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Lesson Plan - Second Rehearsal

Emily Johnson

Title: Hakuna Matata

Grade Level: 8
Standards (List specific SOLs that pertain specifically to YOUR objectives).
Virginia Standards: (SOL)

MCI.3 Students will demonstrate vocal techniques and choral skills

including: - Maintaining proper posture for choral singing (MCI.3.1)
- Using breathing techniques that support vocal production (MCI.3.2)
- Using correct intonation (MCI.3.6)
- Blending with other singers on the same vocal part (MCI.3.7)
- Using proper diction (i.e., pure vowel sounds, diphthongs, voiced and unvoiced
consonants) (MCI.3.8)

Objectives: (List specific, assessable items you want students to KNOW and BE ABLE TO DO).

As a result of the instruction, students will be able to: (observable skills- action verbs)

- Sing with proper diction

- Sit and stand with proper choral posture
- Express themselves musically through this piece

Materials (List the instructional materials you will need or use for the lesson. Why? I will know that you know
what you need to teach the lesson and will not be running around the room to find something you forgot.)

Score for each student, pencil, music stand for teacher, piano

Modifications: (List any modifications in the instructional setting or room that you must make for any child
who has special needs. Could be child with a broken leg. It could be using a microphone for a child with a hearing
deficiency. Has anyone encountered this yet?)

If a student has a broken leg, that student will sit rather than stand during rehearsal. If a student
is hard of hearing, teacher can use a microphone and have student sit in the front. If the student
is deaf, he or she can observe the facial reactions and moving lips of the other students singing
and follow along with the lyrics to make reflections on the song’s meaning.

Procedures:
Steps in Teaching: (List your instructional strategies. Specifically, how you plan to teach the objectives. What
teaching will you use? Are you prepared to approach it in several ways-verbally, visually, and kinetically? Consider
learning theories as you introduce your lessons and build each future lesson).

I. Introduction
1. Stretch (30 seconds)
 2. Breathing exercise (30 seconds)

Lesson Plan Format: Dr. Yoo © 2020

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3. Warm-up #1 from Warmup Assignment in MUS 4204 (1 min)

II. Practice the piece (mm. 37 – 54)

4. Repeat after teacher on “la” mm. 37 – 44 (1 min 30 sec)
5. Repeat after teacher on “la” mm. 45 – 48 (1 min)
6. Repeat after teacher on “la” mm. 49 – 54 (1 min 30 sec)
7. Practice pitch of mm. 47 – 48 part II with piano (45 sec)
8. Practice pitch of mm. 51 – 21 part II with piano (45 seconds)
9. Sing on “la” from mm. 37 – 54 (2 min 30 sec)
10. Sing with lyrics from mm. 37 – 54 (2 min 30 sec)

Assessment: (The question of assessment is “How well do the students know the objectives or how well can they
do/apply/use the objectives?” Go back to the top of this format- your assessment starts here.)

Overall Outcomes:
Assessment for Each Outcome:
After learning the pieces, each student will…
I will document individual student achievement
with…

Sing this section of the piece with proper

I will split students into smaller groups (3-4)
diction, rhythm, and pitch while maintaining
to sing their section in front of the class. I will
good posture. 85%
assess whether or not each student in the
smaller groups is meeting the overall
Blend well with other students of their same
outcomes (informal assessment).
voice part.

Use the specific dynamics written in the

piece. (80%)

Lesson Plan Format: Dr. Yoo © 2020