AMU1O

Unit 1: KWL/ Playing the first 5 notes

Course

AMU1O

Lesson Title

Know/ Want to know/ Learn (KWL)

Learning Goal

I (the student) will be able to share their previous knowledge of music,  what they want to know more about music and also what they will learn.

Success Criteria

I (the student) can:

• Teacher led discussion about K.W.L.

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Write about their experience from today.

Welcome! To music class (AMU1O)

Discussion led by teacher of the following make notes on anchor chart for each topic:

1. Do you have any previous experience in music?

2. What do you want to know about music?

3. What we will be “learning”--> share Unit Plans and topics

-band program ie flute, clarinet, sax, trumpet, trombone, euphonium/baritone, (percussion)...THis will be the majority of the class focus (Unit 1, 3, 5) are all focused on playing and performing music.

-theory (Unit 2)

-Performance elements with concerts (Unit 3, 5)

-Music and Film (Unit 4 ) Music writing and/ or analysis

Unit #1: Playing the first 5 NOTES

Course

AMU1O

Lesson Title

Instrument Trial

Learning Goal

I (the student) will be be able to try all instruments from brass and woodwind family to determine the best fitted instrument for their music class

Success Criteria

I (the student) can:

• Successfully play at least one instrument

• 
  

Instructions/

Lesson Information 

Form provided to document each instrument trial. 1 being very hard, 2 hard, 3 a little bit easy, 4 easiest.

See below

Exit Ticket or Assessment

Journal about your experience. Name your top instrument choice, and second choice. Make note on your evaluation of your ability to make a sound on each instrument- noting the one that was easiest for you! What was the hardest instrument for you?

Flute

1 Very Hard

2 hard

3 a little bit easy

4 Easiest

Clarinet

1 Very Hard

2 hard

3 a little bit easy

4 Easiest

Trumpet

1 Very Hard

2 hard

3 a little bit easy

4 Easiest

Trombone/Baritone/ Euphonium

1 Very Hard

2 hard

3 a little bit easy

4 Easiest

Sax

1 Very Hard

2 hard

3 a little bit easy

4 Easiest

Unit 1: Lesson 3 KWL/ Playing the first 5 notes

Course

AMU1O

Lesson Title

First Note and Rest, Intro to you instruments

Learning Goal

I (the student) will be be more comfortable to put together and take apart their musical instrument, care of instrument, how to make a sound playing whole note and whole note rest

Success Criteria

I (the student) can:

• Play their instrument and read the music for their instrument

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Write about their experience from today.

Learn how to put their musical instruments together safely. Take apart their instruments safely.

Read music and find out finger position, slide position. Make the appropriate sound in tune with class.

Learning what a whole note is and whole note rest is. Playing it as a group successfully. Following the conductor (me)

Unit 1: Lesson 4 KWL/ Playing the first 5 notes

Course

AMU1O

Lesson Title

The Second and Third note and rest (half note rest)

Learning Goal

I (the student) Students will learn their second and third note for their band instruments as well as what half notes and half note rests are.

Success Criteria

I (the student) can:

• Play their instrument and read the music for their instrument

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Write about their experience from today.

Half note and Half note rest

Their next two notes.

Have a positive attitude while working as a team with your classmates.

Unit 1: Lesson 5 KWL/ Playing the first 5 notes

Course

AMU1O

Lesson Title

The fourth and fifth note and quarter rest

Learning Goal

I (the student) Learn how to play the fourth and fifth note. Quarter Note rest.

Success Criteria

I (the student) can:

• Learn how to play fourth and fifth note, quarter note rest.

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Write about their experience from today.

Terminology:

Quarter note, duet, breath mark, half note, half rest

Have a positive attitude while working as a team with your classmates.

Unit 1: Lesson 6 KWL/ Playing the first 5 notes

Course

AMU1O

Lesson Title

All Known notes and rests

Learning Goal

I (the student) will be able to play all known notes and rests, and become more familiar with music terminology thus far.

Success Criteria

I (the student) can:

• Review and able to play all known notes learned so far.

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Write about their experience from today.

Terminology:

Quarter note, duet, breath mark, half note, half rest, whole note, whole rest

Have a positive attitude while working as a team with their classmates.

