Date:11/9/2021‌  ‌
Lesson‌‌plan‌‌7‌‌of‌‌9 ‌ ‌
Teacher‌‌Name:‌‌Katie‌‌McCabe,‌‌Nick‌‌Kent,‌‌Ryan‌‌Shevlin.‌‌    ‌
  ‌
Central‌‌Focus:‌‌Connect‌‌musical‌‌dimensions‌‌to‌‌a‌‌self-created‌‌composition‌‌based‌‌on‌‌a‌‌picture.‌‌
 
Develop‌‌vocal‌‌technique‌‌with‌‌fall‌‌songs‌‌and‌‌firework.‌‌
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Lesson‌‌Plan‌  ‌
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Learning‌‌Targets‌‌    ‌
● Students‌‌create‌‌a‌‌picture‌‌composition‌‌using‌‌the‌‌musical‌‌dimensions‌‌of‌‌form,‌‌ostinato,‌‌and‌‌melodic‌‌  
contour.‌‌
   ‌
● Students‌‌analyze‌‌a‌‌fall‌‌picture‌‌for‌‌inspiration‌‌of‌‌musical‌‌dimensions‌‌and‌‌apply‌‌their‌‌ideas‌‌to‌‌music‌‌
 
composition.‌‌    ‌
● Students‌‌apply‌‌their‌‌understanding‌‌of‌‌musical‌‌dimensions‌‌to‌‌improvisation‌‌on‌‌xylophones‌‌and‌‌drums.‌‌    ‌
● Students‌‌explore‌‌the‌‌use‌‌of‌‌their‌‌head‌‌voice‌‌vocal‌‌exercises‌‌such‌‌as‌‌exploring‌‌vocal‌‌range.‌‌    ‌
● Students‌‌recall‌‌musical‌‌dimensions.‌  ‌
● Students‌‌demonstrate‌‌musical‌‌dimensions‌‌such‌‌as‌‌dynamics‌‌and‌‌pitch‌‌through‌‌singing‌‌and‌‌body‌ 
movements.‌  ‌
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Artistic‌‌Processes‌‌(Create,‌‌Respond,‌‌Connect,‌‌Perform/Present)‌ ‌&‌‌Mode‌‌of‌‌Engagement‌‌(Sing,‌‌play,‌‌  
dance,‌‌analyze,‌‌draw‌‌etc…)‌‌   ‌
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Activity‌‌Description‌‌& ‌‌ PROCEDURE:‌‌    ‌
Associated‌‌    ‌  ‌
National‌‌Music‌‌   Hello‌‌Song‌ ‌(2‌‌minutes)MU:Pr6.1.1a‌  ‌
Standards‌(‌ Include‌‌the‌‌
  Lyrics:‌‌(students‌‌echo‌‌each‌‌line‌‌back)‌  ‌
entire‌‌Code‌‌and‌‌   Hello‌‌there‌  ‌
Standard)‌‌    ‌ How‌‌are‌‌you?‌  ‌
 ‌ It’s‌‌so‌‌good‌‌
   ‌
 ‌ To‌‌see‌‌you‌  ‌
 ‌ We’ll‌‌sing‌‌and‌‌    ‌
 ‌ Be‌‌happy‌‌    ‌
 ‌ That‌‌we’re‌‌all‌‌here‌‌together‌‌again!‌  ‌
 ‌  ‌
 ‌  ‌
 ‌ Firework‌‌Song‌‌(15-20‌‌minutes)‌‌MU:Pr4.3.2a‌  ‌
 ‌ 1. Star‌‌with‌‌vocal‌‌warm-ups‌‌like‌‌last‌‌week.‌  ‌
 ‌ a. Ascending‌‌pitches‌‌to‌‌head‌‌voice‌  ‌
 ‌ b. Descending‌‌pitches‌‌back‌‌to‌‌chest‌‌voice‌  ‌
