IPA Lesson Plan #1: Vowels

Sam Day

GRADE LEVEL: 10th-12th Grade

ABILITY LEVEL: Intermediate musicians

STANDARDS:
1. MU:Pr5.1.E.8a Develop strategies to address technical challenges in a varied repertoire
of music and evaluate their success using feedback from ensemble peers and other
sources to refine performances
2. MU:Pr4.1.E.8a Select a varied repertoire to study based on music reading skills (where
appropriate), an understanding of formal design in the music, context, and the technical
skill of the individual and ensemble.

OBJECTIVES:
1. A high school SATB choir class will be able to accurately understand and repeat IPA
vowel sounds with a success rate of 80%
2. A high school SATB choir will be able to analyze and translate different sentences
written out in English, translating specified vowel sounds into IPA with a success rate of
80%

PROCEDURE:
IPA Lesson
1. Begin the class by asking the students what they know about IPA
a. The class should have a basic understanding of IPA from previous classes
b. Ask the students what IPA is, what IPA stands for, and why IPA is important
i. If they cannot answer any of said questions, be sure to remind them of the
answer
2. Next, start by writing down and explaining the most common IPA vowels, start with [a].
Have the students repeat the sound “Ah” like in the word “Father”
3. Do the same with the vowels [ae], [ε], [I], [i], [o], [ɜ], [ʌ], [υ], [ɔ], and [u], having the
students repeat the sounds after you each time and also giving a relevant word that uses
that vowel sound
a. [ae] - Cat
b. [ε] - Get
c. [I] - fit
d. [i] - meet
e. [o] - close
f. [ɜ] - nurse
g. [ʌ] - strut
 h. [υ] - foot
i. [ɔ] - cloth
j. [u] - boot
4. After the class is able to pronounce each vowel sound adequately, erase the vowel sounds
and have the class fill in each IPA symbol with what english sounds the symbol makes
5. Draw the Meow chart shown in the Materials section, and explain said chart to the class,
explaining the difference between tongue and lip vowels
6. Before the end of class, hand out the Exit Slip assessment attached at the end of this
lesson plan for the students to complete
7. Have the students break up into groups of their choosing to complete the exit slip, using
the IPA vowel information written on the board for help
a. As they complete the exit slip, walk around the classroom and answer any
questions the students may have
MATERIALS: A laptop and projector may be needed to showcase artifacts such as the Meow
chart, Meow chart attached at the end of document

ASSESSMENT: The teacher will hand out an exit slip 20 minutes before class ends, and have
the students work together in groups to complete the assessment on the following page

MODIFICATIONS/ACCOMMODATIONS:
Students with ADHD - keep the explanations brief, keep students engaged and ask questions
throughout

Students with Dyslexia - Make sure the Exit Slip assessment is printed in large, easy-to-read text,
and allow students to work in groups for the exit slip in case the student would need assistance.
Also repeat verbal instructions when given and use both visual and auditory explanations
throughout the lesson
Meow Chart for Reference:
Name_______________________________
Date_______________
English Vowel Consonant Exit Slip
Excerpts from Samuel Barber’s Solitary Hotel
Write an IPA symbol for each underlined letter or group of letters.
Choose ONLY from the following symbols: [ɑ æ ɜ ʌ ε ɪ i u υ o ɔ]
Solitary hotel in mountain pass

Autumn. Twilight. Fire lit.

In dark corner young man seated.

Young woman enters.

Restless. Solitary. She sits.

She goes to window. She stands.

She sits. Twilight. She thinks.

On solitary hotel paper she writes.