TEAM Lesson Plan Template

Teacher: Sesley Welch

Subject/Grade: 7th Grade General Music
Lesson Title: Scatting Articulations: Legato and Staccato
STANDARDS

Identify what you intend to teach. State, Commo

Core, ACT College Readiness Standards and/or State
Competencies; Enduring Understandings and Essentia
Questions.

Standard 2.0: Students will perform on instruments, alone and with others, a varied
repertoire of music.
Standard 5.0: Students will read and notate music.
Standard 6.0: Students will listen to, analyze, and describe music.
MU:Pr6.1.8a: Perform the music with technical accuracy and stylistic expression to
convey the creators intent.

OBJECTIVE(s)/Sub-Objectives

Connect prior learning to new learning. Clear,

Specific, Observable, Demanding, High Quality,
Measurable, Aligned to Standard(s), and Integrated wi
other subjects, build on prior student knowledge
Student-Friendly (I Can Statement)

The student will be able to scat rhythms consisting of quarter notes, eighth notes, and
their prospective rests while using doo,dah, and dit to represent legato and stacca
notes with at least 85% accuracy.
The student will be able to play legato and staccato articulations on the recorder using
quarter notes, eighth notes, and their prospective rests with at least 85% accuracy.
The student will be able to dictate and perform rhythm with appropriate articulations
with at least 85% accuracy.
The student will be able to read music, recognize articulation markings, and
demonstrate the proper articulations by playing the piece on the recorder with 85%
accuracy.

MATERIALS AND RESOURCES

Content-related: Clearly supports lesson objective(s

rigorous & relevant; Incorporates multimedia &
resources beyond the textbook.

Staff Paper and Pencil

Cd Player
Recorder
Music for Twinkle Twinkle Little Star written on the board
Recording of It Dont Mean a Thing by Duke Ellington:
https://www.youtube.com/watch?v=qDQpZT3GhDg
Positive Attitude
Prior Knowledge:
Can play soprano recorder from low C to high C.
Can read music in treble clef
Can dictate basic quarter note-eighth note and rest rhythms at a moderate tempo

ACCOMODATIONS/ADAPTATIONS

Learning styles and interests. Anticipate learning

difficulties, regularly incorporate student interests &
cultural heritage; differentiate instructional methods.

If a student is struggling to understand the concept then I would pair them with a
stronger player so they can better hear the difference. If they are struggling with the
technique on the recorder then I would let them just scat the rhythms.
If a student is bored then I could let the student assign the articulations to different
rhythm patterns and create the dictation example and play it for the class to dictate.

Hook: Engage students attention and foc

on learning. Personally meaningful and relevant

MOTIVATING
STUDENTS/ANTICIPATORY SET

Have you guys ever made up a language before? Did you use this language with other
people? Can you give us an example of it? In the 1920s, a genre of music became
popular called Jazz and in Jazz, the singers would use a technique called scat singing,
which is similar to a made up language.

INSTRUCTIONAL PROCEDURES

Step-by-Step Procedures-Lesson Sequence:

Basic to Complex. Lesson includes visuals,
modeling, logical sequencing and segmenting
(beginning, middle, ending); essential information;
concise communication; grouping strategies;
differentiated instructional strategies to provide
intervention & extension; seamless routines; varie
instructional strategies; key concepts & ideas
highlighted regularly.

1. Anticipatory set
2. Listen to this excerpt from a piece called It Dont Mean a Thing by Duke Ellington
and tell me what you hear about the singing. Are they using actual words or syllables
the words? How do you think using different syllables will affect the note lengths? How
do you think the vocalists knew which syllables to sing for the notes?
3. Most of the syllables are improvised however there were also standard syllables tha
were used by everyone. There are symbols on the notes called articulation marking th
affects how the notes are played or sung.
4. We are going to learn about two articulation markings/syllables today.
5. Show them a legato marking above a quarter note, explain to the students that the
articulation symbol always goes
on the opposite side of the stem.
6. The syllable for legato that is commonly used is doo.
7. Write 4 legato quarter notes on the board and have the students repeat the rhythm
using the appropriate syllable.
8. Repeat Steps 5-7 for Staccato or dit
9. What are the differences between the length of legato notes and staccato notes?
10. The definition for legato is full length or long, and for staccato it is detached.
11. The syllable we use for notes without a marking above it is dah.
12. Have different rhythms written on the board using quarter notes, eighth notes, and
their prospective rhythms and apply different legato and staccato markings to the
rhythms and have the students appropriately scat the rhythms
13. Get out recorders and play the rhythms written on the board on a G with proper
articulations by saying syllables while playing to help the students feel the differences
between the different articulations.
14. Write Twinkle Twinkle little star on the board and assign articulations to the notes a
have each student play two measures of the piece as a solo and assess using a check
15. Put the students get into teams of 2 or 3 and give them a piece of staff paper. Tell
them to write down the rhythm you are playing first and then write in the articulations
they hear over the correct notes.
16. As an exit ticket have the class whole play the dictated rhythm on the recorder o
an E, G, or B to demonstrate their ability to play different articulations.
17. Review/Closure