 ‌ 2. Review‌‌the‌‌lyrics‌‌of‌‌the‌‌pre-chorus‌‌and‌‌chorus.‌ 
 ‌ a. Continue‌‌working‌‌on‌‌the‌‌pitch‌‌and‌‌getting‌‌the‌‌students‌‌to‌‌sing‌‌using‌‌
 
 ‌ their‌‌head‌‌voice,‌‌and‌‌chest‌‌voice.‌  ‌
 ‌ i. Access‌‌the‌‌head‌‌voice‌‌through‌‌warm-ups‌‌(WOOAAHHHH!)‌  ‌
ii. Going‌‌from‌‌a‌‌high‌‌pitch‌‌to‌‌a‌‌low‌‌pitch)‌  ‌
3. Using‌‌the‌‌different‌‌musical‌‌dimensions,‌‌incorporate‌‌them‌‌into‌‌our‌‌singing‌‌  
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and‌‌movements.‌  ‌
a. These‌‌movements‌‌will‌‌later‌‌become‌‌a‌‌choreography‌‌for‌‌the‌‌song.‌  ‌
i. Dynamics‌‌-‌‌large‌‌to‌‌small‌‌movements‌  ‌
ii. Pitch‌‌-‌‌high‌‌to‌‌low‌‌movements‌  ‌
iii. Rhythm‌‌-‌‌tap‌‌our‌‌feet‌  ‌
4. Students‌‌locate‌‌when‌‌in‌‌the‌‌song‌‌to‌‌use‌‌specific‌‌musical‌‌dimensions.‌  ‌
a. Break‌‌down‌‌each‌‌section‌‌and‌‌point‌‌out‌‌when‌‌we‌‌hear‌‌musical‌‌  
dimensions‌  ‌
i. This‌‌will‌‌be‌‌done‌‌by‌‌listening‌‌to‌‌the‌‌song‌‌and‌‌doing‌‌what‌‌ 
we‌‌hear,‌‌but‌‌we‌‌can‌‌also‌‌make‌‌it‌‌our‌‌own‌‌by‌‌taking‌‌
 
suggestions‌‌of‌‌what‌‌the‌‌students‌‌want‌‌to‌‌do‌‌in‌‌different‌‌ 
parts‌‌of‌‌the‌‌song.‌  ‌
b. Try‌‌to‌‌sing‌‌the‌‌section‌‌with‌‌the‌‌dimensions‌‌by‌‌using‌‌movements‌‌as‌‌  
well.‌  ‌
i. Dynamics‌‌-‌‌small‌‌to‌‌large‌‌movements‌‌    ‌
1. Hands‌‌close‌‌to‌‌our‌‌body‌‌for‌‌quieter‌‌sections‌  ‌
2. Hands‌‌and‌‌arms‌‌stretched‌‌out‌‌all‌‌the‌‌way‌‌for‌‌louder‌‌  
sections‌  ‌
ii. Pitch‌‌-‌‌high‌‌to‌‌low‌‌movements‌  ‌
1. Arms‌‌and‌‌hands‌‌lower‌‌for‌‌descending‌‌pitches‌  ‌
2. Arms‌‌and‌‌hands‌‌raise‌‌up‌‌for‌‌ascending‌‌pitches‌  ‌
iii. Rhythm‌‌-‌‌tap‌‌our‌‌feet‌  ‌
1. This‌‌will‌‌keep‌‌the‌‌beat‌  ‌
a. The‌‌beat‌‌is‌‌constant‌‌throughout‌‌so‌‌there‌‌  
should‌‌be‌‌no‌‌change‌‌shown‌‌here.‌  ‌
5. Run‌‌through‌‌the‌‌pre-chorus‌‌and‌‌chorus‌‌of‌‌the‌‌song‌‌a‌‌few‌‌times‌‌with‌‌the‌‌  
dimensions.‌  ‌
a. This‌‌run-through‌‌will‌‌include‌‌the‌‌different‌‌movements‌‌we‌‌used‌‌to‌‌  
show‌‌different‌‌dimensions.‌  ‌
b. The‌‌students‌‌will‌‌be‌‌moving‌‌to‌‌demonstrate‌‌the‌‌dimensions‌‌of‌‌pitch,‌‌  
