Teacher Candidate: Valeria Gulino

Grade Level and or Subject: 7-8th Grade Band

Date:
Unit Topic (if applicable):
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of Students will prepare their UIL piece, Robert Sheldon’s “A Longford
this lesson? Legend”, and attempt to connect to the music more deeply. Using the
music of the first movement as reference, students each come up and write
a story on what they think the music is conveying.
National / State FA.M.MS1.4B: describe written and aurally presented music representative of div
Learning erse styles, periods, and cultures.
Standard/s: FA.M.MS1.4C: identify relationships of music concepts to other academic disciplin
. es such as the relationship between
music and mathematics, literature, history, and the sciences.
**Your instructor
FA.M.MS2.2C: create increasingly complex rhythmic phrases, using known rhythm
will tell you which
s, and melodic phrases, using known pitches, within an established from of
standards to use in notation.
addition to TEKS FA.M.MS2.3A: demonstrate, alone and in groups, characteristic vocal or instrume
and ELPS. ntal timbre

PART II: WRITE THE OBJECTIVE/S FOR THE LESSON

Specific learning -Students will exercise creative writing skills and compositional skills and
target(s) / objectives: use correct grammar and organizational techniques.
-Students will play their UIL piece in sections, using performance level
techniques and attitudes.
-Based on their interpretation of each section, students will interpret the
music and try to understand the composer’s storyline to the music.
PART III TEACHING THE LESSON
This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
A. Opening/Int Prior knowledge: Students will need to apply their prior preparation on
roduction this piece, both at home and in rehearsal. Students will use their prior
(also referred to as a knowledge of grammar and syntax learned in composition classes.
“motivator” or “hook”)

Anticipatory Set: The teacher will explain that music is powerful because
people can connect to it. Look at beloved pop songs: you feel sad when
the song is about heartbreak and is a slow, crooning piece, or you feel
happy when the song is about fun times and is upbeat and lively. To
connect to the piece and draw in the audience, it is important to try to
understand what the piece is saying.

B. Procedures 1. As students enter and get their instruments out, the board will have
** Include enough detail the instruction to also bring pencil and sheet of paper to their seats.
so that someone else

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could replicate your 2. The teacher will explain that music is powerful because people can
lesson. Unless your connect to it. Look at beloved pop songs: you feel sad when the
instructor directs you
otherwise, this section
song is about heartbreak and is a slow, crooning piece, or you feel
should read almost like happy when the song is about fun times and is upbeat and lively.
a script. To connect to the piece and draw in the audience, it is important to
try to understand what the piece is saying.
3. Students will take out the first movement of Robert Sheldon’s “A
Longford Legend”.
4. The class will play the entire first movement. The teacher will tell
students to start thinking of the story possibly behind it.
5. The class will play from the beginning to mm. 25.
6. Students will then have a few minutes to brainstorm a few short
sentences. These sentences should be the beginning of a story and
describe the scene that the music conveyed.
7. Students will play from mm 25 to 49.
8. Repeat step 6
9. Students will play from mm 49 to the end.
10. Repeat step 6. By now, they should have a short story on what they
think the music depicts.
11. The teacher will allow a few minutes of finishing touches on the
student’s compositions, then have them turned in.
12. If time permits, the teacher will read the story of the first
movement from the composer’s notes.
C. Formative While students are writing, the teacher will observe the classroom from
assessment the podium to make sure everyone is either writing or brainstorming.
methods/to Walking around the classroom to briefly read over student’s shoulders if
ols: time allows.
D. Grouping While the playing of the piece requires ensemble work, students will work
structure/s: individually on their compositions.
E. Accommoda Accommodations Students will be encouraged to (at home) elaborate on
tions/ their composition and show the teacher the next day.
Modifications
Modifications: Not available, as the lesson plan requires all students to do
the same. Because it is individual, the individual detail and extra effort put
in is up to the student.
F. Instructional -instruments
Materials, -music, Robert Sheldon’s “A Longford Legend”
Equipment -Paper
and -Pencil
Technology:

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment

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Summative Students will turn in their compositions at the end of class. If students are
Assessment: interested on bringing the composition home, they will show the teacher
their work done before they leave class, and turn in the composition next
class period.

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