Unit Plan

NAME: Jamie Stadel

DATE:

Spring 2015

Lesson Name: Toccata for Band by Frank Erickson

Grade Level and/or Class: Sophomore Band

Major Concepts: Sight reading, whole-part-whole

Unit Rationale: Whole-part-whole has been an effective method to teaching students. How
whole-part-whole works is that you start by looking at the big picture, for music that would be
looking at the entire piece and reading it to the best ability you can. The next step is to break it
down into smaller pieces by focusing on only small sections as a time. Next would be to put it
back into the bigger picture which is the whole part again. Ways to do this would be to play
the entire piece again with the changes that were implemented.

Unit Objectives:
Standards:
National:
SD:
-HSa.MUe.Pr.4.1.a Develop and apply criteria to study and perform
repertoire that challenges the performing ensemble.
-HSp.MUct.Pr.5.1.c Identifying and use strategies for improving the
technical and expressive aspects of multiple works.
-HSp.MUe.Pr.6.1.a Perform repertoire using technical accuracy and
expressive qualities to connect with an audience. Repertoire should
represent diverse cultures, styles, genres, and historical periods.
-HSa.MUct.Pr.6.1.a Share live or record (audio/video) performances of
works, and explain and/or demonstrate understanding how the elements of
music are used to reflect intent
-HSa.MUct.Pr.4.2.a Analyze how the elements of music of selected works
related to style, function, and context, and explain and support the analysis
their effect for rehearsal and performance.
-HSp.MUct.Pr.4.3.a Develop interpretations or works based on an
understanding of the use of elements of music, style, and mood, explaining
and supporting the creators intent.

-HSa.MUe.Pr.5.1.a Apply and refine rehearsal strategies to address

individual and ensemble challenges.
-HSa.MUct.Pr.5.1.a Create rehearsal plan for works identifying the form,
repetition and variation within the form, compositional techniques, style,
and historical or cultural context of the work.

Plan 1

NAME:

Jamie Stadel

DATE:

Spring 2015

Lesson Plan Name: Toccata for Band by Frank Erickson

Lesson Plan Objectives:
Standards Objectives
National:
SD:
-HSa.MUe.Pr.4.1.a Develop and apply criteria to study and perform
repertoire that challenges the performing ensemble.
-HSp.MUct.Pr.5.1.c Identifying and use strategies for improving the
technical and expressive aspects of multiple works.
-HSp.MUe.Pr.6.1.a Perform repertoire using technical accuracy and
expressive qualities to connect with an audience. Repertoire should
represent diverse cultures, styles, genres, and historical periods.
-HSa.MUct.Pr.6.1.a Share live or record (audio/video) performances
of works, and explain and/or demonstrate understanding how the
elements of music are used to reflect intent.
Behavioral Objectives
As a result of this activity students will: sight read the piece Toccata for
Band by Frank Erikson.
Lesson Assessment: The assessment for this lesson will be for me to listen to them aurally as
they play the piece. The main objective of this lesson is to stop as few times as possible to make
sure that they capable of playing this piece. After listening to the band play the piece and work
on a few trouble spots, I will take note of where the most troublesome areas are and this will be
worked on in future rehearsals
Teaching Strategies
Anticipatory Set
Students will get their instruments out, pencil, and band folder. Students will have one
minute after the bell rings to be in their seats ready to go. The band will do their warmups while the percussion is getting their equipment set up for the pieces to be worked on
for the day. Hand out Toccata for Band.
Procedure
Students will start at the beginning of the piece and the teacher will only stop them in
case there is a bunch of students who are lost.
The students will then listen to a recording of a high quality band performing the same
piece. The students will follow along in their part will they listen. The students will

begin to have an understanding of how the piece goes, style characteristics, as well as any
other musical concepts they will pick up while listening.
Closure Students will put their folders away with the music in it, put their instruments
away, the bell will ring and they will be dismissed to their next class.

Modifications for special needs or cultural differences:

Julie, a student who has difficulty reading the music as well as seeing the conductor will have a
copy of her music that has been enlarged and she will sit towards the front of the conductor.
Classroom discipline/management:
There will be class rules that the students will understand and follow. They also know the
consequences in case they choose to break one of these rules.
Classroom organization:
The class will be organized in a half-circle with multiple rows. The chairs will all be facing me
with a stand in front of the chairs. Students will come in, get their instrument out, get their band
folder (with pencil in it), and sit down in their chair.

