Haley Williams

Third Grade Redhawk Revue 1 (15-20 Minutes)

Lesson Objectives: Concert Preparation
Duple Patterns, Major Tonal
Using proper singing voices and posture while standing
Working together as an ensemble
Standards: Adopted Marshall Public Schools Academic Standards of
Music
Expression of Music (1.1.4)
Materials/Resources Used: Piano, Songs of the 50s Book/CD
Learning Procedure:
a) Introduction
a. Students will come into class and sit in their assigned
music rows. To warm up we will sing the Hello Song (with
Solfege) and back-bone up. During back-bone up students
need to be reminded to do the motions because it teaches
them the correct posture for singing. I will also remind
them to use their level 3 voices when we are singing.
b) Procedures
a. Before the students start learning Blue Suede Shoes I want
them to listen to it first. I will tell them that I am doing this
song with them and my mentor teacher is doing another
song with them. I will also tell them that Elvis is the original
write of the song. Before playing the song for them I will
ask them to just let all the words and the notes soak into
their brains. Ill ask them to show me on their fingers what
level voice they should have while listening (0) before I
start the song.
b. After listening to the song I will start teaching them the
song from the very beginning. My goal for this lesson is for
them to learn the opening verse and the main chorus parts
of the song and to be able to sing it with the CD. In order to
teach each section I will sing with the piano the section
they are learning. The students then will repeat after me
the words, speaking them in rhythm, of the verse or chorus
broken up into smaller sections. After they speak in rhythm
each smaller section, we will continue to do repeat after
me but by singing each smaller chunk. Once they are able
to comfortably sing each smaller section they will sing with
me and the piano the entire verse or chorus.

c. If students have a hard time with a certain word I will over

exaggerate the pronunciation in order for them to hear
how the word is suppose to be pronounced. I will also have
students sing a section again if I do not think it went as
well as I think it could.
c) Transition
a. Before moving on to learning a new section we will sing the
section the students just learned in full. Once we have
learned all the parts they will sing everything they learned
without stopping before we move on to singing with the
CD. I will ask students to remind me what good singing
posture looks like before singing with the CD also.
d) Closure
a. In order to end the rehearsal on Blue Suede Shoes students
will sing the parts that they learned today with the CD. I
will be at the piano playing their parts and singing along
with them in order to give them a little extra help.
Afterwards I will tell them that all they have left to learn are
two verses and then they know the entire song.
Accommodation: I have a couple of students that can get
overwhelmed with the amount of auditory learning we do in the
classroom. Those students know that they can get up and get
headphones if they start to feel a overwhelmed. I am also able to teach
faster or slower depending on how well the students are learning the
parts of the song I am teaching them.
Assessment: (Observational) I will be assessing students on their
pronunciation of the words and if they are able to sing them with
correct pitches and in tempo. Singing posture and voice level will also
be assessed and I will be constantly be reminding them of what those
look like. The final assessment for the day will be how well they are
able to sing along with the CD. This lesson will help me get an idea
with how well they will be able to learn the rest of the words to the
song.