— this is where I list any applicable TEKS. The performance ones, the performer etiquette, if we’re doing my pasodoble or some other piece of non-Anglo or non-European influence I’ll include the cultural/historical, if we’re tuning chords I include the compositional ones; anything that applies to the piece we’re studying.
What are the prerequisite skills that the student have to know in order to be successful in this lesson?
— obvious answers are the manipulation of the instrument. Basic music terminology, fundamentals of tone production and ensemble skills; less obvious are characteristics of a march/chorale/etc, the form of the piece, the musicological norms of the style, etc.
Are there any particular grouping structures in place? If so, how will you hold students accountable for group work?
— absolutely. You have like instrument groupings, SATB groupings, instrument family choirs, listening trios, musical function groups, seating hierarchies... Accountability for group work is in the formative performance assessment, when you say “let me hear the (insert group that’s highly suspect)” and then you hunt and fix the issue.
What are your plans for lesson closure and reflection?
— I usually have something about extension “take what we’ve done today and apply it to measures x-y” or “mark in your music the things we fixed today and write a practice plan to address the three most challenging issues you had.”
Briefly describe the varied learning needs of students in this class, including those with disabilities and English Language Learners. How will you plan and prepare to meet their needs?
— how do you support your IEP/504/LEP/ELL crowd. A lot of their accommodations are just good band teaching. Using academic vocabulary consistently, guided practice and instant feedback, incremental progress, rewriting parts for success; it’s really easy as long as the answer isn’t “they just do it”.
What do you expect the students to know and be able to do after the lesson?
— what did you teach them, and what will it sound like when it’s right? I.e. In my pasodoble: know - appropriate style for a pasodoble and how it similar and differs from the American march (previous knowledge); do - demonstrate this in performance.
How will you assess whether or not students met the objectives for the lesson?
-formative assessment. Students will demonstrate application of concepts in performance of excerpts, both in small groups and as an ensemble.
Are there any other special circumstances that I should be aware of before the announced observation?
— if there’s anything you do that isn’t normal in a pencil-and-paper classroom, put it here. My kids have 3 minutes to be set before we start, which my admin finds weird, so I explain it here. If I have small groups excuse themselves to a practice room/hallway to fix things, that procedure goes here.
Where is this lesson in context of your unit plan?
— What week are you in your concert prep cycle, and what level should you be working on? Week 5/7 should probably be micro, while week 1/15 should be macro.
How will you differentiate your instruction in order to address a variety of learning styles?
— we say, we play, we count, we clap, we finger along, we sing, we air and fingers, we do SO MANY differentiations to attack from every angle this one is easy.
Is there anything in particular you want me to be observing with regard to your areas of reinforcement and refinement?
— what do you want them to pick on? Mine is teacher talk time. I tend to use more words than I should.
Is there anything else you would like to discuss before this observation?
— this is on you. Good luck!