Terice Allen
Lesson Plans for Monday, May 6, 2002
High School Orchestra, Grades 9-12, Building 9-Room 146
1:10-2:00
Anticipated noise level (moderate)
ACCOMPLISHED PRACTICE #9: The rules and standards for behavior are stated in the handbook and
posted on the wall at the beginning of the school year. All students turn in a contract stating that the
student and a parent have read the handbook, which includes the classroom rules and expected behaviors.
The chairs in the room are set up to facilitate student learning in a way that allows the teacher to walk
around the classroom giving attention to every student as needed.
Purpose of the Entire Unit
This unit is designed to develop students’ understanding of minor keys, 6/8 time signature, and full
orchestra literature. At the completion of the unit, students should have a clearer understanding of the key
of d minor, the 6/8 time signature and how it relates to other time signatures, and what instruments are
involved when playing full orchestra literature, and how students must listen and balance when playing in a
full orchestra, as opposed to just a string orchestra.
Rationale of the Entire Unit
This unit topic is important for building a foundation of knowledge for future and more difficult works.
This knowledge will increase students’ chance of success, and the ability to play more advanced works,
thereby giving them access to more literature. A basic understanding of the minor keys, 6/8 time signature
and the specific differences when playing a full orchestra piece will give the students an opportunity to
perform works by new and different composers and give them the opportunity to work with other students
in other classes, specifically the winds and brass. This opens up a whole new world of music, and lets the
students know that there are not only strings, but winds, brass, percussion, and a whole new world of
literature that can be learned.
Objectives of this Lesson
Upon completion of this lesson, students should be able to
1. Begin to tune themselves, with minimal assistance
2. Develop a basic knowledge of a 2 octave scale
3. Play from the beginning to the end of “Song of Jupiter” by Handel/Arr. Anderson
4. Play from the beginning to the end of “When Johnny Comes Marching Home” by Stephan
5. Play from the beginning to the end of “Toccatina” by Hofeldt, at concert tempo, instead of practice
tempo.
6. Review Pomp & Circumstance Arr. Ralph Matesky
7. Review Fiddle Tunes “Cripple Creek” and “Bile’em Cabbage Down”, traditional bluegrass tunes.
Materials Needed
1. Instruments, bows, cello rock stops, violin shoulder rests
2. Daily Warmups, by Michael Allen
3. Song of Jupiter by Handel, arr. Leroy Anderson
4. When Johnny Comes Marching Home by Richard Stephan
5. Toccatina by Hofeldt, with warmup and exercise introduction page
6. Pomp & Circumstance arranged by Ralph Matesky
7. Bluegrass fiddle tunes-Cripple Creek and Bile’em Cabbage Down
8. 1 chair for each person, 1 stand for every 2 people, conductors stand
Instructional Procedure with Approximate Time Line
Tune (MU.A.2.4)
ACCOMPLISHED PRACTICE #1: Demonstrated by analyzing individuals learning needs and practicing
techniques which accommodate differences, including linguistic and cultural differences. All students are
at varying levels of the tuning procedure. This is taken into account when the tuning process occurs, so that
each student is successful. I draw from a different repertoire of techniques to accommodate these
differences. My instruction is modified based on pre-assessed student performance. All of these
techniques indicated in Accomplished Practice #1 are demonstrated throughout the lesson.
ACCOMPLISHED PRACTICE #6: In allowing the students to tune at their own pace, in their own way,
the teacher insures that the students are encouraged in their pursuit of learning and allowed their own
diverse points of view, their own way of tune at their own pace, if and when they are ready.
ACCOMPLISHED PRACTICE #7: The teacher recognizes developmental levels of students and identifies
differences in a group of students by allowing them to work at their own pace in the tuning process.
Some students will tune themselves, and then be checked for accuracy.
Other students will tune themselves, unassisted.
Others will be tuned by the teacher, while the student plays the instrument.
(All of these students are at different levels of learning to tune their own instrument.)
ACCOMPLISHED PRACTICE #2: I establish positive interaction in the learning environment by using
weekly playing tests, 3 concerts per year that we are preparing this music for, and being able to perform
with the winds and brass, once they learn “Song of Jupiter” and “Pomp and Circumstance”.
Communication is varied, verbal and nonverbal, by incorporating teacher-student echo practice during the
warm up, as well as during the rehearsal to learn different parts of the music. Some times I teach without
speaking, and, on a daily basis, I tune without speaking.
Warm-up-D Major Scale-2 Octaves/G Major Scale-2 Octaves
D minor scale page:
1. melodic minor scale
2. melodic minor scale in 3rds
3. arpeggios
4. Technic Study #1 and #2
These scales provide:
Warm-up exercises before playing
Beginning preparation for All-State Audition Requirements
G Major is the key that Song of Jupiter is in – a piece that we are preparing for graduation.
D Major works on shifting for the violins and the position called forward extension for the cellos.
Both shifting and forward extension work on intonation.
G Major is the relative major to e minor. E minor is the key that When Johnny Comes Marching
Home is in.
D Major is the parallel major to d minor.
