Student Name: Eve Thomas

Title of Lesson: Content Knowledge Total Lesson Time: 35 minutes

Grade(s): Eighth Subject Area: Mixed Choir

Curriculum Standard(s)
Music Standard 6/Benchmark B/Grade 8: Listening to, analyzing, and describing
music/Reflect upon and discuss aural examples/Analyzes musical examples through written
and verbal communication

Music Standard 9/Benchmark A/Grade 8: Understanding music in relation to history and

culture/Demonstrate audience behavior appropriate for the context and style of music
performed/Responds to music performances that reflect the nature of the given genre

Learning Objectives (Benchmark) and Assessment:

Learning Objective(s)
Students will:
1. identify musical characteristics of two
different song recordings
2. synthesize that information to find
similarities between the two songs
Assessment(s)
1. I will walk around the room as
students are working in small groups
to ensure that everyone stays on task
2. I will collect each groups venn
diagram at the end of class to check for
completion and understanding

Materials Needed:
- Piano
- Music folders
- Pencils
- Venn diagram worksheet
- Laptop/projector

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Anticipatory: Warm-ups (stand in a semi- 10 min
circle)
Concentration Activity: 4 beat pattern game
- I do an action for 4 beats (clapping,
snapping) and then switch to another
action for 4 beats
- The students copy me, but they start 4 beats
behind me
Vocal Warm-Up: lip buzz
- What are the steps we need to take to be
 successful with this warm-up?
- Can you make your air move faster on the
higher notes? I will demonstrate this to the
students first
- Switch to singing the exercise on Ah or Oh
Solfege: sing and sign a scale up and down, - if some students are having
then do the same thing and leave out one trouble singing the solfege
solfege syllable skips, I will isolate that section
of the exercise or double their
2. Introduction 10 min parts on the piano
- explain where the melodies in Trs Cantos
came from (this is one of the songs the
students are working on)
- show PPT with pictures of where the Xingu
River is in the Amazon Rainforest
- split students into assigned groups and hand
out worksheets
- give some background information about
the first video they will be watching
- explain to students what they should look
and listen for in the video (ideas will be
written on the board for students to
reference as they listen and reflect)
- watch part of the first video: Shaman Songs
of the Amazon Rainforest: Pasha Dume - I will walk around the room
- give students time to talk with their group and check in with each group,
members and record thoughts asking guiding questions to
- have a volunteer from each group share one help generate answers if
point they recorded needed
- I will write each new idea on the board

3. Guided Practice 10 min

- we will follow the same process with the
Trs Cantos recording the class listened to a
few weeks ago to fill in the right side of the
venn diagram
- after the students share some answers, I will
ask them to look for similarities between the
authentic recording and Trs Cantos video
performance
- the students will use that information to fill
out the middle part of their venn diagram

4. Group Closing 5 min

- I will write the musical elements that are
common to both recordings on the board
 and talk about how these are important parts
of the music to bring out
- if there is still time, we will sing through the
first song in Trs Cantos to review our parts
and incorporate some these elements

Classroom Management Strategy (How will you foster engagement and positive behavior?)
- I will have the class agenda and directions written on the board when students walk in
the room
- If a few students are talking about other topics or not paying attention during group
work time, I will use the strategy of proximity and walk closer to their group to check
in on their work
- If that strategy is not successful, I will remind students of the classroom expectations
they need to meet to receive a secure in the actively participates in class portion of
their grade