ELEMENTARY

Teacher: ​Kaitlyn Sottung

Lesson Title: ​Climbing Stairs ​Excerpt
Music Learning Discipline: ​Instrumental
Grade: ​5
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Central Focus: ​Students will work on using the octave key and correctly counting eighth/ quarter/ half
notes.
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Essential Literacy Strategy:
By the end of this lesson students will have
● Played a C scale
● Played/ created multiple rhythms using eighth and quarter notes
● Played the notes C, D, E, F, G, A and B up the octave
● Played the excerpt ​Climbing Stairs
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Requisite Skills:
● Students will already know how to create proper embouchure on saxophone.
● Students know how to tongue
● Students know how to read treble clef
● Students know the difference between eighths and quarters and how to count them in a
four-four-time signature
● Students can count whole notes and half notes
● Students can assemble the saxophone
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Reading and Writing Connections:
● Students will read the notes on paper that they have been learning while playing the C scale.
● Students will be able to see on paper, the difference between a note in a lower or higher octave.
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Standards
Content/Common Core Standard(s):
o CCSS.ELA-Literacy.RS.5.7 Analyze how visual and multimedia elements contribute to
the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
o CCSS.Mathematics.5.NF a. Comparing the size of a product to the size of one factor on
the basis of the size of the other factor, without performing the indicated multiplication.
National Core Arts Anchor Standards:
● Anchor Standard 1 Generate and conceptualize artistic ideas and work.
o Artistic Process CREATING
o Process Component IMAGINE ~ Generate musical ideas for various purposes and
contexts.
Enduring Understanding 1.1 The creative ideas, concepts, and feelings that influence
musicians’ work emerge from a variety of sources.
o Essential Question • How do musicians generate creative ideas?
Novice - 5th MU:Cr1.1.E.5
❖ Generate melodic, rhythmic, and timbral ideas.
● Anchor Standard 4 Select, analyze, and interpret artistic work for presentation.
o Artistic Process PERFORMING
 o Process Component ANALYZE ~ Analyze the structure and context of varied musical
works and their implications for performance.
o Enduring Understanding 4.2 Analyzing creators’ context and how they manipulate
elements of music provides insight into their intent and informs performance.
o Essential Question • How does understanding the structure and context of musical works
inform performance?
Novice - 5th MU:Pr4.2.E.5
❖ Compare phrases, using aural indication and notation, in a piece of music
to discover simple forms and inform performance.
● Anchor Standard 7 Perceive and analyze work.
o Artistic Process RESPONDING
o Process Component ANALYZE ~ Analyze how the structure and context of varied
musical works inform the response.
o Enduring Understanding 7.2 Response to music is informed by analyzing context (social,
cultural, and historical) and how creators and performers manipulate the elements of
music.
o Essential Question • How does understanding the structure and context of music inform a
response?
Novice - 5th MU:Re7.2.E.5
❖ Identify how knowledge of context and the use of repetition, similarities,
and contrasts inform the response to music.
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Developmentally Appropriate Learning Objectives Linked to Assessment
Content Knowledge Objectives:
● The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety
of sources.
● Analyzing creators’ context and how they manipulate elements of music provides insight into
their intent and informs performance.
● Response to music is informed by analyzing context (social, cultural, and historical) and how
creators and performers manipulate the elements of music.

Process Skill and Concept Objectives:

● Generate musical ideas for various purposes and contexts.
● Analyze the structure and context of varied musical works and their implications for performance.
● Analyze how the structure and context of varied musical works inform the response.

Student Friendly Daily Learning Target:

1. I can play the C scale from C to the C that’s an octave above
​ ith the correct rhythms and pitches
2. I can play ​Climbing Stairs w
3. I can switch between octaves without any problems (squeaking etc.)
4. I can differentiate between eighth, quarter, half and whole notes

Music Education Approach: ​Gordon

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Academic Language
Vocabulary: Embouchure, Octaves, Octave Key, Rhythm, Eighth Notes, Quarter Notes, Tonguing,
Phrase, Articulation.
Language function:
Perform: Students perform the C scale and ​Climbing Stairs​.
Respond: Students respond to the teacher’s questions, playing and counting.
Analyze: Students analyze the music that is in front of them so that they play the excerpt correctly.

Additional language demand

Syntax: Students notice how ​Climbing Stairs m​ oves upwards and downwards diatonically in a scalar
figure in the key of C.
Discourse: Students realize that there should be articulation between notes because there are no slurs in
this excerpt.
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Monitoring Student Learning: Formal and Informal Assessment
Description of assessment:
Formal: Another day, in lessons students will perform an excerpt in groups of 3 to show their
understanding of the pitches and rhythms that they have been learning.

Informal: As the students are fingering the notes and saying the pitches the teacher will walk around and
watch to see who is excelling and who needs some attention/ help.

What is being assessed: Music literacy (through playing of correct pitches and rhythms).

Assessment accommodations: Progress happens at different stages and levels. Students will be assessed
based upon their beginning level and how they progress not how the rest of the class progresses. Students
with IEP’s and language needs will be granted extra time to complete tasks as needed.
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Feedback
Type of feedback that will be given to students: Teacher will be an example of proper embouchure and
tonguing. Teacher will give cues and cutoffs to students. Teacher will explain the rhythms and tendencies
in the musical excerpt being played. Teacher will use breath and facial expression to lead class.

