Campbellsville University

School of Education
Source of Evidence 2: Lesson Plan

Name: Tiffany Riggins Date of Observation: May 5, 2017

CU Course: MUS348

Ages/Grades Number of Number of Number of Number of

of Students Students in Students Gifted Students
6 Class 20 having IEP Students 6 having ELL

Lesson Title: High School Rehearsal

Unit Title (if applicable):
1. Context: Describe the Students for which this Lesson is designed (1B)
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
High school students who have been in band for 3-4+years. Woodwinds, Brass, and Percussion.
2. Learning Target (s)/Objectives (1.A & C)
a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content
area standards)

Core Content Standards

- Mu: Pr4.2.c.I
- Mu: Pr4.2.c.II
- Mu: Pr4.2.c.III

b. Current lesson’s learning target (s)/objective (s). (Connect each target/objective to the appropriate state curriculum/content
area standards)
Students will be able to play the Bb concert scale, and play skillful songs out of the Standard of Excellence book.
1- The Teacher Demonstrates Applied Content Knowledge
2- The Teacher Designs and Plans Instruction

Core Content Standards

- Mu: Pr4.2.c.I
- Mu: Pr4.2.c.II
- Mu: Pr4.2.c.III

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content
area standards)

3. Students’ Baseline Knowledge and Skills (1.B & F)

Describe and include the pre-assessment (s) used to establish students’ baseline knowledge and skills for this lesson.
The Pre-Assessment will the first run of Pinnacle.

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4. Formative Assessment (1F)
Describe and include the formative assessment (s) to be used to measure student progress during this lesson.
Students will be asked to play Pinnacle and I will check with my rubric that I developed if the song has improved from
the beginning of rehearsal and made steady progress. Students as an ensemble will need to score at least a 10/20.

5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning.
Projector
Computer
PowerPoint
Marimba
White Board
Instruments

6. Lesson Procedures (1E)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe how
the instruction will be differentiated to meet your students’ needs, interests, and abilities.
- 20minute lesson-
- Before teaching:
- Students will get instruments out of cases and put together.

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 - The band director of the program will already have tuned the students.

- Instruments in lap, or floor, Breathing Exercises will begin. (6,8,12 beats)

- Explain instruction Bottom, Middle, Top
- Fill the bottom of your lungs, Middle of your lungs, and then the top.
- Play concert F, and hold. Practice breathing together and attack.
- Play concert Bb, and hold. Practice breathing together and attack
- Singing the scale Bb scale, have marimba roll Bb. (showing numbers in hand, solfege aloud)
- Sing scale ascending Do (1) Re (2) Mi(3) Fa(4) Sol (5) La (6) Ti (7) Do(8)
- Call Response: Rhythm pertaining rhythms on Pinnacle.
- Macro-Micro-Macro Rehearsal
- Macro: Let’s review the whole piece to see what problems we encounter.
- Micro:
- Ex: Problems: such as the low brass lining up.
Stacatto notes
Having students analyze their own playing.
Check Percussion- they are our backbone.

- If time Permits:
- Begin Chorale #13
- Chorale #13: have students really listen to each other.
- Tune
- Chorale #13
- Talk about the pyramid of sound.
- Have students pat the rhythm opposite hand crossing to other shoulder.
- Have students sing the chorale
- Have students wind pattern the chorale
- Have students subdivide notes (whole notes 8 eighth notes)
- Have students attack the front of the beat (attack whole note, and wait until next beat)
- Have students give input on what troubles them during the chorale, give time for them to feedback
themselves.
- Keep these things in mind, and chorale, tutti, one last time.

7. Watch For _____

If the lesson were observed what would like specifically like the observer to watch for:
Reflection:

The High School Band, I always dreamed to be here, honestly I think I need more work on error detection,
and I needed to prepare a more challenging lesson, I am still developing in these areas. Besides using the
macro-micro-macro model, I tried to get students involved like the flute players telling me troublesome areas,
and then my addressing of needing more low brass. I should’ve used that as a teaching moment though for
the pyramid of balance.

I felt rushed, due to my time limit of 20minutes. I was more worried of my conducting and how I appeared,
that I didn’t focus on what really mattered, the music. I feel like I need to project my voice a little more, so
that even the camera can pick it up better. I think that one thing that was good in my listen was the singing
aspect of the scale in the beginning. This really got me out of my comfort zone as I was singing to strangers
who didn’t want to sing any louder than a mouse. I think maybe one way I could’ve had them sing louder was

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to speak their language and say sing this at forte. I think high school should be for someone with a stronger
voice, a better ear, and better overall musician, which I am still developing as.

I think my teaching ability just needs to keep growing within the ensemble setting. I will address this in my
PPGP because I just need some more techniques rather than drilling measures into an ensemble. I hope to
keep developing until I am comfortable.

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