Week
GPS/CCGPS
Tucker Middle School
6 th / 7 th Grade Beginning Band
Unit Lesson Plan #1
1-9 weeks Grade/Subject 6 th/ 7th Beginning
Bands
Unit # 1
MMSIB.1
- Singing, alone and with others, a varied repertoire of music
MMSIB.2
- Performing on instruments, alone and with others, a varied repertoire of music
MMSIB.3
- Reading and notating music
MMSIB.4
- Improvising melodies, variations, and accompaniments
MMSIB.5
- Composing and arranging music within specified guidelines
Students will complete assignment as an Essential Question on day 1.
Enduring
Understanding
& Essential
Question(s)
Week 2: What is the Key signature for concert Bb major scale for your instrument?
Week 3: Who are the concerts pitched instrumentalist in the band class?
Week 4: What does the key signature tell the musician to do?
Week 5: What are the names of the lines of the treble and bass clefs?
Week 6: What is a time signature?
Week 7: What are the names and lines of the bass and treble clefs?
Week 8: Who is Edvard Grieg (1843-1907)
Content
What should students know at the end of the unit?
Week 9: What is incidental Music?
A. Skills and Techniques/Performance
MMSAO.1
– Singing, alone and with others, a varied repertoire of music a. Matching pitch c. Sound and tone quality
MMSAO.2
– Performing on instruments, alone and with others, a varied repertoire of music a. Hand technique and posture b. Breathing techniques c.. Articulation techniques d. Fingering patterns
1

Skills
What should students be able to do at the end of the unit?
MMSAO.3
– Reading and notating music a. Note recognition for respective clef d. Music symbols
B. Creation
MMSAO.4
– Improvising melodies, variations, and accompaniments a. Aural skills
MMSAO.5
– Composing and arranging music within specified guidelines a. Rhythms
C. Critical Analysis/Investigate
MMSAO.6
– Listening to, analyzing, and describing music a. Instrumentation b. Melody and harmony
MMSAO.7
– Evaluating music and music performances b. Individual and group evaluation (tempo and rhythm)
D. Cultural and Historical Context
MMSAO.8
– Understanding relationships between music, the other arts, and disciplines outside the arts a. Music education b. Music awareness
MMSAO.9 – Understanding music in relation to history and culture a. Musical styles
A. Skills and Techniques/Performance
1a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
1c. Discuss the relationship between singing and quality tone production on a string instrument
2a. Demonstrate correct left hand position and finger placement, right hand position and bow placement, posture, instrument position and bow placement, while increasing the level of technical difficulty.
2d. Utilize correct finger patterns in performing scales and repertoire
2e. Perform music by using correct fingering techniques
2f. Play 2 octave scales and arpeggios by using correct finger patterns
3a. Identify notes in the staff and on ledger lines of respective clef.
3d. Recognize and execute symbols for dynamics, tempo, articulation, and expression used in corresponding literature.
B. Creation
2

Instructional
Activities
What activities will I use to teach the standards?
4a. Play by ear simple melodies.
5a. Create original rhythm patterns in 4/4 time
C. Critical Analysis/Investigate
6a. Discuss the basic principles of instrumentation.
6b. Identify melodic and harmonic material in aural examples.
7b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
D. Cultural and Historical Context
8a. Explain how music contributes to a well rounded education.
8b. Establish awareness that all subjects are related to music.
9a. Identify and compare performance styles of music learned in class.
Time Frame and Duration: Day 1 and Day 2 Alternating Schedule/50 minutes per class.
The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
Opening:
1.
Essential Questions on Day 1.
2.
Take the attendance.
3.
Warm-up/Tune instruments. a.
Choose scales that relate to the selected repertoires. b.
Daily warm-up session should consist of technical and lyrical exercises. c.
Review Bb Major Scales and their Arpeggio Notes.
4.
Random notebook checks.
Ex. Teacher is making sure that students are bringing daily supplies, such as instrument, mouthpiece, valve oil, reeds, Essential Elements
2000 book 1 etc. to class.
5.
Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually and/or collectively during this time.
6.
Students will cease playing when conductor steps on podium.
Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
3

