Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Kayla Goldman

Subject/Grade: Music (beginning chorus 1) - mostly 9th grade
Date and Time of Lesson: 11/6/14 10:35 am
Learning Objective:

Rev. 2013

Lesson # 4

In this lesson, the students will be expected to independently sing the correct notes for their part (soprano, alto, bass) in
Kyrie, measures 25-39.

Alignment with Standards:

Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
MCH2-1.2 Sing independently with technical accuracy, using appropriate timbre, diction, breath control, and
good posture throughout his or her singing range, alone or in small and large ensembles.
MCH2-1.3 Sing expressively with appropriate dynamics, phrasing, and interpretation.
MCH2-1.4 Sing with appropriate expression a varied repertoire of choral music representing diverse genres,
cultures, and languages.

Developmental Appropriateness or Cross-curricular connections:

This learning objective is appropriate in terms of development because students need to be able to
demonstrate the ability to sing their own voice part if they want to continue in any kind of choral ensemble.
This objective also requires students to listen to the other parts and blend to create the full effect of a choir
setting. Math is integrated in this lesson when the students are counting their rhythms in their particular voice
parts. Kyrie is a vocal work written in Latin, so the students are engaging in and singing in a foreign language,
which is a cross curricular connection.
Assessment(s) of the Objectives:
Lesson Objective(s)
Students sing their voice part
individually

Assessment(s) of the
Objective(s)
Hearing each part individually
when all 3 voice parts are put
together.

Use of Formative
Assessment
If 80% of students in the
class sing accurate pitch
and know their notes, we
can move on to other
musical aspects in our
next lesson, (i.e.:
dynamics, phrasing, tone,
vowels)

Accommodations:
Each part will be played separately for the students to hear. If there are any students that cant hit the notes, they may
be asked to come to the piano and sing with me so that I can help them while helping the other students. Mrs. Owens
does this a good bit and it seems to be successful for this class. While one section is working on their part, the other

Lander University Teacher Education Lesson Plan Template

Rev. 2013

students will be asked to read along with that particular part to better their note reading skills. We will be working as a
class, so there will be no early or late finishers. Students that feel that they just cant hear the pitches or need help with
pronunciation may come see me before class or during one of our two planning periods.

Materials:
Music (Kyrie), pencils and piano.

Procedures:
This lesson will begin with my cooperating teacher giving the students their theory lesson for the day. I will begin my
part of the lesson with warm ups. We will do a variety of warm ups focusing on vowels, diction and phrasing for the
students to vocally and mentally prepare for rehearsal. After the students have warmed up, we will begin rehearsal.
Students will be given music, Kyrie, and we will work each part from measure 25 to measure 39. The students will be
given their pitches and will be expected to sing their parts individually as a section. I will start with the altos so that the
other students have another part to listen to while they are singing and because the altos are great readers and strong
singers. I do not think it will take them long to get their part. This will be helpful to the basses, as I teach them their part
next. I will ask the altos to continue singing their part while playing the bass part for the guys. It will help the altos to
memorize and perfect the pitches to this section and give will them the opportunity to ask questions about their part
when put together with another voice. I will play the bass part for the guys a few times before bringing the sopranos in.
The sopranos have the melody and I do not think it will take them long to perfect their notes either. After playing each
voice part separately, we will put all three parts together to see how well the students retained the knowledge of their
pitches and so that I can see which section, soprano, alto or bass, needs extra help or more attention. After we put all
parts together a few times and run these particular measures, 25-39, as an ensemble and if we have time left at the end
of class, I will ask the students to raise their hands if they think they can sing their part by themselves. Of those students
with their hands raised, I will select two students from each section to come to the front of the room and sing in small a
small group. This will force the students to demonstrate their knowledge of all that we will have put together up to that
point.

Activity Analysis:
In this lesson, two activities I plan to use are individual section singing/ensemble singing and in small ensembles. Both of
these activities support Standard 1: The student will sing and perform on instruments a variety of music, alone and with
others, and the indicator: MCH2-1.2 Sing independently with technical accuracy, using appropriate timbre, diction,
breath control, and good posture throughout his or her singing range, alone or in small and large ensembles. These
activities stem from the individual student needs because each student needs to learn their own voice part and feel
secure in singing them in order to sing them as an ensemble. Starting the lesson with teaching each section their part
individually satisfies one part of the objective: sing independently with technical accuracy alone. Putting all three parts
together after each section has learned their part satisfies another part of the objective: sing independently with
technical accuracy in large ensembles. At the end of class, having the students raise their hands in confidence that they
can sing their part completely alone with no help from the rest of the section and being asked to sing for the class with
other individual voices in the small ensemble, satisfies the objective as: sing independently with technical accuracy in
small ensembles. Technology will not be used in this lesson because we are using the piano and I will be playing the
parts for the students, therefore, we will not need audio equipment. The students will be given a hard copy of the music,
so I will not have to use the Promethean Board to project the music for them.

References:
Klouse, A. (1987). Kyrie. Hal Leonard Corporation. (SAB)