Prince George County Public Schools:

Lesson Plan for Tiers 1 and 3

Teacher: Grayson Parker Subject: Choir Time Frame (Dates): 9/25-29

SOL Objectives Essential Knowledge and Skills Essential Questions

History, Culture, and Citizenship ● What can we find out about the
Technique and Application Zambian Culture based off of the
song, “Bonse Aba?”
Through learning solfege and note ● Why do we use Solfege?
names, each student will have a ● What can we use solfege for to
HCI.6, MCB.12, MCI.13 new grasp on music literacy. With aid us in learning?
this knowledge students will be ● How can we identify notes on the
able to audiate music, read music staff?
more clearly, and hear their part ● What strategies can we create to
with another. help us remember the note
names?
Instructional Procedures
Differentiated Activities and Strategies
(See Evidence Based Instructional Strategies Pg. 2)
Monday/Tuesday ● For students who may not understand this right away,
● Vocal Warm-Up there are activities and strategies being used that will
○ Ascending 5ths using the ABC’s cater to each type of learner.
■ This allows the students’ voice ● Extra time will also be provided if necessary, and also
to “wake up” to higher notes will be encouraged so that a re-explanation can occur
while also challenging them in a
fun way!
○ Descending on vowels back to front
■ This allows for students to begin
locking in vowel shapes while
listening across the ensemble to
ensure that vowels are matching
● Oo Common Errors/ Misconceptions
● Oh ● Thinking our voice is more warmed up than we think
● Ah ● Other cultures don’t have anything to do with what we
● Eh sing
● Ee ● Reading note names from top to bottom, rather than
○ Many Mumbling Mice from bottom to top!
■ This allows for students to work
on the consonant M. By rigorous
alliteration, it becomes a fun
challenge!
○ Sweetly the Swan Sings
■ This allows for students to
become on the breath to
prepare them for the singing
they will be doing throughout
class
● Somewhere in My Memory
○ Before opening the music I will review
the notes in the second half of the song
using a call and response method. I will
also do it using solfege which will allow
students to begin hearing intervals using
this method
 Prince George County Public Schools:
Lesson Plan for Tiers 1 and 3

○ Students will then open their music and

transfer what they learned with solfege
to the text
○ We will discuss what vowels are to be
used for specific words, and which
words can be put together
● Theory Lesson on Note Names
○ Using the musical staff white board,
students will label the staff using their
knowledge from last week
○ I will begin note names by asking what
students know
○ Using acronyms I will teach students the
note names of the treble clef!
■ Treble Clef
● Spaces (FACE)
● Lines (Every Good Boy
Does Fine)
○ I will then have students come up with a
different acronym that would help them
remember the lines of the treble clef!
● Bonse Aba
○ When students open their music I will
ask them what note we all begin on, and
using their new knowledge they will be
able to tell me!
■ We will do this in various parts
of the music
○ The song is written as a call and
response, so I will be the call and they
will be the response
■ They have learned the words,
notes, and rhythms, so this will
be a new challenge for them!
● Review/Wrap Up
○ Students will be given an exit ticket with
the staff on it. They will be asked to label
the staff with the treble note names, and
write down the acronym that they came
up with to remember it

Wednesday/Thursday
● Vocal Warm-Up
○ Ascending 5ths using the ABC’s
■ This allows the students’ voice
to “wake up” to higher notes
while also challenging them in a
fun way!
○ Descending on vowels back to front
■ This allows for students to begin
locking in vowel shapes while
listening across the ensemble to
ensure that vowels are matching
● Oo
● Oh
 Prince George County Public Schools:
Lesson Plan for Tiers 1 and 3

● Ah
● Eh
● Ee
○ One Bottle Of Pop
■ Speak Text call and response
■ Sing text call and response
■ Complete warm up
○ Alfred the Alligator
■ This helps us to get a nice big
breath to complete the song in
one breath while executing
consonants to the best of their
ability.
○ Vocal Sigh
■ This enables the voice to
assess how warmed up it is, by
seeing where the top and
bottom of the range is, as well
as how comfortable the voice is
■ After discussing how the voice
is feeling students will conclude
that they are not quite there yet
(this is done on purpose)
○ Vee Zoh
■ This will extend the range much
wider as well as put the finishing
touches on each voices warm
up
● Forbidden solfege Game
○ There will be a solfege pattern hanging
in the room. I will demonstrate short
patterns that the students will repeat
back to me, but whichever pattern is
forbidden for the day may not be
repeated
● One Voice
○ Sing through the first two voices while
playing parts
○ Students will be assessed on how well
their parts have been learned by small
group singing
■ This allows me to assess which
parts need to be reviewed
without singling students out
○ Review commonly missed sections
based from the group singing
● Theory Review on Note Names
○ Using musictheory.net students will
participate in a game that allows them to
click the correct note name when it
appears on the screen. When they get it
correct, the program will play the note,
and students will sing it together.
● Bonse Aba
○ The Zambian Culture
 Prince George County Public Schools:
Lesson Plan for Tiers 1 and 3

■ Excerpts from
https://www.youtube.com/watch
?v=fwLJUEgOJ7w
○ Students will discuss what similarities
and differences we see from the way we
live to the way that things are done in
Zambia

Formative and/or Summative Assessments Resources and Technology Connections

☐ Individual Checks https://www.youtube.com/watch?v=fwLJUEgOJ7w
☐ Informal Questioning https://www.musictheory.net/exercises/note
☐ Math Journal
☐ Walk about
☐ Exit Tickets
☐ Performance Task
☐ onTRAC
☐ Quiz
☐ Unit Test and/or Teacher created strand test
☐ Other:Small Group Singing, Constant feedback when
learning music

Reflection and Revision :

Evidence Based Instructional Strategies Resource Tables

Strategies & Average Effect Sizes on Achievement*
Strategies Percentile Gain
Identifying similarities & differences 45
Summarizing and note taking 34
Reinforcing effort and providing recognition 29
Homework and practice (with feedback) 28
Nonlinguistic representations 27
Cooperative Learning 27
Setting objectives and providing feedback 23
Generating and testing hypothesis 23
Questions, cues, and advanced organizers 22
Building vocabulary 20
Interactive games 20
Student discussion/chunking 17
*Haystead, M.W. & Marzano, R.J. (2009). Meta-Analytic Synthesis of Studies Conducted at
Marzano Research Laboratory on Instructional Strategies.

Strategies & Average Effect Sizes on Achievement**

Strategies Percentile Gain

Feedback 37
 Prince George County Public Schools:
Lesson Plan for Tiers 1 and 3

Instructional Quality 34
Instructional Quantity 30
Direct Instruction 29
Graded homework 29
Acceleration 27
Remediation/feedback 24
Personalized instruction 21
Challenge of goals 20
Peer Tutoring 19
Mastery Learning 19
Questioning 16
Advance Organizers 14
Simulation and games 13
Computer-assisted instruction 12
Instructional media 12
*Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses
relating to achievement.