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WILLIAM PATERSON UNIVERSITY

MUSIC DEPARTMENT
Revised Lesson Plan Format (2016)

Name: Ms. Sutter School: Passaic County Technical

Institute Grade: 12th Grade

Central Focus: Falsetto, Passiago, Range and register, Belting, Breath support

Date of Lesson: 11//21/23

Standards for Music: Learning objective(s): Assessment(s):

Student will be able to sing Self-Assessment (For my

MU:Pr5.1 Anchor with proper breath support second student )
Standard: 5. Develop and throughout his falsetto.
refine artistic work for
presentation. College and Career Ready
Practices:
MU:Re7.2 Anchor
Standard: 7. Perceive and 1. Apply appropriate
analyze artistic work.
academic and technical
MU:Cr3.1 Anchor skills.
Standard: 3. Refine and 2. Utilize critical thinking
complete artistic work. to make sense of
problems and persevere
in solving them.

Planning the Lesson (to support the lesson and allow adequate planning):

● Teacher Resources:
o Piano
● Academic Vocabulary and Language Function: Rhythm, IPA Source

● Student Materials : Folder that will be given with all materials

● Cite principles from educational theory and/or research:

By, et al. “Vygotsky’s Zone of Proximal Development and Scaffolding Theory.” Simply
Psychology, 16 Nov. 2023, www.simplypsychology.org/zone-of-proximal-
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development.html.

● Student prior knowledge needed: N/A

Instruction: Teaching the Lesson (the process of instructing the class/students)

1. Engage: Motivate/Introduce (How will you engage and support students to create,
perform, or respond to music by developing and applying knowledge/skills, contextual
understandings, and artistic expression related to the topic/song/composition/activity?)

a. Start by doing the pre-assessment before the lesson (only for the second student )
(PA)
b. Ask the student what they worked on since the last lesson, and what they came
prepared for this lesson, and what they would like to work on.
c. https://www.nats.org/_Library/Winter_Workshop_NYC_2018/
FEMALE_VOCALISES_Mary_Sauders-Barton.pdf

2. Procedure: Instruct (A numbered, sequential list delineating how learning tasks will be
presented from the beginning to the end of the lesson. Include questions as well as
students’ activities/involvement. It is NOT necessary to use complete sentences. Two
activities is a minimum; you may list more if applicable.
a. Do some vocal warm ups
i. Octave scale healthy belting/modification of vowels
ii. Show print out of vowels and where they are on the mouth when singing

1.
2. checking throughout the lesson to make sure they are following the
correct breathing technique (IA)
b. Ask the students what the song meansof them, interpretation on the song
c. Teacher will go our the pronunciation of the song if it is in a different language
d. Teacher will demonstrate how to hold the phrasing correctly with breath marks and
play it on the piano
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i. checking to see if students are breathing correctly(IA)

e. Using the section of the sign the student will sing the song with the correct
pronunciation of the song (FA)

3. Embedded assessment: Label assessments embedded in your plan as PA (pre-

assessment), FA (formative assessment), and SA (summative assessment). Then describe
them below.
a. 1a- PA
b. 2di- IA - checking throughout the lesson as new notes are learned
c. 2e- FA

4. Closure: How will you review/remind students of what they learned? How will you
encourage them to continue their learning? Remember the practice checklist (lesson1) and
self-assessments (lessons 2 and 3)
a. I will tell the student to have their song memorized by the next lesson
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