1. Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Christen Profancik Date: April 14, 2015 Cycle:
# of Students: 55 Age/Grade Level: 7-8 Content Area: Music/Choir
Unit Title: DCMS Mixed Choir Rehearsal Lesson Title: Warm-ups, Sight-reading, and Rehearsal with Accompanist
Lesson Alignment to Unit
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
The students will warm-up and rehearse using proper vocal technique.
The students will analyze and sight-read a short musical passage.
The students will identify and define standard music notation symbols found within a short musical passage.
The students will demonstrate their ability to perform an independent part within an ensemble.
The students will evaluate and respond to their own performance (with accompaniment) throughout rehearsal by becoming “self-critics” (suggesting musical
adjustments) in order to better their performance for the upcoming WKU Choral Festival.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
AH-P-SA-S-Mu1
Students will begin to recognize and identify elements of music (rhythm, tempo, melody/pitch, harmony, form, timbre, dynamics) using musical terminology.
AH-P-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music
independently and with others.
AH-8-SA-S-Mu3
Students will listen to and explore how changing different elements results in different musical effects.
c) Describe students’ prior knowledge or focus of the previous learning.
Prior to today’s class period, the Mixed Choir has continuously been making improvements on the pieces they will be singing at the WKU Choral Festival on
April 21st
, as well as focusing on refining the pieces chosen for their Spring Concert on May 11th
. All the students in this choir have been developing their sigh-
reading skills with a daily sight-reading activity. Lastly, the choir members are equally familiar with all basic elements of music (rhythm, tempo, melody,
harmony, form, timbre, dynamics), as well as the fundamental characteristics of musicianship and music notation symbols.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
Summative assessments for this choir will include the WKU Choral Festival (judge’s scores) and a Spring Concert participation grade where the students will
publically perform repertoire they have been working on for the majority of the school year.

2. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
Differentiation for this lesson will include:
Consideration of Learning Preferences=> Visual, Auditory, and Kinesthetic learners will all be actively engaged during rehearsal. Movements will be added to
specific warm-up exercises (Kinesthetic), the sight-reading passage will be projected onto the SmartBoard screen (Visual), and multiple aspects of the
classroom rehearsal process compel the learners to listen to themselves and each other in order to achieve musical goals and successfully work together as an
ensemble (Auditory).
f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
The students will be pushed to remember, identify, and execute musical changes that were made to pieces in previous rehearsals (ex: phrasing and dynamic
changes). The ensemble will sing through all pieces with accompaniment for the first time (after warm-ups and sight-reading). The choir will be constantly
analyzed and assessed, as well as challenged to become better musicians, by means of a “start-stop” rehearsal procedure.
Lesson Objectives/
Learning Targets
Assessment Instructional Strategy/Activity
Objective/target:
The students will warm-up and rehearse
using proper vocal technique.
The students will analyze and sight-read a
short musical passage.
The students will identify and define
standard music notation symbols found
within a short musical passage.
Assessment description:
Oral Questioning: The teacher will guide the
students through warm-ups, sight-reading, and
rehearsal while keeping students mentally engaged
with questions to aid in musical analysis and to
trigger prior knowledge (EX: “What kind of note
values do we have in this passage? How many
rests?”)
Discussion Questions: During sight-reading, after
the first read through, the teacher will open the
floor for discussion; students will have the
opportunity to voice opinions regarding what
errors they can fix to improve the second read-
through.
Observation/Teacher Feedback: The teacher will
guide the students through warm-ups, sight-
reading while constantly observing and providing
feedback that will enhance the learning and
musicianship of the students (EX: reminders about
posture and vowels while singing).
Strategy/Activity:
The teacher will warm up the choir’s minds, bodies and
voices using various thinking, breathing, listening, and
vocal exercises.
The ensemble will sight-sing a 1-part unison musical
passage randomly chosen from “Sight Reading Factory”
website using solfege syllables and handsigns. Usually the
students have this opportunity to choose the time signature,
key signature and level of difficulty of the passage.
However, as this group prepares for festival, the teacher will
decide upon these aspects to ensure the students are
challenged.
Activity Adaptations:
One overhead light will be switched off during sight-
reading to ensure a clearer visual of the projected musical
passage. Sopranos may also be allowed to move (to stand
behind the altos) if they have a poor visual of the
SmartBoard.

