Secondary Principles ED 360/361 Fall, 2013 Name Lesson Number (Highlight) Emily Young 1 2 3 4 Highlight ALL the appropriate

statements I wrote the lesson after observing my teacher deliver the lesson I planned the lesson after my mentor teacher gave me the topic, materials, and standards I revised a lesson from my teacher or the Internet I observed my teacher teach this lesson during one class, and I taught it during a consecutive class I taught this lesson independently in my field placement I was videotaped teaching this lesson Subject Grade Unit Choir Seventh General Singing/Preparation for Concert Lesson Topic Diction, Vowel shapes, Sight-Reading and Singing Length of Lesson 30 minutes STAGE 1: DESIRED RESULTS Content Standards (GLCEs, HSCEs, Common Core) GLCEs: ART.M.I.1.2 Sing a melody in a small group. ART.M.I.7.3 Sing and play accurately as a soloist, and in both small and large ensembles with appropriate technique and breath control. ART.M.I.7.5 Sight read basic melodies in treble and bass clefs, using combinations of whole, half, quarter, eighth, sixteenth, and dotted notes and rests; in simple meter. ART.M.III.7.5 Evaluate the quality and effectiveness of ones own and others musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement. National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 5. Reading and notating music. Essential Question(s) How do students transfer use of diction from warm ups by rote to reading in their repertoire? How do vowel shapes affect the choral sound? How do students produce proper diction without tension in their jaws

and lips? Understanding Goal(s) Students will improve diction and vowel shapes without tension and use it in their repertoire. Student Learning Students will: Outcome(s) Participate in proper breath support Warm-Up Use appropriate diction and vowel shapes in each warm up Use appropriate diction and vowel shapes in their pieces STAGE 2: ASSESSMENT EVIDENCE Formative Performance Tasks Students will participate in the use of proper breath support at the beginning of rehearsal and throughout. Students will warm-up as a large group. Students will participate in sight reading. Students will sing the scheduled sections of repertoire as a large group. After the teacher models, the teacher will listen to the students echo and hear if they respond appropriately. Formative Other Evidence (observations, questioning) As students are singing, the teacher will walk around and listen to the sound, pitches, rhythms, dynamics, vowel shapes and diction.

Summative

Teacher will ask questions about the diction that is appropriate for the repertoire. Students should respond using the information explained throughout the lesson. Students will be summatively assessed when they perform the music they are learning at their concert. Students will also be summatively assessed on individual pieces when they are run all the way through to see if the students remembered the diction and vowel shapes within the context of a piece. STAGE 3: LEARNING PLAN

Time 12 minutes

Activity Announcements and Warm ups -The teacher begins by asking the students if they have any good news to share -The teacher shows the students the lesson plan for the day so they know what to expect -The teacher leads the students in warm ups -Breath in on 4, 8, and 12 counts -Hiss out on 8 counts, 12 counts and 16 counts - DRD DRMRD DRMFSFMRD on Ee: Focus on TALL VOWELS - Ya-ha-ha-ha-ha-ha-ha-ha-ha on DRMFSFMRD - Wibbleton to Wobbleton -Diction is done with the tip of the tongue and the teeth crescendo on every line. -Unique, New York

3 minutes

15 minutes

- Siren -Sing a scale on solfege using hand signs: crescendo ascending, decrescendo descending -Sing melodic patterns using hand signs and solfege Sight reading -Page 4 Line D -The teacher shows the students what line is being read in the sight reading handout -The teacher asks some initial questions about the sight reading example to the students to help them think about what may be difficult -The teacher makes some suggestions about dynamics for the example and on the repeat of the example -The teacher points to the music on the document camera while singing the sight reading exercise on solfege with the students -The teacher is assessing while the sight-reading is going on and reviews any sections that did not go well Christmas Day Is on Its Way -Work on measures 3-22, 41-56 -Label A Theme at mm.3 (15 and 4) -Students repeat words in rhythm with energy after teacher -Have all students sing section together with good diction and energy, be careful not to close off too early on where and there -Label B Theme at mm.7 (19 and 49) -What do you notice about section B (same music as A with new words and in a round) -Repeat words, both parts together, in rhythm -Sing on parts with diction correctly -Label C Theme at mm. 11 (41) -Follow the same steps for section C -Briefly mention the form: ABCAB Different melodies CAB Coda -Repeat words and sing through the Coda quickly -Sing through mm. 41 to the end standing

Homework (if assigned) None Teacher (include prepara tion needed) Lesson plan Piano/Accompanist Sight-Reading Handout Repertoire Pencil Microphone Teacher should know all of the vocal lines of the sections being worked on Materials Student Folder Pencil Sight-Reading Handout Repertoire

Technology

Type Document Camera

Rationale The Document Camera is used to display portions of the music or sightreading on the projection screen so that the students can follow along with exactly what the teacher wants them to see. It is also used to show the students the lesson plan so they know what music to have ready. The microphone is used to amplify the teachers voice with so many students so that they can hear. It also allows the teacher to model proper vocal production without straining their voice in order for students to hear. Accommodations Various learning styles are accommodated through the many different aspects of this lesson. Students are engaged throughout the lesson by standing and sitting to vary their experience. They all have their individual music to read off of but can read off the music on the document camera if they prefer. The students are using solfege to learn the notes but for those students who cannot readily read solfege, the teacher has previously given them the solfege to write into their music as an extra tool. Some of the warm-ups include a visual and/or an action that can engage learners who need something to look at or to do.

Microphone

Learning Styles

Gifted and Talented Learning Disabilities Students with learning disabilities, particularly those who struggle with reading, really benefit from the use of the document camera. In most choral settings, the director states a measure number and explains where the students will be singing from and the students have to find it on their own. However, the use of the document camera allows the teacher to specifically point to the spot in the music for the students. In addition, during a difficult passage, the teacher will point to the notes and words as they pass further helping students who may have difficulty learning. There is also heavy repetition used within the class period and across class periods so that those students who really struggle with reading and understanding the music can learn it by rote.

Emotional Impairments ELL The teacher uses a lot of echoing in which the teacher models a section and the students sing it back. This helps students who may have difficulty with English reading/speaking by allowing them the option to verbally echo short portions. In this way, they speak the words correctly while having the reinforcement of the written words on the page. This should help the students improve their reading and speaking skills as well as fully participate in the choral experience.

Other

Notes (Optional)

IF you taught this lesson complete the following After the Lesson What didn't work and why? Unfortunately the students had accomplished more in the previous week since I had seen them than I had realized so even though I adapted and went further with the piece than I had planned, I could have started in a more challenging place and gone further. This made my pacing a little slow and the students got a little bored.

What worked? I felt very prepared and accomplished what I intended to going into the lesson. I thought that the students did well with the piece and performed it well. We are getting closer to their concert so I was trying to work towards performance level and they made big strides. I asked a few questions about the form of the piece and they seemed to really understand that. And I had a student remember the definition of the word canon that we talked about last week.

What will you teach in the next lesson on this topic/skill? Why? I would like to teach more about form and about diction in terms of the whole the next time. I worked on smaller sections of a piece but the students are ready to do a fuller picture of these concepts