Lesson Plans 2/11

Band 2/11/19

Monday 2/11

  • Student Expectation: UIL Program
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearsal
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Concert Band in the gym 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint 

Tuesday 2/12

  • 212 DAY!
  • 3:30pm-5:30pm – Symphonic Band Rehearsal

Wednesday 2/13

  • Student Expectation: UIL Program
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearsal
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Concert Band in the gym 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint 
  • 3:45pm-5pm – Winter Guard at Griffis gym

Thursday 2/14

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your assignment
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Symphonic and Concert bands together in the band hall.
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint 
  • No Brass Sectionals

Friday 2/7

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your assignment
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Symphonic and Concert bands together in the band hall.
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint 
  • No Brass Sectionals

3 “HOT” Questions

  • Can you find examples of counterpoint in the music we are playing?
  • How would you discern which is the melody and which is the counterpoint?
  • When you recognize that you have a counterpoint line in the ensemble, what kinds of things should you think about for your performance?

Music Theory 2/11/19

Monday 2/11

  • Student Expectation: Score analysis
  • Stimulus: Music selection
  • Engaging Experience: Score study
  • Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
  • Additional notes: Bring a pencil
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

Tuesday 2/12

  • 212 DAY!

Wednesday 2/5

  • Student Expectation: Score analysis
  • Stimulus: Music selection
  • Engaging Experience: Score study
  • Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
  • Additional notes: Bring a pencil
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

Thursday 2/13

  • Student Expectation: Score analysis
  • Stimulus: Music selection
  • Engaging Experience: Score study
  • Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
  • Additional notes: Bring a pencil
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

Friday 2/14

  • Student Expectation: Score analysis
  • Stimulus: Music selection
  • Engaging Experience: Score study
  • Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
  • Additional notes: Bring a pencil
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

3 “HOT” Questions

  • Can you find examples of counterpoint in the music we are playing?
  • How would you discern which is the melody and which is the counterpoint?
  • When you recognize that you have a counterpoint line in the ensemble, what kinds of things should you think about for your performance?

Jazz Band 2/11/19

Monday 2/11

  • Student Expectation: ATSSB Jazz Festival Program
  • Stimulus: Daily Drill
  • Engaging Experience: Rehearsal
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

Tuesday 2/12

  • 212 DAY!

Wednesday 2/13

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your Google assignment
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

Thursday 2/14

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your Google assignment
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

Friday 2/15

  • Student Expectation: Artist analysis
  • Stimulus: Artist selection
  • Engaging Experience: Artist Spotlight
  • Evidence of Learning: Understand the primary influences and defining sounds of the selected artist
  • Additional Notes: Answer the writing question on Google Classroom
  • 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: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint

3 “HOT” Questions

  • Can you find examples of counterpoint in the music we are playing?
  • How would you discern which is the melody and which is the counterpoint?
  • When you recognize that you have a counterpoint line in the ensemble, what kinds of things should you think about for your performance?
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