Music Education Lesson Plan Template

Oregon State University

Grade Level(s): 9-12 Subject/Class:

Womens Choir
Approx. # of Minutes: 50 Date: 3/3/2017

Part 1: Pre-Instructional Planning

Where, in the broader context of a unit or semester, does this lesson fit?
What, if anything, have the students learned about this
topic/piece/skill/element prior to this lesson?

This is the first lesson in a four-lesson unit that will reinforce and add to prior
knowledge of intervals and provide strategies for accurate interval identification and
performance. Students have extensive practice with solfege and can, with limited
instructor guidance, analyze a given section of music and write in the appropriate
solfege syllables. Students are also familiar with the term interval, though the
concept has not been explored with them in depth.

Outcomes Strategies/Standards Assessment

As a result of this lesson,
students will know, learn, or be
able to (SWBAT)
Describe the teaching strategies
you will use to help students
achieve each outcome. Each
outcome may require multiple
teaching strategies to support
it.
Indicate the number of the
national, state, or district
standards, that each strategy
addresses.
How will the students
demonstrate their learning or
achievement of each outcome?
How will you check for
understanding along the way?
Indicate whether each
assessment is formal or
informal. Indicate whether each
assessment is formative or
summative.

A. SWBAT identify and 1. Students will be given As new strategies for

perform Do-Mi, Do-So, and
Do-Do (high do) intervals
aurally
multiple familiar melodies
to associate intervals with
(MU:Cn11.0.T.8a)
2. Students will practice
using melodies to aid in
interval identification
(MU:Pr5.3.E.8a)
identification are
presented, the instructor
will aurally assess
accurate interval
performance and assess
student understanding
with questions (informal,
formative)
B. SWBAT identify and
perform Do-Mi, Do-So, and
Do-Do (high do) intervals
within their repertoire
1. Students will analyze
specific portions of their
repertoire containing
relevant intervals
(MU:Pr5.3.E.8a)
2. Students will identify
where those intervals
occur in their repertoire.
(MU:Pr5.3.E.8a)
Instructor will aurally
assess accurate interval
performance and assess
student understanding
with questions (informal,
formative)

3. Students will accurately

perform those intervals.
(MU:Pr5.3.E.8a)

Given the context and descriptions above, what is the central focus of this
unit/lesson?

The central focus of this lesson is for students to accurately

identify and perform Do-Mi, Do-So, and Do-Do intervals both aurally
and within notation/repertoire.

Areas of Performing Arts Learning Addressed by Strategies

Skills Knowledge Affective Contextual

Understandings Understanding
(How) (What) s
(Why)
(Where and
When)

Perceptual-motor Cognitive and The creative, Reflecting on and

skills that are conceptual internal, and learning about the
tangible and understandings. subjective aspects of arts as they are
performance- Examples: define text students musical influenced by all
oriented. Examples: painting, recognize experiences. the elements of
spiccato bowing, polyphonic textures, Responding to or the world, time,
double tonguing, identify triads, critique discussion of the and place
singing a long line in a musical emotional and including historical,
tune, reading performance using spiritual dimensions of cultural, social,
notation, improvising precise musical the arts. global.
in thirds, etc. vocabulary, etc.
A2, B1, B2, B3 A1

Learning Environment

The choir room has a large open space that can be utilized for instructor
movement or differing rehearsal formations. Students will be on risers in their
performance formation, sitting or standing as needed for effective instruction.

Modifications/Adaptations/Diverse Learners

Testing accommodations 3

Allow test retakes 3

Extra time 3

Notes provided 2

Repeated review 1

Break down tasks 1

Visual aids 1

Bridge prior learning 1

On-task reminders 1

Verbalize plan 1

Preferential seating 3

Academic Language

Interval
Language functions; identify, analyze, perform

Anticipating Difficulties and Potential Errors

This lesson relies on students ability to transfer knowledge from outside the
classroom to inside the classroom. There is a chance that, though the melodies
used to teach intervals will be common, not every student will immediately
know/recognize those melodies. In order to address this, multiple melodies will be
used as examples for each interval and students will be encouraged to memorize
and utilize the melody that works the best for them.
 Materials
Copies of repertoire for students: Lunar Lullaby and How Can I Keep From
Singing?
Technology
Sight-reading will be displayed using a laptop connected to a projector.
During the sight-reading, a metronome that is connected to the sound system will
be used.

Part 2: Instructional Procedure

Anticipatory Set
Description: Warm Ups and Sight-Reading (15 mins.)

Once bell rings, instructor will play a descending 5-note scale (D maj) and call out
on a hum. Instructor will continue exercise, descending by half steps each time,
until all students are in their spots and ready to continue.
Instructor continues warm-up exercises
Final exercise is follow the hand - instructors shows solfege hand sign while
ensemble performs solfege shown.
In the middle of this exercise, instructor will stop and ask ensemble if they can
describe the purpose of the exercise. Ensemble or instructor will describe purpose
and instructor will also review/define the term interval
Instructor focuses on intervals moving from Do to Mi, So, and high Do. Practice
each interval at least three times. Each time an interval is performed, instructor
sings an appropriate common song for that interval

Do-Mi Do-So Do-Do

Kumbayah Star Wars theme Somewhere Over the

Rainbow

When the Saints Twinkle, Twinkle Little Star Singin in the Rain

Ob-la-di, Ob-la-da Blackbird Let it Snow

Sight-reading; using Sight-Reading Factory, generate a custom exercise set that

incorporates only skips from Do-Mi and Do-So as well as stepwise motion. Have
students identify Do-Mi and Do-So skips in exercise before performing. Perform at
least two exercises
Lesson Sequence

Unit Pre-Assessment (15 mins.)

 Instructor passes out pre-assessment.
Instructor will then play ten intervals coming from Do (the first pitch is always Do),
keeping Do consistent through assessment. Some intervals may be repeated. The
students task is to identify the performed interval using solfege.

Lunar Lullaby (10 mins.)

Instructor plays melody at 47 - students must find where that is in their music
If students struggle with locating mm47, instructor will give hints to aid the
ensemble
Once ensemble finds 47, they sing from there to 60
One of the intervals of the day is within mm 57-60 - can the ensemble find it? (Do-
So in 58-59)
1 volunteer provides one melody from the warm-up that can be used to remember
Do-So
Review mm 47-60 as needed
Ensemble reads from mm 61-72
Ask ensemble if the material from 61-65 looks familiar (same as 57-60)
Ensemble identifies the same interval of the day as from mm 57-60
1 volunteer provides one melody from the warm-up (different than before) that can
be used to remember Do-So
Rehearse piece from beginning to 71

How Can I Keep From Singing? (5 mins.)

Have ensemble identify interval between Soprano 2 and Soprano 1s starting pitch
1 volunteer provides one melody from the warm-up that can be used to remember
Do-Mi
Ensemble sings from beginning to 13
Ensemble analyzes first two measures of solo - they must locate the Do-Mi interval
1 volunteer provides another melody from the warm-up (different than before) that
can be used to remember Do-Mi
Ensemble reads solo until 33
At 33, ensemble returns to their parts and sings to 42

Contingency Plan
If extra time, review solo in How Can I Keep From Singing with ensemble

Closure
Description: Instructor asks some volunteers (or specific students) to remind the
class what common melodies can be used to remember Do-Mi, Do-So, or Do-Do.
Make sure all melodies are reviewed. Students will be encouraged to think of other
melodies that use those same intervals. (5 mins.)

Homework/Extension

Ensemble will write in all solfege for Lunar Lullaby and circle any intervals reviewed
in todays class