Daily Lesson Plan- Tripi
Ensemble/Class: Song Corps 1st Period
Materials Needed: Piano, sheet music, white board
Objectives
Musical
1 Students will sing correct pitches
2 Students will sing correct rhythm
3 Students will follow conductor correctly
4 Students will solfege in 4 part harmony to build chords
5 Students will use correct dynamics, vowels, expression
6 Students will demonstrate understanding of Gospel music
7 Students will demonstrate understanding of fermata/ritardando
Academic Language
8 Students will know meaning of fermata/identify it
9 Students will know characteristics of Gospel music and relate it back
to our piece of music, He Never Failed Me Yet
10 Students will understand and sing with standard English grammar
Announcements/Attendance:
Central Focus: Expression (dynamics, fermata,
ritardando) and Gospel music
Standards
Common Core Performing Arts
1 MU:Pr4.1.E.Hs a. Select a varied repertoire to study based on music
reading skills (where appropriate), an understanding of formal design in
the music, context, and the technical skill of the individual
and ensemble.
2 MU:Pr6.1.E.Hs a. Demonstrate attention to technical accuracy
and expressive qualities in prepared and improvised performances of a
varied repertoire of music representing diverse cultures and styles.
3 MU:Cn10-E. 5.b - (Evaluate and Refine) Manipulate elements of
music in a draft of an excerpt or melody to revise and refine their clarity
for a specified purpose.
4 MU:Re8.1.E.Hs Identify and support interpretations of the expressive
intent and meaning of musical works, citing as evidence the treatment
of the elements of music, contexts, and (when appropriate)
the setting of the text.
Common Core Literacy
1 Speaking and listening: 1. Initiate and participate effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and
persuasively.
2 Speaking and Listening 6. Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal English when indicated or
appropriate.
Class Sequence:
Piece/Activity Objective Steps Assessment
Number(s)
Warm ups 1,2,3,4 Hum-mah (54321) (Physical/Breathing) Informal:
(5-8 minutes) Meoh/Soweoh (Loosening vocal chords, agility) Teacher observes ensemble
Mi-ah (Range/Dynamics piano vs. forte) responding to verbal
I Love To Sing (Full sound- Diction V) feedback during warm ups
Solfege Scale (Range)
Solfege/Zee-ah Chord (Practice chord/fermata/vowels)
Solfege Mirroring Exercise (listening/blending/watching)

He Never Failed 1,2,3,6,7,8,9 Day 12: Discussion: Who can raise their hand and tell me some Formal:
Me Yet characteristics of Gospel music that we have previously discussed? (T T watches to see if students
(12 minute) writes on the board) Strong/rich harmonies, Christian lyrics, very are responding to conducting
repetitive, call and response fashion, rhythmic accompaniment (such as and the musical elements of
hand clapping, stomping), acappella sections, improvisation, fermata/dynamics
ornamentation notes. T will then ask students if we have all of these
characteristics in our piece, check the ones we have. Informal:
T listens for accuracy of all
Students will sing ending from top of page 8 to END. rhythms and pitches
Go until first chord in measure 57 have them stop and hold.
T: What is articulation at the end? Fermata, meaning what? And what Informal:
does molto rit mean? Slow down very much! T observes if students are
T: Watch my conducting. He (cut off) never failed (cut off) me yet connecting gospel music
crescendo! characteristics with our piece

Go back and run through top of page 11 until the end with CORRECT
gospel characteristics! (cannon, acappella, hand clapping, fermata,
dynamics, etc.)

Carol of the Bells 1,2,3,7,10 Day 13: Review 2nd ending with the fermata, conduct the students and Informal:
(10 minutes) have them watch. Make sure students are performing correct dynamics. T observes students singing,
blending, in their sections
Students will then circle up into their own sections and sing through checking for melodic and
beginning to the second ending. (T will walk around helping and rhythmic technical accuracy
observing playing some piano if needed).
 Formal:
Students will then self-assess themselves and discuss how they think they Students self-assess their
did in their sections. section (helps T know, and
Students by section explain to Teacher why they chose that assessment. also causes students to take
Chosing 1 out of 10, 10 being the best. ownership knowing what
they need to work on)

Silent Night 1,2,3,5,10 T will move students into Mixed position throughout the choir room Informal:
(5 minutes) T: Listen to each other and watching me (conductor) T listens for entire choir
Run through entire piece all verses with humming verse? correct harmonies, vowels,
Fix any issues blending within choir

Evening Star 1,2,3,5,10 Day 16: Students will move back to regular seats. Page 8 to the end. Informal:
(EXTRA if time) Check cut offs and discusses cut offs. DYNAMICS. VOWELS. Focus on T listens for entire choir
dynamics and phrasing. Address expression, vowel shapes, consonants. correct harmonies, vowels,
blending within choir