Brownsville Independent School
District
2008-2009
HIGH SCHOOL BAND
LESSON PLAN BOOK
FIRST/SECOND SEMESTER
TEACHER
SCHOOL
03/GT-H.S.Band
MISSION STATEMENT
The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage,
is to produce responsible, well rounded graduates
who
-have the ability to pursue a post-secondary education and/or career
-possess a capability for independent learning and thinking with a competitive edge in a multi-cultural,
multi-lingual rapidly changing world
by
-identifying and maximizing physical, financial, and human resources and
-unifying community and school commitment to excellence in education and equal educational opportunity for all
students.
BELIEF STATEMENT
-Excellence is our common goal.
-Parental responsibility is an integral factor in student success.
-Beliefs in self is fundamental to success.
-Everyone deserves respect as a human being.
-Perseverance and hard work are essential for success.
-Change creates opportunities for growth.
-Truthfulness is important for effective communication.
-Public schools are an extension of the community.
-Sensitivity is essential for understanding the needs of others.
-Great achievements follow high expectations.
-Cooperation is necessary to get things done.
-Active listening is essential for effective communication.
-Successful students are active participants in the learning process.
SEMESTER OUTLINES
SUBJECT:
LEVEL:
PERIOD:
Calendar of Events
August
September
October
November
December
January
February
March
April
May
Seating Chart
Period:
Row
Subject:
Row
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Row
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Seating Chart
Period:
Subject:
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2.
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Row
Row
Row
Row
Class Record
Teacher’s Name
Subject
Room #
Name
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School#
Period:
Locker#
Book#
Date
Issued
Date
Returned
Book#
Date
Issued
Date
Returned
Teacher
Initials
SUBSTITUTE’S PAGE
SPECIAL HEALTH INFORMATION
NAME:
NOTES:
EMERGENCY PROCEDURE
FIRE DRILL:
FIRST AID:
STORM DRILL:
NURSE’S SCHEDULE:
PUPILS ABLE TO SUPPLY RELIABLE INFORMATION
PUPILS WITH SPECIAL DUTIES OR ASSIGNMENTS
AUDIO-VISUAL EQUIPMENT PROCUREMENT
PROCEDURES
ROUTINE PROCEDURES
OPENING AND ATTENDANCE:
LUNCH PERIOD/PLANNING PERIOD:
DISMISSALOF CLASSES/ASSEMBLIES/EARLY DISMISSAL
NAME:
INDIVIDUAL SPECIAL CLASSES
CLASS:
DAY/TIME
NOTES FOR THE SUBSTITUTE
SCHOOL
SUBJECT/GRADE
PERIODS
WEEK OF 01/01/2004
I. Texas Essential Knowledge and Skills
1. Perception
2. Creative Expression/Performance
a. Tone quality
b. Describe music
using standard terminology
c. Aural identification
3. Creative expression/Performance
a. Perform independently
b. Perform expressively
c. Memory work
d. Demonstrate small & large ensemble
4. Creative Expression/Performance
a. Sight read in various keys and meters
b. Use symbols to notate meter, rhythm, pitch
and dynamics
c. Identify and interpret music symbols & terms
5. Historical/Cultural Heritage
a. Create rhythmic & melodic phrases
b. Arrange rhythmic and melodic
phrases
6. Response/Evaluation
a. Classify aurally presented music
b. Describe music related vocations and avocations
c. Perform culturally diverse music
d. Relate academics to music
a. Identify criteria for evaluation performance
b. Evaluate the quality and effectiveness of music
and performance
c. Exhibits concert etiquette in live performances
TAKS Objective:
II.
Objectives:
III.
Literature and Materials Needed:
IV. SEQUENCE OF ACTIVITIES
MONDAY
V.
TUESDAY
EVALUATION / APPRAISAL OF STUDENT PROGRESS
WEDNESDAY
THURSDAY
VI.
FRIDAY
RETEACH
03/GT-H.S. Band
DOCUMENTATION OF MODIFICATIONS
LESSON PLAN
Teacher:
Week(s):
Subject/Grade:
Daily Assignments/Instruction
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S
Student(s)
Study aids/manipulatives (12)
Calculator (15)
Special instruction/adaptive
equipment (28)
Student(s)
Preferential seating (16)
Frequent breaks (18)
Defined physical space (19)
Cooling-off period (20)
Concrete reinforces (21)
Positive reinforces (22)
Behavior management
plan (23)
Oral directives (24)
Special Projects

