Senior Music Unit

Erin Bentley
5 th Period Beginning Band, Rock Lake Middle School
Creepy Crawlies – Pitches and Rhythms
10 lessons, February 5 – March 1
EDUC 429 – Senior Intern Seminar
Dr. Gregory LeFils
April 2, 2024
Table of Contents
Description of Student Population

Rationale

Goals, Objectives, and Standards

Planning for Instruction

Technology Integration Component

Assessment Strategies and Data Collection

Assessment Reflection

Grading Strategies

Differentiating Instruction

Reflections

Bibliography

Resources

Materials
Description of Student Population
Grade Level:
Grade 6: 18
Grade 7: 10
Grade 8: 2

Gender:
Female: 20

Male: 10

Race/Ethnicity:
White (Not Hispanic): 21

Hispanic/Latino: 2

Black/African American: 1

Native Hawaiian/Pacific Islander: 2

Indigenous American: 1

Two or More: 3

ELL/ESOL Statistics:
English Language Learner: 1

Disability Statistics:
504: 5

IEP: 2

Economic Statistics:
Economically Disadvantaged: 8

Estimate of Ability Level:

In general, this class has a very high playing ability level. This class grasps new concepts fairly
easily, and they require minimal re-explanation. The saxophones, clarinets, and trombones in
particular are very high-achieving, while the flutes, trumpets, and horns struggle the most.
Rationale
The purpose of this unit is to assess the rhythm and pitch accuracy of one of three
Beginning Band classes. At this point of musical development, students are beginning to get
more comfortable reading notes and rhythms, though consistency and accuracy are still
common issues. Individual struggles are unique to each instrument, and some instruments
struggle more than others with certain concepts. For instance, the horn players in particular
struggle to reach the higher ends of their range, and many of our flutes struggle with transitions
from one fingering to another (usually the transition from C to D). Assessing these two concepts
will assist in seeing where all of our students are for these vital skills, and it will also help to
build long-term plans for individual students and sections. Being able to adequately assess and
build these skills will set these students up for a high level of success in the higher level bands,
so I think this is a good choice for my unit.

In order to teach this unit, I’ll be using the piece Creepy Crawlies by Michael Story. Mrs.
Waldo already had this piece picked out for the band, and we decided it would be an
appropriate choice for my unit. The rhythms are generally on the easier side, though there are
some deceptively tricky spots for students this age. In regards to pitch, there are definitely some
difficult things to tackle in this piece. The horn parts go fairly high for this ensemble, there are
some difficult fingerings in the flutes, and the trumpets and saxophones have some parts that
jump around quite a lot, so this should give us an excellent list of things to work with.

The standard I will be focusing on for this unit is MU.68.S.3.2 – Demonstrate proper
vocal or instrumental technique. More specifically, as stated previously, we’ll be focusing on
techniques to perform proper pitch and rhythm.

Unit Goals Objectives Standards

Student will rehearse Creepy Students will be able to play MU.68.S.3.2 – Demonstrate
Crawlies with accurate Creepy Crawlies with 100% proper vocal or instrumental
rhythm accurate rhythms technique
Students will rehearse Students will be able to play MU.68.S.3.2 – Demonstrate
Creepy Crawlies with Creepy Crawlies with 100% proper vocal or instrumental
accurate pitch accurate pitch technique
Planning for Instruction
The students in this class are still in their first year of playing. The students in this class
seem to be a bit farther ahead than in the other beginning bands, but they still struggle with
consistency. In general, this class is very well prepared and has few disciplinary issues, though
there are a few students that struggle with having all their music, being on time, or talking out
of turn. I am unsure of the students’ practice habits at home, but several of these students did
attend Solo and Ensemble, so I expect those students to practice more and be generally better
prepared.

The piece that we will be using for this unit is Creepy Crawlies by Michael Story. The
piece is published by Belwin, which is a division of Alfred Music, and it is rated at a Grade 1. It
is in the key of Eb Major and in 4/4 time, with no changes throughout. The tempo is 116, and it
is 1 minute and 45 seconds long. Its instrumentation is very typical for any concert band,
including flute, oboe, bassoon, clarinet, bass clarinet, alto saxophone, tenor saxophone, baritone
saxophone, trumpet, horn, trombone, euphonium, tuba, mallet percussion, and 2 additional
percussion parts. Our beginning bands do not have any oboe, tenor saxophone, or baritone
saxophone, but we have made no other changes to instrumentation. There are two unusual
requirements for the band, as well. The trumpets need to take out their mouthpieces and buzz
at one point, and all of the other winds have a unison stomp. Other than that, there are no major
concerns.