rhythm,‌‌and‌‌dynamics‌‌that‌‌they‌‌sing.‌  ‌
6. Perform‌‌the‌‌pre-chorus‌‌and‌‌chorus‌‌with‌‌the‌‌dimensions‌‌of‌‌pitch,‌‌rhythm,‌‌  
and‌‌dynamics‌‌along‌‌with‌‌a‌‌backing‌‌track‌‌of‌‌the‌‌song.‌  ‌
a. They‌‌will‌‌put‌‌everything‌‌they‌‌just‌‌did‌‌along‌‌with‌‌a‌‌karaoke‌‌version‌‌of‌‌  
the‌‌song.‌ 
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Fall‌‌Song‌ ‌(10‌‌minutes)‌‌MU:Pr5.1.2b‌  ‌
1. Students‌‌begin‌‌with‌‌vocal‌‌warmups‌‌including‌‌lip‌‌buzzing,‌‌humming,‌‌tongue‌‌  
trills,‌‌and‌‌vocal‌‌sirens.‌  ‌
2. We‌‌will‌‌review‌‌the‌‌song‌‌by‌‌singing‌‌it‌‌in‌‌small‌‌chunks.‌  ‌
a. Prompt‌‌to‌‌students:‌‌Can‌‌you‌‌remember‌‌the‌‌lyrics‌‌of‌‌the‌‌next‌‌line?‌‌    ‌
3. After‌‌reviewing‌‌the‌‌song,‌‌we‌‌will‌‌add‌‌dance‌‌moves‌‌created‌‌by‌‌the‌‌students.‌‌    ‌
a. Prompt‌‌to‌‌students:‌‌How‌‌can‌‌we‌‌show‌‌leaves‌‌falling‌‌as‌‌a‌‌dance‌‌  
move?‌‌How‌‌can‌‌we‌‌show‌‌raking‌‌the‌‌leaves‌‌as‌‌a‌‌dance‌‌move?‌‌  
What‌‌does‌‌jumping‌‌in‌‌the‌‌leaves‌‌feel‌‌like‌‌and‌‌how‌‌can‌‌we‌‌show‌‌
 
that‌‌with‌‌a‌‌dance‌‌move?‌‌
   ‌
4. Review‌‌the‌‌musical‌‌dimension‌‌of‌‌dynamics.‌  ‌
a. Prompt‌‌to‌‌students:‌‌Can‌‌anyone‌‌give‌‌an‌‌example‌‌of‌‌a‌‌dynamic‌‌in‌‌  
music?‌‌What‌‌do‌‌dynamics‌‌do‌‌to‌‌music?‌‌Can‌‌we‌‌show‌‌dynamics‌‌  
with‌‌our‌‌bodies?‌‌    ‌
5. How‌‌loud‌‌or‌‌soft‌‌would‌‌leaves‌‌falling‌‌be?‌‌What‌‌about‌‌jumping‌ ‌in‌‌the‌‌pile?‌  ‌
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Lyrics:‌  ‌
Dynamics‌‌labeled‌‌in‌‌RED.‌‌    ‌
Medium‌A ‌ utumn‌‌leaves‌‌are‌‌changing‌‌colors,‌‌changing‌‌colors,‌‌changing‌‌  
colors.‌ ‌Autumn‌‌leaves‌‌are‌‌changing‌‌colors‌‌all‌‌over‌‌town.‌ ‌(Hold‌‌up‌‌both‌‌  
hands‌‌and‌‌turn‌‌them‌‌back‌‌and‌‌forth)‌  ‌
Autumn‌‌leaves‌‌are‌‌changing‌‌colors,‌‌changing‌‌colors,‌‌changing‌‌colors.‌  ‌
Autumn‌‌leaves‌‌are‌‌changing‌‌colors‌‌all‌‌over‌‌town.‌  ‌
Soft‌‌(leaves‌‌are‌‌light)‌A ‌ utumn‌‌leaves‌‌are‌‌falling‌‌down,‌‌falling‌‌down,‌‌falling‌‌  
down.‌‌Autumn‌‌leaves‌‌are‌‌falling‌‌down,‌‌down‌‌to‌‌the‌‌ground.‌ ‌(Hold‌‌both‌‌  
