Lesson Plan

Teacher(s): Mr. Alex Meek Grade Level: College Date Taught: 2/15/18

Lesson Title: Lesson 8 Subject: U Band Approximate Time Length: 21 min.

KCCR Standard

Lesson Objective Students will be able to demonstrate a developed stylistic understanding of

the piece, while improving issues deemed most prominent by members of
the ensemble.
Essential Question(s) What are some strategies we can use to improve the issues you found most
pertinent (tempo and dynamics)?
Vocabulary Assessment, feedback, stylistic understanding
Assessment/Criteria Members of the ensemble will be called up at different times to give
feedback and assess whether or not areas of concern actually improved.
Materials Materials: Response sheets Commented [AW1]: Looking forward to reading these!
Technology Tech: N/A
Resources Resources: Ensemble member feedback sheets
Setting Setting: AFC

Evaluation What went well? What didn’t? What are some other ways I could use my
ensemble members to give feedback?

Est. Lesson Activities

Time
of Task

3 min. Results of feedback Commented [AW2]: Make sure you don’t spend too
 Most popular “strengths” (2-3 specific examples) much time on these (mainly with vocal fillers); state
them, allow reaction, give some feedback of your own
 Most common “weaknesses” (tempo (approx. 1/3 of responses said this), dynamics, and move.
Beginning
Engage

blend)
 “I’ll give you our strengths and read some of my favorite feedback slips to you after
this rehearsal, so long as we’re productive and make a discernable improvement
overall”
2-3 deep breaths in and out, close eyes
 15 A—focus on BLEND and INTONATION (smaller instrument groups, as per a couple
min. suggestions), start with run-through
BRING UP: Kelli Irvin and Wesley Crow (stand in front, ask them to listen to each of the Commented [AW5]: If you do this after today, I would
following areas) encourage you to ask members of the ensemble who
are good musicians but on the “shy” side. Give them an
 Tpts + altos—balance to the trpts, matching articulations opportunity to have positive input and for their voice to
Explain/Explore

 Everyone else (m. 11, balance unison note: low brass, low ww, hn, clsfirst chord) be heard!
Middle

 Lows at m. 13 (accented and leading) Are Kelli and Wes just going to stand in the front the
 Perc—solidity entire time? Will they a specific task/more guided
instruction?
B—focus on ARTICULATIONS and DYNAMIC CONTRAST, start with full run
BRING UP: Grant Bess and Abby Giles, strike Kelli and Wes When do Kelli and Wes go back to their seats?
 Perc—solidity, snare rolls Commented [AW6]: What will you tell them to do?
 Fl/ob/cl—m. 39 light, “dut” not “tut” Balance to a section, balance to a part, balance to the
lowest voice? Be very specific on how you want them
 Dynamic diffs (Grant and Abby to the back of AFC) to balance or else they will do the “default” (balance to
3 min. Full run of B—B’ (stop after perc soli) the trumpet/loudest voice).

Most popular strengths (of 36): energy/motivation (8), vertical alignment (7), tone/sound Commented [AW7]: Balance to root, third, fifth,
Evaluate

seventh? Volume?
End

concept (5), note accuracy (5)

Read 3-4 interesting feedback cards as a reward (don’t worry DW, they won’t be outrageous Commented [AW3]: FYI – Be prepared for me to stop
you, ask you to do something with your conducting,
or anything) and try it with the ensemble.
Commented [Office4R3]: Wonderful
Commented [AW8]: No worries here, it’s always good
Adaptations: What could to hear feedback from the ensemble regardless of how
tame/spicy it is!
you adapt to help
students with learning
disabilities, students
with learning
exceptionalities, &/or
ELL students with this
lesson? (Ex: guided
notes, extended time,
fewer questions, fewer
distractors, alternate
setting, etc.)
Modalities: What Visual: N/A
modalities did you utilize Auditory: “dut” instead of “tut”
in this lesson? How? Kinesthetic: deep breaths
Tactile: N/A
Strategies: What Peer evaluation, discussion, cooperative learning
instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)