Lesson Plans 2/25

Band 2/25/19

Monday 2/25

  • Benchmark Testing

Tuesday 2/26

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses 
  • Sabine Creek Pre-UIL Invitational
    • 3:30pm – Depart for Sabine Creek Ranch, 576 Sabine Creek Rd, Royse City, TX 75189
    • 4pm – Warm up
    • 4:30pm – Performance
    • 5pm – Sight Read, Clinic
    • 5:30 – Dinner at the ranch provided
    • 6:15pm – Depart for CMHS
    • 6:45pm – Dismiss

Wednesday 2/27

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses 
  • 3:45pm-5pm – Winter Guard at Griffis gym

Thursday 2/28

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses
  • 3:30pm-5:30pm – Brass Sectionals (Symphonic Band Only)

Friday 3/1

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

3 “HOT” Questions

  • Can you find examples of a Suite form in the music we are playing? 
  • With which dances would you associate that piece?
  • Which dances would you use if you were to write a Suite and why?

Music Theory 2/25/19

Monday 2/25

  • Benchmark Testing

Tuesday 2/26

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Wednesday 2/27

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Thursday 2/28

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Friday 3/1

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

3 “HOT” Questions

  • Can you find examples of a Suite form in the music we are playing? 
  • With which dances would you associate that piece?
  • Which dances would you use if you were to write a Suite and why?

Jazz Band 2/25/19

Monday 2/25

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Tuesday 2/26

  • Load truck for Sabine Creek Pre-UIL Contest

Wednesday 2/27

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Thursday 2/28

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Friday 3/1

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

3 “HOT” Questions

  • Can you find examples of a Suite form in the music we are playing? 
  • With which dances would you associate that piece?
  • Which dances would you use if you were to write a Suite and why?
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