Work Period:
1.
Students will work collectively to review previously learned songs, progressions, techniques/music concepts.
2.
Students will work individually and in small groups to master new notes, progressions and techniques. Instruction can be teacher – focused and or student focused.
3.
Rehearse the selected repertoires in various groups.
4.
Entire symphonic wind ensemble.
5.
Divide into small homogeneous groups
6.
New Techniques/Proficiency—Long tones, warm-up to develop endurance and stamina for developing players. Students are to achieve good tone and posture.
7.
Essential Elements 2000 Book 1 pgs . 4-15. a.
Review Dotted Notes/Rests Values. b.
Review various Tempo Markings.
8.
Selected Repertoires:
.
a. When The Saints Go Marching In
b. Hot Cross Buns
c. AU CLAIRE DE LA LUNE
d. Camptown Races by Stephen Collins Foster
e. Morning by Edvard Grieg
Closing:
1.
Playing/Written/Oral Evaluations.
a.
Written Music Theory Test 1/Pre-test. (week #3) b.
Chair Placement Audition- during the 4 th week of school.
1.
All students- EE #13 Time Signatures, quarter notes, rests, repeat signs and the first five notes.
c.
2. Dotted half notes, breath marks, ¾ time signatures tie d.
Playing Exams: EE #18, 25, 28,30,31,38, 39,42,44,45 and 52 tone builders, rhythm etudes and the chorale daily. Tempo Markings, time signatures pick up notes eighth notes, Fermata Quiz- during the 4 th week of school.notes,rests, fingerings
2.
Sight-Reading: a.
Randomly selected repertoire.
3.
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed.
Differentiated Instruction:
1.
Teacher will use class profiles to determine instructional strategies.
2.
General language related to the content areas.
3.
Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one- to multiple-step commands, directions,
4

4.
questions, or a series of statements with sensory, graphic, or interactive support.
Level 1(Beginners)—Students will receive more frequent individual attention from teacher (and peers in group work). Close proximity modeling and manual manipulation will be used to achieve success.
5.
Level 2 (Intermediate)—Students will be allowed more time to work independently with regular daily assessments by teacher.
6.
Level 3 (advanced)—Students will pass off proficiencies more quickly and be given extra techniques and progressions to build their skill more quickly. Students will be allowed more freedom to choose areas of concentration.

Read Aloud

Small Group

Ex. Rehearse by instrumentation (Woodwind, brass and percussion).

Chunking the Text
Marking the Text
 ex. Highlighting selected musical passages

Assignment Choice

Project Based Learning

Peer Support
Ex. The principal player within each section can provide peer help for others.

One on One instruction
Ex. Students have the opportunity to come in the morning from 7:45AM-
8:20AM Mondays Wednesdays Thursdays and Fridays to work with the teacher.
Ex. Students have the opportunity to come after-school to work with the teacher on Wednesdays. Students must set up an appointment with the teacher in advance.

Assistive Technology
Ex. Tuner/Metronome/pitch pipe
Ex. Use of TMS Media Center/ Music Instruction by a computer software.
(MIBAC)


Ex. Computer/Ipod/IPad/ Smartphone
Provide wait time when asking questions
Graphic organizers, outlines, study guides, labeling of pictures , adapted text, and highlighted text.
Modifications/Accommodations
Teacher will accommodate to visual, kinesthetic, and aural learners.

ESOL:

SWD: Student will be seated with advanced player for assistance.
.
IB Area of Interaction Focus

Approaches to learning
5

Assessments
How will I know students are learning?
Resources
What tools will I use to help students learn & implement my lessons?
Assessment
Outcomes

Community and Service

Human Ingenuity

Environments

Health and Social Education
Teacher Observation Test/Quiz Discussion (Q/A)
Project Ind. Practice Presentations
Guided Practice Group Work Journals
Homework Ed. Games Concerts
Assessment
—Students will perform selected concert literature per indicated from the daily playing selections as determined by directors on a daily basis.
Director will select exercise/scales at random from daily warm –ups. Students will be forewarned a week before assessments’ take place. Students will play daily collectively and individually for teacher. Students will also play performance selections for assessment and chair placement. Assessment will be pass/fail. Students will re-take proficiency as often as necessary to pass, within the 5 day testing window. Chair placement will not be in effect after initial assessment.
Textbook : Essential Elements Book 1 2000
Technique & Musicianship
Web sites/Technology -www.tuckermiddleband .com
Informational Text
Reference Materials- IDMS Resources
Content Assessment via GMEA Large Group Performance Evaluation in
March. Teachers should review and utilize state provided resources.
Additional content assessments include All State Band, Honor band, and
Solo and Ensembles Auditions.
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