Glossary of Terms-
Forte – loud

Mezzo-forte – medium loud

Buzz – produce a low humming sound on the mouthpiece

Staccato – light, separated

Major Concepts
Pitch

- Note review – Many students simply need a note review to get the correct pitches. We
can go note-by-note to review all of the pitches, and once we go back to normal tempo,
most students should be able to play accurately.
- Play along – A lot of students that still struggle after note review need to hear their part
played. Using another instrument, I can play the part for them, then with the section,
and then with the band. This provides students a model and generally helps get the
students that were struggling back on board.

Range

- Buzzing – A lot of the time, simply buzzing notes helps students a lot with range. It
helps them get to the correct notes without having to worry about handling the entire
instrument. Then, when they’re confident, they can hit the notes at the ends of their
range more accurately.
- Range exercises – Lots of range problems can’t be fixed immediately, so sometimes, it
helps to give students exercises they can practice on their own to build their range. Good
examples of range exercises are sirens, buzzing, and scales.

Rhythm

- Count and clap – Counting and clapping rhythms is a great way to learn them and to
review them. Most rhythm issues can first be solved by counting and clapping the
rhythms.
- Play along – A lot of students that still struggle after note review need to hear their part
played. Using another instrument, I can play the part for them, then with the section,
and then with the band. This provides students a model and generally helps get the
students that were struggling back on board.
Resources
Musical Instrument Guide - Yamaha Corporation

This website contains a guide to each of the instruments, including fingering charts,
history, care and maintenance, and other important information.

Creepy Crawlies by Michael Story - Score & Sound (youtube.com)

This recording was released by the publisher and contains the score.

Similar Works:

Name Those Tunes, arr. By John Edmondson

Dark Beginnings, Randall Standridge

The Tempest, Robert Smith

Name: Erin Bentley Date: February 5 Period: 2 and 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Learning all scales, Spring Concert

Instructional objectives(s): Students will play Concert F, Bb, and Ab Major Scales with 100% accuracy by the end
of the week.
Students will sightread Creepy Crawlies.
Key Vocabulary N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies music
Critical Thinking: Lesson Structure:
Analyze your performance. What Warm-Up, Scale Review, Rehearsal
was good? What could’ve been (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
better?
Create a plan for how you’re
going to play better the next
time.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal Procedures:
Pacing: Highlight Differentiated Assessment:
Instruction in Yellow
Introduction Procedures:
1- 5 minutes 1- Students get set up and 1- N/A
announcements

2- 2 minutes 2- Warm-up with Concert F in 16 3- Are students moving together? Is

Lesson/Rehearsal Procedures: percussion rushing? Are notes
1- Review Concert F Scale accurate and are tones appropriate?

1- 2 minutes 1- Listen for correct pitches and rhythms

2- Review Concert Bb Scale

2- 2 minutes 2- Listen for correct pitches and rhythms

3- Review Concert Ab Scale in
half notes

3- 2 minutes 3- Listen for correct pitches

4- Review Concert Ab in a Round

5- Review Concert Ab in All-State 4- Do students know when they’re supposed

4- 3 minutes Pattern to come in?
 6- Work on Creepy Crawlies
5- 4 minutes (specifics to be discussed further 5- Listen for correct pitches and rhythms
with Mrs. Waldo)
Closure Procedures:
1- Students pack up
6- 20 minutes 6- Listen for correct pitches and rhythms,
articulations

1- 2 minutes 1- N/A

Name: Erin Bentley Date: February 6 Period: 2 and 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Learning all scales, Spring Concert

Instructional objectives(s): Students will play Concert F, Bb, and Ab Major Scales with 100% accuracy by the end
of the week.
Students will play Creepy Crawlies with 70% accuracy by the end of the week.
Key Vocabulary N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies music
Critical Thinking: Lesson Structure:
Analyze your performance. What Warm-Up, Scale Review, Rehearsal
was good? What could’ve been (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
better?
Create a plan for how you’re
going to play better the next
time.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal Procedures:
Pacing: Highlight Differentiated Assessment:
Instruction in Yellow
Introduction Procedures:
1- 5 minutes 1- Students get set up and 1- N/A
announcements

2- 2 minutes 2- Warm-up with Concert F in 16 2- Are students moving together? Is

percussion rushing? Are notes accurate and
are tones appropriate?
 Lesson/Rehearsal Procedures:
1- Review Concert F Scale