QUESTIONING/THINKING/PROBLEM
SOLVING (embedded throughout)

Balanced mix of question types. Utilizes Bloom

Taxonomy/Webbs Depth of Knowledge; high
frequency; purposeful & coherent; require active
responses; balance based on volunteers/nonvolunteers, ability, & gender; lead to further inquir
self-directed learning. Implement four types of
thinking (Analytical, Practical, Creative, &
Research-based) & Teach/Reinforce problemsolving types. Provide opportunities for students
generate ideas & alternatives; analyze, evaluate &
explain information from multiple perspectives &
viewpoints.

What are some things you notice about the Louis Armstrong recording?
What are the vocalist using instead of words?
How do you think using different syllables will affect the note length?
How would the vocalists know which syllables to use?
What are the differences between legato and staccato notes?
What does legato and staccato mean and what syllables do we use to say each?
What is it called when we use syllables to represent the articulation of the notes?
What genre of music did scat singing originate?

GROUPING

Maximize student understanding & learning Varied group

composition (race, gender, ability, & age); clearly understood
roles, responsibilities & group work expectations; accountability
group & individual work; student opportunities for goal setting,
reflection & evaluation of learning.

Large class is the group

ASSESSMENT

Formative and/or summative assessment.

A variety
assessments, including rubrics, measure achievement
objectives and informs instruction.

Recorder Checklist during twinkle twinkle little star

CLOSURE

Reflection/Wrap Up. Summarizing, reminding, reflecting,

restarting, connecting.

At the end review what legato and staccato means and what syllables are used to say
them. Ask them about what technique they are doing while they use syllables to speak
the rhythms and also where did the technique come from and ask for volunteers to pla
examples of each articulation.

NOTES:

TEAM Lesson Plan Template

Teacher: Sesley Welch
Subject/Grade: 7th Grade General Music
Lesson Title: Scatting: Introducing Marcato and review of Legato and Staccato
STANDARDS

Identify what you intend to teach. State, Commo

Core, ACT College Readiness Standards and/or State
Competencies; Enduring Understandings and Essentia
Questions.

Standard 2.0: Students will perform on instruments, alone and with others, a varied
repertoire of music.
Standard 4.0: Students will compose and arrange music within specified guidelines
Standard 5.0: Students will read and notate music.
MU:Pr6.1.8a: Perform the music with technical accuracy and stylistic expression to
convey the creators intent.

OBJECTIVE(s)/Sub-Objectives

Connect prior learning to new learning. Clear,

Specific, Observable, Demanding, High Quality,
Measurable, Aligned to Standard(s), and Integrated wi
other subjects, build on prior student knowledge
Student-Friendly (I Can Statement)

The student will be able to scat rhythms consisting of quarter notes, eighth notes, and
their prospective rests while using doo, dah, daht, and dit to represent legato and
staccato notes with at least 85% accuracy.
The student will be able to play marcato, legato, and staccato articulations on the
recorder using quarter notes, eighth notes, and their prospective rests with at least 85
accuracy.
The student will be able to read music, recognize articulation markings, and
demonstrate the proper articulations by playing the piece on the recorder with 85%
accuracy.
The student will be able to compose two four measure phrases using marcato, legato,
and staccato articulations and perform their composition in front of the class with at
least 90% accuracy.

MATERIALS AND RESOURCES

Content-related: Clearly supports lesson objective(s

rigorous & relevant; Incorporates multimedia &
resources beyond the textbook.

Staff paper and Pencil

Recorders
Call and Response Song : https://drive.google.com/a/ut.utm.edu/file/d/0B93sOaWbWa8QXBpazk0Y1hnV2s/view?usp=sharing
Positive Attitudes
Prior Knowledge:
Can play soprano recorder from low C to high C.
Can read and write music in treble clef
Can recognize, write, and perform legato and staccato articulations

ACCOMODATIONS/ADAPTATIONS

Learning styles and interests. Anticipate learning

difficulties, regularly incorporate student interests &
cultural heritage; differentiate instructional methods.

