Isabella Kitts LP1 1

LESSON PLAN FORMAT

Title: Always sing your song lesson 1

Grade Level: 8th grade
Standards (List specific SOLs that pertain specifically to YOUR objectives).
Virginia Standards: (SOL)
 MCB.1.2 Student will read and notate rhythmic patterns that include quarter notes, eighth notes
 MCB 1. Student will demonstrate vocal techniques and choral skills including using proper posture
for choral singing.

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)

 Identify solfege syllables in choral music

 Locate tied/syncopated rhythms and write in the beats
 Identify and maintain good singing posture

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.)

Piano, scores, pencils

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 needs an accommodation for a broken leg, we will sit while learning music, and only stand for
performing, and we would have a chair for them.

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. (2 min) warm up
2. (1 min) set and posture
3. (1 min): introduce the piece, give breath marks

II. Section (mm. 61-76); Rhythm

4. (2 min) Sight read through 61-76 (Part 1) --- Only Rhythm!
5. (1 min) Have students pair up and locate tied/syncopated and triplet rhythms
6. (1 min) Have students clap the rhythm for mm. 67 in their pairs.

Lesson Plan Format: Dr. Yoo © 2020

 Isabella Kitts LP1 2

III. Section (mm. 61-76): Pitch

7. (1 min) Key and where “Do” is--- ask the class what key we are in, our starting solfege, and
establish key and “Do”
8. (1 min) Have students write in solfege in part 1 for each note
9. (1 min) Have them speak solfège names on rhythm
10. (1 min) Have half the students sing in solfege
11. (1 min) Have students speak on texts --- or isolate some challenging measures (rhythm or
diction) and have them speak texts on rhythm
12. (2 min) Have students sing through all together.

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…
 Write in solfège in their scores and sing
on solfège. Sing their part in a group, 80
% accuracy
 Locate tied/syncopated rhythms and write
in counts.
 Students will maintain good singing
posture
I will document individual student achievement
with…
 Have students write the solfège in their
music, have half the group sing using
their solfege, assess, repeat with the other
group (formal/informal)
 Have students pair up in group of 2 or 3
and have them write in counts. (Formal
assessment would be them showing me
their scores)
 While in sections, ask the other section
how they felt about the other group’s
posture.

** Use various assessment tools (e.g., rubrics, rating scales, checklists, short quizzes, self-reflections, etc.)
and various types of questions (e.g., multiple choice, short answer, matching, etc.)

Lesson Plan Format: Dr. Yoo © 2020