1- 2 minutes 2- Review Concert Bb Scale 1- Listen for correct pitches and rhythms

2- 2 minutes 3- Review Concert Ab Scale in 2- Listen for correct pitches and rhythms
half notes

4- Review Concert Ab in a Round

3- 2 minutes 3- Listen for correct pitches

5- Review Concert Ab in All-State

Pattern
4- 3 minutes 4- Do students know when they’re supposed
to come in?
6- Work on Creepy Crawlies
5- 4 minutes (specifics to be discussed further 5- Listen for correct pitches and rhythms
with Mrs. Waldo)
Closure Procedures:
1- Students pack up
6- 20 minutes 6- Listen for correct pitches and rhythms,
articulations

1- 2 minutes 1- N/A

Name: Erin Bentley Date: February 8 Period: 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Learning all scales, Spring Concert

Instructional objectives(s): Students will play Concert F, Bb, and Ab Major Scales with 100% accuracy by the end
of the week.
Students will play Creepy Crawlies with 70% accuracy by the end of the week.
Key Vocabulary N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies music
Critical Thinking: Lesson Structure:
Analyze your performance. What was good? Warm-Up, Scale Review, Rehearsal
What could’ve been better? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how you’re going to play
better the next time.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.
Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- Students get set up and
1- 5 minutes announcements 1- N/A

2- Warm-up with Concert F

2- 2 minutes in 16 2- Are students moving together? Is
percussion rushing? Are notes accurate and
are tones appropriate?
Lesson/Rehearsal
Procedures:
1- 2 minutes 1- Review Concert F Scale 1- Listen for correct pitches and rhythms

2- Review Concert Bb Scale

2- 2 minutes 2- Listen for correct pitches and rhythms

3- Review Concert Ab Scale
in half notes

3- 2 minutes 3- Listen for correct pitches

4- Review Concert Ab in a
Round

4- 5 minutes 4- Do students know when they’re supposed

5- Review Concert Ab in All-
to come in?
State Pattern

5- 4 minutes 6- Pass-Offs 5- Listen for correct pitches and rhythms

7- Work on Creepy Crawlies

6-20 minutes (specifics to be discussed 6- Mrs. Waldo will be evaluating
further with Mrs. Waldo)

7- 30 minutes 7- Listen for correct pitches and rhythms,

8- Method Book, page 17 articulations

Closure Procedures:
1- Students pack up
8- 15 minutes 8- Listen for correct pitches and rhythms

1- N/A
1- 2 minutes
Name: Erin Bentley Date: February 6 Period: 2 and 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Learning all scales, Spring Concert

Instructional objectives(s): Students will play Concert F, Bb, and Ab Major Scales with 100% accuracy by the end
of the week.
Students will play Creepy Crawlies with 70% accuracy by the end of the week.
Key Vocabulary N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies music
Critical Thinking: Lesson Structure:
Analyze your performance. What was Warm-Up, Scale Review, Rehearsal
good? What could’ve been better? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how you’re going to play
better the next time.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Highlight Assessment:
Differentiated
Instruction in Yellow
Introduction
Procedures:
1- 5 minutes 1- Students get set up 1- N/A
and announcements

2- 2 minutes 2- Warm-up with 2- Are students moving together? Is percussion

Concert F in 16 rushing? Are notes accurate and are tones
appropriate?

Lesson/Rehearsal
Procedures:
1- 2 minutes 1- Review Concert F 1- Listen for correct pitches and rhythms
Scale

2- 2 minutes 2- Review Concert Bb 2- Listen for correct pitches and rhythms

Scale

3- 2 minutes 3- Listen for correct pitches

 3- Review Concert Ab
Scale in half notes

4- 3 minutes 4- Do students know when they’re supposed to

4- Review Concert Ab come in?
in a Round

5- 4 minutes 5- Listen for correct pitches and rhythms

5- Review Concert Ab
in All-State Pattern
6- 20 minutes 6- Listen for correct pitches and rhythms,
articulations
6- Work on Creepy
Crawlies (specifics to
be discussed further
1- 2 minutes with Mrs. Waldo) 1- N/A
Closure Procedures:
1- Students pack up
Name: Erin Bentley Date: 2/13 Period: 4, 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 85% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What Warm-Up, Rehearsal
was wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it
better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and get 1- N/A
set up

2- 3 minutes 2- Announcements 2- N/A

 Lesson/Rehearsal
Procedures:
1- 3 minutes 1- Concert F in 16 1- Listen for correct notes, look for correct
technique

2- 10 minutes 2- Scale Review (Concert F,

2- Listen for correct notes and articulations
Bb, and Ab)

3- 20 minutes 3- Rehearse Creepy Crawlies

(specifics to be discussed 3- Listen for correct notes and pitches, balance,
with Mrs. Waldo) tone, etc.