3. Assessment Accommodations:
Students will be asked to raise their hand to
answer questions; this keeps chatter to a minimum
and sets the expectation to be respectful.
Media/technologies/resources:
Piano, SmartBoard projector, Mac desktop computer, “Sight
Reading Factory” website
Objective/target:
The students will demonstrate their ability
to perform an independent part within an
ensemble.
The students will evaluate and respond to
their own performance throughout
rehearsal by becoming “self-critics”
(suggesting musical adjustments) in order
to better their performance for WKU
Choral Festival.
Assessment description:
Observation/Teacher Feedback: The teacher will
guide the students through rehearsal while
constantly observing and providing feedback that
will enhance the learning and musicianship of the
students (EX: reminders about posture and vowels
while singing).
Assessment Accommodations:
Students will be asked to raise their hand to
answer questions; this keeps chatter to a minimum
and sets the expectation to be respectful.
Strategy/Activity:
The students will sing through all pieces they will be
performing at WKU Choral Festival with accompaniment.
The ensemble will be rehearsed on specific musical
elements of the piece in an effort to fix what could be better
(diction, intonation, consonant attacks, dynamics, tone
color, etc.)
Activity Adaptations:
The students will be moved to the risers to assist them in
being physically and mentally in “performance mode”.
Media/technologies/resources:
Piano, Piano accompanist
PROCEDURE:
Introductory/Engagement:
 Gain the students’ attention (with call and response clapping) and provide them with a brief “run-down” of how rehearsal will go. Introduce the
accompanist as well!
Warm-ups:
 Breathing/Diaphragm => “He Ha Ho” (stacatto + accelerando 5 4 3 2 1) ascending
 Brain => “Do Mi Sol” accapella chordal exercise (B=Do, A=Mi, S=Sol; students sustain chord on assigned pitches and follow teacher for dynamic
changes)
 Vowels/Range/Resonance => “Yum-my” (1 2 3 2 1 2 3 2 1) descending
“Sing-Ah” (1 sliding to 8 and down to 1) ascending
 Diction => “Articulate the consonants, really speak the words, round out the vowels sounds unless you’ll be unheard!” (1 2 3 4 5 4 3 2 1) ascending
Sight-reading:
 The teacher will project the “Sight Reading Factory” website onto the SmartBoard screen.
 The teacher will choose a sight-reading passage that is 2-part unison (Soprano + Bass), 4/4 time, and in a major key.

4.  The students will raise their hands to identify time signature, key, number of rests, and note values in the passage.
 The students will speak the rhythm on “TA”.
 The students will identify starting solfege syllables.
 The students will speak the rhythm on solfege syllables using hand signs.
 The teacher will play the tonic chord on piano.
 The students will sing “DO” and set up key by singing tonic triad “DO-MI-SOL-MI-DO”.
 Students will sing through passage using solfege and hand signs (first run-through).
 Students will identify trouble spots (difficult leaps, wrong rhythms, etc) and the teacher will work these specific spots to help correct them.
 Students will sing starting pitch and set up key again.
 Students will sing passage one final time using solfege and hand signs.
Rehearsal:
 Students will be asked to stand on the risers as if they are performing on stage.
 The ensemble will sing through “Ich will den Herrn loben” with accompaniment.
 While the students are singing, the teacher will take mental note of what musical aspects of the piece could be improved.
 After they have sung through it in its entirety, the teacher will address what can be/needs to be improved.
 This same “start-stop” rehearsal procedure will be used for the remaining two pieces (“Confitemini Domino” and “Joshua Fit the Battle of Jericho”).
Closure:
 Students will be praised, asked to thank the accompanist, and will also be instructed to not to forget what was worked on! 