Teacher Name: Date: Location/School:

Derek Schmelter 10/17/2019 MS/PS 158

Grade Level: 7 Music Specialty Area: Band
Lesson Plan Supporting IEP/504/ELL/Gifted learners
Information: Identify who needs accommodations (include
Prior academic learning and prerequisite varied learners, individuals and groups):
skills:
Students have prior knowledge about how to Students in this class do not have 504s or IEPs that
play the clarinet below the break, including require attention, but there are some students who
diatonic notes within the F and G major exhibit characteristics that coincide with learning
scales between F3 and G4. disabilities such as ADD or ADHD.

Personal, cultural, and community

assets: Some students in the class are
further along in the process than others
because they participate in outside musical
ensembles OR private lessons. Ms.
Schecter allows them to take their
instruments home at request and
encourages them to participate in city wide
honors ensembles that would be considered
“extracurricular”.

Theory and Research:

Learning Environment Preparation: Technology: (Highlight or check all that apply)
Students will be working in the hallway ❏ N/A
outside of their typical band setting. They ❏ Doc Cam
will be sharing stands with 1 to 2 other ❏ Audio Player/Recorder
students and will not have chairs. ❏ Video Recorder
❏ Room/Personal Computer
Instructional Resources and Materials: ❏ DVD Player
- Sheet music featuring the notes below and ❏ Smart Board
above the break. ❏ Projector
- Composition Worksheet ❏ Internet Connection
❏ Adapter(s)
Central Focus:
Students will learn to use appropriate
Breath support, embouchure and air
speed to read, notate and perform
music that “goes over break”
featuring notes D, E, F and G.

Motivation: n/a AIM: Students will Do NOW:

create and perform
using the notes D, E, F
and G over the break.
Learning Objectives:
 Students will perform an exercise featuring notes below the break, and then use the register
 key to play notes above the break.
 Students will create and perform a 4 measure melody featuring the notes D, E, F and G
over the break.

IEP/504/ELL/Gifted and variety of learners Identify the teaching strategies and/or

supports used in learning tasks (include language supports) to accommodate varied learners:
Some students in the class are more advanced than others, so I will use them as examples throughout the
period. I will used simplified terms to supplement academic language in hopes of drawing connections with
those students who struggle.
Instructional Strategies and Learning Tasks (Procedures):
Task One (10 minutes): Students will perform an exercise featuring notes below the break, and
then use the register key to play notes above the break.
 Review the exercises we went over last week
 “Which notes do we have?”
o As students answer, have them demonstrate the fingerings for the note they identify
 Bring up the “register key” and how to play the notes with it
o Remind them about the left hand and right hand position we have talked about!
 Give the students 2 minutes to work in pairs on the music, reminding them about hand
position for both hands.
o Walk around scaffolding as necessary
 After working in groups, perform exercise as a group.
o Informal assessment of pitches, hand positions and fingerings.
 Scaffold as necessary, repeat until all students are performing well.
Informal Assessment: Aural assessment of correct pitches. Visual assessment of correct
hand position and fingerings.
Medial Summary: Now that we have reviewed notes, lets create a melody with them.
Task Two (20 minutes): Students will create and perform a 4 measure melody featuring the notes
D, E, F and G over the break.
 Hand out the composition exercise and ask for a volunteer to read each part of the
directions.
o Must use each of the 6 notes.
o Only using Quarter-notes and Half-notes
 Explain that they’ve been given notes in each measure as anchor points.
 Give students 5-7 minutes to work in pairs, walking around scaffolding as necessary.
 Once time is up, students will pass their compositions to the group next to them, and they
will play their piece.
o We’ll have time to say things about each composition.
 Formal Assessment: Collecting the worksheet with their creations
 Final Summary: Today we have created and performed pieces for clarinet focusing on G,
F, E and D above the break.

Homework:
Lesson notes/Extension: If students complete the task above early, we can create a
larger composition putting each of the measures together.
National Core Art and State Standards:
Anchor Standard #2: Generate and conceptualize artistic ideas and work (Task 2)
Anchor Standard #5. Develop and refine artistic techniques and work for presentation. (Task 1+2)
Anchor Standard #7. Perceive and analyze artistic work (Task 1+2)

Modeling: Instrument in hand Singing Conducting/Gesture/Movement

Student Demonstration Media
Academic Language:
Vocabulary: Register key, tone hole, key, embouchure, seal, breath support, air speed, aperture,
syllable, finger pad.
Syntax: Process of creating music.
Discourse:
Language Function: Perform, demonstrate, explain, create