If a student is struggling to understand the concept then I would pair them with a
stronger player so they can better hear the difference. If they are struggling with the
technique on the recorder then I would let them just scat the rhythms. If they struggle
with the composition part then I will pair them with a stronger student to help guide
them.
If a student is bored then I could let the student assign the articulations to different
rhythm patterns or conduct the class through the call and response song.

Hook: Engage students attention and foc

on learning. Personally meaningful and relevant

MOTIVATING
STUDENTS/ANTICIPATORY SET

Does anyone remember the genre of music we talked about last class period? What
technique came from that genre that we talked about? What is scatting similar to? Wh
syllables/articulations did we talk about last period?

INSTRUCTIONAL PROCEDURES

Step-by-Step Procedures-Lesson Sequence:

Basic to Complex. Lesson includes visuals,
modeling, logical sequencing and segmenting
(beginning, middle, ending); essential information;
concise communication; grouping strategies;
differentiated instructional strategies to provide
intervention & extension; seamless routines; varie
instructional strategies; key concepts & ideas
highlighted regularly.

1. Anticipatory Set
2. Write a rhythm on the board and ask for volunteers to put articulations on the
notes and have the class scat them. Do this about 3 or 4 times so a handful of k
will get a turn writing on the board
3. Put up a recorder piece on the board and have the class play it as an ensemble
demonstrate their mastery of the legato and staccato concept
4. Have the class listen to you play a series of quarter notes that are staccato and
then a series of marcato and ask them the differences between what they hear?
5. Introduce marcato and the symbol and syllable used for it.
6. Have the students play a series of marcato quarter notes.
7. Have the students play a variety of rhythms and articulations including marcato
legato, and staccato articulations.
8. Can you describe the differences between marcato notes, legato notes, staccato
notes?
9. What types of music do you think you would use one articulation more than the
other? What type of articulation would you use if you play a march? What type o
articulation would you use during a lyrical song? What type of articulation would
you use if you wanted a really impactful sound?
10.
Have each student play the Call and Response song and let each student
have a turn on the call in order and assess them with a rubric
11.
Handout staff paper to each student and ask them to compose a song for
recorder with these specified guidelines: in C Major, in 4/4, 2 four-bar phrases us
any notes from low C to high C, the first phrase phrase ending on a G half note
followed by a half rest and the last phrase should end on a G, each phrase shoul
be different, use half notes, quarter notes, eighth notes, and their prospective
rests, and using each of the articulations we talked about.
12.
Once the student is done, have them perform the composition in front of t
class.
13.
Closure: At the end of class, pick one or two compositions for the whole cla
to play together and use them to review the concepts: Legato, Staccato, Marcat
and Scatting

QUESTIONING/THINKING/PROBLEM
SOLVING (embedded throughout)

Balanced mix of question types. Utilizes Bloom

Taxonomy/Webbs Depth of Knowledge; high
frequency; purposeful & coherent; require active
responses; balance based on volunteers/nonvolunteers, ability, & gender; lead to further inquir
self-directed learning. Implement four types of
thinking (Analytical, Practical, Creative, &
Research-based) & Teach/Reinforce problemsolving types. Provide opportunities for students
generate ideas & alternatives; analyze, evaluate &
explain information from multiple perspectives &
viewpoints.

What did you learn last class period?

What genre is scatting from?
What syllables go alone with legato and staccato?
What is the difference between marcato, staccato, and legato articulations?
What types of music do you think you would use one articulation more than the other?
What type of articulation would you use if you play a march? What type of articulation
would you use during a lyrical song? What type of articulation would you use if you
wanted a really impactful sound?

GROUPING

Large group is the class.

Maximize student understanding & learning Varied group

composition (race, gender, ability, & age); clearly understood
roles, responsibilities & group work expectations; accountability
group & individual work; student opportunities for goal setting,
reflection & evaluation of learning.

ASSESSMENT

Formative and/or summative assessment.

A variety
assessments, including rubrics, measure achievement
objectives and informs instruction.

Performance rubric for the call and response and then a written performance rubric for the
composition project.

CLOSURE

Reflection/Wrap Up. Summarizing, reminding, reflecting,

restarting, connecting.

At the end of class, pick one or two compositions for the whole class to play together a
use them to review the concepts: Legato, Staccato, Marcato, and Scatting

NOTES: