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TEAM Lesson Plan Template

Teacher: Bridget Huenefeld
Subject/Grade: 7th Grade mixed choir
Lesson Title: Move-able do solfege in C Major
STANDARDS
Identify what you intend to teach. State, Common Core, ACT College Readiness Standards
and/or State Competencies; Enduring Understandings and Essential Questions.
1.2 Demonstrate, individually, the fundamentals of correct vocal production.
4.1 Arrange a song within specified guidelines
7.1 Use specified criteria to evaluate his/her own personal performance.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
OBJECTIVE(s)/Sub-Objectives
Connect prior learning to new learning. Clear, Specific, Observable, Demanding, High
Quality, Measurable, Aligned to Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)
The learner will label passages of music with correct solfege syllables. The learner will sing with
correct technique and solfege syllables a given passage of music. The learner will compose two
measures of music in C Major with solfege.
MATERIALS AND RESOURCES
Content-related: Clearly supports lesson objective(s); rigorous & relevant; Incorporates
multimedia & resources beyond the textbook.
Paper and pencils for each student
Smart board with finale
Sheet music for each student
Felt staff and notes
ACCOMODATIONS/ADAPTATIONS
Learning styles and interests. Anticipate learning difficulties, regularly incorporate student
interests & cultural heritage; differentiate instructional methods.
Students that are grasping the concept will help lead others in the group work. When the
performances begin, the students that are not as comfortable with the material can listen to
other students before they perform.

MOTIVATING STUDENTS/ANTICIPATORY SET
“Hook”: Engage students’ attention and focus on learning. Personally meaningful and
relevant.

The class will begin with a video of “Do Re Mi” from “The Sound of Music” I will ask the class if
they have ever heard anyone use those syllables for a song before.
INSTRUCTIONAL PROCEDURES
Step-by-Step Procedures-Lesson Sequence: Basic to Complex. Lesson includes visuals,
modeling, logical sequencing and segmenting (beginning, middle, ending); essential
information; concise communication; grouping strategies; differentiated instructional strategies
to provide intervention & extension; seamless routines; varied instructional strategies; key
concepts & ideas highlighted regularly.
Introducing solfege on a C Major triad, then scale. Show students the syllables related to the
notes. Label each note with the correct syllable Sing the scale on solfege Put a copy of Hot
Cross Buns on the board for the class to label together Sing Hot Cross Buns on solfege Hand
group of students a copy of Merrily We Roll Along with blanks below each note Have the groups
fill in corresponding syllable for each note As a class, go over which syllables go where Have
students compose a 2 measure phrase (in 4/4 using quarter notes in C major) using do re mi
and sol. Writing the notes on the staff and labeling the solfege syllables. The students will
perform their compositions for the class The class will turn in their compositions or a grade.
GROUPING
Maximize student understanding & learning Varied group composition (race, gender, ability,
& age); clearly understood roles, responsibilities & group work expectations; accountability for
group & individual work; student opportunities for goal setting, reflection & evaluation of
learning.
When the students label the syllables of Merrily We Roll Along, they will be in groups of 3-4
students each. There will be a student that grasps the concept in each group as well as a
student that needs improvement.
Formative and/or summative assessment. A variety of assessments, including rubrics, measure
achievement of objectives and informs instruction. The written group work will be graded. The
individual compositions will be graded by two rubrics, one for the written portion and one for the
performance portion.
CLOSURE
Reflection/Wrap Up. Summarizing, reminding, reflecting, restarting, connecting.
Tell class to keep working on solfege because we will be playing a game with it next class.
Notes: Previous Knowledge: The class knows the names of the notes of treble and bass clef,
major key signatures, correct singing technique, and can read rhythms.