Isabella Kitts LP2 1

LESSON PLAN FORMAT

Title: Always sing your song lesson 3

Grade Level: 8th grade
Standards (List specific SOLs that pertain specifically to YOUR objectives).
Virginia Standards: (SOL)
 MCB.1.2 Student will read and notate rhythmic patterns that include quarter notes, eighth notes
 MCB 1. Student will demonstrate vocal techniques and choral skills including using proper posture
for choral singing.

Objectives: (List specific, assessable items you want students to KNOW and BE ABLE TO DO).
As a result of the instruction, students will be able to: (observable skills- action verbs)

 Sing both parts 1or 2 with 90% accuracy

 Sing with clear diction
 Sing their part while the other part sings as well.
 Sustain phrases and show phrasing with a motion
 Maintain good singing posture throughout the piece

Materials (List the instructional materials you will need or use for the lesson. Why? I will know that you
know what you need to teach the lesson and will not be running around the room to find something you
forgot.)

Piano, scores, pencils.

Modifications: (List any modifications in the instructional setting or room that you must make for any
child who has special needs. Could be child with a broken leg. It could be using a microphone for a child
with a hearing deficiency. Has anyone encountered this yet?)

if a student needs an accommodation for a broken leg, we will sit while learning music, and only stand for
performing, and we would have a chair for them.

Procedures:
Steps in Teaching: (List your instructional strategies. Specifically, how you plan to teach the objectives.
What teaching will you use? Are you prepared to approach it in several ways-verbally, visually, and
kinetically? Consider learning theories as you introduce your lessons and build each future lesson).

Lesson Plan Format: Dr. Yoo © 2020

 Isabella Kitts LP2 2

I. Introduction
1. (2-3 min) warm up and stretch (if first)

II. Section (mm. 61-76)

2. (1 min) split the group up, maybe move some students to even the groups out
3. (2min) speak through the piece (part 1) on rhythm, pointing out places diction might be
difficult (diphthongs, elisions, etc)
4. (2min) have part 1 and part 2 speak text on rhythm separately, ask the other group to comment
on things they liked/words they couldn’t understand
5. (2min) have everyone sing through the piece on solfege to review pitches
6. (2 min) sing through the piece on words, keeping diction in mind.
7. (2min) Sing through the piece, focusing on phrasing (having them use rainbow gesture)
8. (2min) sing through with all these things in mind, reminding of good singing posture.

Assessment: (The question of assessment is “How well do the students know the objectives or how well
can they do/apply/use the objectives?” Go back to the top of this format- your assessment starts here.)

Overall Outcomes: Assessment for Each Outcome:

After learning the pieces, each student will…
 Sing with clear diction
 Sing their part accurately while the other
part sings as well.
 Sustain phrases and show phrasing with a
motion, maintaining good posture
I will document individual student achievement
with…
 I will listen to the students in smaller
groups.
 I will split the group evenly and assess if
they could sing independently with an
informal question for the class.
 I will ask students to make phrase
gestures during their run-through of the
piece.

** Use various assessment tools (e.g., rubrics, rating scales, checklists, short quizzes, self-reflections, etc.)
and various types of questions (e.g., multiple choice, short answer, matching, etc.)

Lesson Plan Format: Dr. Yoo © 2020