hands‌‌up‌‌high,‌‌as‌‌you‌‌wiggle‌‌your‌‌fingers‌‌and‌‌bring‌‌them‌‌down‌‌towards‌‌the‌‌  
ground)‌  ‌
Autumn‌‌leaves‌‌are‌‌falling‌‌down,‌‌falling‌‌down,‌‌falling‌‌down.‌‌Autumn‌‌leaves‌‌  
are‌‌falling‌‌down,‌‌down‌‌to‌‌the‌‌ground.‌  ‌
Medium‌T ‌ ake‌‌a‌‌rake‌‌and‌‌rake‌‌them‌‌up,‌‌rake‌‌them‌‌up,‌‌rake‌‌them‌‌up.‌ ‌Take‌‌a ‌‌
rake‌‌and‌‌rake‌‌them‌‌up,‌‌on‌‌the‌‌ground.‌ ‌(Pretend‌‌to‌‌rake‌‌leaves)‌  ‌
Take‌‌a‌‌rake‌‌and‌‌rake‌‌them‌‌up,‌‌rake‌‌them‌‌up,‌‌rake‌‌them‌‌up.‌ ‌Take‌‌a‌‌rake‌‌  
and‌‌rake‌‌them‌‌up,‌‌on‌‌the‌‌ground.‌‌   
Loud‌‌(big‌‌jump‌‌into‌‌a‌‌big‌‌pile‌‌of‌‌leaves)‌M ‌ ake‌‌a‌‌pile‌‌and‌‌jump‌‌in,‌‌and‌‌jump‌‌  
in,‌‌and‌‌jump‌‌in.‌ ‌Make‌‌a‌‌pile‌‌and‌‌jump‌‌in,‌‌on‌‌the‌‌ground.‌  ‌
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Picture‌‌Composition‌‌with‌‌Improvisation‌‌(15-20‌‌minutes)‌‌MU:Re7.2.2a‌  ‌
1. Show‌‌the‌‌Halloween‌‌picture.‌‌    ‌
2. Students‌‌will‌‌be‌‌placed‌‌in‌‌two‌‌groups‌‌with‌‌one‌‌device.‌‌(Pre-set‌‌chrome‌‌lab‌‌  
to‌‌12‌‌measures.)‌‌Group‌‌one:‌‌Peinda,‌‌Rokaya.‌‌Group‌‌two:‌‌Ena,‌‌Coura,‌‌  
Casey.‌‌    ‌
a. Prompt:‌‌If‌‌the‌‌fence‌‌or‌‌pumpkins‌‌are‌‌the‌‌same‌‌all‌‌the‌‌time,‌‌how‌‌  
would‌‌this‌‌sound‌‌on‌‌our‌‌drum?‌   ‌
i. In‌‌music,‌‌we‌‌call‌‌repeating‌‌musical‌‌patterns‌‌“ostinato”‌  ‌
b. Prompt:‌‌Let’s‌‌create‌‌an‌‌example‌‌of‌‌an‌‌ostinato‌‌on‌‌chrome‌‌lab‌‌using‌‌  
only‌‌the‌‌bottom‌‌half‌‌to‌‌leave‌‌room‌‌for‌‌other‌‌musical‌‌parts‌‌we’ll‌‌add‌‌  
later.‌‌   ‌
i. Inform‌‌students‌‌that‌‌this‌‌is‌‌the‌‌first‌‌section‌‌that‌‌we‌‌will‌‌call‌‌  
“Section‌‌A.”‌‌    ‌
c. Prompt:‌‌Can‌‌you‌‌compare‌‌the‌‌sound‌‌of‌‌this‌‌pumpkin‌‌on‌‌the‌‌bottom‌‌  
to‌‌this‌‌one‌‌on‌‌the‌‌top‌‌and‌‌middle?‌‌Could‌‌we‌‌give‌‌the‌‌pumpkins‌‌a ‌‌
fuller‌‌sound‌‌in‌‌relation‌‌to‌‌the‌‌sizes‌‌by‌‌adding‌‌notes‌‌on‌‌top‌‌of‌‌each‌‌  
other?‌‌    ‌
i. This‌‌is‌‌related‌‌to‌‌form-‌‌this‌‌would‌‌be‌‌the‌‌B‌‌section.‌‌   ‌
d. Prompt:‌‌Let’s‌‌do‌‌the‌‌same‌‌process‌‌of‌‌ostinato‌‌and‌‌melodic‌‌contour‌‌  
in‌‌section‌‌A.‌‌This‌‌will‌‌be‌‌called‌‌section‌‌A’‌‌because‌‌it‌‌is‌‌very‌‌similar‌‌  
