressed comes back up in the performance of the piece

10. Closure:
a. Recap of lessons learning objective(s) and closing statement
i. Good job applying what we learned about tuning to todays rehearsal!
Tomorrow we will have class the same way, but with the topic instead
about emotion and style. Have a great rest of the day!
 DAY 3 LESSON PLAN
School: ALAH High School Subject: High School Band Date: February 15th, 2017

1. Learning Segment:
a. Tuning, Balance, and Expression

2. Lesson Topic:
a. Emotion and Style

3. Time Needed:
a. 45 Minutes

4. Instructional Materials/Resources:
a. Instruments, Music, Whiteboard & Marker(s), Tuner, Phone with Listening
Examples, Speaker(s)

5. Personal Instructional Objective:

a. Refrain from over-explaining and wasting class time
b. Spend appropriate time on each portion of the lesson

6. Learning Objectives:
a. Primary Objective
i. Students will learn to distinguish the emotional message a piece of
instrumental music conveys through its compositional techniques.
b. Secondary Objective(s)
i. N/A

7. Standards:
a. Content
i. Demonstrate an understanding of expressive intent by connecting with an
audience through prepared and improvised performances.
1. (MU:Pr6.1.E.Ib)

8. Assessments:
a. Formative
i. Class Discussion
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student attention and understanding through
questioning and class discussion during the Direct
Learning Activity
ii. Observation of Students
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student involvement and understanding during the
Anticipatory Set, and Indirect Learning Activity/Guided
Practice

9. Procedure:
a. Anticipatory Set
i. Warm up the ensemble with exercises from Technic Today, Unit II
b. Statement of Learning Objective and Rationale
i. Today we are going to be discussing emotion and style. This is important
because we, as an ensemble, have to understand the intent of a piece to
bring that piece to life.
c. Direct Learning Activity
i. Lecture/Class Discussion about Emotion and Style
1. What are the technical elements of music that make each piece
different?
a. Articulation
b. Tempo
c. Dynamics
d. Instrumentation
e. Key
2. Lets listen to some songs and pieces with different messages
a. Example 1: Happy by Pharrell
i. Ask the class what emotion the song is conveying
1. Happiness
ii. How do we know?
1. Articulation
a. Light and playful
2. Tempo
a. Quick and energetic
3. Dynamics
a. Not too loud and not too soft
4. Instrumentation
a. Sparse with simple melodic lines
5. Key
a. Major and bright
b. Example 2: Someone Like You by Adele
i. Ask the class what emotion the song is conveying
1. Sadness
ii. How do we know?
1. Articulation
a. Smooth and connected
2. Tempo
a. Slow and thoughtful
3. Dynamics
a. Very loud and very soft, nothing in-
between
4. Instrumentation
a. Primarily piano, but heavy and thick
5. Key
a. Minor, but not too dark
c. Example 3: Dies Irae by Verdi
i. Ask the class what emotion the piece is conveying
1. Anger
ii. How do we know?
1. Articulation
a. Very heavy and harsh
 2. Tempo
a. Quick and Intense
3. Dynamics
a. Very loud and accented
4. Instrumentation
a. Very full, a complete orchestra and
choir
5. Key
a. Minor and very dark
d. Indirect Learning Activity/Guided Practice
i. Order of Pieces
1. Dedication, March, and Celebration
2. The Beatles 1964!
3. Joyance
4. Equinox
ii. Rehearsal Objectives
1. Dedication, March, and Celebration
a. Point out stylistic changes throughout the piece, asking
students to elaborate on the message they are trying to
create in that specific section
b. Correct specific errors encountered in each of the
stylistically different sections
2. The Beatles 1964!
a. Point out stylistic changes throughout the piece, asking
students to elaborate on the message they are trying to
create in that specific section
b. Correct specific errors encountered in each of the
stylistically different sections
3. Joyance
a. Point out stylistic changes throughout the piece, asking
students to elaborate on the message they are trying to
create in that specific section
b. Correct specific errors encountered in each of the
stylistically different sections
4. Equinox
a. Point out stylistic changes throughout the piece, asking
students to elaborate on the message they are trying to
create in that specific section
b. Correct specific errors encountered in each of the
stylistically different sections
iii. Checklist to informally assess/check for understanding
1. Look for students attention during periods of instruction
2. Evaluate whether or not students are making adjustments to their
playing relevant to instruction that is given
3. Listen for retention of instruction when a passage formerly
addressed comes back up in the performance of the piece

