LESSON PLAN FOUR

Teacher Candidate Jennifer Redfearn____________________________________________________________

Grade Level 10-12___ Subject/Content:Music - Orchestra___Title __Mozart #23 Concerto 2nd Mvt.________

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.)

which need differentiation in instruction and assessment.
38 Total 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 Gifted and Talented

WALK-AWAY (what do I want students to know,

understand, and be able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives

Big Ideas

Standard 1

Working together as an ensemble

during a rehearsal.

Student will use body, voice, and instruments as means of

musical expression.

Learning to listen closely to each

other in sections.

Objective4
Demonstrateproductiverehearsalhabits.

Paying close attention to the

conductor so rehearsal is
productive.

a. Showrespectfortherehearsalprocess.
b. Demonstrateknowledge,use,andcareofinstrument.
c. Contributepositivelytotherisktakingrehearsal
environment.
d. Assistintheorganizationandcareofmusic
departmentsupplies,facilities,andequipment.

Content Walk-Away: Unpacked Curriculum

a. Exhibit respect for the collaborative rehearsal
process through preparation, conscientious
attendance, alertness, energetic participation, and
ready cooperation.
b.

Sightreading, rhythms, listening skills. (Which

instruments have the melody? Which instruments
have the harmony?

Learning how to pay attention and

cooperate with one another.
Learning how to transpose music
for other instrument which will be
performing with the ensemble.
Learning how to collaborate with a
soloist.
Learning how to take care of the
piano while moving it for
rehearsal. And learning how to
place it properly for the rehearsal.
Essential Questions
What things can get accomplished
with a productive rehearsal?
Why is it necessary to listen to
those around us. What is melody
and harmony. Why are they
important?
Are they listening to the soloist?

c. Is the balance appropriate with a soloist?

Reading/Language Content Walk-Away:

Music vocabulary, sightreading, reading rhythms correctly,
following the conductor while listening to the soloist.
Collaboration.

ASSESSMENT EVIDENCE (formative/summative Modifications/Accommo

checks for learning) (Match the Content Walk- dations (ELL, IEP, GATE,
Away)
etc.)

Play the piece first then introduce the soloist.

Play the piece again and then work on sections.
Were students participating?
FORMATIVE:
a. Check for participation
b. Answering questions
c. Observations (check students for active
engagements, listening, body language, etc)
SUMMATIVE :
a. A productive rehearsal will be measured by
correct rhythm, pitches, dynamics, etc
b. Music sections will be evaluated
independently and as a whole.
c. Musical expression will be measured by correct
sightreading of music, rhythms, dynamics,
pitches, melody and harmony.

Closely monitor student

who has anxiety, so he is
not feeling overwhelmed
Making sure that I take
time with breaks so
student can have rest
time.
Make sure to listen to the
piece first so one of my
gifted and talented
students can participate.
He cant read music but
can hear things first and
memorize them.

ACTIVE LEARNING PLAN

Modifications/

Music history about Mozart and the Classical time period.

What is the style of this piece? What key and time signature is
the piece written in?

Accommodations

Activate Prior Knowledge/Experiences

Instructional teaching as
well as listening
examples.

1. Give some music history about the piece, and

composer.
2. Have they ever heard or played the piece
before?
3. Listen to an example

Focus Lesson (I do it)

Have the students listen to a recording first

Guided Instruction (We do it)

1. Introduce the soloist.
2. Have the students play the entire piece one
time through with soloist so they can hear the
parts..
3. Work on individual sections (tempo, rhythms,
dynamics etc)
4. Have students play through the entire piece
one more time.
Collaborative/Cooperative (You do it together)
Listen to each other
Work on trouble spots together

(ELL, IEP, GATE, etc.)

Summarization/Closure
Ask the students questions about the piece, check
for any review spots. Check to see retention
about the piece itself and the composer.

NOTES TO TEACHER

Materials to have ready? Mozart score, metronome, baton, , instruments,

bows, rosin, music for students, piano for soloist. New music for clarinet
players.

Approximate time needed for lesson? 30 minutes

REFLECTION AFTER LESSON

This lesson was very productive. It was a challenge learning how to coordinate the soloist with the orchestra to have a
balanced ensemble but the students are grasping it quickly. I do need to make sure that everyone is actively listening
while the soloist is playing to become more familiar with her part which will ultimately help with all of their entrances.