Closure Procedures:
1- Students pack up and 1- N/A
1- 3 minutes leave

Name: Erin Bentley Date: 2/15 Period: 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 85% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it
better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal Procedures:
Pacing: Highlight Differentiated Assessment:
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and get set
up 1- N/A
 2- Announcements 2- N/A
2- 3 minutes

Lesson/Rehearsal Procedures:
1- Concert F in 16 1- Listen for correct notes, look for correct
1- 3 minutes technique
2- Scale Review (Concert F, Bb,
2- Listen for correct notes and articulations
2- 10 minutes and Ab)

3- Half Step, Whole Step lesson 3- Check for student understanding of the
3- 10 minutes concepts
(to be modeled after watching
Mrs. Waldo teaching in 2nd
Period)
4- Pass-Offs (Run by Mrs. Waldo)
4- N/A
4- 20 minutes
5- Rehearse Creepy Crawlies
(specifics to be discussed with
Mrs. Waldo) 5- Listen for correct notes and pitches,
5- 20 minutes balance, tone, etc.

Closure Procedures:
1- Students pack up and leave
1- N/A
1- 3 minutes
Name: Erin Bentley Date: 2/16 Period: 4, 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 85% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

 Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and
get set up 1- N/A

2- 3 minutes 2- Announcements 2- N/A

Lesson/Rehearsal
Procedures:
1- 3 minutes 1- Concert F in 16 1- Listen for correct notes, look for correct
technique

2- 10 minutes 2- Scale Review (Concert 2- Listen for correct notes and articulations
F, Bb, and Ab)

3- Rehearse Creepy
3- 20 minutes 3- Listen for correct notes and pitches, balance,
Crawlies (specifics to be
tone, etc.
discussed with Mrs.
Waldo)

1- 3 minutes Closure Procedures: 1- N/A

1- Students pack up and
leave

Name: Erin Bentley Date: 2/20 Period: 4, 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 90% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it
better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.
Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal Procedures:
Pacing: Highlight Differentiated Assessment:
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and get set 1- N/A
up

2- 3 minutes 2- Announcements 2- N/A

Lesson/Rehearsal Procedures:
1- 3 minutes 1- Concert F in 16 1- Listen for correct notes, look for correct
technique

2- 10 minutes 2- Scale Review (Concert F, Bb,

2- Listen for correct notes and articulations
and Ab)

3- Rehearse Creepy Crawlies

3- 20 minutes 3- Listen for correct notes and pitches,
(specifics to be discussed with
Mrs. Waldo) balance, tone, etc.

Closure Procedures:
1- 3 minutes 1- Students pack up and leave 1- N/A

Name: Erin Bentley Date: 2/22 Period: 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 90% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and get 1- N/A
set up

2- 3 minutes 2- Announcements 2- N/A

Lesson/Rehearsal
Procedures:
1- 3 minutes 1- Concert F in 16 1- Listen for correct notes, look for correct
technique

2- 10 minutes 2- Scale Review (Concert F,

2- Listen for correct notes and articulations
Bb, and Ab)

3- 30 minutes 3- N/A
3- Pass-Offs (Run by Mrs.
Waldo)

4- Rehearse Creepy Crawlies

4- 20 minutes (specifics to be discussed 4- Listen for correct notes and pitches, balance,
with Mrs. Waldo) tone, etc.

Closure Procedures:
1- 3 minutes 1- Students pack up and 1- N/A
leave

Name: Erin Bentley Date: 2/23 Period: 2, 4, 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 90% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it
better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and 1- N/A
get set up

2- 3 minutes 2- Announcements 2- N/A

Lesson/Rehearsal
Procedures:
1- 3 minutes 1- Concert F in 16 1- Listen for correct notes, look for correct
technique

2- 10 minutes 2- Scale Review (Concert F,

2- Listen for correct notes and articulations; watch
Bb, and Ab)
for chromatic fingerings in the reeds

