Name Abigail Carter

Date 4/15/2022
Grade Level & Class Title Cantate
Period or Block (# of minutes) 85 minutes, 50 minute lesson

Instructional Context
This is a select treble ensemble consisting of singers in grades 10-12. This ensemble
consistently performs complex repertoire, and is continuing in rehearsals of spring
concert repertoire. This group rehearses together as an ensemble as well as teacher
and student-led sectionals throughout rehearsal time. They demonstrate a high level
of musicianship.

Standards
Virginia Music SOLs
● HCAD.12a) Identify components of vocal scores
● HCAD.12b) Read, count, and interpret complex rhythmic patterns
● HCAD.14
○ a) Model proper posture and breathing techniques that support
proper vocal production
○ e) Increase vocal agility and range by singing appropriate vocal
exercises, including the use of head and chest voices
○ f) Adjust intonation for balance and blend
○ g) Sing an assigned vocal part in complex harmony
○ h) Consistently apply proper diction
● HCAD.15
○ a) Interpreting the components of a vocal score, dynamic markings,
tempo markings, musical road signs/form features, and articulations,
style, and phrasing
○ b) Perform complex rhythmic patterns
● HCAD.16 Use choreography as a form of expression and communication

Learning Objectives and Assessments

Learning Objectives Assessment Plan

● I can sing an assigned voice part
in complex repertoire.
● I can simultaneously sing and
perform body percussion.
● I can sing repertoire of various
styles.
● I can consistently utilize healthy
technique in warmups and
rehearsal.
Assessment in this lesson is informal and
observation-based; students are
assessed based on tone quality,
participation and engagement (i.e.
posture/alignment, actively singing,
overall sound quality).
Instructional Strategies and Learning Tasks (Procedures & Timelines)
● Launch/Hook— Warm-up
Time Instructional Strategies Rationale
The voice is slowly warmed up
5 minutes ● Lip trills/buzzes using lip trills, followed by
● D-R-D, S-L-S, exercises to get air moving
D-R-M-R-D consistently, a warmup to help
● “Th-ah”s descending students audiate minor tonalities,
● Minor arpeggio and a harmonic exercise to
warmup promote part independence.
● Harmonic exercise

● Rehearsal “Always” + “Sisters”

Time Instructional Rationale
Strategies/Learning
Tasks/Questions to Ask
15 minutes Students have been learning both
in sectionals, Always songs in sections; for Always,
30 minutes ● mm. 21-35 recapping the beginning reinforces
altogether ● Recap beginning- m. what we worked on last class and
20 helps them transition into the
● Sectionals - S1/A2 + sectionals portion. Students
S2/A1 groups rehearsed sectionals today in outer
● Together = m. 21-35 and inner voice groupings to help
○ Sing in their aural image (when paired,
sectional these specific parts show similar
groups movement, both consonance and
○ Sing in dissonance and examples of
soprano/alto parallel and contrary motion that
groupings prepare them to return and
○ Sing altogether rehearse with all parts). For Sisters,
Sisters students have already learned
● Sections E + F repetitive sections and body
○ Chant rhythms, percussion and are adding the
notice slides verses. First, the rhythm is isolated
○ Try section to check entrances and any tricky
altogether sections (like the quarter note
triplets or sudden eighth to
sixteenths combinations). Then,
 ○ Breakdown the pitches are added through
small sections attempts and the chunking of
and parts sections with layering. Learning
○ Sing through H, this section connects two sections
add C + D of the piece that they already know.

Materials and Resources

● Computer (student-issued Chromebooks)
● Internet access
● Music copies
● Writing utensils
● Bluetooth speakers

Differentiation/Planned Support For Students

All accommodations listed below are available as needed based on student IEP and
504 plans, and class needs.

Size:
● Large projection of music (as needed)
● Large print copies of music (as needed)

Pacing: Use of “winding”; breaking down melodic lines into smaller sections to
manage the amount of content presented at once and to check successful
performance. The lesson can be wound back by focusing in on even smaller sections
of the melody that may prove tricky for students. Rhythm and pitch can also be
isolated to adjust pacing as well.

Color:
● Providing music copies with specific color coding based on student needs
(tonic and dominant highlighted/color coded, lyrics in different color or
highlighted, etc.) (as needed)

Modality:
● Aural: Singing adjustable small sections to learn music, repetition of
lyrics/melodies, breaking down individual parts and/or sections
● Visual: Using visual gestures in teaching to reinforce entrances, patterns and
artistic choices
● Kinesthetic: Use of movement and body percussion in warmups to reinforce
air flow and vocal technique and in performance for expression