ACCOMPLISHED PRACTICE #4: Critical thinking is shown throughout this warm up section by relating
the scales to the pieces which we are playing, identifying strategies which I use to expand the students
thinking abilities and their abilities to relate the keys they play in and the scales they learn to the pieces
they are playing. In addition, throughout the lesson, I vary my role in the teaching process by changing
from instructor-teaching the material, to facilitator-giving introductions and allowing the students to just
simply perform, and then becoming the audience and the critic-by listening to the students perform and
telling them what I hear and what needs to be fixed. My role in the classroom varies constantly.
D minor is the key that Toccatina is in, with this scale page preparing students to play Toccatina.
ACCOMPLISHED PRACTICE #3: Continuous improvement is shown when I work with the band
director in preparing for our performance during the graduation exercises in May of each year. I have an
opportunity to increase my professional growth by participating in this full orchestra performance. During
the year I teach strictly string orchestra literature. This performance including the winds and brass
instruments of the band allows me to branch out and increase my knowledge of different literature in the
field. I have an opportunity to learn additional full orchestra literature. During this process, I learn from
my colleague through working with the winds and brass.
ACCOMPLISHED PRACTICE #7: Throughout the lesson, the teacher uses multiple activities to engage
and motivate students at their various appropriate developmental levels. This is done with such activities as
shadow bowing, silently fingering, teacher demonstration, listening to a CD/Cassette recording and
practicing with the metronome at different tempo markings.
ACCOMPLISHED PRACTICE #8: Throughout the lesson, the teacher communicates the subject matter in
a manner that enables the students to learn. This is done by demonstrating for the violins using a violin,
and demonstrating for the cellos using a cello, etc. Being able to demonstrate on the violin, viola, cello and
bass requires the teacher to be current in his/her subject field.
Song of Jupiter (For Graduation, May 24)
Practice from 6 to 7 – working on intonation, shifting for some sections, accurate rhythms, and
accurate bowing, with teacher checking for understanding.
Play through from beginning to end, stopping, if needed, to work troubled spots that might come
up, with teacher constantly checking for student understanding.
When Johnny Comes Marching Home
Practice E to I – Working on smooth bow changes, 4th fingers when needed, crescendos and
decrescendos, and accurate intonation, with teacher checking for adjustments that must be made
lack of understanding.
Play through from beginning to end, with the metronome, for tempo accuracy, stopping and
slowing down the metronome, if needed, then increasing the tempo, with teacher checking for
students that might not quite be keeping up. The teacher might consider changing to a slower
tempo.
Toccatina
Play through once, slowly, with the metronome, for note accuracy.
Play through a second time, faster, with the metronome, for concert tempo and
dynamics, with teacher walking the room and checking for understanding.
ACCOMPLISHED PRACTICE #10: Student performance outcomes are clearly stated for each lesson.
Expectations are put on the board and the students are made aware that each piece that they are learning is
for a specific performance, specifically “Song of Jupiter” and “Pomp and Circumstance” being for the
graduation exercises. In addition, I must work cooperatively with another colleague, the band director, in
planning instruction for the music we are playing for graduation. This graduation performance includes the
strings from the orchestra and the winds and brass from the band, and we all must work together, using a
variety of methods because of the different instruments involved, from tuning differently to different
conducting techniques that the students must learn to follow, to learning to blend with different instruments
from the ones that are normally in the class.
Pomp and Circumstance (if time) (MU.E.2.4) (MU.E.1.4)
Play through only, if time
Reminders about graduation format of this piece, and review for understanding.
ACCOMPLISHED PRACTICE #5: Through preparation for and participation in the graduation exercises,
the teacher promotes student responsibility, appropriate social behavior, integrity, valuing of diversity, and
honesty through learning activities. In addition, the learning and performing of traditional bluegrass fiddle
music shows materials and resources that are multicultural.
ACCOMPLISHED PRACTICE #11: The teacher uses the community to provide students with a variety of
experiences, specifically using Jimmy Gillis, a professional bass player, and Billy Blackman, a professional
guitar player, to rehearse and perform the Fiddle Tunes with us on the concert.
Fiddle Tunes (MU.B.1.4) (MU.C.1.4)
Cripple Creek – May 16 Concert finale (play through, if time)
Bile’em Cabbage Down – May 16 Concert finale (play through, if time)
Assessment, Reflection and Revision
As the teacher teaches this lesson, and hears the specific notes, rhythms and intonation problems that might
occur, the teacher should stop, instruct the student(s) on how to improve, and then continue on. A daily
teacher checklist of items that need to be covered again will be kept. The teacher will have daily
student/teacher echo responses in class to check for understanding. The students will be given weekly
playing tests for a grade and to check for understanding, with the final performance being a concert given at
the school at the end of the year, and performing for graduation, with the winds and brass from the band,
taught by another teacher.
Enrichment (MU.D.1.4)
CD recording of “When Johnny Comes Marching Home”
CD recording of “Toccatina”
CD recording of “Cripple Creek” and “Bile’em Cabbage Down” found with the book titled “Fiddler’s
Philharmonic
Remediation
If the students need extra help, they may come by my classroom after school from 3-3:30 for extra help,
private lessons, special tutoring.
Reflective thoughts and suggestions for revision
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ACCOMPLISHED PRACTICE #12: The teacher uses, on a personal basis, learning media, computer
applications, and other technology on a daily basis to print out lesson plans, parent/student letters to go
home about the upcoming graduation performance, among others. This uses technology in lesson and
material preparation.