Mr.

Prall

2/28 Lesson plan (12:42-2:10)

Prior Knowledge and Skills:

• Prior rehearsal knowledge of songs
• Music reading capabilities

Rehearsal Objective:
• Improving upon the quality of our contest pieces and get them performance-ready

Assessment of Rehearsal:
• Has the quality of the pieces improved throughout the duration of the rehearsal?

Relevant contextual factors:

• Class is composed of sophomore women
• Class happens directly after lunch
• Yesterday was a snow day
• Block day
• Last regular class of day before seminar

Instructional materials:
• Projector and screen
• Rhythm reading example
• Sight reading example
• Gifts by Glenda E. Franklin
• I Am Not Yours by David N. Childs
• Les Berceaux by Alan Raines
• Yo Le Canto Todo El Dia by David L. Bruner

Personal improvement objectives:

• To improve the flow of my rehearsals and have less gaps in between activities while I process
information
• To improve the clarity and consistency of my conducting

Times Activity Purpose of activity Sequence Assessment

12:42- Warm ups, sight To warm up the voice and • Warm ups Are the students
12:52 reading, rhythm build music reading skills • Rhythm Reading warmed up?
reading • Sight Reading Have they successfully
read through the
rhythm and sight
readings?
12:52- Read through Gifts Improvement of part • Run through piece Has the tuning
1:05 knowledge, tuning, and • Fix appropriate improved? Do students
expression sections seem more confident on
• Run through again their parts? Has the
and add song gotten more
expression expressive from the first
Mr. Prall

run-through to the
second?
1:05- Work on I Am Not
1:30 Yours
1:30- Rehearse and add Continue learning the song • Refresh what they Have the students
1:55 more to Les Berceaux to get it to performance already know (1- retained the prior
level 15) rehearsed sections? Is
• Listen to French the French diction
recording for new correct? Are the
sections students correctly
• Speak through performing the new
new French section with text in
together context with the music?
• Speak through
text in rhythm
• Add pitches m. 16-
25
• Review new
section as time
allows
1:55- Work on clapping To improve the accuracy of • Students begin by Have the students
2:08 and memorization on the clapping parts and sitting with music improved the accuracy
Yo Le Canto improve the group’s in their laps to of the clapping sections?
memorization if the piece. work on clapping How much are the
with music students able to do
• Refresh pages 7 memorized?
and 9
• Run through song
with music
• Attempt without
music