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Lesson Plan Design

Subject:​ Music: Women’s Choir___ Grade:​ 9-12____ Lesson Topic: ​Introduction to vocal jazz singing______

Candidate’s Name: ​Jacqueline Haven________________________________ ID #: ​_024023696_________

Site Supervisor: ​Wendy Keith______________________ NU Supervisor: ​Jessica Wallace_______________

Date: ​Thursday September 12, 2019________________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations, provide rationale.)
Learning Expectations: Rationale:
CA Content Standards and CSTP​:
Nov.MU:E.Pr4.2:​ Demonstrate, using music To be able to perform a piece of music, students need
reading skills where appropriate, how knowledge to have a fundamental ability to accurately read and
of formal aspects in musical works inform interpret the musical symbols.
prepared or improvised performances.

Int.MU:E.Pr4.3:​ Demonstrate understanding and Jazz music has its own expressive norms that are
application of expressive qualities in a varied distinctly different from classical music. Students need
repertoire of music through prepared and to learn these elements in order to properly perform
improvised performances. jazz styles.

Focus Learners, EL Level, & Relevant IEP Goals​:

No significant accomodations need to be made in
There are two students with mild learning
teaching for these students outside of the general
disabilities. One 504 for type I diabetes. One ELL
application of UDL.
level 4 expanding from an English speaking
household. Four gifted students.

Create Bridges from Past Learning​:

Students use their knowledge of good vocal
All singing has a foundation in good vocal technique.
technique and apply it to a new style of music.

Behavior Expectations​:
Students need a pencil in order to write extra
Students are expected to bring a pencil to class
instructions and notes in their music for reference in
every day.
their practice in and future rehearsals.
When the teacher is giving instruction, students Students need to actively listen to process the musical
are expected to be actively listening and taking information they are receiving to produce it themselves.
notes when necessary.
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Students are expected to actively participate in all Students need to participate in order to improve their
activities. musical abilities and for me to provide accurate
formative assessments.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome? Include objective and subjective data to show outcomes.)
​Learner Outcome(s)/Objective(s): Rationale:

Students will be able to perform 2 scat syllable jazz FarEast is an all-region honor group. By using the Far East
examples from the Far East Jazz audition repertoire audition material, this not only gives students an introduction
with the appropriate jazz swing style. to jazz music, but also prepares them for the audition should
they choose.

The jazz swing style eighth note is a fundamental element in

Students will be able to perform eighth notes in the jazz jazz that is unique to that particular genre of music. It is an
swing style on scat syllables. essential element that all learners of jazz must learn.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Pre-assessment: Rationale:
Students will listen to a selection of music performed by This not only activates their prior knowledge of music
the vocal jazz group, The Manhattan Transfer in the elements, but also allows me to assess the depth of
swing style. In small groups, they will identify the knowledge of those musical elements and terminology. It
various elements of music they hear that is in contrast also helps me determine if students know the jazz
to traditional classical styles of music. I will walk around terminology associated with singing vocal jazz and how
to the small groups and help to facilitate the discussion. developed their active listening skills are. Small group/pair
discussions also allow students who don’t normally speak in
the large class setting a low-pressure situation to share their
knowledge. It also provides accommodations for ESL and
students with learning disabilities to participate.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the IEP goals,

pre-assessments, modify Learning Activities based on learner characteristics to meet the needs of
all students including ELL, special needs students, highly achieving students and low achieving
students)

