FULL Lesson Plan for 11/17/17

Teacher Name: Michael Fibelkorn

Objectives:
With teacher modeling, students will speak Sleigh Bells (m. 1-30) with a maximum of 1
rhythmic error per section.
Without piano, students will perform Sleigh Bells (m. 1-30) with the Sopranos, Altos, and
Basses singing the correct starting notes on each section.

Standards Being Addressed:

3.6 PS The teacher selects, maintains, and integrates technology to facilitate music
reading and writing.
4.5 PS The teacher describes and models relevant performance practices, techniques,
and compositional devices.
6.2 PS The teacher selects, designs, and applies music assessment strategies that
evaluate the program to ensure students learning, skill, and artistic development.

Materials of Instruction:
Metronome
Piano
Sleigh Bells

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry: Have students stand in circle around the chairs

Activity #1: Speak Rhythms then sing m. 5-8

1. T models first 4 measures of speaking m. 5-8
2. Ss echo back together in unison
3. T gives starting pitches on piano as well as the key
4. Ss sing the first 4 measures
5. T polishes as needed

Activity #2: Speak Rhythms then sing m. 9-13

1. Ss speak m. 9-13
2. T polishes as needed and models since this is their first time doing it first without the
teacher model
3. T gives key and starting pitches
4. Ss sing measures 9-13
5. T polishes as needed
Transition: T combines measures 5-8 and 9-13
Activity #3: Speak Rhythms then sing m. 14-22
1. Ss speak m. 14-22
2. T polishes as needed and models certain sections if a part is struggling
3. T gives key and starting pitches
4. Ss sing measures 14-22
 5. T polishes as needed
Transition: T combines measures 5-13 and 14-22
Activity #4: Speak Rhythms then sing m. 23-30
1. Ss speak m. 23-30
2. T polishes as needed and models certain sections if a part is struggling
3. T gives key and starting pitches
4. Ss sing measures 23-30
5. T polishes as needed
Closure: T combines all measures and reviews. If time remains, have students circle all their
dynamics from measures 1-30 for the next class period. If more time allows, T can scaffold the
learning of the dynamics by going section by section working on which dynamics will be used.
This can be student led and student determined. Students can make suggestions, they can be
tested, and peer evaluated.
Assessment: Students will have a two types of assessment throughout this lesson. As the T
scaffolds the learning by starting with rhythms, adding in pitches, then combining different
sections of the piece, the T will be using an informal formative assessment. The T will watch
their mini-performances and polish, critique, and adjust based on what is heard from the choir.
The second assessment is a summative performance assessment. The T has a final
performance of the sections put together as a final product. Using the objectives above, the T
has an informal way to judge whether or not the choir as a whole has met the standard set
coming into the lesson.