Student(s)
Change in project/report
requirement (27)
Other
Student(s)
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Oral test (2)
Short answer test (3)
Modified tests/texts (4)
Assistive Technology
Behavioral/Seating
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Change pace of instruction (1)
Taped texts (5)
Highlighted Texts (6)
Taping lectures (7)
Note taking assistance (8)
Extended time assignments (10)
Shortened assignments (10)
Assignments notebooks (11)
Repeated review (13)
Reduce written task (14)
Interpreter for the deaf (17)
Change in TEKS (26)
Check for understanding (29)
Assessment
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Student(s)
Student(s)
DOCU/MOD 2-01
Campus:
Date:
Brownsville Independent School District
Department of Advanced Academic Services
GALAXY (G/T) LESSON PLAN
LEARNING
OBJECTIVE =
Theme:
Unit of Study:
Generalization:
Length of Study:
Key Question:
Thinking Skills
Core Content
Across the Disciplines
Depth and Complexity
Teacher:
Grade Level/s:
Research Skills
And Resources
Products/
Evaluation
Core Curriculum
Language of the Disciplines
Details
Patterns
Trends
Unanswered Questions
Rules
Ethics
Over Time
Different Perspectives
Culminating Product
Big Idea
GT
Lesson Plan
Appendix
GALAXY PROGRAM
GRADE SUGGESTED
THEMES
SAMPLE GENERALIZATIONS
PK
K
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
Explorations lead to knowledge.
Patterns are everywhere.
Change effects patterns & order.
Connections enrich & extend knowledge.
Relationships seek balance.
Structure establishes relationships.
Change is inevitable.
Cycles represent change.
Relationships can be simple or complex.
Order/Conflict may be natural or man-made.
Structure takes many forms.
Systems denote a process.
Independence/Interdependence creates self-reliance.
12th
Explorations
Patterns
Change
Connections
Relationships
Structure
Change
Cycles
Relationships
Order/Conflict
Structure
Systems
Independence/
Interdependence
Power
Power may be used to facilitate, dominate or maintain.
BROAD-BASED THEMES OR UNIVERSAL CONCEPTS
Change *
Conflict
Cycles *
Explorations
Forces *
Independence
Interdependence
Order
Patterns *
Power *
Relationships *
Structure *
Systems *
BLOOM’S VERB LISTS DERIVED FROM GALAXY K-12 SCOPE AND SEQUENCE
Know: define, recall, enumerate, record, recount, label, list, regurgitate, tell, specify, cite,
memorize
Comprehend: paraphrase, translate, restate, express, retell, review, summarize, describe
Apply: exhibit, solve, interview, simulate, demonstrate, illustrate, operate, calculate,
dramatize, use
Analyze: interpret, differentiate, organize, survey, dissect, scrutinize, categorize, probe,
distinguish, compare, contrast, discover, group
Synthesize: compose, propose, produce, predict, contrive, systematize, set up, develop,
construct, incorporate
Evaluate: judge, assesses, decide, appraise, revise, recommend, determine, critique,
estimate, measure, infer, deduce
ELEMENTS OF THE CURRICULUM: A GLOSSARY
Basic skills – The fundamental skills basic to reading, writing, mathematics. For
example, basic reading skills include: identify the main idea, summarize, and draw
conclusions.
Complexity – A set of dimensions that facilitate learning content or subject matter.
Over time
Multiple perspectives
Interdisciplinary Concept (Big Idea)
Concept – An idea or topic supported by facts.
Core Curriculum – The content (subject matter), processes (skills), and products
identified within the disciplines related to the standards or TEKS.
Critical Thinking – Skills emphasizing decision-making and analytical thinking:
o
o
o
o
o
Prove with evidence
Differentiate fact from opinion
Determine relevance
Note ambiguity
Relate cause and effect
Deductive reasoning – Analyzing information from the general (generalization) to the
specific (facts).
Depth – A set of dimensions that facilitate learning content at differing levels of
sophistication.
Language of the discipline
Rules
Details
Ethics
Patterns
Unanswered questions
Trends
Big Idea
Differentiation – A method to differ the processes (skills) content, and/or products of
the core curriculum in order to make the curriculum responsive to the individual needs,
interests, and abilities of students.
Flexible grouping – Using large (whole) group, small group, and independent study
opportunities to teach lessons.
Generalization – A general statement (Change leads to change; Change has a ripple
effect.) that can apply to many concepts within, between, and among disciplines.
Independent study – An investigation conducted by a student that allows for some
student-selected choice in content, processes, and/or product.
Inductive reasoning – Logical thinking from the specific (facts) to the general
(generalization).
Interdisciplinary – The use of the content across the disciplines to define, verify,
exemplify, or prove a generalization.
Key (abstract) Question – A broad question that provokes thinking on the part of the
student and results in answers that show connections. For example, How is change
positive/negative in systems?
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Concrete question – a specific question that calls for a limited answer. For
example, What are the steps in the scientific process?
Building question – a question that contains the concepts that deal with the
broad and limited questions that progress in difficulty. For example, How
does the scientific process function as a system?
Learning center – A set of task cards and resources related to a theme and located in
the classroom for students to use independently or in groups.
Models of teaching – A defined set of steps organized to facilitate the instructional
process. Some models of teaching include:
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Advance organizer
Direct instruction
Deductive reasoning
Group investigation
Research – The utilization of resources and research skills that facilitate independent
study, group investigations, and projects.
Retrieval chart – A chart used by the teacher (and students) during a lesson to record,
analyze, and save information.
Rubric – A set of indicators describing performance expectations related to learning; a
TEK, for example.
Standards (TEKS) – An organizing element that facilitates connecting concepts within,
between, and among disciplines. Examples of themes are: Change; Patterns; Structure;
Relationships; and Conflict.
Student Performance Record (SPR) – The SPR identifies the student as possessing a
need for a differentiated educational program. Needs are identified in the following
areas: mathematics, language arts, science, social studies, the performing arts, and
the visual arts. The primary goal of this performance record is to encourage students
to develop “innovative products (that include depth and complexity) and performances
that are advanced in relation to students of similar age, experience, or environment”.
Every G/T teacher is required to have a SPR for each G/T student.
Themes – Universal ideas representative of the struggles that human and other living
things go through in order to participate in the society.
Facilitating the Understanding of DEPTH and COMPLEXITY
Note to the teacher: This chart identifies key questions, thinking skills, and dimensions of DEPTH or
COMPLEXITY.
 Key questions can be used in the context of lesson plans to probe understanding and to prompt
students during discussions.
 The thinking skills can be used to initiate the type of cognitive operation or thinking that could
best prompt each of the dimensions of DEPTH or COMPLEXITY.
 The resources listed are the most logical references in which to locate the type of information
required by each of the dimensions of DEPTH or COMPLEXITY. Teachers may add to any of these
lists as appropriate.
ICONS
PROMPT
LANGUAGE
OF THE
DISCIPLINE
KEY QUESTIONS
What terms or words are specific
to the work of the
_________________?
(disciplinarian)
THINKING
SKILLS
RESOURCES