3- 5 minutes 3- Review Method Book 3- Check for all correct accidentals

#80

4- 5 minutes 4- Review Method Book 4- Check for chromatic fingerings in reeds

#81

5- Listen for correct notes and pitches, balance,

5- Rehearse Creepy
tone, etc.
5- 10 minutes Crawlies (specifics to be
discussed with Mrs. Waldo)

Closure Procedures:
1- Students pack up and 1- N/A
leave
1- 3 minutes

Name: Erin Bentley Date: 2/26 Period: 4, 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 95% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it
better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and get 1- N/A
set up

2- 3 minutes 2- Announcements 2- N/A

Lesson/Rehearsal
Procedures:
1- 3 minutes 1- Concert F in 16 1- Listen for correct notes, look for correct
technique

2- 10 minutes 2- Scale Review (Concert F,

2- Listen for correct notes and articulations
Bb, and Ab)
3- Listen for correct notes and pitches, balance,
3- 20 minutes tone, etc.
3- Rehearse Creepy Crawlies
(specifics to be discussed
with Mrs. Waldo)
1- 3 minutes 1- N/A

Closure Procedures:
1- Students pack up and
leave

Name: Erin Bentley Date: 2/27 Period: 4, 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2
Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play all scales with 99% accuracy by the end of the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 95% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and get 1- N/A
set up

2- 3 minutes 2- Announcements 2- N/A

Lesson/Rehearsal
Procedures:
1- 3 minutes 1- Concert F in 16 1- Listen for correct notes, look for correct
technique

2- 10 minutes 2- Scale Review (Concert F,

2- Listen for correct notes and articulations
Bb, and Ab)
3- Listen for correct notes and pitches, balance,
3- 20 minutes tone, etc.
3- Rehearse Creepy
Crawlies (specifics to be
discussed with Mrs. Waldo)

Closure Procedures: 1- N/A

1- 3 minutes 1- Students pack up and
leave

Name: Erin Bentley Date: 3/1 Period: 4, 5

Ensemble or Class: Beginning Band Lesson Topic: Rehearsal

Standards: MU.68.S.3.2

Long Term Goal: Spring Concert

Instructional objectives(s): Students will be able to play F, Bb, and Ab scales with 99% accuracy by the end of
the week.
Students will be able to play pitches and rhythms of Creepy Crawlies with 95% accuracy by the end of the week.
Students will be able to play C scale with 75% accuracy by the end of the week.
Key Vocabulary: N/A Instructional Materials/Resources/Technology:
Scale sheet, Creepy Crawlies Sheet Music
Critical Thinking: Lesson Structure:
Analyze what you heard. What was Warm-Up, Rehearsal
wrong? (Whole Group rehearsal, Small Group rehearsal, and Inquiry)
Create a plan for how to make it
better.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: MU.68.S.3.2 - Perform melodies and accompaniments on classroom instruments.

Supported: MU.68.S.3.2 - Participate in a rehearsal strategy to apply to a skill or technique.

Participatory: MU.68.S.3.2 - Perform simple melodies and/or accompaniments on classroom instruments.

Lesson/Rehearsal
Procedures:
Pacing: Assessment:
Highlight Differentiated
Instruction in Yellow
Introduction Procedures:
1- 3 minutes 1- Students come in and get
set up 1- N/A

2- Announcements 2- N/A
2- 3 minutes

Lesson/Rehearsal Procedures: 1- Listen for correct notes, look for correct

1- Concert F in 16 technique
1- 3 minutes

2- Scale Review (Concert F, 2- Listen for correct notes and articulations

2- 15 minutes Bb, Ab, and C)

3- Rehearse Creepy Crawlies

3- Listen for correct notes and pitches, balance,
(specifics to be discussed with
3- 15 minutes tone, etc.
Mrs. Waldo)

Closure Procedures:
1- Students pack up and leave 1- N/A
1- 3 minutes
Motivational and Culminating Experiences-
My unit utilizes the same pretest and posttest, a simple read-through of Creepy
Crawlies. For the pretest, this acted as a diagnostic assessment, helping me to assess
student understanding and plan what the unit might look like. For the posttest, this
acted as a summative assessment, helping me to assess whether the unit was successful.
I used the same grading scale for both assessments. Each measure was worth 4 points,
with rhythm and pitch being worth 2 points each. This was broken between each of four
beats per measure, making each beat worth 1 point total, divided between pitch and
rhythm.

The first lesson acted as a motivational introduction to the piece. For each of the
students I assessed, I recorded their playing. This served two purposes—I could go
back and review for grading, as well as using it to show students how much they’ve
improved over the course of the unit. After their sight-read, I asked each of these
students what they thought was the hardest and what they were excited to work on.

