Patrick J.

Harris
Content Lesson Plan #3
EDU-34600 Specialized Methods/ Practicum
Professor Nancy Thompson

This lesson is mainly geared towards responding to music. Meaning teaching students to
express themselves through the music they are playing. Being able to express and respond to
music can help tell the audience the story you are trying to convey in the music. Music is just
about the same in any language; if I had an ELL student, I would further discuss or allow more
time for certain things such as the character analysis. A gifted music student, I would move to the
more advance ensemble whether thats symphonic band, or wind ensemble. I would also suggest
private instruction if the student and parents can afford it. Special needs students tend to be
normal inside the music classroom (from Spring observations) depending on their disability. I
would make sure class is as normal as possible for them.

OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 1
Name: Mr. Patrick J. Harris
Date: 5 October 2015
School: Sandra Day OConnor High School

Grade Level: 9-12

Approximate length of time: 55
Subject: Band/ Music

Title: Expressing Music

Unit Goal: Responding to Music
STANDARD, BENCHMARK, INDICATOR(S):
Common Core Standards:
Comprehension and Collaboration
Presentation of Knowledge and Ideas
2015 Arizona Arts Standards
Music: Performing Ensembles Standards Novice - High School:
Performing - Realizing artistic ideas and work through interpretation and presentation.
Anchor Standard #4: Select, Analyze and Interpret artistic work for performance.
Anchor Standard #5: Develop and refine artistic techniques and work for presentation.
Anchor Standard #6: Convey meaning through the presentation of artistic work.
Responding Understanding and evaluating how the arts convey meaning.

Anchor Standard #7: Perceive and analyze artistic work.

Anchor Standard #8: Interpret intent and meaning in artistic work.

WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?

TSWBA:
1. Use repertoire to demonstrate a developing understanding of various musical structure
and context in repertoire performed.
2. Identify, describe, and explain musical symbols, encountered in repertoire.
3. Identify, describe, and explain the function of the key, time signatures and where in the
music they are located
4. Analyze artistic work
5. Develop the intent and meaning in artistic work.
HOW WILL YOU ASSESS STUDENT LEARNING?
Formal Assessment:
Students will be evaluated by the mentor teacher on their performance of the selected piece. And
if the response to the music can be felt or observed.
Informal Assessment:
Checking for understanding, asking about unsure musical concepts within the piece.
Formative:
During rehearsal, we will discuss the different elements within the piece. The conductor would
ask questions to further and gauge on what musical concepts students understand. Breaking it
down further for understanding.
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH
THIS LESSON?
Pencil
Instrument
Music
WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?

Modifications:
The piece can and will be taken under tempo if need to further help students gain the musical
concepts to play the piece.
Adaptations:
For students who are understanding the musical concepts, they could serve as section leaders
and assist their peers with understanding the music.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?
If the piece of music is on SmartMusic (musical technology program) the students will be able to
further practice on the piece at school. The students could also use YouTube as a source
to listen and follow along in their part of the piece of music.
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
How do you respond to music?
What does it mean to you?
When you hear this melody, what do you feel needs to be expressed?
What key are we in?
Are there any key changes in the piece?
What are our tempo markings?
Does the tempo change?
What is our time signature? Does it change during the piece? If so, where?
Are there any unfamiliar rhythms you need reviewed?
In checking for understanding, I would have individual sections each recall rhythms and musical
concepts.
From here on, write as if you are talking to the children/students.
FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR
KNOWLEDGE)
Asking students of their prior knowledge of responding to music. How did a song or piece make
you feel?
PURPOSE (THE WHY OF THE LESSON)
You are all learning this lesson to gain more confidence in playing music and learning musical
concepts that would help you become a stronger musician. Responding to the music can develop
connections that helps your audience understand what is happening in the piece. Learning to add
emotional context to the music rather than just playing what is written on the page.
DELIVERY OF INFORMATION
I will provide them the piece with any background information pertaining to the piece itself. It
should be a review for students when getting a new piece of music.
MODELING/DEMONSTRATION/SKILL CUES

Playing an example of the piece that ensemble will play. The teacher will demonstrate any
concept to provide a clear understanding of how the piece needs to be played. Having the
students create their own understanding of the music. I will show them who I will be giving a
cue to come in and play their part when the time comes.
GUIDED PRACTICE
As a class, we would go through and assess the different musical elements within the piece. We
will listen to certain parts of the pieces and develop emotions for areas and melodies. With a
pencil and observation, I would mark sections where I felt the students were having difficulty.
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
If the piece is selected as apart of a concert repertoire, they will be given individual copies to
further practice at home. They will be given a character analysis to respond to the music.
CLOSURE/WRAP-UP (ENDING THE LESSON)
I would explain the importance of being able to respond to music. I would have the students
evaluate me as the teacher. I would also have them evaluate themselves, did they express and
respond to the music as they should have? Noting any difficulty as to trying to understand what
is being taught. We will recap on musical concepts and do a checking for understand in what
context they should be used.
REVIEW, EVALUATE, AND REFLECT
Based on the information obtained from planning, teaching and assessing this lesson,
respond to the following questions:
What data do you have to support the instruction?
What indications do you have, in addition to the data, that your instruction was
successful?
What do you perceive as the strengths of your instruction?
What would you change when teaching this lesson again?
What have you learned about content, teaching and learning from teaching this
lesson?