All Notes known so far:

Flute

→D, Eb, F, C, Bb

Clarinet

→E, F, G, D, C

Alto Sax

→B, C, D, A, G

Tenor Sax

→E, F, G, D, C

Trumpet

→E, F, G, D, C

Trombone

→D, Eb, F, C, Bb

Unit 1: Lesson 7 KWL/ Playing the first 5 notes

Course

AMU1O

Lesson Title

Playing Test- Hot Cross Buns

Learning Goal

I (the student) Students will complete their first playing test- Hot Cross Buns

Success Criteria

I (the student) can:

• Play their playing test piece Hot Cross Buns, including a rubric 

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Write about their experience from today.

Students will play their playing test- Hot Cross Buns.

See “Hot Cross Buns” post for more information of piece.

Unit #2: Music Theory

Course

AMU1O

Lesson Title

Parts of Staff

Learning Goal

I (the student) will understand the parts of the staff.

Success Criteria

I (the student) can:

• Be able to make/ draw a musical staff and label it according to the worksheet

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Illustrate all parts of a musical staff as a class

Students then received a Worksheet1- Parts of Staff to complete themselves.

Unit #2: Music Theory

Course

AMU1O

Lesson Title

Notes and Rest Values, Parts of a Staff

Learning Goal

I (the student) the student will be able to become comfortable with the note and rest lengths to add, subtract, multiply or divide to receive their answer. Students can make their own math note and rest problems for their peers to try.

Success Criteria

I (the student) can:

• Write note and rest lengths on anchor chart to help introduce lengths

• Students are able to achieve the correct answer

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Counting In Class Assignment

Use your knowledge of note lengths and rest lengths to complete this math assignment.

Numbers have been replaced with notes and rests.

1= Quarter note; quarter rest

2= Half note; half rest

4= Whole note; whole rest

Unit #2: Music Theory

Course

AMU1O

Lesson Title

Note Names in Treble Clef

Learning Goal

I (the student) will learn the names of the notes and placement of the notes on the treble clef staff

Success Criteria

I (the student) can:

• Write note names (learn helpful saying)...make new one!

• Know where note names belong on the treble Clef

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Introduce the treble clef and staff paper

Introduce helpful saying for lines and spaces of treble clef

Every Good Boy Deserves Fudge

FACE

Make alternative saying as a class

Complete Music Theory treble clef worksheet

Unit #2: Music Theory

Course

AMU1O

Lesson Title

Note Names in Bass Clef

Learning Goal

I (the student) will be be able to read music and know the names in the Bass Clef Musical Instrument Families

Success Criteria

I (the student) can:

• Write note names (learn helpful saying)...make new one!

• Know where note names belong on the Bass Clef

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Make anchor chart

Day 1

-introduce “staff” (bar lines, lines, spaces)

-note names via the saying

-show with Boomwackers…or other instruments.

End lesson with worksheet

Day 2-->Make treble clef and bass clef anchor chart and put in music room→ The helpful Bass clef sayings

-Bass clef,note practise→Worksheet “place the following notes”

-Verify choices of band instruments→redo Jai, Daniel,Andrew, Jasper

-new work sheet- bass clef note naming- Bass Clef 1, Bass Clef 2

-if finished early use note naming website for extra practise

-Jeopardy at 2pm

-Worksheet: Note Name B.C. and T.C. Review

-Worksheet: Music Notes Spelling

Unit #2: Music Theory

Course

AMU1O

Lesson Title

Quiz #1: Music Theory

Learning Goal

I (the student) Students will be given a quiz today in which they have the entire period to complete. The quiz is based on all of music theory learned throughout this unit

Success Criteria

I (the student) can:

• Take a quiz and be successful with their outcome

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Brief outline/ review of Quiz to start lesson

Reminders how to use helpful sayings and words as strategies to help remember note names and lengths.

Unit #3: Playing within the Octave and Beyond; Performance in Music

Course

AMU1O

Lesson Title

Continue Method Book

Learning Goal

I (the student) will be be able learn more notes, using method book, display fingering charts

Success Criteria

I (the student) can:

• Play their instrument and read the music for their instrument

• Perform Rhythmic playing test

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Learn how to put their musical instruments together safely. Take apart their instruments safely.

Read music and find out fingering position, slide position. Make the appropriate sound in tune with class.

Learning what a whole note, half, quarter, and eighth notes are. Quarter rest, whole rest, half rest. Comfortable with terminology such as: a tie, repeat signs, slurs, dynamics such as Forte, Piano, etc, Tempo such as Andante, Allegro, Moderato, etc, duet, breath mark, 1st and 2nd endings, pieces with band arrangements, 

 Playing it as a group successfully. Following the conductor (me)

Have a positive attitude while working as a team with their classmates.

