Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Morgan Rukstales

Date: April 6, 2017 Subject/ Topic/ Theme: Rehearsing Pirates of the Caribbean excerpt Grade: 9-12 orchestra___

I. Objectives
How does this lesson connect to the unit plan?
The unit plan is in preparation for the spring concert. This Pirates of the Caribbean excerpt is from the Pirates of the Caribbean piece that they will be performing for
their spring concert in May.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Play dotted-eighth-sixteenth notes correctly. R, U, Ap
Play with a focused, crisp marcato articulation. U, Ap
Hear and recognize which parts have the melody. U, Ap, E Resp.
Once students recognize the parts that have the melody, balance their sound accordingly. U, Ap, E
Play with dynamics in order to enhance musical expression. R, U, Ap,
E
Common Core standards (or GLCEs if not available in Common Core) addressed:
Michigan Music Standards:
- Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with
a moderate level of difficulty, including some sections performed from memory.
- Demonstrate extensive knowledge and use of the technical vocabulary of music.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Students have to know, at a very fundamental level, how to play their instrument. They should know
Identify prerequisite how to play dotted-eighth-sixteenth note rhythms, and what marcato articulation sounds like.
knowledge and skills. Students should know that is usually one or two parts with the melody and the rest is usually
accompaniment that needs to balance with the melody. Students also need to understand and
recognize dynamic symbols in their musical scores.
Pre-assessment (for learning): First, ask students what a dotted-eighth-sixteenth note looks like. Ask for
volunteers to come up to the board and write it out. Only accept about five or six students. Dont correct
students as they write it up, but wait until every student has written until you give the answer. This is to clarify
with students what this rhythm looks like.

Formative (for learning): Ask students to play this rhythm in a scale. Since the piece is in E minor, have
students play an E minor scale on this rhythm before correcting them. Have them try to figure out what the
Outline assessment rhythm is before making it unified with the whole group.
activities
(applicable to this lesson) Formative (as learning): While students are playing this passage, ask students questions about the passage.
Ask them What is marcato articulation? What does it make you think of? Ask them about their dynamic
markings and if they think they were playing them correctly. Ask them who they think has the melody at
different spots of the passages (because the melody gets passed around to different parts of the orchestra at
different points).

Summative (of learning):

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance, value,
interaction authenticity, minimize threats
What will it take
Write the word marcato on the
neurodevelopmentally, board, then play what marcato
experientially, emotionally, sounds like so students get both
the aural and the visual model

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 Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language oriented feedback

Provide students with both a visual

representation of the rhythm on the
board and an aural representation.

Provide options for Provide options for executive Provide options for self-regulation-
comprehension- activate, apply & functions- coordinate short & long expectations, personal skills and
etc., for your students to do highlight term goals, monitor progress, and strategies, self-assessment &
this lesson? modify strategies reflection

Monitor progress by making a

recording of the whole class
playing the same passage. We
would then listen to the
recording in the future to
evaluate how much progress
wed made on the piece.
Instruments, Pirates of the Caribbean music, pencils to mark scores, music stands, chairs
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

Classroom will be set up in usual orchestra formation. Violins on the left, violas center right, cellos
on the far right. Chairs will be set up around the podium.
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2-3 - Ask students what a dotted-eighth-sixteenth note - Write down on the board what they think the
minutes rhythm looks like. Ask for volunteers to write it dotted-eighth-sixteenth note looks like.
Motivation on the board.
1-2 (opening/ - Tell students to play the dotted-eighth-sixteenth - Play dotted-eighth-sixteenth note rhythm with
minutes introduction/ note rhythm with marcato articulation in an E marcato articulation in an E minor scale.
engagement) minor scale.

8-10 Development - Have students play the piece starting from the - Students play whole piece.
minutes (the largest beginning to establish a context to the passage.
4-5 component or - Have only violinists play the passage. Clean up - Violinists play the passage. They will
minutes main body of the rhythm and articulation. Ask them what apply my instruction to their playing. Students
the lesson) marcato is, and what it makes them think of. will answer the questions I ask. Cellos will listen
to violinists, and then rate them on a scale of 1-5
how unified they sound.
2-3 - Have cellos and basses play together to unify - Cellos and basses play together. Violinists do the
minutes sound. same thing.
2-3 - Have students play the passage all together once - Play all together.
minutes rhythms are cleaned up.

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4-5 - Have students work on balance. If students think - Play melody forte and accompaniment piano.
minutes they have the melody of the piece, play forte. If They will recognize that they may have the
students think they have accompaniment, play melody.
piano.
4-5 - Have students incorporate dynamics into the - Play dynamics in the piece, recognizing how
minutes piece. The passage should sound crisp and balancing works together with musicality.
assertive. Even though the violins have the Mention how well they think they did with
melody, violas, cellos and basses should play dynamics.
assertively, though at an ever so slightly softer
dynamic. Ask them to rate themselves on how
well they did with dynamics.
4-5 - Have students start to play the next part with the - Students start to play the next section with the
minutes same marcato articulation to prepare for the lesson same articulation to prepare for the next days
the next day. lesson.

10 - Have students play the piece starting at the - Students play piece starting at the passage and
Closure
minutes particular passage we had been workshopping and going to the end of the piece.
(conclusion,
going to the end to feel a sense of
culmination,
accomplishment.
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Students reacted well. They answered questions, and each section got to play their own version of the section, so they were
effectively engaged. They paid good attention. I probably could have been more confident and used a slightly sterner, more
teacher tone of voice when instructing.

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