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Jorge Quezada

Basic Concepts
Lesson Plan with Rationale
Analysis of text from English repertoire

Objective: 8th Grade students will become familiarized with the composers structure of the
text, their way of using words to depict a theme and how it fits to the music.
CCSS.ELA-Literacy.RL.8.4 : Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including analogies or allusions to other texts.
Pre-musical Knowledge: Basic understanding of music notation and dynamics
Materials: Board and marker, piano, dictionary.

Lesson Procedure:
-Review: The structure of texts that composers use in their music varies abundantly, either
depending on the musical period and the compositional devices that were used during that
time or on the structure in which the poet or author has set the text; either way it is up to the
composer how he would fit this to his music.
-Do Now: Read the text from Fair House of Joy by English composer Roger Quilter, circle any
key words that might seem important in order to decipher the meaning of the title.
Fair House of Joy by Roger Quilter Op. 12, No. 7
Fain would I change that note
To which fond Love hath charm'd me
Long, long to sing by rote,
Fancying that that harm'd me:
Yet when this thought doth come
'Love is the perfect sum
Of all delight!'
I have no other choice
Either for pen or voice

To sing or write.
O Love! they wrong thee much
That say thy sweet is bitter,
When thy rich fruit is such
As nothing can be sweeter.
Fair house of joy and bliss,
Where truest pleasure is,
I do adore thee:
I know thee what thou art,
I serve thee with my heart,
And fall before thee.
-Video example:
Fair House of Joy by Roger Quilter sung by Kathleen Ferrier
-Class Lecture: Roger Quilter was an English composer who was highly recognized for his
composition of song-cycles. In this song, he divides the music into two sections but, each with
different characteristics. The first section begins with a maestoso introduction on the piano
which announces the main motif of the song, on the other hand, the second part of the song
includes a climatic section announced by the molto cresc. E largamente ff sign at the score,
along with the marcatto chords in the piano. The text implies the celebration or like the title of
the song suggests, the joy of singing. ( A copy of the piece will be given to each student).
-Group Class activity: Students will get into groups and share their answers on the Do now
activity. Then, students will replace those important keywords for other words they might think
could fit into the text and will deliver the same message. This activity will be evaluated based
on the cooperative work of the whole group and how they came up with a new and effective
version of the given text.
-Class Discussion: After having explained the structure of the song and what the composer is
trying to say by the usage of the text, what is your reaction to the music now that you have
analyzed and understood the context of the piece?.
-Reflection: After learning about the musical structure Roger Quilter used in Fair House of Joy
and how he divided the text, how much do composers depend on the text to effectively
communicate to the audience what they are trying to express. If we were to imagine this song

without words, how much would the music accomplishes the feelings of the composer? In a
paragraph or two write your response.

1. My goal in the lesson is for the student to learn that the procedures of a musical composition
does not only focuses on the compositional structure of the piece but also, there is a highly
importance on what kind of text will be chosen and how this will fit to the music.
2. The student should have a basic understanding of music notation.
3. One goal for my students is to understand the beauty of the language and how it can serve
not only for the purpose of itself but that it can also influence other sources. I will communicate
my goals at the beginning of class, what I should expect from the class as well as what the class
should expect from me.
4. The NY standards that relate to my goal are the English Language Arts Standards: CCSS.ELALiteracy.RL.8.4 : Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
5. Essential vocabulary for the understanding of the lesson, are words such as: form, dynamics,
key signature.
6. The way I would document the progress of the students will be through assessment. There
will one analysis component at the Do Now section of the lesson and a writing component at
the Reflection section of the lesson.