to‌‌section‌‌A‌‌but‌‌has‌‌some‌‌unique‌‌differences.‌‌    ‌
i. Each‌‌student‌‌takes‌‌turns‌‌creating‌‌a‌‌leaf‌‌line‌‌and‌‌ostinato‌‌  
line.‌‌
   ‌
3. Show‌‌and‌‌tell‌  ‌
a. Students‌‌share‌‌their‌‌group‌‌compositions‌‌with‌‌the‌‌class.‌‌    ‌
b. Save‌‌the‌‌links!‌‌    ‌
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MATERIALS/‌‌INSTRUCTIONAL‌‌SUPPORTS‌‌    ‌
● Firework‌‌Karaoke‌‌-‌h ‌ ttps://www.youtube.com/watch?v=KUKyy4r-BO4‌‌‌(0:45,‌‌2:00)‌  ‌
● Firework‌‌Lyrics‌‌- ‌‌
https://docs.google.com/document/d/1His1mcTBaFvTtERCzVFaVBTPPAJApIm-9o9mr2IXrCE/edit‌
?usp=sharing‌  ‌
● Crayons‌‌    ‌
● Paper‌  ‌
● Chrome‌‌lab‌‌    ‌
● 2‌‌devices‌  ‌
● Fall‌‌Picture:‌‌ 
https://docs.google.com/document/d/1A6Dkq8Y5XVJcNTliKMTw_izh1Z-Zk1QlaFtEKA5uFg0/edit?usp=s‌
haring‌‌   ‌
● Xylophones‌‌    ‌
● Hand‌‌Drums‌‌    ‌
● Picture‌‌Composition:‌‌Full‌‌Example‌‌by‌‌Katie‌‌
 
https://musiclab.chromeexperiments.com/Song-Maker/song/6671991081271296‌‌    ‌
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ASSESSMENTS‌‌    ‌
1. Are‌‌the‌‌students‌‌engaged‌‌and‌‌singing?‌  ‌
2. Are‌‌the‌‌students‌‌following‌‌the‌‌musical‌‌dimensions‌‌such‌‌as‌‌pitch,‌‌rhythm,‌‌and‌‌dynamics?‌  ‌
3. Are‌‌the‌‌students‌‌participating‌‌when‌‌giving‌‌suggestions‌‌on‌‌when‌‌to‌‌apply‌‌dimensions‌‌such‌‌as‌‌pitch‌‌  
rhythm‌‌and‌‌dynamics‌‌    ‌
4. Did‌‌the‌‌final‌‌result‌‌of‌‌the‌‌picture‌‌composition‌‌coherently‌‌include‌‌the‌‌musical‌‌dimensions‌‌like‌‌pitch,‌‌
 
rhythm,‌‌and‌‌ostinato‌‌discussed‌‌in‌‌class?‌‌    ‌
5. Informal‌‌Assessment:‌‌Did‌‌students‌‌use‌‌the‌‌musical‌‌dimensions‌‌of‌‌pitch,‌‌rhythm,‌‌and‌‌dynamics‌‌that‌‌  
were‌‌asked‌‌during‌‌improvisation?‌‌    ‌
6. Informal‌‌Assessment:‌‌Are‌‌students‌‌able‌‌to‌‌access‌‌their‌‌head‌‌voice‌‌through‌‌the‌‌vocal‌‌exercises?‌‌    ‌
7. Informal‌‌Assessment:‌‌Were‌‌students‌‌able‌‌to‌‌apply‌‌the‌‌use‌‌of‌ ‌their‌‌head‌‌voices‌‌when‌‌prompted‌‌during‌‌  
the‌‌rehearsal‌‌of‌‌the‌‌fall‌‌song‌‌and‌‌Firework?‌‌    ‌
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