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Time Task Objective Procedure
2 minutes Warm-up The students will warm-up andprepare for the
lesson.
- Students will play “Old MacDonald,” pg. 8- Remind the students
to pay attention to the phrasing of the
song and use the breath marks as a guide for when tobreathe
- Have the students play through “Old MacDonald” again,keeping
this in mind
5 minutes Good King Wenceslas, pg. 8 The students will be able
toplay both parts of the duet,maintaining a steady tempo
while counting in their heads.
- Students will play through “Good King Wenceslas” with
5thgraders on line 4, 6th graders on line 5
- Students will play the song again, switching lines (5th on
line5, 6th on line 4)
- Remind students to balance their sound; line 5 should
notoverpower line 4 (the melody)
- Students will play the song again, boys on line 4, girls on
line5.
- Students will switch, girls on line 4, boys on line 5.
7 minutes Baa Baa Black Sheep, pg. 10 The students will be able
totap their foot to a steady beatwhile playing with rhythmic
accuracy.
- Students will clap the rhythm of “Baa Baa Black Sheep”while
tapping their foot to a steady beat; make sure studentsaren’t
tapping their foot to the rhythm of the eighth note
patterns- Ask students how many eighth notes fit into one beat?-
6th grade students will play the song while 5th graders clap
the rhythm and tap their feet; the students will then
switchroles
- All students will play through the song while making sure
totap their feet
Time
Date: November 17th, 2015 Lesson: Elementary Band (5th and 6th
grade)
Materials: Yamaha Band Student book, instruments, stands,
chairs
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7 minutes Up on the Housetop, pg. 10 The students will be able
toplay Up on the Housetop withrhythmic accuracy and
musical phrasing.
- Ask the students how some of the eighth notes in “Up on
theHousetop” are different than those in “Baa Baa Black Sheep”-
i.e. this song requires musicians to fit two different notes
into one beat- Students will play through the song, tapping
their foot along
to a steady beat- Have students compare measure 1 to measure 5;
how are
they the same/different? (Rhythm)- Students will play measures 1
and 2; then students will play
measures 5 and 6- The woodwinds section will play through the
whole song
accompanied by the percussion section while the brass
section sings the note names in rhythm. Then the sectionswill
switch roles
- All students will play through “Up on the Housetop”
7 minutes Jingle Bells , pg. 19 The students will be able
to
play Jingle Bells with rhythmicaccuracy (dotted
quarter/ eighth rhythm).
- The students will play through “Jingle Bells”- Isolate the
dotted quarter/eighth rhythm in measure 3; have
everyone listen and then sing “ta ta ta-a ti ta”- Have the
students clap and sing (on tas and tis) the rhythm
of Jingle Bells in its entirety- 6th grade students will play
“Jingle Bells” while the 5th grade
claps the rhythm along; then vice versa- Everyone will play
“Jingle Bells”
3 minutes Jolly Old St. Nicholas , pg. 7 The students will
be able to
play both the melody and theharmony lines of this piecewith
pitch and rhythmic
accuracy.
- The students will play through “Jolly Old St. Nicholas,”
everyone on the melody (line 4)- The students will play through
the harmony part (line 5)- Make sure the students are holding the
whole notes of the
piece for 4 full beats- The students will play the piece again,
5th graders on line 4,
6th graders on line 5; then they will switch lines and play
again- The woodwind section will play the melody while the
brass
section plays the harmony; then switch roles
Task Objective ProcedureTime
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Standards:
MU:Pr4.1.E.5a Select varied repertoire to study based on
interest, music reading skills (where appropriate), an
understanding of the structure of the music,context, and the
technical skill of the individual or ensemble.
Anchor Standards:Performing: 4. Analyze, interpret and select
artistic work for presentation.
5. Develop and refine work for presentation.
