Lesson Plan: 6th-8th Grade Orchestra – Week of April 22nd-25th – It’s a Pirates Week – Shiver me Timbers
Objective: Students will be able to describe the emotion intended in a piece of music.
Learning target: I will be able to visually represent the emotion in the Pirates of the Caribbean music.
Lesson Component
Monday
(no school
Tuesday
Wednesday
Thursday
Standard(s)
Number of Standard
Music Standard #4
Aesthetic valuation of Music
Music in Human Experience
Music Standard #4
Aesthetic valuation of
Music
Music in Human
Experience
Music Standard #4
Aesthetic Valuation of
Music
Music in Human
Experience
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
1.
Students will perform their
upcoming concert pieces in
class.
Students will use musical
terms to evaluate, critique
and provide feedback
within their sections
regarding progress of
concert pieces.
Learning Target:
Student “I Can…” statement
I can identify important musical elements in
our upcoming concert pieces.
I can demonstrate
important musical elements
(dynamic markings,
rhythms, key/time
signature, articulations) in
my selected piece by playing
with 100% accuracy
Questions
Varied, high quality, DOK 2,3
that will be used
Written prior to lesson
Compare and contrast difficulty levels of
pieces being played at concert.
Explain the difference
between playing for
different audiences and how
this impacts your
performance (individually,
for a judge, at a concert,
etc.)
Students will articulate
important musical elements in
their concert piece, Pirates of
the Caribbean. Students will
listen to the soundtrack and
describe a pirate’s
personality. Students asked to
use analytical thinking
skills of comparison &
contrast.
I will be able to visually
represent the emotion in the
Pirates of the Caribbean music.
(Visual representation is
another form of artistic
interpretation – helps us to
visualize and better interpret
the music we play.)
Describe characteristics of a
pirate. Using musical
elements, how does the music
from Pirates describe a
pirate’s personality?
(compare and contrast)
Explain to the class how your
visual representation reflects
your interpretation of Pirates of
the Caribbean music.
2.
Students will identify important musical
elements in their upcoming concert
selections. (Pirates of the Caribbean piece will
be done on Thursday)
Students will be able to articulate the
important musical elements in their piece
to the class as it relates to concert pieces.
Define why these musical elements are
important criteria for selecting pieces to be
played for concerts.
Friday
Music Standard #1
Expression of Music
Students will perform
music in preparation for
upcoming concert. (Fun
Friday)
On Fun Friday: Student-led
selection and order of pieces
to be played in class that is on
the upcoming concert ‘play
list.’
I can perform with my
concert pieces with
confidence and accuracy.
Review and evaluate your
individual progress. How do
you know? Are other sections
improving? How do you
know?
Strategies/Activities:
Teacher will review and explain (where
needed) musical elements in a selected piece of
music for upcoming concert.
Hook to prior learning or
Anticipatory Set:
Students practice applying
musical elements to concert
pieces. How are we doing
as a class? How are we
progressing in each section?
How are we improving as
individuals? Where do we
need help in our music?
Listen to soundtracks of
upcoming, selected concert
pieces, including Pirates of the
Caribbean.
Grouping: individual,
sectional, whole:
Have students practice
performance etiquette
Review key concepts – ask
questions
Independent practice
Ask students ‘how are we
doing’
Getting ready for
performance
Ask questions, refine areas
that improvement
Review areas that need
refinement
Work in pairs: Students demonstrate their
understanding of key concepts with stand
partner
Every student has
opportunity to participate in
a low-stress environment.
One-on-one discussion with
each student regarding
progress. Identify and target
areas that need improvement.
Musical elements
Dynamics
Articulation
Key/time signature
Accents
Musical elements
Dynamics
Articulation
Key/time signature
Accents
Teacher engage students in
sectional practice to further
refine areas that need mastery.
Allow independent practice
time.
Musical elements
Dynamics
Articulation
Key/time signature
Accents
Modeling
I Do, We Do, You Do
Frequent check for progress
toward Mastery
Closure/Student Reflection
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they do or
don’t demonstrate mastery?
Grouping: individual, sectional, whole
Students written responses about being
evaluated
Review key concepts – ask questions
How does looking at a piece
of music, visually, help our
playing it better, musically?
Fun Friday: Students get to
pick music selections for the
day from their upcoming
concert list.
How are we doing as a class?
How are we progressing in
each section? How are we
improving as individuals?
Where do we need help in our
music?
Set goals for their next
performance
Varied Learning Abilities
.
What are you doing to
address the unique needs of
students
Key Vocabulary Terms
Musical elements
Dynamics
Articulation
Key/time signature
Accents