Music Lesson Plan

Name: Alexander Merideth

Grade/Level: 5th Duration: Topic: Regional Percussion Auditions

Materials Needed:
Baton
White Boards
Markers
Erasers

Lesson Objectives:
Students will improve upon their first 5 notes of the Bb Concert Scale
Students will compose using the first 5 notes of the Bb Concert Scale and Quarter Notes,
Half Notes, and Whole Notes
Students will perform their own compositions for other students

AZ State Standards Addressed:

Strand 1, Concept 1, PO 102: singing their own instrumental parts in tune with
appropriate articulation, phrasing and dynamics.
Strand 1, Concept 2, PO 104: identifying and playing individually and with others the
following note and rest values while maintaining a steady beat: whole, half, quarter,
eighth, dotted half, dotted quarter and sixteenth as well as other note and rest values
encountered in the repertoire.
Strand 1, Concept 2, PO 105: playing scale structures appropriate to the repertoire
encountered for full practical range.
Strand 1, Concept 2, PO 306: identifying and playing articulations and symbols as they
occur in the repertoire.
Strand 1, Concept 2, PO 108: playing expressively, on pitch, in rhythm, with appropriate
articulation, dynamics, phrasing, and tempo.
Strand 1, Concept 4, PO 102
Strand 1, Concept 5, PO 103: explaining and applying the terms encountered in the
repertoire.
Strand 1, Concept 5, PO 104: playing expressively, on pitch and in rhythm, dynamics,
phrasing, tempo markings encountered in the repertoire.
Strand 1, Concept 5, PO 105: using appropriate terminology to describe and explain
music encountered in the repertoire.
Strand 1, Concept 5, PO 107: recognizing and playing key signatures and accidentals in
the repertoire.
Strand 2, Concept 1, PO 104: analyzing and applying the relationship between rhythm
and mathematics as it occurs in the repertoire.
Strand 2, Concept 2, PO 104: applying appropriate audience behavior in the context and
style of music being performed.

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 Strand 3, Concept 1, PO 106: Using appropriate terminology to describe and explain
music.
Strand 3, Concept 1, PO 107: identifying and explaining the elements of music in the
repertoire.
Strand 3, Concept 3, PO 102: using student specified criteria to evaluate a musical
performance.
Strand 3, Concept 3, PO 103: showing respect for personal work and the work of others
through appropriate critique.
Strand 3, Concept 3, PO 105: analyzing the experience(s) of their performance and the
performance of others.

National Music Standard(s) Achieved:

#1 Singing, alone and with others, a varied repertoire of music
#2 Performing on instruments, alone and with others, a varied repertoire of music
#4 Composing and arranging music within specified guidelines
#5 Reading and notating music
#6 Listening to, analyzing, and describing music
#7 Evaluating music and music performances

Musical Focus:
X Rhythm X Melody Harmony
X Singing X Listening X Playing Instruments
Form History X Theory
Moving Conducting X Intonation
X Tone Color X Vocabulary X Creating
X Expression Balance/Blend Other:

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Introduction/Anticipatory Set:
During stretching/breathing, discuss composing and which students have gotten the
chance to compose.

Activities:
Breathing Gym and Stretching
o Plan for 100% engagement: Be sure that all students are actively participating
o Modifications/Accommodations: N/A
o Formative Assessment: Assess each student to see if they are breathing properly
o Instructional Strategy: Begin by having students set their instruments down and
then go through a basic breathing gym and stretching activity.
Brass/Woodwind Sirens, Long Tones, Scale with Drones
o Plan for 100% engagement: All students will perform. Students who are not
regularly providing feedback may be called upon to offer input for another
student.
o Modifications/Accommodations: Students who do not have their instrument can
finger along on a pencil
o Formative Assessment: Wandering inside the ensemble and making sure students
are using the correct fingerings.
o Instructional Strategy: Students will first be on mouth pieces/head joints and
echo/respond to sirens I create. We will work on the first 5 notes of the Bb major
scale by holding out the notes. We will then rotate around holding the drone while
the others go up and down the first 5 notes of the scale.
Rhythm Exercise
o Plan for 100% engagement: All students will perform. Students who are not
performing will be ask to count rhythms individually
o Modifications/Accommodations: Students who are unable to participate will be
granted an additional opportunity to show their knowledge of the rhythms (i.e
clapping, saying, etc).
o Formative Assessment: Students will be assessed through performance
o Instructional Strategy: I will say rhythms and have students say the rhythm back
and then play the rhythm. We may move around on pitches but will most likely
use concert Bb and/or F.
Composition Activity
o Plan for 100% engagement: All students need to help compose at least 1 of their
groups cards
o Modifications/Accommodations: N/A
o Formative Assessment: Students will hand in their completed compositions
o Instructional Strategy: I will first discuss meter and how rhythms fit inside each
meter. I will then do a demonstration of the activity. Students will work in groups
and be each given 4 blank staves. They must use at least 3 different rhythms and 3
different pitches. They can use no more than the 5 pitches they already know.
Students will then perform their compositions in pairs

Concluding Activity/Success Experience:

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 Students will perform their groups composition for other members of the class

Extensions:
Students may work on larger composition assignments in the future

Summative Assessments (if performance objectives are not formally assessed during this
lesson, how would it be in the future?):

Performances are summative assessements

Notes for next time:

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