Choir Rehearsal: Day 2 Lesson Plan

Teacher: Sarah Cadwallender / Subject/Grade: Choir, 5th and 4th
Standard:
  • Anchor Standard 6: Convey meaning through the presentation of artistic work
  • MU:Pr6.1.E.5a Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music
  • Apply articulator to produce … purity of vowels

Objective:
  • Students will demonstrate correct mouth space and shape for good vowels.

Sub-objectives, SWBAT:
  • Have adequate space in their mouth for sound to come out
  • Have correct vowel shape in their mouth

Evidence of Mastery:
  • Visible jaw dropping

Key vocabulary: Vowels, “dropping the jaw” / Materials: sheet music, terminology written on board, stretching/breathing music, handmirror
Opening/Anticipatory Set:
  • State objectives
  • Miss C will lead basic stretches and breathing warm-ups
  • Vocal warm-ups
  • Students will hold fingers to jaw/ear junction as they sing arpeggiated vowels
  • A, O, U
  • Review “ee” sound for letter “I” and proper vowel sound
  • Have them do it wrong, then correct: compare
  • Have students watch Miss C (with incorrect vowels) sing and give suggestions
  • Restate objectives
  • Review O Sifuni Mungu
  • Sing from beginning to page 5 (skipping unknown section)

O Sifuni Mungu
Instructional Input / Teach mm 37-43 of O Sifuni Mungu
Ms. C will speak words with students echoing, then repeatwith sung words
Differentiation
This can be long or short, depending on needs of the group
Guided Practice / Miss C will sing mm 37-43 with students (to make sure they have the notes/words first)
Have students point to "I" sound in the music
Students will sing with fingers by their jaw as a reminder and sing with correct vowel shapes
Students and Miss C will sing together again
Differentiation
Miss C can sing with students for longer or shorter as needed, before they sing on their own
Independent Practice / Students will sing on their own with piano accompaniment from Ms. Dickens.
Students will sing from mm 37-62 (newly learned part plus the solo section) with piano accompaniment and feet movement.
Differentiation
  • If struggles arise over a section, it can be reviewed
  • Music can be sung slower
  • Students struggling with words will be encouraged to look at the music while they are still learning, as well as the pronunciation guide
  • Physical motions, such as keeping the beat in the feet, or bending the knees on high notes, can be used to help students struggling with rhythm or pitch

Sakura
Opening/Review:
Miss C will have students review mm 16-23 of Sakura.
Remind students of memory-trigger words if needed
Instructional Input / Students will sing mm 26-30, repeat, then sing from mm 16-30
Miss C will demonstrate page 4, mm 20-23 with proper vowels
Differentiation
Students struggling with words will be encouraged to look at the music while they are still learning
Guided Practice / Students will point to the “I” vowels in mm 20-23
Students will sing page 4, mm 20-23, with Miss C and Ms. Dickens, with correct vowel shapes
Differentiation
If choir is struggling, Miss C will model exaggerated consonants as a reminder
Fingers to the jaw/ear junction is a good visual reminder for students
Independent Practice / Students will sing aforementioned measures with expression (the “wave” sound choir has been doing) along with the vowel focus.
Students will sing Sakura from mm 16-30 with piano accompaniment
Miss C will remind students of opening the mouth, and ask them to apply their practiced vowels to the whole song
Differentiation
If struggles arise over a section, it can be reviewed
Students struggling with words will be encouraged to look at the music while they are still learning
Closure/Lesson Summary:Students will show proper open mouth shape for singing as a last review before leaving