The last lesson acted as a culminating lesson. I rerecorded all of the students I
assessed so I could accurately grade them. Additionally, I played each of them their first
recording back. After I played their old recording, we talked about what changed, what
they thought they had improved on, and what they can continue to work on. This
allowed the students to reflect upon their growth and think about what they might be
able to do after the unit.
Types of Learning Experiences-
Lesson Type of Learning Experience Objective During this Learning
Number Experience
1 Whole Group, Small Group, Students will sightread Creepy
Inquiry Crawlies
2 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 70% accuracy
3 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 70% accuracy
4 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 70% accuracy
5 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 85% accuracy
6 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 85% accuracy
7 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 85% accuracy
8 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 90% accuracy
9 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 90% accuracy
10 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 90% accuracy
11 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 95% accuracy
12 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 95% accuracy
13 Whole Group, Small Group, Students will play Creepy
Inquiry Crawlies with 95% accuracy
Technology Integration
Assistive Technology
Throughout the unit, we used a few different types of assistive technology. The
most commonly used type of technology was a tuner. The tuner I used helped me to
assess the students’ pitch. I was able to utilize it to help students learn how to tune
themselves better. I was also able to help show them how to hit their pitches more
consistently.

The other type of assistive technology I used during this unit was a metronome.
The metronome helped us to keep better time, which in turn helped us keep our
rhythm. At several points in the unit, we had to count and clap rhythms. The
metronome was a useful tool to help us do so more accurately.

Professional Technology
During the unit, I was able to use technology to help me assess my students’
performance. For each pretest and posttest, I recorded students on my laptop with a
Voice Recorder, which helped me to ensure accurate assessments.
Family Communication
Introduction to Unit -

Dear Family.

Hello! I am excited to announce that in the next week, I will be beginning my unit plan with
your student in the 5th Period Beginning Band. Your students will be starting a new piece of
music, called Creepy Crawlies next week. I will be teaching them this piece of music, and
together, we’ll focus on pitches and rhythms. My goal over this unit is to help students build
better technique and better habits, which will help them perform correct pitches and rhythms
more often.

This unit will consist of a pretest and posttest, which I have gotten some student volunteers for.
During the unit, I will be teaching students techniques and practice methods to help them
perform more correct pitches and rhythms. I will be doing this utilizing a piece of music called
Creepy Crawlies. This piece of music will also be performed on the Spring Concert, which is free
to attend and will be taking place on April 30 at 7pm in the Lyman High School Auditorium.
This will be an exciting culmination of our unit, so we hope to see you all there to support your
students.

I look forward to working with your students! Over the next few weeks, if you have any
questions about the unit, please feel free to contact me. Also check in with your students, ask
them how it’s going, and encourage them! These students are working very hard, and I can’t
wait to see how they’ll do in the upcoming weeks.

Warm wishes,

Ms. Erin Bentley

Intern Band Director

Rock Lake Middle School

Unit Conclusion –

Dear Family.

Hello! I am proud to say that I have finished my instructional unit with the 5th Period Beginning
Band here at Rock Lake Middle School. All of your students have made incredible progress and
have improved both as individuals and as an ensemble. The standard we addressed in our unit
was MU.68.S.3.2 – Demonstrate proper vocal or instrumental technique.

Over the course of the unit, students learned better technique, which helped them to perform
more accurate pitches and rhythms. To achieve this goal, we learned the piece Creepy Crawlies
by Michael Story. I am proud to announce that each student that participated in the assessment
improved by at least 30%, and some students improved by even more. Your students have been
working very hard on this piece of music, so we would like to invite you to watch all their hard
work at our Spring Concert.

The Spring Concert will take place on April 30 at 7 pm in the Lyman High School Auditorium.
Admission is free. It has been an honor to get to work with your students, and I look forward to
continuing my work with them over the rest of the semester.

Warm Wishes,

Ms. Erin Bentley

Intern Band Director

Rock Lake Middle School

Assessment Strategies and Data Collection
Standards
MU.68.S.3.2 – Demonstrate proper vocal or instrumental technique

This standard was assessed at the beginning and end of the unit with a pretest and a posttest.
For my assessment, it was decided that assessing each of the students in the class would be
time-consuming and unnecessary, so my Cooperating Teacher helped me to pick students we
thought would demonstrate the overall understanding of the class. We picked one student from
each section, and we made sure to pick students with a variety of skill levels.

