Alexander Finney

Mr. Bryce Conway

Marion High School, 3/20/2019
Lesson Plan

Behavioral Objective(s) (with correlated national standards indicated)

At the conclusion of this lesson, students will be able to:

 Students will be able to accurately echo, echo translate, and audiate the
appropriate Sound Connections levels for their specific class. (PR4.2)
 Students will be able to maintain posture, and breath control for singing regularly.
(PR4.2)
 Students will be able to maintain good vowel shapes while singing. (Pr6.1)
 Students will be able to hold their part while part singing, focusing on balance,
intonation, and blend. (Pr4.2)
 Students will be able to read and sing the sight-singing exercises successfully in
time. (Pr6.1)
 Students will be able to sing the appropriate Sound Connections patterns in the
context of a melody, and successfully in time. (Pr 6.1)

Materials

Piano, Projector, Sound Connections Examples

 Alexander Finney
Mr. Bryce Conway
Marion High School, 3/20/2019
Procedures
Vocal Technique Development/Choral Development

1. 4 Beat Pattern Echo

2. Breathing- In 2, out 8, 12, 16
3. 5 finger scales- hum, ah, eh, oh
4. Zing-a-mama-sfmrd
5. Biddy Biddy Bum- drmfsfmrdmsmd
6. Red Leather Yellow Leather
7. One Bottle of Pop- Round Singing

Aural Skills/Pre-Reading Activities

1. Echo me w/ handsigns
2. Echo me rhythms

Reading Activities

 Where is do?
 What solfege syllables do we use in this exercise?
 What rhythmic patterns do we use in this exercise?
 Alexander Finney
Mr. Bryce Conway
Marion High School, 3/20/2019
Goals: Learn mm. 49-56 of Jubilate Deo

Procedures:
1. B: model mm. 49-52 X3
a. B: sing mm. 49-52 X3 (piano, less, none)
2. b: model mm. 49-52 X3
a. b: sing mm. 49-52 X3(piano, less, none)
b. Bb: sing mm. 49-52 X3 a capella
3. T: model mm. 49-52 X3
a. T: sing mm. 49-52 X3(piano, less, none)
b. BT: sing mm. 49-52 X3 a capella
c. bT: sing mm. 49-52 X3 a capella
d. BbT: sing mm. 49-52X3 a capella
4. A: model mm. 49-52 X3
a. A: sing mm. 49-52 X3 (piano, less, none)
5. s: model mm. 49-52 X3
a. s: sing mm. 49-52 X3(piano, less, none)
b. sA: sing mm. 49-52 X3 a capella
6. S: model mm. 49-52 X3
a. S: sing mm. 49-52 X3(piano, less, none)
b. SA: sing mm. 49-52 X3 a capella
c. Ss: sing mm. 49-52 X3 a capella
d. SsA: sing mm. 49-52X3 a capella
7. SsATbB: sing mm. 49-52 X3 a capella
8. B: model mm. 53-57 X3
a. B: sing mm. 53-57 X3 (piano, less, none)
9. b: model mm. 53-57 X3
a. b: sing mm. 53-57 X3(piano, less, none)
b. Bb: sing mm. 53-57 X3 a capella
10. T: model mm. 53-57 X3
a. T: sing mm. 53-57 X3(piano, less, none)
b. BT: sing mm. 53-57 X3 a capella
c. bT: sing mm. 53-57 X3 a capella
d. BbT: sing mm. 53-57 X3 a capella
11. A: model mm. 53-57 X3
a. A: sing mm. 53-57 X3 (piano, less, none)
12. s: model mm. 53-57 X3
a. s: sing mm. 53-57 X3(piano, less, none)
b. sA: sing mm. 53-57 X3 a capella
13. S: model mm. 53-57 X3
a. S: sing mm. 53-57 X3(piano, less, none)
b. SA: sing mm. 53-57 X3 a capella
c. Ss: sing mm. 53-57 X3 a capella
d. SsA: sing mm. 53-57 X3 a capella
14. SsATbB: sing mm. 53-57 X3 a capella
15. SsATbB: sing mm. 49-57
 Alexander Finney
Mr. Bryce Conway
Marion High School, 3/20/2019

Assessment: Check that the harmonic intonation, and rhythm is occurring at a basic level,
and proves to have ground to move forward and get better- make sure it isn’t awful.