Differentiation, Adaptation & Accommodation Strategies
I will be presenting the information using multiple
modalities including visual, oral explanations,
aural examples, and modeling. Students will have
a copy of the music we are performing as a visual
reference and to make notes. I will be playing the
notes, and explaining the style, as well as
modeling the correct style. Students will then
repeat back what was presented.
5. Resources​: ​(Identify materials needed for this lesson accounting for varying degrees of skill level)
SmartBoard for instruction with computer
Sound system for musical examples
Keyboard to provide music notes
Far East Jazz audition music printout
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
As a vocal warm-up, I will present on the
Smartboard the jazz swing eighth-note style and
associated scat syllables. I will model the style
and have students repeat after me. I will listen to
their performance and provide more instruction
and modeling if necessary. Once the students
have successfully performed the style, I will then
explain and demonstrate the new style on an
octave scale warm-up they are familiar with.
Students will perform the warm-up based on my
example. I will be listening to their performance to
give feedback and improve their performance.
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Rationale:
This is an application of one of the tenants of Universal
Design for Learning created to accommodate all
learners. By providing various means in which I present
the material, students have more opportunities to
interact with the new information and can better absorb
the learning.
Rationale:
It provides a visual example for all students to see and
also facilitates the use of Youtube examples.
This allows the whole class to listen to musical
examples.
This is used to give audio references for the notes the
students will sing.
This is the written music that will be performed in class.
Providing a copy to each student allows for individual
reference and practice later.
Rationale:
This exercise serves two purposes: to warm-up the
voice and practice the jazz swing eighth-note style. The
scale is a familiar warm-up technique so students can
focus on the new element.
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Students need to be able to articulate what the

Next, I will ask students to get the FarEast Jazz
Music Audition music up. I will tell students to look
at the first example scat example. We will review
the articulations starting with the marcato. I’ll ask
students to speak with their partners about what
that marking means and then have a few give
share their thoughts. I will then model the
articulation and have students repeat after me. I
will then teach the rhythm and syllables through
modeling. Students will repeat after me.
markings in music mean in order to conceptualize how
it should be performed. Through vocal modeling,
students get a further understanding of the sound that
should be produced when performing those
articulations.
Isolating the rhythm and syllables from the notes
provides scaffolding and allows for students to process
the information in smaller chunks.

Once we have reviewed the articulations, I will

teach the notes by playing them on the piano and
also modeling vocally. Students will then perform
it back to me. I will listen closely and provide
further instruction and scaffolding if necessary.

Repeat this process for the second exercise.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide
feedback and re-teaching)
Learning Activities: Rationale:
After each modeled example, students will Since this is a performance based class, it is important
perform the exercise. I will listen closely to their that students are able to sing the exercises. Having
performances and provide further instruction and students sing the exercises while I provide
scaffolding if necessary. For example, if I hear
they didn’t perform and accent correctly I will
isolate that articulation, provide another
explanation of the articulation, and model the
proper performance. Then I will have them
perform for me again to assess if they were able
to produce the correct.

8. Independent Practice: (Provide practice that supports the learning outcome. ​Note: Independent
activities are assigned assuming that students understand the concept well enough to work on
their own.)
Independent Practice: Rationale:
Although there is no individual practice alone in
This is an ensemble class which is reliant on students
the lesson. Students are performing individually
being able to sing together. Since students are learning
and asked to assess their own performance
this for the first time, it is better for them to learn it
throughout the lesson to improve.
together so they have a support to reinforce the
learning.
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9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students. Link the assessment to the stated Student
Outcomes.)
Assessment and Evaluation: Rationale:
The formative assessments I will be using are As this is a performance-based class, students'
listening to the students' performance of the music performance is essential in assessments. Since they
as a section and providing further instruction as are only learning the piece and are not ready for a
necessary.. summative assessment, it is best to continue to
evaluate the group as a whole and provide feedback so
that students benefit by learning from their peers.

10. Closure​: ​(Describe how students will reflect on what they have learned.)

Closure​:
Students will do an exit ticket activity in which they
will write down one thing they knew and one thing
they learned.
Rationale:
Having students articulate what they knew and what
they learned allows students to reflect on their progress
during the class. This also gives me insight into what
students perceived as the main take away from the
lesson.

11. Lesson Reflection/Assessment​: (​ Collect student learning data to determine: What went well? What
needs to be changed? Were learning outcomes met? What activities will you add, change, modify in
the future? What can be done to follow up on the learning from this lesson? Who needs additional
help? Who needs enrichment or higher level work?)
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