Band 9th - 12th Grade Lesson Plan

Instructional Outcomes
By the conclusion of today’s class session, students will have continued growing and developing
musical skills through:
1. Sight reading and rehearsing measures 70 – 106 of Frank Ticheli’s amazing grace
focusing on dynamic contrast
2. Play through measures 83 – 98 and being able to phrase it properly
3. Focus on intonation of the chords from measure 99 to the end

Standards
 S.3.1 Synthesize a broad range of musical skills by performing a varied repertoire with
expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic
energy.

 S.3.5 Develop and demonstrate proper vocal or instrumental technique.

 S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on
refinement of skills and techniques.

 O.3.2 Interpret and perform expressive elements indicated by the musical score and/or
conductor.

Assessments
At all times that students are performing, I will be doing informal formative assessments aurally
and visually. Periodically I will stop the students, provide specific targeted feedback to
individuals, sections, or the entire group to improve performance, and then immediately have
the students apply my feedback through performance. This cycle of informal formative
feedback (performance, assessment, feedback, application through performance…) will
continue throughout all performed segments until a satisfactory and appropriate level of
improvement has been achieved for the given time period and circumstances.
During today’s lesson, I will prioritize and specifically focus on assessing dynamics, phrasing,
and intonation.

Materials
 Amazing grace by Frank Ticheli
 Instrument
 Pencils
 Folders
 Mutes (for the brass)
 Reeds
Content
FEAP 1e. Uses diagnostic student data to plan lessons
1. Pre-requisite knowledge:
 Key Signature: Eb Major
 Time Signature: ¾
 Form and Style: Lyrical style, melody driven; ABA form
 Instrument Ranges
 Flute 1 – E4-G6
 Flute 2 – F4-G6
 Oboe 1 – F4-C6
 Oboe 2 – E4-C6
 Bb Clarinet 1 – A3-C6
 Bb Clarinet 2 – E3-C6
 Bb Clarinet 3 – E3-C6
 Bass Clarinet – D3-G5
 Bassoon 1 – Ab2-F4
 Bassoon 2 – Bb1-Bb3
 Eb Alto Saxophone 1 – G4-E6
 Eb Alto Saxophone 2 – D4-D6
 Bb Tenor Saxophone – D4-Bb5
 Eb Baritone Saxophone – A3-G5
 Bb Trumpet 1 – C4-A5
 Bb Trumpet 2 – C4-F5
 Bb trumpet 3 – C4-D5
 French Horn 1 – C4-G5
 French Horn 2 – F3-Eb5
 Trombone 1 – Eb3-G4
 Trombone 2 – C3-Eb4
 Trombone 3 – F2-Bb3
 Euphonium – Ab2-F4
 Tuba – Bb1-F3
 Timpani - 3 drums; Eb3, Db3, Bb2
 Percussion 1 – Glockenspiel, Vibraphone, Crash Cymbal
 Percussion 2 – Suspended Cymbal, Triangle,
 Rhythmic Vocabulary
 Sixteenth Notes
 Eighth Notes
 Triplets
 Syncopation/Hemiola
  Dotted Eighth Notes
 Terminology:
 Crescendo - Rise in volume
 Poco Ritardando/Rit. - Slow down a little
 Dynamics:
 Pianississimo – Extremely soft
 Pianissimo – Very soft
 Piano – Soft
 Mezzo-Piano – Moderately soft
 Mezzo-Forte – Moderately Loud
 Forte – Loud
 Fortissimo – Very Loud
2. Focus of Lesson:
 Students will gain a wider range of dynamics as an ensemble through the playing
of Amazing Grace
 The Horns will extend their range to F3
 Tubas will play at pedal point towards the end of the piece
3. Context and Purpose of lesson
 The original spiritual Amazing Grace was written by John Newton, a slaveship
captain, who saw the evilness of his acts.
 Frank Ticheli wanted his arrangement to be a direct reflection of the powerful
simplicity of the original words and lyrics.
 With the background knowledge of who the composer was and what the
arranger wanted to get out of writing the piece, students will be able to
demonstrate the emotion that both felt as they wrote the piece.

Accommodations for Students with Special Needs

Instructional Sequence
FEAP 1b. Sequences lessons and concepts to ensure coherence and required prior knowledge
FEAP 1c. Designs instruction for students to achieve mastery
FEAP 1f. Develops learning experiences that require students to demonstrate a variety of
applicable skills and competencies.
T: “Let's Begin with some breathing” As I Conduct them breathing in for 4 and out for 4,
expanding to in for 3 and out for 6, and in for 1 out for 4 [2 minutes]
T: “Alright, now let's do a concert Eb major long tone scale exercise” Conduct the students
freely at slow tempos for each note, changing the size of my patterns to help challenge them
for dynamic contrast, while still focusing on intonation, balance, and blend. [3 Minutes]
T: “Alright let’s start at number 70 in Ticheli’s Amazing Grace. Make sure you watch closely to
my pattern and facial expressions for the emotion and dynamics”
S: Play Amazing grace from number 70 until the dynamic contrast and expression is consistent
[2 Minutes]
T: Cut them off “How do you all think that went?” Call on a few students for input, and attempt
to apply what they say, fixing any problems they noticed along the way, within smaller sections
of the piece
S: Respond to question with variety of answers, and solutions; play through smaller segments
applying what they noticed needed fixing [10 Minutes]
T: “Alright before we play through the segment one last time, who should we balance to?”
S: Respond to question with different answers [1 Minute]
T: “Alright let's play through one last time, keep in mind all of the things we talked about and
apply any changes we’ve made” Conducts through Measures 70 to the end one last time [2
Minutes)