DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

UNIT PLAN TEMPLATE

Teacher Candidate_______Jennifer Redfearn__________________________

Grade Level 10-12____

Content Area Music (Orchestra)_________________

Step 1 DESIRED RESULTS

A. Contextual Factors
38 Students 27 Females, 11 Males
Most students are achieving As nd Bs
1 ELL
1 SPED (suffers from anxiety)
Classes are held in a music room
2 low SES
33 White
1 Hispanic
3 Asian
1 Pacific Islander

B. Utah State Core or Common Core Curriculum Standard

Standard 1 Students will use body voice and instruments as means of
musical expression
Objective 5
Perform varied repertoire.

a. Acceptably perform in public and/or for adjudication pieces in the style

indicated.
b. Demonstrate ability to follow the conductor.
c. Identify and define notation symbols for pitch, rhythm, dynamics,
tempo, articulation, and expression.
d. Successfully perform individual parts.
e. Successfully prepare and perform accompanied solos and small

ensemble pieces.
f.

Display performance etiquette.

C. Enduring Understanding/Big Idea

Working with an ensemble and soloist to develop listening and playing skill.
Understanding stylistic approaches to playing classical music.
Understanding History of Mozart.

D. Essential Questions/Guiding Questions

Who is Mozart?
What time period was the piece composed?
What is the importance of learning a Concerto?
Why do students need to understand style differences from different music
periods.

E. Concepts
Students need to learn how to sight read a piece and then follow it through
several rehearsals and then perform at a concert.
Students need to follow the conductor and the soloist during the Concerto.
Students need to learn how to make their music more expressive (dynamics,
tempo, articulation etc)
F. Skills
Students will be able to learn a movement from the Classical Era and perform
for an audience. They will have learned how to work together as an ensemble
and with their soloist while following the conductor.
They will be able to play appropriate technique for the classical era

Step 2 ASSESSMENT EVIDENCE

1. Pre-Assessments

Pre-Assessment will be the initial sight reading of the piece with a brief
history lesson about the composer and the piece. Students will be recorded
during their sight read to use in the future to show how much progress they
made.
I will make notes on the musical score of things that they will need to be
working on.

2. Formative Assessments/Evidence
Formative assessment will be section playing tests to check for progress with
the piece and to identify any problems that might be developing.

3. Summative Assessments/Evidence
Summative assessment will be the Orchestra concert. Students will also be
recorded so they can see and hear their performance as to assess their
progress. We will also have a group discussion after the performance to talk
about things they felt they improved on or things they need to work on in the
future. I will also record my remarks on the same musical score notating
improvements for my post test data.

Step 3 Lesson Objectives with Instructional Strategies

Lesson 1:
Perform Varied Repetoire
Do a initial sightread of the music.
Lesson 2:
Demonstrate Notational Literacy
Discuss stylistic playing (example, how to play music from the classical
period verses music from the romantic period)
Lesson 3:
Demonstrate Technical Performance Skills
Work on Bowing, dynamics, following the conductor, performance etiquette.
Lesson 4:
Demonstrate Productive Rehearsal Habits

Learning how to play with the soloist and still be able to follow the conductor.
Lesson 5:
Demonstrate Technical Performance Skills
Dress rehearsal and sound check in the auditorium.
Lesson 6:
Analyze and Evaluate Musical Examples
Discussion on their performance. Look for ways they improved or things they
would like to still work on as an ensemble.