10. Closure:
a. Recap of lessons learning objective(s) and closing statement
i. Good job applying what we learned about emotion and style to todays
rehearsal. Tomorrow we are going to be discussing balance and blend.
Have a great rest of the day!
 DAY 4 LESSON PLAN
School: ALAH High School Subject: High School Band Date: February 16th, 2017

1. Learning Segment:
a. Tuning, Balance, and Expression

2. Lesson Topic:
a. Balance and Blend

3. Time Needed:
a. 45 Minutes

4. Instructional Materials/Resources:
a. Instruments, Music, Whiteboard & Marker(s), Tuner, Phone with Listening
Examples, Speaker(s)

5. Personal Instructional Objective:

a. Refrain from over-explaining and wasting class time
b. Spend appropriate time on each portion of the lesson

6. Learning Objectives:
a. Primary Objective
i. Students will perform the pieces we are preparing with increased
awareness of good balance and blend.
b. Secondary Objective(s)
i. N/A

7. Standards:
a. Content
i. Develop strategies to address expressive challenges in a varied
repertoire of music, and evaluate their success using feedback from
ensemble peers and other sources to refine performances.
1. (MU:Pr5.3.E.Ia)

8. Assessments:
a. Formative
i. Class Discussion
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student attention and understanding through
questioning and class discussion during the Direct
Learning Activity
ii. Observation of Students
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student involvement and understanding during the
Anticipatory Set, and Indirect Learning Activity/Guided
Practice
9. Procedure:
a. Anticipatory Set
i. Warm up the ensemble with exercises from Technic Today, Unit II
b. Statement of Learning Objective and Rationale
i. Today we are going to be focusing on balance and blend. This is really
important because of the varied instrumentation we have in the band.
c. Direct Learning Activity
i. Lecture/Class Discussion on Balance and Blend
1. Ask students what the individual passages of music in a piece are
a. Melody
b. Countermelody
c. Harmony
d. Bassline
2. Play listening example (Stars and Stripes Forever)
a. Stop periodically and ask students to pick out melody vs
countermelody vs harmony vs bassline
b. Discuss the volume at which each line is being played, and
if it is well balanced or not
ii. Proceed to the rehearsal portion of the lesson
d. Indirect Learning Activity/Guided Practice
i. Order of Pieces
1. Freedom Forever
2. Equinox
3. Blues Brothers
4. Cartoon Symphony
ii. Rehearsal Objectives
1. Freedom Forever
a. Work on balance in the trio section of the march
2. Equinox
a. Need a stronger downbeat on first measure of the
introduction
b. Run through the five different melodic lines at measure 20,
and explain to the class how they should be layered for
good balance
i. Work through it again if it doesnt go well
c. Address melody vs flute countermelody balance at
measure 65
3. Blues Brothers
a. Make sure that the melody line is always present as it
moves from instrument to instrument in the medley
b. Make sure dynamic changes between tunes are prevalent
4. Cartoon Symphony
a. Address Simpsons melody, making sure its clearly stated
b. Make sure brass moments throughout Animaniacs are
not overstated
iii. Checklist to informally assess/check for understanding
1. Look for students attention during periods of instruction
2. Evaluate whether or not students are making adjustments to their
playing relevant to instruction that is given
3. Listen for retention of instruction when a passage formerly
addressed comes back up in the performance of the piece
10. Closure:
a. Recap of lessons learning objective(s) and closing statement
i. Good job applying what we learned about tuning to todays rehearsal!
Tomorrow we will have class the same way, but with the topic instead
about emotion and style. Have a great rest of the day!
 DAY 5 LESSON PLAN
School: ALAH High School Subject: High School Band Date: February 17th, 2017

