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Lesson Plan Template GENERAL INFORMATION Name: Melinda Morgan

Date Lesson to be taught: Febuary 13. 2013 Grade Level: 9-12 Course: A Cappella Unit of Study: Will There Really Be A Morning Topics/Concepts to be addressed: Correct Vowel Shapes, Deep breathing, Expression, Articulation

Materials needed by the students (including use of technology): Sheet Music Pencil

Materials needed by the teacher (including use of technology): Sheet Music Pencil

ENDURING UNDERSTANDINGS

PROGRESS POINTS

CONTENT STATEMENTS

Critical and Creative Thinking: A. Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and innovative ways and to understand the works produced and performed by others.

Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.

1PR Sing

or play, alone and/or in ensembles, demonstrating accurate intonation and rhythm, fundamental skills, advanced technique and a high degree of musicality.

Planned procedure and material information you wish to cover. Put these in an orderly logical flow so you can go step by step. Be a thorough as possible in your first lesson plans so you can get through the entire lesson smoothly:
Class Dynamics-special situations that might affect the class, snow days, right before a holiday, returning from holiday, class after recess, assembly or recess interruptions, scheduling conflicts, etc. A Cappella is the last class of the day, so the students often have trouble focusing. Encouraging them to stay on task is essential.

Warm-Ups: 1) [Hmm] 5 note descending scale starting on G above middle C moving chromatically down the piano. This will be done to warm the voice up. This exercise should last about 1-2 minutes. This should cover the middle to lower range. 2) Yah 3 note descending arpeggio starting on G above middle C moving chromatically up the piano. This should be done to help lift the palate. This exercise should last about 1 minute. This will cover the middle/ upper range of the voice. 3) Chester-Cheetah chewed a chunk of cheese. Put these words to an ascending and descending 5 note pattern scale. This should be done to help with diction. Work chromatically up the piano. This exercise should last about 1 minute. This will cover the middle/ upper range of the voice.

4) Me-Ah 5 note ascending scale arpeggio down. Start the exercise on Me concentrating on an open [e] sound opening to an Ah for the descending arpeggio. This should be done starting on G above middle C working chromatically up the scale. It should last about a minute. This will work the middle/upper range of the voice. 5) I love to sing full octave jump starting on middle C with a descending arpeggio down the scale. Work chromatically up the scale to warm up the middle to upper range of the voice. This should last about a minute. 6) [Do] Whole note ascending scale all the way up the scale and back down starting on middle C. To help the choir blend and listen have the students begin singing in a round. Begin with the sopranos then have the tenors, altos and basses follow after 8 counts. This should last 1-2 minutes. Sectional: 1. Have students turn to Will there really 2. Begin at the beginning of the piece and work through this section 3. Play the individual parts on the piano (as little as possible) 4. Talk to the students about the tall vowel shapes needed for the piece-stop and correct any bad vowel shapes 5. Work individually with altos on key change on page 3 6. Work with sopranos individually 7. Add both parts together and have them sing this section 8. Work on getting a deep breath and singing through the whole phrase on page 9. Work on ending where both parts come back into unison Extension activity, if applicable providing additional activities for practice, investigation or further learning opportunities, or advanced study of the topic addressed in a lesson: The students will be asked to take their music home to continue practicing the sections of the piece that caused them trouble.