Entry 5 : Lesson Plan Format

Lesson Planning Framework

Teacher/Conductor’s Name:

Ryan Moos
Rehearsal 1 2 3

Prior Knowledge/Skills (What do already know and can do?):

Students can identify visually and aurally many rhythms such as half, quarter, whole, eighth notes and
half, quarter, whole rests. Students can describe what happens to a notes value when a dot is added or a
tie. Students can describe dynamic markings found in the music when prompted. Students can describe
what makes Ticket to the Kingdom a spiritual and the two messages the text alludes to. Students can
identify whole, half, and sol-do, ti-do solfege relationships. Students can describe what a sharp and flat
does when added to a note head and follow the conductor in dynamic relationships. Students can also
identify key signatures and label with solfege accordingly. Students can sight sing beginning to
intermediate solfege examples that begin on So, Mi, Do, and end on Do.

Rehearsal Objective (What will your student’s be able to do as a result of this rehearsal with you?)

Students will build confidence and energy with two upcoming concert pieces through attaining note and
rhythmic accuracy. Students will take ownership of the pieces by identifying and rehearsing musical
elements such as half step relationships, dynamics, energy, style, and diction.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)

The students will successfully sing through measures (___________) in their concert piece “Ticket to the
Kingdom” acapella with only 1-2 rhythmic or pitch errors. Students will have specific dynamic, diction,
and other music element markings in their scores based on class discussions and questions/ answers.
Students will successfully sing through measures (_____________) in their concert piece “Ticket to the
Kingdom” acapella with only 1-2 rhythmic or pitch errors. Students will have specific dynamic, diction,
and other music element markings in their scores based on class discussion and questions/ answers.

Instructional materials, resources, & Technology:

Piano, Pencil, Music (Ticket to the Kingdom, Sisi Kushangalia), Computer with warmup stretch song,
projector, sound system

Personal Improvement Objective:

My personal improvement objective is to become more comfortable switching between singing parts.
For example when the students are singing acapella I may join in with part 2, but then I notice part 1 is
struggling so I want to start singing their part. Sometimes I get apprehensive and cant find their notes so
I am unable to help them unless I resort to playing their part on the piano.
Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)
Time Activity Purpose of Activity Sequence
1:02- Stretch Loosen chest, arm, -hit play on youtube
1:05 Body and neck muscles to song of students choice
allow for low -stretch and loosen
expansive breath upper body and get
blood flowing
-hit stop
1:05- Vocal Engage breath, wake -Lip Buzzes Do-S-D
1:13 Warmups up mind, extend lower - Viiiii SFMRD
and upper ranges, (Descending)
breath flow - Mi, Meh, Mah, Moh
Mooooo
-ABC’s… DRMFSFMRD
- Fweee D-S-D
He, He, He DMSDSMD
1:13- Ticket to Rehearse concert -Review mm 6-9 (review
1:30 the music to attain note & notes and rhythms,
Kingdom rhythmic accuracy as emphasize vowel
well as develop height)
musical expression. Learn mm 15-23
Begin with rhythmic
echo
Chant text together
(Small groups chant
other group listens)
Explain 4 part split
(write in notes)
Sight read with pitches
Tackle mm 19&20
(discuss half steps)
Sing 19&20 acapella
(play part one over top)
Begin at measure 15,
learn pitches, sing
Assessment
-Students have
successfully followed
along and fully
participated in the
stretch sequence
- Lip Buzz (Students
breath flow started)
-Viiiiiii (Students tone
will be nasal and
bright)
- Mi, Meh Mah
(Students vowels will
sound tall, and clear)
-ABC’s (Student’s have
emotionally engaged
with their classmates)
Fwee (Students tone is
not flat, supported
sound with breath)
He, He, He (students
are singing staccato
and centered in the
pitch)
Students will
successfully sing
measure 6-23 with only
2 -3 rhythm or pitch
errors. Students will
audibly incorporate
musical elements
discussed throughout
rehearsal such as
dynamics and text
expression.
 acapella, T sings part 3
underneath.
Discuss dissonance
Review from beginning
Fix problem areas
1:30- Sisi Rehearse concert Begin rehearsing at mm Students will maintain
1:40 Kushangalia music to review 25. Review old material part independency
previously learned and fix problem areas. from measures 25 to
material, enhance text Continue on to new 57 with little piano aid.
expression & material starting at
musicality, and learn measure 42. Chant text
new music to work together while keeping
towards note and pulse on chest. T will
rhythmic accuracy. chant part 3 text as S
chant their own part.
Teach part 2, then part
1 notes. Emphasize
cutoffs and energy and
duration throughout
held notes. Combine
part 1 and part 2 with
notes while T sings part
3.

Strategies: Since I don’t know what is going to happen in rehearsal and what the students may struggle
with I like to think of a variety of strategies beforehand.

If S is flat: Spin finger, throw dart, create arch with hand, low expansive breathing, siren

If S has low energy: March in place while sing, Prompt “How could this piece be relevant to them?”

Pitch errors: Sing staccato, use solfege hand signs, discuss whole or half steps, isolate areas

Rhythmic errors: Keep pulse on chest, clap and count, start slow, build up speed