Categorize
Texts

Identify
Biographies

Identify
traits
Describe
Differentiate
Compare/
contrast
Prove with
evidence
Observe
Pictures
Determine
relevant vs.
irrelevant
Summarize
Make
analogies
Discriminate
between
same and
different
Relate
Time lines
What tools does the
______________ use?
(disciplinarian)
DETAILS
What are its attributes?
What features characterize this?
What specific elements define
this?
What distinguishes this from other
things?
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PATTERNS
What are the reoccurring events?
What elements, events, ideas, are
repeated over time?
What was the order of events?
How can we predict what will
come next?
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Diaries or journals
Poetry
Other
chronological lists
ICONS
PROMPT
TRENDS
KEY QUESTIONS
What ongoing factors have
influenced this study?
What factors have contributed to
this study?
THINKING
SKILLS
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What is still not understood about
this area/topic/study/discipline?
UNANSWERED
QUESTIONS
What is yet unknown about this
area/topic/study/discipline?
In what ways is the information
incomplete or lacking in
explanation?
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How is this structured?
RULES
What are the stated and unstated
causes related to the description
or explanation of what we are
studying?
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
RESOURCES
Prioritize
Determine
cause and
effect
Predict
Relate
Formulate
questions
Hypothesize
Journals
Recognize
fallacies
Note
ambiguity
Distinguish
fact from
fiction and
opinion
Formulate
questions
Problem
solve
Identify
missing
information
Test
assumptions
Multiple and varied
resources
Generalize
Hypothesize
Judge
credibility
Editorials
Newspapers
Graphs
Charts
Comparative
analysis of
autobiographical
and current
nonfiction
Articles, etc.
Essays
Laws
Theories
What dilemmas or controversies are
involved in this
ETHICS

area/topic/study/discipline?

What elements can be identified
that reflect bias, prejudice,
discrimination?
Judge with
criteria
Determine
bias
Editorials
Essays
Autobiographies
Journals
ICONS
PROMPT
BIG IDEAS
OVER TIME
KEY QUESTIONS
What overarching statement best
describes what is being studied?
What general statement includes
what is being studied?
THINKING
SKILLS



RESOURCES
Prove with
evidence
Generalize
Identify the
main idea
Quotations
Discipline related
essays
How are the ideas related
between the past, present,
future?

Relate
Time lines

Sequence
Text
How are these ideas related
within or during a particular time
period?

Order
Biographies
Autobiographies
How has time affected the
information?
Historical
dcuments
How and why do things change
or remain the same?
DIFFERENT
PERSPECTIVES
What are the opposing
viewpoints?
How do different people and
characters see this event or
situation?

Argue

Determine
bias

Classify
Biographies
Autobiographies
Mythologies
Legends vs. nonfiction
Accounts
Debates
NOTES