Let it Snow Lesson Plan

Basic Information:
Ethan Hutchinson
Beginning High School Chorus
Friday November 8th, 2019

Prerequisite Knowledge/skill for the rehearsal:

In order to be successful in today’s rehearsal, students should be able to:
 Read and identify the key signature
 Read the time signature and be able to maintain tempo in 4/4
 Harmonize in 4-part harmony
 Understand accidentals and how they play a role in harmony and the diatonic scale
Behavioral Objectives:
At the end of the lesson, students should be able to:
 Perform mm 15 – 30 of Let it Snow with accurate pitches and rhythms, both
accompanied and unaccompanied (INAS7)
 Demonstrate improvement in harmonic singing within the ensemble (INAS4)
 Correct personal mistakes while evaluating oneself within the ensemble (INAS5)
 Sing accurate accidentals in relation to the other parts
 Stay in tempo with accompaniment
Materials:
 Piano
 Class set of “Let it Snow” scores
Procedure:
00:20:00: Stand and stretch out
00:20:15: VT: [u] d-m-s-d-s-m-d (legato) (start on F major)
[ha] d-m-s-m-d (staccato) (start on D major)
00:21:45: CT: [u] s-d-fi-d-s [alto/bass down to d, soprano/tenor maintain s] [chromatic half steps
up and down from the P5] (start in Eb major)
00:23:15: Transition to Rep
Ask the students what they know about the piece. Who composed it, if they know how to
define swing music (An important feature of swing music is the performance practice of
the eighth note rhythms. In swing music, two eighth notes will normally be performed more like
a dotted eighth note followed by a sixteenth note. (https://dictionary.onmusic.org/terms/3433-
swing))

“OPEN TO PAGE 4, MEASURE 15

Rep rehearsal – “Let it Snow”

00:025:00: Model soprano part mm 15 – 22 [focus on movements within the voice and how they
connect to the other parts (i.e.: “What syllable are you singing? What syllable is ___ part
singing?): repeat for alto – bass parts (keep in mind the first 2 measures are the same in all 4
voices an octave apart)
00:035:00: move to mm 23 – 30 and repeat process. Begin with soprano part and add parts
moving down

 Pay close attention to the accidentals in each part. If needed, move from chord to
chord with specific parts or all parts. This will help the chords lock into place.
 GO SLOWLY TO ENSURE THE STUDENTS ARE SINGING THE RIGHT
NOTES
00:45:00: Wrap up lesson. Do full run of the learned material, with accompaniment
00:50:00: Lesson ends