Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 10 Date: 3/4/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

 Fundamental technique of playing their instrument.
 Counting, clapping, and playing rhythms with varying whole, half, quarter, and 8th note/rest patterns.
 Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the piece Children’s March from beginning to end without stopping and few (8-12) rhythmic, note,
and articulation errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Notes
2. Rhythm
3. Entrances – Confidence & Accuracy
4. Articulation Style
5. Tone
6. Pitch
7. Dynamics

Relevant Contextual Factors: Modifications/Accommodations needed:

 First class of the day Involving students in the error detection process. Identifying,
 35 Students, upper level analyzing, and explaining various elements and concepts to
ensure everyone understands. Getting students moving
occasionally to keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Children’s March, Percy Grainger arr. Wagner Talk less, give concise feedback, keep more students engaged
when providing feedback/working with specific sections.
National Standards Addressed
MU:Pr6.1.E.Ia 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.

MU:Re9.1.E.Ia Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

9:00 Play first half of Play from the beginning of Solidify what was worked on last Aurally, Informal
Children’s March Children’s March to rehearsal. Last time, we listened to
measure 133. the recording of the full run and Assess students against the
isolated concepts in the beginning following checklist (listed in order
of the piece. Now, we’ll run the of importance):
first half to check what information 1. Note Accuracy
was retained between last class and 2. Rhythm
now. 3. Entrances – Confidence &
Accuracy
4. Articulation
5. Tone
6. Dynamics
7. Pitch

9:05 Play second half of Play the second half of the Encouraging students to think Are students participating?
recording. recording from the full run critically about musical
of the piece (starting at performances. Are students engaging in the
measure 133, recording discussion?
time 2:33). Providing students an opportunity
for self-reflection and assessment. Are students following along with
Have students identify large the recording by watching their
concepts that can be Providing students with a different parts and air-playing?
improved based off of the perspective of their playing they
recording – Talk with don’t usually get – from the
partners then share as a audience vs. as the performer.
class.
9:10 Play second half of Play the second half of the Isolate sections that were identified Aurally, Informal
piece. piece. Focus on the area by the students in a previous class
where students got lost last period. Assess students against the
 time (measure 180). following checklist (listed in order
Prepare the students for a of importance):
Prepare them for a second successful full run of the piece. 8. Note Accuracy
try at a full run. What needs 9. Rhythm
to change/what can we do 10. Entrances – Confidence &
to make this attempt better? Accuracy
11. Articulation
12. Tone
13. Dynamics
14. Pitch

9:15 Full Run Play the entire piece from Solidify areas that were rehearsed Aurally, Informal
(If Time) beginning to end without previously.
stopping. Assess students against the
Check continuity of the piece – can following checklist (listed in order
the make it through a full run? Is it of importance):
improved compared to last time? 1. Articulation Style
2. Entrances – Confidence &
Accuracy
3. Rhythm
4. Notes
5. Tone
6. Pitch
7. Dynamics

9:20 Done Done. Stop STOP