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Date April 25, 2017 Subject/ Topic/ Theme High School Choir, Vowels and Blending Grade ____9-12______
I. Objectives
How does this lesson connect to the unit plan?
The unit plan is about choral habits and this lesson focuses on producing vowel shapes and blending their tonetwo habits that they should be building.
Understand the different parts of the mouth/body that produces vowel sounds in both singing and speaking
U x
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Formative (for learning): Ask students to rate themselves on a scale of 1-5 with their eyes closed as to how
well they know their part.
Outline assessment
activities Formative (as learning): Review the posture exercise, ask students what parts of our bodies we should pay
(applicable to this lesson) attention to.
Summative (of learning): Sing through the first three pages as a group and listen to students to see how
well they know it. Listen for hard spots and mark them to work on for the next class.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance,
interaction value, authenticity, minimize
What will it take
-I sing/play the warmup threats
neurodevelopmentally, -Picture of the warmup on the screen -Relax posture
experientially, emotionally, -Picture of mouth on screen -Breathe with hands in front of
etc., for your students to do -Words explaining concept on screen abdomen
this lesson? -Teacher speaks concept aloud -Pull an invisible string out of head
-Vowel hand signs
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Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect language of expression challenge, collaboration,
mastery-oriented feedback
Provide options for comprehension- Provide options for executive Provide options for self-
activate, apply & highlight functions- coordinate short & long regulation- expectations,
term goals, monitor progress, and personal skills and strategies,
modify strategies self-assessment & reflection
10:52- -Breathing
10:54 -Hands in front of abdomen, slowly take deep breath -Practicing breath management and support
Development while moving hands down and out, move hands back as
(the largest you exhale. This is what the diaphragm does.
component or -Hiss in 8 out 8, in 7 out 8, in 6 out 8, etc.
10:54- main body of -Tone -Blending their tone
10:56 the lesson) -Noo on so-fa-mi-re-do, pull golden string from
head
-Zing-ee on do-so-fa-mi-re-do
-Vowels
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10:56- -Talk about vowels -Listening to the teacher talk about vowels.
11:00 -SHOW SLIDE Looking at the picture on the screen of the
-Vowels are created by the nasal cavity, oral cavity, human mouth and reading the words on the
and labial cavity. Talk about where these are in your screen. Students are expected to think about
body and which vowel you use each cavity for. Refer to which parts of their mouths make different
the picture on the screen. These sounds are created in vowel sounds in both singing and speaking.
speaking too, not just singing.
-When breathing, always make space for the tallest
vowel, then make the other vowels revolve around that
space, but be sure to keep the sound forward in the
mouth so the tone is not covered.
-Breathe in the vowel. Ex. At beginning of Seal
Lullaby, breathe in a tall ooh vowel before you sing
-The vowels need to be focused and aligned to
create a blended tone. Lets practice blending
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went fairly well. I could tell that they were getting a little sick of learning things because for them, choir isnt a class
where you learn but where you sing. I think I may have talked a little bit too much about the scientific parts of vowels and I lost them
just a little bit. I do feel like I made it interesting enough with a picture and me explaining it, words on the screen, and having them
make vowel sounds based on which cavity it comes from. In the future I could try to make something like this even shorter or just
have it be more hands-on and less knowledge-based. I would say that I ended up getting great vowel sounds of them in both the
warmups and in the song later so they did eventually respond well to my teachings.
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