1. Learning Segment:
a. Tuning, Balance, and Expression

2. Lesson Topic:
a. Summative Assessment

3. Time Needed:
a. 45 Minutes

4. Instructional Materials/Resources:
a. Instruments, Music, Whiteboard & Marker(s), Tuner, Phone with Listening
Examples, Speaker(s), Summative Assessment

5. Personal Instructional Objective:

a. Refrain from over-explaining and wasting class time
b. Spend appropriate time on each portion of the lesson

6. Learning Objectives:
a. Primary Objective
i. (SUMMATIVE ASSESSMENT DAY, NO PRIMARY LEARNING
OBJECTIVE)
b. Secondary Objective(s)
i. Students will develop and/or reinforce their proficiency on their
instruments in regards to tuning as an individual and as a coherent
ensemble.
ii. Students will perform the pieces we are preparing with increased
awareness of good balance and blend.
iii. Students will learn to distinguish the emotional message a piece of
instrumental music conveys through its compositional techniques.

7. Standards:
a. Content
i. Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.
1. (MU:Pr6.1.E.Ia)
ii. Develop strategies to address expressive challenges in a varied
repertoire of music, and evaluate their success using feedback from
ensemble peers and other sources to refine performances.
1. (MU:Pr5.3.E.Ia)
iii. Demonstrate an understanding of expressive intent by connecting with an
audience through prepared and improvised performances.
1. (MU:Pr6.1.E.Ib)

8. Assessments:
a. Formative
i. Summative Assessment
1. Type of Assessment
 a. Formal
2. Objective of Assessment
a. Gauge growth of student knowledge and understanding of
concepts after the week of the learning segment
ii. Observation of Students
1. Type of Assessment
a. Informal
2. Objective of Assessment
a. Gauge student involvement and understanding during the
Anticipatory Set, Direct Learning Activity, and Indirect
Learning Activity/Guided Practice

9. Procedure:
a. Anticipatory Set
i. Warm up the ensemble with exercises from Technic Today, Unit I
b. Statement of Learning Objective and Rationale
i. Today is the last day of edTPA week. Today is our summative
assessment. We are going to begin with the listening portion of the
assessment, and once that is complete you may continue with the written
portion.
c. Direct Learning Activity
i. Complete Summative Assessment
1. Begin with the listening portion of the written test, then let the
students complete the assessment on their own afterwards
a. Have students come up and turn in exams on the directors
podium
ii. Once the Summative Assessment has been completed, move on to the
rehearsal portion of class
d. Indirect Learning Activity/Guided Practice
i. Order of Pieces
1. Pirates of the Caribbean
2. God Bless America
3. Joyance
4. Dedication, March, and Celebration
ii. Rehearsal Objectives
1. Pirates of the Caribbean
a. Rehearse the piece, addressing problems that arise
relating to the learning objectives of Tuning, Balance and
Blend, and Style.
2. God Bless America
a. Rehearse the piece, addressing problems that arise
relating to the learning objectives of Tuning, Balance and
Blend, and Style.
3. Joyance
a. Rehearse the piece, addressing problems that arise
relating to the learning objectives of Tuning, Balance and
Blend, and Style.
4. Dedication, March, and Celebration
a. Rehearse the piece, addressing problems that arise
relating to the learning objectives of Tuning, Balance and
Blend, and Style.
 iii. Checklist to informally assess/check for understanding
1. Look for students attention during periods of instruction
2. Evaluate whether or not students are making adjustments to their
playing relevant to instruction that is given
3. Listen for retention of instruction when a passage formerly
addressed comes back up in the performance of the piece

10. Closure:
a. Recap of lessons learning objective(s) and closing statement
i. Great job with rehearsal today, and with this learning segment! I hope
you all have a good weekend, and a great rest of the day!