Teacher Candidate: Valeria Gulino

Grade Level and or Subject: Middle School Band/Peer Teaching MUED

Date: November 29
Unit Topic (if applicable):
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of Students will learn and internalize a complex 4 measure rhythmic line.
this lesson?
National / State FA.M.MS1.1C: describe musical elements of rhythm, including whole notes,
Learning half notes, quarter notes, paired and single eighth notes, sixteenth notes,
Standard/s: corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard
.
terminology.
FA.M.MS1.3G: create rhythmic phrases using known rhythms and melodic
phrases using known pitches at an appropriate level of difficulty
FA.M.MS1.1B: describe tonal and rhythmic musical elements using
standard terminology such as instrumentation, voicing, intervals, solfège,
absolute note names, rhythmic values, and counting systems

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Specific learning -Students will break down a 4 measure rhythmic line
target(s) / objectives: -Students will work together with a deadline to come up with words
corresponding to the rhythms (syllables)
-Students will perform their mnemonics all together, creating an accurate
interpretation of the 4 measure phrase.

PART III TEACHING THE LESSON

This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
A. Opening/Int Prior knowledge: Students are expected to have a proficiency in duple
roduction time, reading notation, and standard counting techniques.
(also referred to as a
“motivator” or “hook”)
Anticipatory Set: A complex rhythm is shown on the board, but explained
that we will learn it in less than 5 minutes.
B. Procedures 1. Students are in the classroom, in their seats. The teacher has the
** Include enough detail board ready with the prepared 4 measure rhythm (for time’s sake).
so that someone else 2. Teacher counts off students 1 through 4.
could replicate your 3. “When I say Go,” students go to corners of the classroom according
lesson. Unless your
to their groups.
instructor directs you
otherwise, this section 4. Teacher explains that we are learning a complex rhythm separately,
should read almost like then putting it together at the end.
a script.

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

8/21/18 pg. 1
 5. Explain that students are to focus on the measure they are given
(measure 1 for group 1, etc.), and come up with a word who’s
syllables match up. (ex. Two eighth notes: ap-ple)
6. Expectation is to perform this, group by group continuously at 60
bpm. A few seconds of metronome is played for reference.
7. Students are left to work for 2-3 minutes
8. Teacher counts in, Group 1 performs, then 2, then 3, then 4 in a
continuous stream without breaks, with metronome on.
9. If time permits, one more performance is allowed.
C. Formative While the groups are working together, the teacher will walk around to
assessment make sure students are on task and understand the directions.
methods/to
ols:
D. Grouping Students are numbered off from 1 to 4, and will be grouped accordingly.
structure/s: This grouping is done for time’s sake.
E. Accommoda n/a
tions/
Modifications

F. Instructional -Projector, computer

Materials, -prepared rhythm
Equipment -metronome (online)
and
Technology:

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?
Summative The teacher will also evaluate understanding, grasp of the material, and
Assessment: tendencies during the performance.

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

8/21/18 pg. 2