Please note: None of my students required assessment differentiation due to ELL or ESOL.

Pretest
My pretest was a simple sightreading of Creepy Crawlies by Michael Story. I allowed students to
go at whatever tempo they liked, as I was only interested in their pitch and rhythm. For each
measure students played, every beat had 1 point (for 4 possible total points per measure). Each
of these was split between pitch and rhythm, each component being worth .5 points per beat.
As each instrument’s part is different, there were different totals because of this grading system.
To allow for ease of assessment, I then calculated the totals to percentages out of one hundred
points.
Formative Assessment
Lesson Number Objective Assessment Assessment How does this
Name Description assessment
guide teaching?
1 Students will Sightreading Record and This helps me to
sightread Creepy Assessment assess form a
Crawlies preliminary idea
of what we may
need to work on
2 Students will Listen for correct Listen while the Rhythm is the
play Creepy rhythms students play first step to
Crawlies with and assess learning a piece.
70% accuracy rhythmic If we can play the
accuracy rhythms
accurately, I
know we can
move on.
3 Students will Listen for correct Listen while the We’re starting to
play Creepy pitches students play learn pitches.
Crawlies with and assess pitch This will take
70% accuracy accuracy different
amounts of time
for different
instruments, and
listening and
assessing helps
me know who
needs help.
4 Students will Listen for correct Listen while the We’re learning
play Creepy pitches students play pitches. This will
Crawlies with and assess pitch take different
70% accuracy accuracy amounts of time
for different
instruments, and
listening and
assessing helps
me know who
needs help.
5 Students will Listen for correct Listen while the We’re learning
play Creepy rhythms students play pitches. This will
Crawlies with and assess take different
85% accuracy rhythmic amounts of time
accuracy for different
instruments, and
listening and
assessing helps
 me know who
needs help.
6 Students will Listen for correct Listen while the We’re learning
play Creepy pitches students play pitches. This will
Crawlies with and assess pitch take different
85% accuracy accuracy amounts of time
for different
instruments, and
listening and
assessing helps
me know who
needs help.
7 Students will Listen for correct Listen while the We’re learning
play Creepy pitches students play pitches. This will
Crawlies with and assess pitch take different
85% accuracy accuracy amounts of time
for different
instruments, and
listening and
assessing helps
me know who
needs help.
8 Students will Listen for vertical Listen while the Vertical
play Creepy alignment students play alignment is
Crawlies with and listen for what helps a
90% accuracy vertical band sound
alignment ‘together’.
(rhythm and Assessing this
timing together) will help me
better assess
pitch and
rhythm.
9 Students will Listen for vertical Listen while the Vertical
play Creepy alignment students play alignment is
Crawlies with and listen for what helps a
90% accuracy vertical band sound
alignment ‘together’.
(rhythm and Assessing this
timing together) will help me
better assess
pitch and
rhythm.
10 Students will Listen for tuning Listen while the Tuning is
play Creepy students play probably one of
Crawlies with and listen for the most difficult
90% accuracy accurate tuning things to learn for
a beginning
 band. If we can
move on to
tuning, I know
we’ve mastered
everything else
and can take
final steps in
addressing
technique on this
piece.
11 Students will Listen for tuning Listen while the Tuning is
play Creepy students play probably one of
Crawlies with and listen for the most difficult
95% accuracy accurate tuning things to learn for
a beginning
band. If we can
move on to
tuning, I know
we’ve mastered
everything else
and can take
final steps in
addressing
technique on this
piece.
12 Students will Listen for tuning Listen while the Tuning is
play Creepy students play probably one of
Crawlies with and listen for the most difficult
95% accuracy accurate tuning things to learn for
a beginning
band. If we can
move on to
tuning, I know
we’ve mastered
everything else
and can take
final steps in
addressing
technique on this
piece.
13 Students will Final assessment Record and This allows me to
play Creepy assess assess final
Crawlies with student
95% accuracy understanding
over the course
of my unit.
Impact on Student Learning
Candidat Grade Unit Number Standard Numbe Number Number Categorie
e Name Level Topic of s Taught r and and and s of
Student percent percent of percent of Concern
s in of students students per
Class student at at Standard
s with proficienc proficienc
learning y after y after
gains post-test reteach
per per and retest
standar standard
d
Erin Middl Repertoir 30 (6 MU.68.3. 6 6 (100%) N/A N/A
Bentley e e assessed 2 (100%)
School )
6-8
Assessment Reflection

This graph demonstrates the growth from each student from the pretest to the posttest. The
growth per student ranges from 40-50%.
This graph shows the averages of the pretest and the posttest. For the pretest, the average was
41.7%. For the posttest, the average was 87.5%. This shows that overall, there was an average of
46.2% growth, greatly impacting student learning.

