Lesson Plans

6th Grade
Beginning
Band, 5th
Period
Week 1, Aug
12-14, 2015
Essential
Question
Daily Learning
Target

Bellringer/Flashba
cks
Standards
Addressed

Instructional
Method;
Alligned
Strategies/Act
ivities

Mon
.

Tues
.

Wed.

Thurs.

Fri.

What are the

expectations/procedu
res in the bandroom?

What are the

expectations/proce
dures in the
bandroom?

What are the

expectations/
procedures in
the
bandroom?

I can follow
expectations/procedu
res while doing a
taxonomy of words
about music.

I can follow
procedures/expect
ations in the
bandroom while
doing a Band
Handbook activity.

What are the four

instrument families?
Provide 2
instruments from
each family.
Students will analyze
the use of elements
in music (timbre,
rhythm, melody,
harmony, etc).

Identifying notes
and rests

I can follow
procedures/ex
pectations in
the bandroom
while doing a
Band
Handbook
activity.
Identifying
musical
symbols

Flashbacks; EQ/LT;
Flashbacks (not
written today-partner
pair- share. Students
will learn about
routine and
procedures, as well
as
discipline procedures
that will be schoolwide. Students will
fill out Band
Registration form
and take home for
parent signatures.

Flashbacks; EQ/LT;
Class will be
divided into teams
for community
building game to
go along with
Band Handbook.

Students will
analyze the use of
elements in music
(melody,
dynamics, tempo)

THINKING
STRATEGY:
Determining
Importance
Exit Activity: Share
out on handbook

Students will
analyze the
use of
elements in
music
(melody,
dynamics,
tempo);
Students will
sustain their
own part in
an ensemble.
Flashbacks;
Exit Slip:
Students will
contrast the
following 3
types of
articulation:
staccato,
legato, and
slur.
Thinking
strategy:
"Making
inferences"
(as applied to

Students will view

Powerpoint
presentation about
me as a way of
encouraging them to
continue with
music/inspire them.
Class will divide up
into partners and
build a taxonomy of
musical words A-Z.
Exit Activity: teams
will line up across
front and build
sentences based on
their words from the
taxonomy.
Determining if
students can locate
music core content
vocabulary and
determine
importance
(THINKING
STRATEGY)

as students leave

book pieces).

Band Handbook
Activity. determine
importance
(THINKING
STRATEGY)

Student
Assignment/In
dividual or
group work

FB, Taxonomy
activity.

Band Handbook
Activity. determine
importance
(THINKING
STRATEGY)

Modifications/
accomodation
s

Modeling; peer
tutoring, assist with
notes /
re-teach as
necessary ; high-low
groupings all
according to IEP
mods/accomodations

Modeling; peer
tutoring, assist
with notes /
re-teach as
necessary ; highlow groupings all
according to IEP
mods/accomodatio
ns

Determining if
students can
sustain own
parts in the
ensemble;
demonstration of good
ensemble;
Flashbacks;
Date of
Summative
Assessment:
Sept 4, 2015
Individual
work on FB,
marking of
parts, Exit
slip,
ensemble
playing.
Modeling;
peer tutoring,
assist with
notes /
re-teach as
necessary ;
high-low
groupings all
according to
IEP
mods/accomo
dations

Method of
Formative and
Summative
Assessments

Critical
Vocabulary

Flashbacks,
discipline,
procedures,
expectations, all
music core content
terms

Flashbacks,
discipline,
procedures,
expectations, all
music core content
terms

Flashbacks,
discipline,
procedures,
expectations,
all music core
content terms

Intended
Homework

Have parents sign

forms for band.

Interview family
members about
past participation
in music programs.

Research your
instrument of
choice using
appropriate
technology