Notes:

Flute

→D, Eb, F, C, Bb, A, G, E

Clarinet

→E, F, G, D, C, B, A, F#

Alto Sax

→B, C, D, A, G, F#, E, C#

Tenor Sax

→E, F, G, D, C,  B, A, F#

Trumpet

→E, F, G, D, C,  B, A, F#

Trombone

→D, Eb, F, C, Bb,  A, G, E

Assignments/ tests:

Rhythmic Clapping Test

My Performance Reflection

Unit #3: Playing within the Octave and Beyond; Performance in Music

Course

AMU1O

Lesson Title

Continue Method Book, Learn More notes (Band arrangements)

Learning Goal

I (the student) will be able to play more pieces within and even past an octave in range.

Success Criteria

I (the student) can:

• Successfully play a variety of songs with the entire music class- even longer compositions

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Read music and find out fingering position, slide position. Make the appropriate sound in tune with class.

Learning what a whole note, half, quarter, and eighth notes are. Quarter rest, whole rest, half rest. Comfortable with terminology such as: a tie, repeat signs, slurs, dynamics such as Forte, Piano, etc, Tempo such as Andante, Allegro, Moderato, etc, duet, breath mark, 1st and 2nd endings, pieces with band arrangements, 

 Playing it as a group successfully. Following the conductor (me)

Have a positive attitude while working as a team with their classmates.

Notes:

Flute

→D, Eb, F, C, Bb, A, G, E

Clarinet

→E, F, G, D, C, B, A, F#

Alto Sax

→B, C, D, A, G, F#, E, C#

Tenor Sax

→E, F, G, D, C,  B, A, F#

Trumpet

→E, F, G, D, C,  B, A, F#

Trombone

→D, Eb, F, C, Bb,  A, G, E

Music Playing test 2- Shoo, Fly OR Surprise Symphony

Music Playing test 3- Eagle Summit March

My Performance Reflection

Unit #4: Composing/ Analysis of Music in Film

Course

AMU1O

Lesson Title

The Role of Music in Film

Learning Goal

I (the student) Students will gain knowledge of the role of music in film and its diverse uses.

Success Criteria

I (the student) can:

• Observe a variety of ways of how music and sound is used in film

• Participate in a challenge to name popular films from listening to their soundtracks

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Share google slides of how music relates to film and the role of music in film.

Play a small listening game (Fifty Best Film Sound Tracks) with students to guess which Film is which with listening to the sound tracks. Students complete the role of Film Music sheet.

Unit #4: Composing/ Analysis of Music in Film

Course

AMU1O

Lesson Title

Fifty Best Soundtracks

Learning Goal

I (the student) will be given a choice to complete and analyze music that goes with a list of films OR they may write music for a scene of a film with written explanation.

Success Criteria

I (the student) can:

• Students have a choice- they can analyze music that goes with a film OR rewrite music for a film and write an explanation analyzing their choices.

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Start class with listening to fifty best film soundtracks- play game with students.

Hand out assignment- explain two choices. Students will have time in class to complete their assignment.

Unit #5: Small Group Ensemble

Course

AMU1O

Lesson Title

Students Make/ Are put in Small Groups within Class Members

Learning Goal

I (the student) will be able to successfully choose a small group of peers to play a song with for a performance at a later date.

Success Criteria

I (the student) can:

• Choose musical group to practise with

• Choose a piece of music from the music book to practise together to eventually perform

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Begin class with assigning the Small Group Ensemble Unit. Hand out piece of paper which has room for members of small ensemble, piece of music, as well as group and individual rubrics- includes how each person will be assessed.

Rest of class is given to choose small ensemble group and musical piece you will play as a group

Unit #5: Small Group Ensemble

Course

AMU1O

Lesson Title

How to Listen to Eachother?

Learning Goal

I (the student) students will gain more of a understanding of their classmates/ small ensemble group members as they understand how to listen to each other.

Success Criteria

I (the student) can:

• In class discussion of how to listen to each other with a music focus

Instructions/

Lesson Information 

Read Below

Exit Ticket or Assessment

Students write about their experience. 

Short lesson on how to listen to each other with a music focus.

Communicate and observe group dynamics as students practise their chosen musical pieces.