Lesson Plan

Prerequisite Knowledge and Skills for this rehearsal

 Basic understanding of musical vocabulary.

 Listening skills.
 Ability to critically think and connect thoughts with the music.

Anchor Standards and Indicators

- ANCHOR 5: Listening and responding to a varied repertoire of music by describing,

interpreting, analyzing, and evaluating music and its elemental components.
1. LR.5.8.1 – Recall, explore, comprehend, and apply appropriate music
vocabulary.
2. LR.5.8.2 – Identify elements of music and analyze and describe how they
manifest in a musical example.
- ANCHOR 3: Connect with a varied repertoire of music by exploring the relationships
between music and history and culture.
1. CN.3.8.1 - Identify, describe, and perform the distinguishing characteristics of
musical works from a variety of genres, styles, historical periods, and cultures.
- ANCHOR 1: Connect with varied repertoire of music by exploring the relationships
between music and personal experience.
1. Cn.1.8.1 – Identify and demonstrate individual preference for music that is
performed, created, and/or listened to in daily life.

Materials

- Recording of “How Far I’ll Go” by Auli’i Cravalho

- Recording of “How Far I’ll Go” by Voctave
- Recording of “Into the Unknown” by Idina Menzel.
- Recording of “Into the Unknown” by Acapop
- Recording of “Can you Feel the Love Tonight” by Pentatonix
- PowerPoint on Auli’i Cravalho.
- PowerPoint on A Cappella music.

Procedure:

Listening (10 minutes)

1. Students and instructor will discuss places you’ve always wanted to go and experiences
you have always wanted to have. Instructor will connect to “How far I’ll Go” by Auli’i
Cravalho.
2. Instructor will pass out a perception chart to students.
 3. Students will listen to a recording of “How far I’ll Go” by Auli’i Cravalho.
o Students will fill out the chart as they listen to the song.
4. Students and instructor will discuss the chart and their answers.
5. Students will listen to “How far I’ll Go” by Auli’i Cravalho again to check their answers

Background (10 minutes)

6. Instructor will give a brief history on Auli’i Cravalho

a. Instructor will have a slide show prepared.
b. Instructor will work in questions such as “How many of you have seen Moana?”
7. Instructor will discuss the concept of a female singer and looking up as a role model.
8. Students and instructor will discuss what the lyrics of the song and the fact that the singer
is a woman means to them.

Listening 2.0 (7 minutes)

9. Instructor will introduce “How far I’ll Go” by Voctave and pass out a second perception
chart to fill out for this version of the song.
10. Students will listen to “How far I’ll Go” by Voctave.
o Students will fill out the perception chart as they listen.
11. Students and instructor will discuss the chart and their answers.
12. Students will listen to How far I’ll Go” by Voctave again to check their answers and to
listen to what is different between the two pieces.
13. Students and instructor will discuss what factors are different between the two pieces.

Differences and History (10 minutes)

14. Instructor will pull out a large Venn diagram on the board.
a. As students discuss what factors of the songs are different, they will be allowed to
write the differences on the Venn diagram.
b. Excerpts of the song(s) can be replayed as necessary
15. Instructor introduces the concept of A Capella music.
16. Instructor will give a brief PowerPoint on A Capella music.

Assessment (10 minutes)

17. Based off the work done previously, the instructor will assess the student’s understanding
of the 12-bar blues.

PROMPT: Based off our work, let’s see if you can identify if other songs are also
in the A Cappella style.

18. Students will listen to “Into the Unknown” by Idina Menzel.

o Students will discuss and identify the song’s quality, with pointers from the
instructor.
19. Students will listen to “Into the Unknown” by Acapop!
 o Students will discuss and identify the song’s quality, with pointers from the
instructor.
20. Students will listen to “Can you Feel the Love Tonight” by Pentatonix.
o Students will discuss and identify the song’s quality, with pointers from the
instructor.

Wrap-Up (3 minutes)

21. Instructor wraps up the class by discussing what they have learned and what they will
discuss next class.

End.
Learning Tool 1

How Far I’ll Go

Performed by Auli’i Cravalho

Perception Chart

______________________________________________________________________________

Directions: Listen to “How Far I’ll Go” performed by Auli’i Cravalho and circle the statement
in either column A or B that best describes what you are hearing.

NUMBER A B

1 (:08) The song begins with a female solo The song begins with a choir.

2 (:25) A new voice enters You can softy hear waves crashing.

3 (:40) A guitar strums at the beginning of The accompaniment stops playing

each measure

4 (1:00) The soloist sings a high note The accompaniment plays a long
held-out note while the soloist keeps
singing

5 (1:17) You can hear children laughing A rooster crows.

6 (1:26) The percussion instruments become The music gets very soft.
louder

7 (2:02) The music has an interlude The key changes

8 (2:22) The soloist holds out a long note The song fades away
Learning Tool 2

How Far I’ll Go

Performed by Voctave

Perception Chart

______________________________________________________________________________

Directions: Listen to “How Far I’ll Go” performed by Voctave and circle the statement in either
column A or B that best describes what you are hearing.

NUMBER A B

1 (:00) The song begins with a female solo The song begins with a choir singing
on “oooo”

2 (:36) The full choir backs the soloist Instruments enter under the solo.

3 (:48) A guitar strums at the beginning of A singer is singing a high

each measure countermelody above the solo.

4 (:55) Drums enter over the choir The choir gets louder while singing
“ah”

5 (1:12) More voices join in on the melody The solo continues

6 (1:25) The choir is singing different rhythms The music gets very soft.

7 (1:35) The choir sings the same rhythm There is only one voice

8 (2:14) The choir gets quiet The key changes

9 (2:40) The choir holds out a long note The song fades away
to end the song.