Download SIOP 9-9-13

SIOP Lesson Plan Template Year 3+
Teacher ___Austin_______
Date ____9/9 – 9/13/13__________
Subject/Class ____Concert Band__________
Grade _______7/8_____________
Monday/Friday - Iowa Core Standard(s) 21st Century Skills: Critical Thinking (Listening), Complex Communication
(Interpret), Creativity (Problem-Solve, Refine), Collaboration (Perform, Listen, Show Respect, Share, value), Flexibility and
Adaptability (Listen, Revise, Modify, Interpret, Follow Directions, Follow Leaders, Experiment), Productivity and
Accountability (Meeting Deadlines, Rehearse, Self-Evaluate, Reflect, Self-Directed/Self Motivated, Fulfill One’s Role,
Responsibility),
Content Objective(s): Introduce new piece Jazz Interlude through listening and music reading. Understand elements of
style as related to kind of piece and begin to tie in concept of countermelody/melody with appropriate balance.
Language Objective(s): Define musical term “interlude” and use the definition to make connections to new piece and how
it should be played in terms of style.
Key Vocabulary :
Content vocabulary – style, balance, countermelody
Academic vocabulary – interlude
Meaningful Interaction : Check all that apply
Teacher to large group: __X__
Student to large group: _X___
Teacher to small group: _X___
Student to small group: _X___
Teacher to student:
_X___
Student to student:
_X___
Activities integrate language skills:
Reading – Reading notated music, indicated style markings, notational symbols, and other expression markings
Writing – Appropriately marking music to better identify and indicate composer’s intention and understand indiv. part
within whole; making a guess then defining term “interlude”
Listening – Listening for elements of vocabulary as listed above, listening to each other’s “voices” within the group.
Speaking – Speaking through instruments. Aurally indicating knowledge (or lack thereof) and understanding of concepts
above.
Review and assessment of objectives and vocabulary (throughout): Definition of interlude before & after sheets.
Assessment remains predominantly formative in nature, both listening to group as a whole, individual students, and
individual sections and through Q&A feedback. Long-term summative assessment will be our concert and all future
concerts, as these concepts are lifelong in developing good musicianship skills.
Wednesday/Friday - Iowa Core Standard(s) 21st Century Skills: Critical Thinking (Listening), Complex Communication
(Interpret), Creativity (Problem-Solve, Refine), Collaboration (Perform, Listen, Show Respect, Share, value), Flexibility and
Adaptability (Listen, Revise, Modify, Interpret, Follow Directions, Follow Leaders, Experiment), Productivity and
Accountability (Meeting Deadlines, Rehearse, Self-Evaluate, Reflect, Self-Directed/Self Motivated, Fulfill One’s Role,
Responsibility)
Content Objective(s): Review elements of a good band sound (balance, blend, color, texture, tone control) and how they
relate to our concert piece Through the Mist.
Language Objective(s): Compare/contrast and evaluate: record Through the Mist as a class. Then, listen to our recording
and reflect in writing about what we are already doing well and what we have to improve. Listen to professional recording
and develop goals for class by using elements from listening to recording.
Key Vocabulary :
Content vocabulary – balance, blend, color, texture, tone control
Academic vocabulary – see above
Meaningful Interaction : Check all that apply
Teacher to large group: __X__
Student to large group: _X___
Teacher to small group: _X___
Student to small group: _X___
Teacher to student:
_X___
Student to student:
_X___
Activities integrate language skills:
Reading – Reading notated music, indicated style markings, notational symbols, and other expression markings
Writing – Appropriately marking music to better identify and indicate composer’s intention and understand indiv. part
within whole
Listening – Listening for elements of vocabulary as listed above, listening to each other’s “voices” within the group.
Speaking – Speaking through instruments. Aurally indicating knowledge (or lack thereof) and understanding of concepts
above.
Review and assessment of objectives and vocabulary (throughout): Assessments are formative in nature, both listening
to group as a whole, individual students, and individual sections and through Q&A feedback. Students are going to play a
large part in their own formative assessments as we progress towards our concerts. Long-term summative assessment will
be our next concert and all future concerts, as these concepts are lifelong in developing good musicianship skills.