Texas State University

Video Teach Lesson Plan Format:

Secondary Block



Name: Gerald Martinez Title/Concept or Skill: Somewhere over the Rainbow
Gr. Level/Subject: 9
th




Domain 1: Planning
TEKS and ELPS (include number and define the standard):

TEKS
I.1.1 (A) Describe aurally presented or performed music in terms of melody, harmony, accompaniment,
counter melody, and obligato.
I.2.1 (A) demonstrate independently and in ensembles accurate intonation and rhythm, fundamental
skills, and basic performance techniques while performing moderately easy to moderately difficult
literature;
II.3.1 (B) define uses of music in society and culture;

ELPS
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning
strategies to develop an awareness of his or her own learning processes in all content areas. In order for
the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language proficiency. The student is
expected to:
(A) Use prior knowledge and experiences to understand meanings in English;
(B) Monitor oral and written language production and employ self-corrective techniques or other
resources;
(D) Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using
synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not
known);



1c: Setting instructional outcomes:

Instructional Outcome(s) (what students will learn; a measurable action; not the lesson activity or
task):

The student will be able to perform Somewhere Over the Rainbow with correct style, intonation,
articulation, and dynamics.

Importance of Instructional Outcomes/Content (value/importance to students; reason for learning as
it relates to: (a) curriculum of the class, (b) future learning and (c) life experience).

(a) The student will be able to play characteristic sounds, dynamics, and articulations by performing
this piece.
(b) Students will be able to use musical skills gained in the class and apply them to any music they
learn in the future.
(c) Students will be able to learn how to progress incrementally.





1f: Designing student assessments
(checking/monitoring for student understanding of the instructional outcome; aligned with instructional
outcomes and instruction; questions to ask; criteria):

Check to make sure students understand instructions by asking questions
Ask students to listen to others who have their part or color groups.


1e: Designing coherent instruction:
Anticipatory Set (connects to the instructional outcomes; describe how you will pique students interest
and/or tap into prior knowledge, and/or build readiness for the lesson):

Ask students what they know about the piece Somewhere Over the Rainbow.
Talk about the history behind the piece. Who composed it? What was it written for?

Procedures/Activities/Explanations (actions of teacher and students: explanations, scaffolding,
modeling, questions, grouping structures, management, etc. Describe the procedures with enough detail
that another teacher could easily implement the plan. Clearly name and describe the specific strategy
used and provide time guidelines for each activity.):

Intro Measures 1-4 (4 min)
Have everybody play line 1
Check for correct posture and hand position
Listen for Intonation and phrasing
Possible intonation problems in measure 1 and 4 on the held notes. Do correct repetitions when
necessary.
Measures 5-8 (4min)
We will place a breath mark in between beats 3 & 4 (write it in with a pencil!)
Cut off held note on beat 3 to give appropriate amount of time to breath (demonstrate this)
Listen for phrasing (Lets keep the phrase moving instead of sounding stale)
Check Saxophones and clarinets on their concert Eb in measure 8 (Tendencies: Sax- flat Clarinet-
sharp)
Measures 9-12 (5min)
Ask students what is different, technically, in this section.
Before this there was a lot of long sustained notes. Now, there are eighth notes with accidentals.
Instruct students to write in the accidentals in measure 9 & 11
Have students play theses 4 measures as one phrase with no bumps or breaths (take big breaths
at the beginning of phrases)
Listen for those accidentals in measure 9 & 11 (concert Ab & concert A)
Measures 13-16 (3min)
Ask students what they notice about these four measures
Yes! They are the exact same as measures 1-4 in the beginning of the piece. (so everything we
talked about and fixed at the beginning applies to these next four measures as well)
Listen for possible intonation problems in measures 13 & 16 on the held notes.
Measures 17-24 (5min)
Show students that the next four measures are the same as measures 5-8
Everything that we talked about and fixed in those measures applies to this as well.
The last four measures of the piece are different than the rest (Tag at the end)
The piece will gradually slow down the last four measures so make sure students look at the
teacher for tempo in conducting.
Demonstrate the last four bars by singing the melody and conducting while the students finger
their parts so they know how it will go. (Set them up for success!)

Measures 1-8 (7min)
Assign students what lines to play
Flutes Line 1, Clarinets Line 2, Alto Saxophones Line 3, Tenor Saxophone & Bass Clarinets
Line 4
Remind students that the melody must always be heard (If you have long sustained notes then
play softer so that the moving parts can be heard)
Listen for possible intonation problems in measures 2,4, and 6 in between the clarinets and
saxophones
Demonstrate phrasing by singing the part and visually moving my hands to show the phrase
Measures 9-12 (3min)
Listen for correct notes in measures 9&11 in between the flutes and clarinets (Accidentals Concert
Ab & A)
Listen for Saxophones with the moving line in measure 11 (You are the only ones with this so play
confidently)
Make sure all phrases are connected
Measures 13-24 (4min)
Saxophones and Clarinets have a moving line together in measure 14 & 16 (make sure intonation
is good and melody can be heard)
Have students look at and finger their part as teacher conducts and sings the melody for the last
four measures.
Students with moving parts can play out (Clarinets and saxophones)
Run the last four bars to build good habit strength.
Run the Whole piece From top to Bottom
Apply everything we have worked on (Style, dynamics, good intonation, and articulation)





Closure (summing up; including students in closure; questions; students reflecting on learning; more
than administrative closure):

What is the character of the piece overall?
Did we phrase the melody or play it stale?


1b: Demonstrating Knowledge of students

Differentiated Instruction (methods to accommodate special needs; address each item even though
your class may not have some of these students):

English Language Learners (refer to ELPS): Provide frequent feedback, speak clearly/repeat clear ideas,
check for frequent understanding, re-teach difficult concepts, make connections to real world problems.


Special Education: Students can read a part that I have written for them that allows them to succeed.


Gifted/Talented: Provided individualized feedback and have student model tone and articulation for
others.


Struggling: Allow students multiple opportunities for individualized feedback while other students look
ahead in their part for difficult passages.


Extension activities for all learners: Students may demonstrate dynamics and articulations learned
during this piece to other pieces they may have.


1d: Demonstrating knowledge of resources

Resources (identify supplies and technology needed by students and teacher):

Score, Baton, Metronome, (22) Parts, (22) Chairs, (22) Stands, Pencil