LESSON PLAN TWO

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
Students will use body, voice, and instruments as means of
musical expression

Working together as an ensemble

during a rehearsal.

Objective 3
Demonstrate Notational Literacy

a. Correctly explain standard notation symbols in

instrumental music.

Learning to listen closely to each

other in sections.
Paying close attention to the
conductor so rehearsal is
productive.
.Learning how to watch for
bowing markings during
sightreading.
Learning how to listen to each

other to be able to remain on pitch

with other instruments.
b. Perform correct rhythms and pitches while sightreading.

c.

Sight-read with sensitivity, correct dynamics,

phrasing,expression,andstyle.

Content Walk-Away: Unpacked Curriculum

a. Exhibit respect for the collaborative rehearsal
process through preparation, conscientious
attendance, alertness, energetic participation, and
ready cooperation.
b. Spend time with each section working through
challenging rhythms.
c.

Sightreading, rhythms, listening skills. (Which

instruments have the melody? Which instruments
have the harmony?

Reading/Language Content Walk-Away:

Music vocabulary, sightreading, reading rhythms correctly,
pizzicato.

Learning how melody and

harmony are part of musical
expression
Learning to work on challenging
rhythm sections such as
syncopation.

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?
Why is rhythm so important?

ASSESSMENT EVIDENCE (formative/summative Modifications/Accommo

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

Play through the piece first. Spend time with

each section learning how to play challenging
rhythms.

Closely monitor student

who has anxiety, so he is
not feeling overwhelmed

Where students participating?

Making sure that I take

time with breaks so
student can have rest
time.

Do a playing test with each section.

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.

Make sure to demonstrate

for my ELL student after
giving instructions.

ACTIVE LEARNING PLAN

Modifications/

Music history about Mozart #23. When was it written?

Information about Mozart.

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)

Play through piece one time through first, then
section practice
Guided Instruction (We do it)
1. Work on individual sections (tempo, rhythms,
dynamics etc)
2. Work with individual sections.
3. Have the first chair from each section do a
demonstration.
5. 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.)

Assign students by
playing levels. Place more
advanced students
towards the front (1st
chair) Less advanced
students towards the
back.
Place gifted and talented
student by a proficient
student so he can listen
carefully to his part,

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, music for

students, instruments, bows, rosin, pencils to mark their individual scores
with.

Approximate time needed for lesson? 30 minutes

REFLECTION AFTER LESSON

This lesson went great. I was able to make a lot of progress with the second violins where they have a syncopated
rhythm section. I was able to demonstrate it first and then we did clapping games to help solidify it.