Lesson Plan

Date: Class Start/End Times:

Names: Logan Caywood
Cooperating Teacher: School: STEM
Subject/level: Vocal Music- High School Classroom Building & Room Number:
Lesson Title: Title Selection for Our Choir

Standard, Benchmark, Indicator
Lesson Goal
Lesson Objective
Essential Question(s)
New & Guarded Vocabulary
Assessment and Criteria
Furniture/Materials/Technology
Set-up
Resources (books, articles, video
links, etc.)
Pr. 1.N Select varied repertoire to study based on interest, music reading
skills (where appropriate), an understanding of the structure of the music,
context, and the technical skill of the individual or ensemble.
Students will select a piece of music, at the appropriate level for their choir.
Using the voicing, rhythms, text, and music theory knowledge learned in
class, students will choose a piece of music for their choir, that could be
sung at the next concert. (Bloom's Taxonomy- Application)
What story or message is being told in the piece of music that you chose,
and how is that shown in the music?
Key, Major, Minor, Rhythm, Mood, Dynamics, Ritard, Tempo
In selected small groups, students will write a short paper (at least 1 pg.)
about their selection; why they selected it, the message in the text, and the
musical features within.
Online music catalogues: JW Pepper, Hal Leonard, etc. Sheet music.
The Music Theory Handbok- Majorie Merryman, all sheet music sung in class
this year.

Est. Lesson Activities

Time
of Task

Beginning 4-7 Hook: I want you all to have some input on the songs in our next concert, and see what
mins goes into them. Today, were going to do a project where you will find a song, that you
like, that our choir could possibly sing.
In the title selection project, students will choose a song that could potentially be sung
by the choir for the next concert. For this project, the teacher will provide students with
the knowledge, discussion, and awareness needed to select an appropriate song for the
choir. The student will search online (using JW Pepper, Hal Leonard, or other music
catalogue websites), and in the schools music library for a piece that they find
interesting.
Middle After introducing the project, the teacher will provide the students with a piece of music
previously sung in class. The class will participate in a discussion about the elements,
traits, and tools in the music. The teacher will facilitate this discussion, but will allow the
students to have an engaging discussion about the music. (Using guided discussion, and
think, pair, share)
- SAMPLE QUESTIONS to stimulate discussion may include:
- How does this melody fit with the text?
- What rhythm is used here, and is it used multiple times in the song?
- What text, melodic lines, or phrases are seen several times?
During the discussion, the teacher will be writing down key terms and elements
mentioned by students. The teacher will then divide the students into small groups to
 begin the selection process. Students will find three pieces of interesting music, then
narrow down to one final selection. WHY DID YOU PICK THE THREE PIECES THAT YOU
DID? HAVE YOU HEARD THESE BEFORE OR ARE THEY NEW TO YOU?
End As an exit ticket, students will write a 1 pg. reflection on the piece that their group
chose. For a complete grade, students will need to discuss the rhythms, voicing, and text
of the piece. A follow-up to the project will include the teacher selecting one (or more)
song(s) from the students selections to be sung in the next concert.

Adaptations: What could you adapt to An adaptation for the project could include providing students with
help students with learning disabilities, exceptionalities with a smaller group of pieces to select from. For
students with learning exceptionalities, example, the teacher could provide the group with 10 songs to
&/or ELL students with this lesson? (Ex: narrow down from, instead of countless songs in a music library.
guided notes, extended time, fewer
questions, fewer distractors, alternate Dividing the class into groups also allows the possibility for
setting, etc.) exceptional students to work with classmates that do not have any
learning disabilities.
Modalities: What modalities did you Visual: Looking through the music, observing the rhythms and parts
utilize in this lesson? How? of the music.
Auditory: Students are able to listen to the pieces that they are
searching through, especially if they are unfamiliar with a piece.
Kinesthetic: Students are able to physically look through sheet music
from the school instead of an online catalog.
Tactile: Students are able to see, touch, and actively participate in
the music they are looking through.
Strategies: What instructional strategies Think pair share, discussion, guided discussion, technology
did you utilize in this lesson? (Ex: graphic integration, cooperative learning, discovery/Inquiry-based learning,
organizer, cooperative learning, peer teaching, hands-on learning
discussion, technology integration, etc.)