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: 9-12 Subject/Content: Music/Choir Title: Solfege Instruction

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. 26 students in girls elite choir (all girls) 1 Hawaiian girl **No different instruction or assessment was needed for those listed above.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Students will be able to demonstrate Solfege skills. Students will understand that Solfege skills are used as tools in learning music.

Reading/Language Walk-Away: Students will read and demonstrate comprehension of Solfege skills.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Pre-Assessments- Students will discuss pre-test Solfege skills content. Formative Assessments Teacher will conduct a question and answer session, addressing Solfege skills needed at this level of musicianship proficiency. Teacher will conduct class in an instruction followed with worksheet plus guide manner. Teacher will listen in on mini group activity.

Modifications/Accommodatio ns (ELL, IEP, GATE, etc.) Proper instruction without interruption is a modification that is needed with this class. Minds tend to wander and in order to keep the class focused I need to set the stage and make sure they hold all questions and comments until the time is necessary.

Special Ed. Students will be given extra time on quizzes, assignments and tests. Quiz

Summative AssessmentsStudents will demonstrate learned Solfege hand signs. Teacher will evaluate students in a performance quiz.

and test questions will be read aloud. Students will be given extra time to complete their work and will be able to retake quizzes and tests as needed. They will receive small group instruction and will receive modified grading.


Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Review pre-test content regarding Solfege skills.

Setting the stage properly. Being well-prepared with this lesson.

Teacher will engage students in a discussion regarding how they are already using Solfege. Students will be asked about their experience with Solfege in their previous music classes.

Focus Lesson (I do it)

Teacher will explain and demonstrate Solfege.

Teacher will address essential questions: What are Solfege skills? Why should you have Solfege skills? Can understanding Solfege skills really make a difference in performance?

Guided Instruction (We do it)

Engage entire class in a Solfege hand sign and singing activity using worksheet provided. Engage in a group discussion: What is Solfege? Why should you have Solfege skills? Can understanding Solfege really make a difference in a performance?

Collaborative/Cooperative (You do it together)

Small group activity practicing the skills of Solfege.

Independent (You do it alone) Students will demonstrate proficiency of Solfege skills. Summarization/Closure Closure will include reviewing lesson content and answering essential lesson questions.

NOTES TO TEACHER What do I need to remember to do? -Write walk away on the board -Involve entire class -Time management Materials to have ready? -posters of solfege hand signs -worksheet plus guide -overhead projector Approximate time needed for lesson? -60 minutes