Music Lesson Plan

Name: Julian Garrido-Figueroa

Grade/Level: High School Band Duration: 20 Minutes Topic: Warm Up Exercises

Materials Needed for This Lesson:

● Instruments
● Chairs and Stands
● Sheet Music
● Pencils

Lesson Objectives:
● Students will sightread and play a Bach chorale
● Students will be asked to identify the chord tone they’re playing and how to adjust
● Students will listen carefully and adjust for balance, blend, and intonation

CA State Standards Addressed:

● Artistic Perception, Read and Notate Music, PO: Read an instrumental or vocal score of
up to four staves and explain how the elements of music are used.
● Artistic Perception, Read and Notate Music, PO: Sight-read music accurately and
expressively.
● Creative Expression, Apply Vocal or Instrumental Skills, PO: Perform on an instrument a
repertoire of instrumental literature representing various genres, styles, and cultures with
expression, technical accuracy, tone quality, and articulation, by oneself and in
ensembles.

National Music Standard(s) Achieved:

Creating
☐ Imagine: Generate musical ideas for various purposes and contexts
☐ Plan and Make: Select and develop musical ideas for defined purposes and contexts
☐ Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work
that meets appropriate criteria
☐ Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and
exhibits originality
Performing
☐ Select: Select varied musical works to present based on interest, knowledge, technical
skill, and context
☑ Analyze: Analyze the structure and context of varied musical works and their
implications for performance
☐ Interpret: Develop personal interpretations that consider creators’ intent
☑ Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble
performances, individuality or in collaboration with others
☐ Present: Perform expressively, with appropriate interpretation and technical accuracy, and
in a manner appropriate to the audience and context
Responding
☐ Select: Choose music appropriate for a specific purpose or context
☐ Analyze: Analyze how the structure and context of varied musical works inform the
response

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 ☐ Interpret: Support interpretations of musical works that reflect creators’/performers’
expressive intent
☐ Evaluate: Support evaluations of musical works and performances based on analysis,
interpretation, and established criteria
Connecting
☐ Connect: Synthesize and relate knowledge and personal experiences to make music
☐ Connect: Relate musical ideas and works to varied contexts and daily life to deepen
understanding

LESSON ACTIVITIES
Introductory Activity: Anticipatory Set (Activity that connects the new concepts/objectives to
previous knowledge):
● Students will begin by running through pre-established warm-routine. The group will
begin by playing the concert Bb scale up and down in whole notes. Then the activity will
be repeated in staggered entrances of different instrument groups.
o Time allotted: 5 Minutes

Body of the Lesson (Activities that teach new material/concepts)

● Students will read through the Bach chorale from beginning to end.
o Plan for 100% engagement: Conduct at a slower tempo, exaggerate cues after
fermatas to ensure all students are in the same place in the music.
o Modifications/Accommodations: Students who forgot their instruments will sing
their part using solfege or the syllable “la.”
o Formative Assessment: Take a mental note of general note accuracy, accidentals
that may have been missed, chords with intonation issues, and successful
execution of fermatas.
o Instructional Strategy: Experiential Learning.
o Time allotted: 2 Minutes

● Students will write on their parts what member of the chord they are playing at each
fermata. Then students will be asked what the proper adjustment is for thirds and fifths.
o Plan for 100% engagement: Walk around the ensemble as they write.
o Modifications/Accommodations: None
o Formative Assessment: Walk around and correct students as they write.
o Instructional Strategy: Indirect Instruction
o Time allotted: 3 Minutes

● Students will play through chorale again, taking time to tune each chord with a fermata.
Students will then be asked to reflect on their intonation between the two attempts.
o Plan for 100% engagement: Exaggerate fermatas to encourage students to look up
from their music and listen.
o Modifications/Accommodations: None
o Formative Assessment: Aid students having trouble tuning the chords.
o Instructional Strategy: Direct Instruction
o Time allotted: 5 Minutes

● Students will be asked what they can do to create an engaging musical performance, ie
what can they do to make the music more interesting for the listener. (Bring out moving
lines, balance the melody and the lower voices, add dynamics following the musical line)
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 o Plan for 100% engagement: Have students raise hands or call on volunteers if not
enough hands, until at least a third of the ensemble has answered.
o Modifications/Accommodations: None
o Formative Assessment: Cue moving lines if students aren’t bringing them out
enough, use dynamic gestures to help the ensemble balance.
o Instructional Strategy: Indirect and Direct Instruction
o Time allotted: 3 Minutes

Concluding Activity (final activity of the lesson that that pulls together all of the concepts from
the lesson in a musical success experience)
● Students will perform the Bach Chorale one last time, keeping in mind all ideas and
concepts previously discussed in class, as if in a concert performance.
o Time allotted: 2 Minutes

Extensions:
● If time allows, students may attempt a brief harmonic analysis of the piece in order to
identify what chord member they are playing at any given time.

Summative Assessments (How will you assess individuals formally on these objectives?
Describe how they will be assessed at the end of this unit of instruction and provide the rubric for
that summative assessment.)
● Assessment Activity/Assignment/Method: In-class assessment during ensemble
performance of the chorale.

● Rubric:
Criteria 4-Excelling; 3-Meets the 2-Approaching 1-Falls far below
Exceeds the Standard
Standard
Intonation In tune In tune at the Misses pitch but Fermatas are out
throughout the beginning of adjusts in correct of tune and no
entirety of the every fermata. direction during effort is made to
chorale. fermatas. correct it.

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