Plan 2
NAME:

Jamie Stadel

DATE:

Spring 2015

Lesson Plan Name: Toccata for Band by Frank Erickson

Lesson Plan Objectives:
Standards Objectives
National:
SD:
-HSa.MUct.Pr.4.2.a Analyze how the elements of music of selected works
related to style, function, and context, and explain and support the analysis
their effect for rehearsal and performance.
-HSp.MUct.Pr.4.3.a Develop interpretations or works based on an
understanding of the use of elements of music, style, and mood, explaining
and supporting the creators intent.
-HSa.MUe.Pr.5.1.a Apply and refine rehearsal strategies to address
individual and ensemble challenges.
-HSa.MUct.Pr.5.1.a Create rehearsal plan for works identifying the form,
repetition and variation within the form, compositional techniques, style,
and historical or cultural context of the work.
-HSp.MUct.Pr.5.1.c Identifying and use strategies for improving the
technical and expressive aspects of multiple works.
Behavioral Objectives
As a result of this activity students will: perform the notes, meter and key
signature changes accurately in Toccata for Band.
Lesson Assessment: The assessment for this lesson will require aural skills. From the previous
lesson I will have noted which sections will need work as well as the sections I anticipated would
be problem areas. We will work on these sections together and then fix any problem spots
concerning notes, meter, and key signature changes.
Teaching Strategies
Anticipatory Set
Students will get their instruments out, pencil, and band folder. Students will have one
minute after the bell rings to be in their seats ready to go. The band will do their warmups while the percussion is getting their equipment set up for the pieces to be worked on
for the day.
Procedure
Play the entire piece. Go back and work on difficult passages slowly. Break it down into
individual sections, ask the other students to ghost finger parts they are having
difficulty on while the teacher is working with another section. Put each section with the

rest of the song by either playing the whole song or that entire section. Continue onto the
next section and repeat.
Closure
The students will play the entire piece. Students will put their folders away with the
music in it, put their instruments away, the bell will ring and they will be dismissed to
their next class.
Modifications for special needs or cultural differences:
Julie, a student who has difficulty reading the music as well as seeing the conductor will have a
copy of her music that has been enlarged and she will sit towards the front of the conductor.
Classroom discipline/management:
There will be class rules that the students will understand and follow. They also know the
consequences in case they choose to break one of these rules.
Classroom organization:
The class will be organized in a half-circle with multiple rows. The chairs will all be facing me
with a stand in front of the chairs. Students will come in, get their instrument out, get their band
folder (with pencil in it), and sit down in their chair.

Plan 3

NAME:

Jamie Stadel

DATE:

Spring 2015

Lesson Plan Name: Toccata for Band by Frank Erickson

Lesson Plan Objectives:
Standards Objectives
National:
SD:
-HSa.MUct.Pr.4.2.a Analyze how the elements of music of selected works
related to style, function, and context, and explain and support the analysis
their effect for rehearsal and performance.
-HSp.MUct.Pr.4.3.a Develop interpretations or works based on an
understanding of the use of elements of music, style, and mood, explaining
and supporting the creators intent.
-HSa.MUe.Pr.5.1.a Apply and refine rehearsal strategies to address
individual and ensemble challenges.
-HSa.MUct.Pr.5.1.a Create rehearsal plan for works identifying the form,
repetition and variation within the form, compositional techniques, style,
and historical or cultural context of the work.
-HSa.MUct.Pr.6.1.a Share live or record (audio/video) performances of
works, and explain and/or demonstrate understanding how the elements of
music are used to reflect intent.

Behavioral Objectives
As a result of this activity students will: be able to perform style and
dynamic changes in Toccata for Band.
Lesson Assessment: The lesson assessment for this lesson will require aural listening skills to
determine if the students are properly using the correct style and dynamic changes.
Teaching Strategies
Anticipatory Set
Students will get their instruments out, pencil, and band folder. Students will have one
minute after the bell rings to be in their seats ready to go. The band will do their warmups while the percussion is getting their equipment set up for the pieces to be worked on
for the day.
Procedure Whole-part-whole will important in this lesson. The class will start by
playing the entire piece. Then we will listen to a good quality recording of the piece.

Then we will work on individual sections and compare the different sections by asking
the students the differences between each section. After working on all the sections and
working on style and dynamics changes we will put it back together.
Closure
The students will play the entire piece. Students will put their folders away with the
music in it, put their instruments away, the bell will ring and they will be dismissed to
their next class.
Modifications for special needs or cultural differences:
Julie, a student who has difficulty reading the music as well as seeing the conductor will have a
copy of her music that has been enlarged and she will sit towards the front of the conductor.
Classroom discipline/management:
There will be class rules that the students will understand and follow. They also know the
consequences in case they choose to break one of these rules.
Classroom organization:
The class will be organized in a half-circle with multiple rows. The chairs will all be facing me
with a stand in front of the chairs. Students will come in, get their instrument out, get their band
folder (with pencil in it), and sit down in their chair.