Name: M. Martin Grade: 6th
7th
Date: 10/5 Day: Monday
8th
Subject: StringsUnit: Fundamentals
Lesson Plan
Time
Standards Checklist
Competency: Musicianship
Resources: Board,
Objective: Recognize musical styles. Play musical styles. Play
with good balance. Play with musical expression.
Instruments, Books,
Handouts, Piano,
Anticipatory: Students volunteer to demonstrate stylistic ability. Pencils, Markers
10 min.
Bell Ringer: Rosin bows. Work on G major scale, arpeggio,
and G finger patterns.
Procedures: . Have students share and demonstrate different
styles. Use music to point out the stylistic markings. Explain
chordal balance in music. Use piano to demonstrate styles. Use
music to point out and build chords.
20 min. Modeling/Guided Practice: Teacher will question. Teacher
will demonstrate different styles. Teacher will demonstrate how
to be expressive while playing. Teacher will build chords from
the bass to cello to viola to violin. Teacher will define stylistic
markings. Teacher will explain balance.
WOW Qualities
Content/Sub
Org of Know
Product Focus
Clear Standard
Protection
Affirmation
Affiliation
Novelty/Variety
Choice
Authenticity
Check for Understanding: Students will understand and play
with proper style as indicated in music. Students will understand Instructional
building chords and chordal balance. Students will play with
Components
musical expression. Students will recognize the stylistic
Assessment
markings in the music.
Fluency
10 min. Independent Practice/Affiliation: Give oppportunity for
Comprehension
individuals to play somethingof their choice while demonstrating
Vocabulary
good musicianship.
Oral Language
Independent Rdng
H.O.T.S.
5 min. Closure: Summarize the importance of playing musically, and
Word Attack
assign homework.
Content Text
Journal/Writing
Technology:
Homework: Practice
Interventions:
10 min.
Evaluation Attachment:
Name: M.Martin Grade: 6th
7th
Date: 10/6 Day: Tuesday
8th
Subject: StringsUnit: Fundamentals
Lesson Plan
Time
Standards Checklist
Competency: Musicianship.
Resources: Board,
Objective: Develop good bow speed with accurate placement
of the bow. Understand bow markings. Understand sustaining
notes with bow. Understand bow style.
Anticipatory: Discuss bow style.
books, handouts,
sheet music, piano,
instruments, pencils,
markers.
10 min.
Bell Ringer: Rosin bows and work onG major assignments..
Procedures: Use bow to demonstrate how to sustain notes for
full value. Use bow to demonstrate different styles. Use bow to
demonstrate bow markings. Use music to point out up and down
bow signs. Use bow to demonstrate bow speed.
20 min.
10 min.
10 min.
5 min.
Modeling/Guided Practice: Teacher will guide students as
they use the bow to play different styles. Teacher will show
students how much bow to use at various tempos. Teacher will
play different bow styles. Teacher will define bow styles.
Teacher will show students up and down bow. Teacher will
sustain notes for students.
Check for Understanding: Students will play proper bow
styles. Students will play up and down bow as indicated in
music. Students will sustain notes correctly. Students will use
proper bow speed. Students will demonstrate the correct amount
of bow to use.
Independent Practice/Affiliation: Students will play together.
Students will be given an opportunity to play for class.
Closure: Make assignments based on class performance.
Remind students to always focus on proper bowing styles and
bowing speed. Question-Why is bow speed important?
Technology:
Homework: Practice
WOW Qualities
Content/Sub
Org of Know
Product Focus
Clear Standard
Protection
Affirmation
Affiliation
Novelty
Novelty/Variety
Choice
Authenticity
Instructional
Components
Assessment
Fluency
Comprehension
Vocabulary
Oral Language
Independent Rdng
H.O.T.S.
Word Attack
Content Text
Journal/Writing
Interventions:
Evaluation Attachment:
Name: M. Martin Grade: 6th
7th
Date: 10/7 Day: Wednesday
Time
10 min.
8th
Subject: StringsUnit: Fundamentals
Lesson Plan
Competency: Musicianship
Resources: Books ,
Objective: Make good transitions. Recognize repeats.
Understand the abbreviations for the repeats. Make the repeats
successfully.
Anticipatory: Discuss transitions.
instruments, board,
Bell Ringer: Rosin bows and work on all G major
requirements.
Procedures: Use music to point out transitions. Use music to
point ourt repeat signs. Refer to rehearsal numbers while
explaining the repeats. Use pencils or highlighters to mark the
repeat. Call repeat progression aloud for students to hear.