What students will do with the feedback: Students will use feedback to improve their playing and reading
skills.

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Instructional Resources and Materials:
● Smartboard
● Saxophone
● Standard of Excellence Book
● Pencils
● Handouts
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Connection to Prior Academic Learning and Requisite Skills:
Students are familiar with proper embouchure and posture. Students recognize notes on staff paper from
earlier general music classes. Students also recognize the key of C and rhythms that include quarter, half
and whole notes from general music.
Connections to Cultural/Personal/Community Assets:
This activity will teach students to put playing and reading skills together. It will show how music can tie
into other courses of study such as English, mathematics and science.
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Motivation: ​Teacher guides students in exercises and excerpts that prepares them to play eighth notes and
pitches that require the octave key to play.

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Procedure:

Time Teacher Action Student Action

10 Min C Scale:
1. Tell class to play C scale in four playing quarter notes. 1. students Play C scale
2. Add in eighth notes to the scale and have them play it
again 2. students Play C scale
3. Have a few students come up with a pattern of
quarters and eighths to play the C scale to 3. Students create pattern
4. Students Play C scale again
15 Min Climbing Stairs:​
1. Tell students to turn to page 16 in the Standard of 1. Students turn to the correct
Excellence book and look at example 62 page
2. Explain how the phrases are going upward or
downward diatonically
3. Explain the difference between eighth notes and
quarter notes
4. finger notes of first two measures while singing the 2. Students finger notes and sing
notes 3. Students play
5. Play the first two measures 4. Students finger notes and play
6. Finger notes of 3​rd​ and 4​th​ measures and sing the notes 5. Students play
7. Play the 3​rd​ and 4​th​ measures then play the first 4
measures 6. Students finger notes and sing
8. finger notes of 5​th​ and 6​th​ measures and sing the notes 7. Students play
9. Play the 5​th​ and 6​th​ measure then play all 6 measures
10. Finger notes of 7​th​ and 8​th​ measures and sing the 8.Students finger notes and sing
notes 9 Students play
11. Play the 7​th​ and 8​th​ measures then play all 8 measures
together
5 Min Closing:
1. Teacher asks questions about the octave key and
eighth notes/ quarter notes 1. Students answer
2. Teacher hands out rhythm sheet and shows students
how to use it and practice at home 2. Students participate
3. teacher tells class other examples to play out of the
Standard of Excellence book. 3. Students listen
Closure: ​This lesson will end with the teacher asking what the class had learned that day and how to play
notes that are an octave higher. Teacher will reinforce the differentiation in rhythms and how to count
them.

Student Reflection Exercise: ​A worksheet will be given out to practice different rhythms by way of
either singing, chanting or clapping. Other excerpts will also be given so that the students could practice
and learn them on their own.

Learning Adaptations/Differentiation Strategies Based on IEP or 504 Plans:

Learning Disabilities (Processing): ​The teacher will always be a model of exactly what is expected of
the students. Directions will be given in the simplest way possible to eliminate any possible confusion. In
addition, appropriate behavior will immediately be recognized and praised, and inappropriate behavior
will immediately be recognized and supplemented with suggestions for improvement.

Communication Disorder: ​The teacher will use alternative means of communication. Notes will have
fingerings written as needed. Notes can be color coded as needed.

Hearing Impairments: ​Students with hearing impairments will be positioned close to the sound source.
Visual Impairments: ​For visual disabilities, the teacher will enlarge the music being read. Music will be
enlarged on smartboard. Students will be placed closer to the teacher as needed.

Orthopedic/Physical Impairments​: Students who have IEPs will be accommodated so the needs
specified in their IEP are met. The teacher will collaborate with the PT and/or OT staff in the building to
implement appropriate student specific strategies to enhance motor skills. The classroom will also be
wheelchair accessible.

Behavioral Issues: ​The classroom rules will be posted in a central location, so the students are constantly
being reminded of how to behave. The class structure will stick to a routine and students will be notified
in advance if any part of that routine must change. In addition, all activities will be entirely cleaned up
before moving on to the next one in order to eliminate any possible distractions.

Technology Integration to Support Learning:

● Smartboard
Class Assessment Rubric: Climbing Stairs

Classroom Teacher’s Name: _________________________

Grade: __________

Category Outstanding Excellent Developing Needs Assistance

4 3 2 1
Rhythmic The class The class is The class is The class has overall
Accuracy accurately mostly performing somewhat difficulty keeping
performs the the correct rhythm performing the correct tempo and
correct rhythm at at a steady tempo. correct rhythm at rhythm.
a steady tempo. a steady tempo.
Tonal The class makes The class is The class is The class has
Accuracy little to no mostly in tune somewhat in tune difficulty with
intonation while playing. when playing. intonation
mistakes while
playing.
Participation and The entire class is Most of the class Some of the class The class has overall
Engagement engaged and is engaged and is engaged and difficulty staying
participating participating participating engaged, but has
throughout the throughout the throughout the some strong moments
class period class period class period of participation