Lesson Plans 10/15

Band 10/15/18

Monday 10/15

  • Student Expectation: PHOBIA 1-4
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearsal
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: All Region pulls with Mr. Wofford.
  • TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody
  • Afternoon rehearsal: 3:45pm-5:30pm – Clean Show

Tuesday 10/16

  • Student Expectation: PHOBIA 1-4
  • Stimulus: Daily Drill
  • Engaging Experience: Battle of the Band
  • Evidence of Learning: We will will play with superior intonation, balance, and transparent sound, and I will score the small group according to the UIL scoring rubric so that I can defend my rating.
  • Additional Notes: Everyone bring a pencil and paper to rehearsal.
  • TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody
  • Afternoon rehearsal: 3:45pm-5:30pm – Run throughs

Wednesday 10/17

  • Student Expectation: PHOBIA 1-4
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearsal
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: All Region pulls with Mr. Wofford.
  • TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody
  • UIL Marching Contest @ Mesquite Memorial Stadium (2500 Memorial Blvd., Mesquite, TX 75149)
    • 11:23am – Check in with 5th period then report to the band hall
    • 12:40pm – Depart for Mesquite
    • 2:20pm – Move to warm up area
    • 2:40pm – Warm up North area
    • 3:10pm – Leave warm up
    • 3:30pm – PERFORM!
    • 4pm – Move to the stands for remaining performances
    • 4:45pm – Ratings announcements
    • 5:15pm – Depart for Caddo Mills
    • 6:30pm – Dismiss
    • PLEASE NOTE – If today is rained out, we will go to UIL marching contest on Monday, October 22nd.
    • ATTENTION – This is a State year and if we advance to Area Marching Contest, the Mighty Fox Band will travel to Denton on Saturday, October 27th.

Thursday 10/18

  • Student Expectation: Russian Folk Song Suite
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearsal
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: All Region pulls with Mr. Wofford.
  • TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody
  • Away Game, Dallas Roosevelt (John Kincaide Stadium, 9100 S Polk St, Dallas, TX 75232)
    • 5pm – Depart for Dallas
    • 7pm – Game starts
    • 10:30pm – Depart for Caddo Mills
    • 11:30pm – Dismiss

Friday 10/19

  • Student Expectation: Russian Folk Song Suite
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearsal
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: All Region pulls with Mr. Wofford.
  • TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

3 “HOT” Questions

  • What is your concept of a melody and what do you think makes a good one?
  • Think of your favorite melody. What was it about the performance that gave it meaning?
  • If you could communicate using only music, how would you perform your melody lines differently?

Music Theory 10/15/18

Monday 10/15

  • Student Expectation: All Region Etude 2
  • Stimulus: Daily Drill
  • Engaging Experience: All Region and scale work
  • Evidence of Learning: Mature phrasing and musicianship
  • Additional notes: Work your scales up to 120 bpm
  • TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

Tuesday 10/16

  • Student Expectation: All Region Etude 2
  • Stimulus: Daily Drill
  • Engaging Experience: All Region and scale work
  • Evidence of Learning: Mature phrasing and musicianship
  • Additional notes: Work your scales up to 120 bpm
  • TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

Wednesday 10/17

  • Student Expectation: All Region Etude 2
  • Stimulus: Daily Drill
  • Engaging Experience: All Region and scale work
  • Evidence of Learning: Mature phrasing and musicianship
  • Additional notes: Work your scales up to 120 bpm
  • TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

Thursday 10/18

  • Student Expectation: All Region Etude 2
  • Stimulus: Daily Drill
  • Engaging Experience: All Region and scale work
  • Evidence of Learning: Mature phrasing and musicianship
  • Additional notes: Work your scales up to 120 bpm
  • TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

Friday 10/19

  • Student Expectation: All Region Etude 2
  • Stimulus: Daily Drill
  • Engaging Experience: All Region and scale work
  • Evidence of Learning: Mature phrasing and musicianship
  • Additional notes: Work your scales up to 120 bpm
  • TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

3 “HOT” Questions

  • What is your concept of a melody and what do you think makes a good one?
  • Think of your favorite melody. What was it about the performance that gave it meaning?
  • If you could communicate using only music, how would you perform your melody lines differently?

Jazz Band 10/15/18

Monday 10/15

  • Student Expectation: Opry Program
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearse music for the Opry
  • Evidence of Learning: Mature phrasing and musicianship, appropriate style and interpretation
  • Additional Notes: Expressing the style of the piece needs to be your top priority in Jazz. Your reading and technique will get better with time.
  • TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

Tuesday 10/16

  • Student Expectation: Opry Program
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearse music for the Opry
  • Evidence of Learning: Mature phrasing and musicianship, appropriate style and interpretation
  • Additional Notes: Expressing the style of the piece needs to be your top priority in Jazz. Your reading and technique will get better with time.
  • TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

Wednesday 10/17

  • UIL Marching Contest

Thursday 10/18

  • Pep rally

Friday 10/19

  • Student Expectation: Artist Spotlight
  • Stimulus: Discuss artist of the week
  • Engaging Experience: Watch a performance of the artist of the week
  • Evidence of Learning: Understanding of the influences that brought about the performance style and technique of the artist of the week.
  • Additional Notes: Write a paragraph in Google Classroom about your impression of the artist of the week.
  • TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
  • Academic Vocabulary: Melody – https://dictionary.onmusic.org/terms/2138-melody

3 “HOT” Questions

  • What is your concept of a melody and what do you think makes a good one?
  • Think of your favorite melody. What was it about the performance that gave it meaning?
  • If you could communicate using only music, how would you perform your melody lines differently?
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