20 min.
Modeling/Guided Practice: Teacher will define transitions.
Teacher will define D.S. al Coda. Teacher will define coda.
Teacher will talk through the repeat while students follow and
touch the repeat progression in music. Teacher will give a clear
and concise conducting pattern.
10 min.
Check for Understanding: Students will understand
transitions. Students will recognize repeat signs. Students will
understand the repeat as it relates to D.S. al Coda. Students will
demonstrate a knowledge of following the repeat. Students will
follow the conductor.
Independent Practice/Affiliation: Play by individual sections.
Play as a class once mastery is achieved. Play individually if so
desired.
10 min.
5 min.
Standards Checklist
Closure: Discuss other types of repeats commonly found in
music.
scale sheets, piano,
pencils, markers.
WOW Qualities
Content/Sub
Org of Know
Product Focus
Clear Standard
Protection
Affirmation
Affiliation
Novelty
Novelty/Variety
Choice
Authenticity
Instructional
Components
Assessment
Fluency
Comprehension
Vocabulary
Oral Language
Independent Rdng
H.O.T.S.
Word Attack
Content Text
Journal/Writing
Technology:
Homework: Practice
Interventions:
Evaluation Attachment:
Name: M.Martin Grade: 6th
7th
Date: 10/8 Day: Thursday
Time
10 min.
8th
Subject: StringsUnit: Fundamentals
Lesson Plan
Competency: Musicianship
Resources: Book,
Objective: Performance etiquette. Rest position. Playing
position. Posture. Discipline.
board, handouts,
Anticipatory: Discuss importance of personal presentation
while performing.
sheets, piano, pencils,
instruments, scale
markers.
Bell Ringer: Rosin bows and practice folder music
Procedures: Use instruments to demonstrate proper rest
position. Use instruments and bows to demonstrate proper
playing position. Use hands to have students stand for
recognition after performance.
20 min.
Modeling/Guided Practice: Teacher will show students
expected posture while playing. Teacher will demonstrate proper
rest position. Teacher will demonstrate proper instrument angle
while playing. Teacher will encourage good discipline while in a
performance setting.
10 min.
Check for Understanding: Students will play with proper
posture. Students will play with proper instrument angles.
Students will demonstrate control and discipline while playing.
Students will sit using good posture.
Independent Practice/Affiliation: Students may play
something of their choice if time is available.
10 min.
Standards Checklist
WOW Qualities
Content/Sub
Org of Know
Product Focus
Clear Standard
Protection
Affirmation
Affiliation
Novelty
Novelty/Variety
Choice
Authenticity
Instructional
Components
Assessment
Fluency
Comprehension
5 min.
Closure: Summarize importance of performance etiquette.
Technology:
Homework: Practice
Vocabulary
Oral Language
Independent Rdng
H.O.T.S.
Word Attack
Content Text
Journal/Writing
Interventions:
Evaluation Attachment:
Name: M. Martin Grade: 6th
7th
Date: 10/9 Day: Friday
Time
10 min.
8th
Subject: StringsUnit: Fundamentals
Lesson Plan
Standards Checklist
Competency: Musicianship
Resources:
Objective: Assessement on performance etiquette. Rest
position. Playing position. Posture. Discipline.
Instruments, Board,
Anticipatory: Discuss importance of personal presentation
while performing.
Piano, Pencils,
Books, Handouts,
Markers.
Bell Ringer: Rosin bows and practice music. Work on proper
performance etiquette and personal presentation while playing.
Procedures: Help any student who requires assisstance prior to
test.
20 min.
Modeling/Guided Practice: Teacher will watch and assess
proper performance etiquette. Teacher will assign an appropriate
grade based on perfromance behavior and etiquette.
10 min.
Check for Understanding: Students will demonstrate proper
perfromance etiquette and appropriate performance behavior.
Students will receive a grade for their performance appearance
during class.
WOW Qualities
Content/Sub
Org of Know
Product Focus
Clear Standard
Protection
Affirmation
Affiliation
Novelty
Novelty/Variety
Choice
Authenticity
10 min.
Independent Practice/Affiliation: Students may volunteer to
play for class.
5 min.
Closure: Summarize importance of performance etiquette.
Technology:
Evaluation Attachment:
Homework: Practice
Instructional
Components
Assessment
Fluency
Comprehension
Vocabulary
Oral Language
Independent Rdng
H.O.T.S.
Word Attack
Content Text
Journal/Writing
Interventions: