Kathleen Dunne - City Honors School

Chorus Lesson Plan Date: 4/13/2023

Main Lesson Goal/Objective: Students will sing with appropriate tone and vowel shapes in
“Man in the Mirror”. Students will also demonstrate proper posture and breathing
technique.

The student will know:

● That proper posture sets the body up for proper tone production
● That vowel shape affects tone, blend, and intonation
● Breathing supports the tone
● That posture is necessary for healthy breathing

The student will be able to:

● Demonstrate proper posture for singing
● Breathe properly, with diaphragmatic support
● Produce tone properly
● Sing with the appropriate musical intent

Musical Elements Addressed: NYS Music Standards Addressed:

Expressive: Dynamics, Tempo, Style •Perform (sing, speak, play) • Creating (compose)

Timbre: Vocal, Instrumental •Move to Music • Relate to History & Culture •

Listen, Analyze, Describe • Read and Notate

Duration: Beat, Meter, Rhythm Differentiated Instruction:

Pitch: Melody, Harmony, Tonality Whole Class • Small Group • Individual
Structure: Form, Texture

Musical Processes: Materials Needed:

Experience Improvisation Interactive White Board (IWB), Hal

Leonard Rhythm Flash Cards, Various
Exploration Creation YouTube Music Samples
Imitation

Learning Activities (Be sure to address modification & differentiation needs)

The teacher will: The student will:

1. Model proper posture, vowel shape, and tone (in Mirror posture/vowel
warmups and in performance of repertoire) shape/tone
 2. Provide direct instruction for each lesson/Ask Ask questions as necessary
prompting/clarifying questions to check for to assure comprehension.
comprehension.

Warmups:

● F-P-T-K - no pitches - quarters, eighths, triplets, sixteenths - breath support, diction, subdivision
● Lip buzzes/Ya-ya-ya - Do-Mi-So-Do-So-Mi-Do - stretch range and warm up vocal cords, loosen
jaw/project
● Vee-Vay-Vah - DoMiSoMi…Do Mi So Do So Mi Do - resonance, vowel modification and matching
● Louie louie - So Fa Mi Re Do - round the lips, resonance and connecting the breath to the tone
● Whether the Weather - diction, expression

Repertoire:

● “Man in the Mirror”

- Review 45-53 first
- Run from beginning to 53 (run with solos if there are soloists in the class)
- Remind students of the style of the song - have them observe sections in which they’re
mimicking instruments and when they are singing vocals
- Point out dynamics in the various sections
- If time: have students run what they know with snaps to keep the offbeat
- If time: learn 53-61

Assessment: Teacher observation (informal)

Did the class or student demonstrate an understanding of the main lesson goal/objective?

What criteria (rubric) will be used to determine level of understanding or skill

competence?
● Students will stand properly for singing
● Students will warm up and produce tone properly
● Students will match their vowel shapes and use correct vowel shapes for repertoire

What method of assessment to be used? (Describe the formal or informal assessment

procedures.)
Teacher observation is the primary method of assessment.
Teacher assesses through prompting questions to determine comprehension of musical elements in the
repertoire.