Name: Stephen Readyoff Date: 4/15/15School: James Wood Middle School Time: Symphonic BandTitle:Music from Gladiator

Grade Level/ Ensemble:Young Band

Materials:Instruments, score if possible

StandardsObjective(s)#

National K-12 Music Standards: (Cite Content & Achievement Standards)2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music

Achievement Standard:e. perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos performed from memoryVirginia Standards of Learning: MII.2The student will echo, read, and perform rhythms and rhythmic patterns, including sixteenth notes, eighth-note triplets, dotted eighth notes, corresponding rests, and syncopations.MII.11The student will demonstrate ensemble skills at an intermediate level, including

5. maintaining a steady beat at various tempos in the music literature being studied.

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2

ObjectivesStandard(s)#

As a result of this lesson students will know/identify: (facts, terms)

As a result of this lesson students will be able to: (observable skills)

1. Perform syncopated rhythms accurately 2. Perform concert repertoire at a consistent tempo 2.e., MII.2MII.11.5.

Reinforced Content & SkillsThis lesson will review & reinforce the following:Rhythms including quarter, eighth, and sixteenth notes, correct technique, watching the conductor, maintaining a tempo

Assessment

Pre-Assessment: (What do students need to know/be able to do before starting this lesson? How will you determine if students have these skills?)

During warm-up, I will be listening for consistent tempo, attention to accuracy of what is being played, as well as technique being used. If anything needs to be fixed, I will try to do so during their warm-up

Informal/Formative Assessment

As students perform, I will be conducting at a steady tempo. If the tempo begins to change, I will ask the group whether they were speeding up or slowing down; this will show whether or not they are listening to each other and/or watching the conductor. When working with syncopated accuracy, I will have to run the section several times until they are confident.

Post-Assessment: (Documentation of individual student achievement. How are the objectives assessed? WHAT, HOW & CRITERIA?)Objective(s)#

Assessment Type: PerformanceAssessable Components:Assessment Statement:Rubric:Assessment Type: CreatingAssessable Components:Assessment Statement:Rubric:Assessment Type: RespondingAssessable Components:Assessment Statement:Rubric:

ProcessSteps in Teaching: (Detailed description of the teaching-learning process including questions and auditory/visual/kinesthetic experiences for each class period.)Objective(s)#

Day 1A. Begin with warm-ups. We will play #1, #3, and #5B. During warm-up, make sure group is keeping steady tempo and good techniqueC. After warm-up, pull out Gladiator, and begin at the tempo change after the introduction, focusing on rhythmic accuracy

D. Play and repeat this section as needed, paying special attention to rhythm and tempo

E. Once section is played to satisfaction, move to final quick section of the piece

F. Heavy syncopation section; rehearse this slowly, many times

G. If students are able to, bump up tempo closer to actual tempo, stress importance of rhythm

H. If there is time, address the slower sections, paying attention to instrument technique (esp. finger cymbals, triangle)

I. If time, run the piece

Accommodations/Modifications:Accommodations to make the experience accessible; modifications of the content to meet student needs

Q = Questioning Depth Varied

A = Assistance by Teacher

G = Grouping/Peer Tutoring

C = Content Adapted

M = Multimedia/Graphic Aids

T = Time Frame Adjusted

R = Guided Reading/Read Aloud

S = Student Choice

H = Higher Level Thinking

P = Differentiation of Product

ReflectionChanges for Next Time: (Always have this blank before the lesson and filled after the lesson!)