Lesson Process!

I will introduce the song by playing the first verse and chorus on the projector and the kids can
also watch the music video to connect more with the song. There are three different sections in
this song, therefore three different bass, alto, and vocal lines. Some students may choose one
section to play, or if they want something more challenging they can play all three sections.
Vocal line 1, alto line 1, and bass line 1 are all to be played at the same time. The same goes for
the other two parts. They are to be played in order of 1,2,3 as that is the form of the song.
The instruments are bass, alto, and soprano xylophone.

I will begin by teaching bass section one, then two, then three. I will do this by playing the whole
section and then splitting each section into smaller, more digestible chunks and have them learn
chunk by chunk. I will also display the notation on the board after I play it the first time, when
we are going through the chunks, so visual learners can feel supported. While I am teaching the
bass section their part I will also ask the students who haven't learned their part yet to sing the
note letter names along with the basses. Then I will ask the bass players which section(s) they
want to play to ensure someone will always be playing a part. After they choose I will ask them
to practice playing with their fingers silently while I teach the rest of the parts.

Then I will teach the alto sections one by one. I will do this by playing the whole section and
then splitting each section into smaller, more digestible chunks and have them learn chunk by
chunk. I will also display the notation on the board after I play it the first time, when we are
going through the chunks, so visual learners can feel supported. While I am teaching the alto
section , I will also ask the students who haven't learned their part yet to sing the note letter
names along with the altos. After all the sections of the alto line have been taught, I will ask
which section(s) each person would like to play and then I will ask them to practice silently with
their fingers while I teach the rest of the arrangement.

Next I will teach each of the vocal sections to the lead vocal players. I will do this by playing the
whole section and then splitting each section into smaller, more digestible chunks and have them
learn chunk by chunk. I will also display the notation on the board after I play it the first time,
when we are going through the chunks, so visual learners can feel supported. While I am
teaching the vocal section their part I will also ask the students who haven't learned their part yet
to sing the note letter names along with the vocal section. I will teach section by section and then
ask which section(s) each person would like to play and I will ask them to practice silently with
their fingers.
Then I will play the music again and ask the drummer to feel the beat. They can simply play
eighth notes the entire time, which I will give as an option, or allow them to create their own
rhythms that they see fit. I will play the song twice and allow the drummer to make some
decisions.
While the soprano section practices I will ask bass 1 and alto line 1 to play together and so on.
After line three finishes I will ask the vocal section to join in and go over each section as a
whole. I will tell the drummer to come in whenever they feel ready to join.

I will cue the sections when they switch as the song progresses and have them play it over and
over until I see that they are really understanding the form and getting their notes down, helping
students who might be struggling and then showing the notation to those who need the help in
that way and learn better by seeing.

I think this lesson would fit very well in a form unit because there is an A(verse), B (pre chorus)
and C(chorus) section and students will learn how they fit together. We could connect the form to
poems and create our own arrangements based on poems they learn in English class and create
their own melody, alto part, and bass line.