This graph shows that all students achieved proficiency on the posttest.
This graph shows the pretest and posttest averages by gender. I only had one boy participate in
assessment, and he is high-performing overall, whereas I had a mix of ability levels for the five
girls that participated in assessment. This then makes sense that the boy’s average is higher than
the girls’ average.

This graph aligns with previous graphs, showing that all students achieved proficiency.
This graph shows that students of all ethnicities performed equally well on the posttest, each
achieving proficiency.

I do not have access to whether individual students have free or reduced lunch, nor their
socioeconomic status. Therefore, these charts have been left off.

None of the students that participated in assessment have a disability.

None of the students that participated in assessment are English Language Learners.

Written Reflection
All of the data show that my unit was successful, as all of the students achieved proficiency.
Additionally, all of my students grew by 40% or higher (with my lowest-achieving students
growing by 50%), so I believe that this shows the effectiveness of my instruction.

Possible Data Discrepancies

One major possible data discrepancy is that I did not assess my entire class. Therefore, I likely
do not have accurate data for certain demographics, such as the boys or Asian and Pacific
Islander, as I only had one student from either demographic participate in assessment. We did
pick a group of students that we believed were diverse in their overall ability, though, so I do
believe that the data is useful in assessing the whole class.
Reteach and Reassessment
I do not believe that reteaching any of the material required reteaching, as all of my students
achieved proficiency. Instead, we will move on to explore other aspects of the music-making
process, such as articulations, dynamics, and tempo.

Grading Strategies
Since I did not assess the whole class, none of the assessments went towards the students’
grades. Because of this, we got volunteers to participate in assessment, so students who wanted
to focus on their graded work could do so.

What was graded, however, was participation. Mrs. Waldo gives students a daily grade for
participation, which includes having their instrument and whether or not they choose to play.
Most of the students who participated in assessment get very high participation grades, with
the exception of the flute player. She often forgets her flute at home, so her participation is
much lower than some of the others.

Differentiating Instruction
Throughout my unit, I employed several ways to differentiate the instruction students were
receiving. I am an advocate for letting students make decisions about their instruction, so I like
to ask my students what they need to succeed. Several of my students can tell me at least a little
bit about what they think would help them best, which often includes extra time to work on
something, a little help, or hearing what they need to play.

Other things I do to differentiate my instruction to my individual students include explaining

things in different ways (I often explain things through patterns and math when certain
students are having trouble), doing different exercises (like sirens or buzzing), and modeling.
There are several other ways, as well, as teaching band can be so diverse, but these are the most
common.
End of Unit Reflection
This unit has definitely helped me grow as a professional. With the exposure I’ve gotten to the
students over this unit, I’ve gotten more comfortable in front of an ensemble, which was one of
my goals at the beginning of the semester. I even got to conduct this piece at our Spring
Concert, which I wasn’t sure I’d ever be comfortable doing. I’ve also gotten much better at
behavioral management, which wasn’t one of my goals, but it probably should’ve been. That
was a weakness I didn’t know I had at the beginning of the semester, but this unit has definitely
helped refine it.

I think this unit had one major quality that served as both a strength and a weakness. A lot of
my plans were really broad, and I didn’t have much specifically planned other than running a
rehearsal. More often than not, I would watch Mrs. Waldo rehearse the other two Beginning
Band classes and model it after that. That served me well because I do incredibly well with a
model, but sometimes, this class was having different problems as the other two classes, so I
couldn’t model exactly. Occasionally, especially at the beginning of the semester, this left me
not knowing what to do with the students. Luckily, Mrs. Waldo was able to help me out, and
towards the latter half of the unit, I always knew what to work on next. This unit really helped
me develop the skills needed to run a fluent rehearsal.

If I were to do this unit again, I would probably plan a few things out in more detail. I’d
definitely have a few exercises I can do written out and ready to go, even if I didn’t know
exactly when they’d be necessary. I would also probably try to not model Mrs. Waldo so
closely, and instead try and run the rehearsal more flexibly. That was a skill I needed to build,
though, so I’m glad this unit helped me to do that.
Bibliography
Creepy Crawlies, Michael Story: Belwin Music Publishing. Retrieved February 1, 2024