LESSON PLAN Teacher: Asa Furst Grade: 8 Period: 1 1 1 Creating Course/Unit: 2 2 3 3 Date: 9/25/2012 4 4 5 5 6 6 7 7 8 8 9 9 10

NATIONAL STANDARD(S): MA Arts Framework Standard(s): Artistic Process(es) Engaged:

Performing

Responding

Behavioral Objective: The student will learn how to sing Michael Jackson's "Wanna Be Startin Somethin" in 7 parts. They will create their own syllables and dynamics. Materials Needed: sheet music, stereo and ipad.

PACING 5 minutes

PERCEPT or SKILL listening

SEQUENTIAL LESSON STEPS teacher plays Michael Jackson's "Wanna Be Startin Somethin" for the class. tells them to listen for isolated parts.Gives them background on the song, explaining that Michael Jackson wrote it, but it was co-produced by himself and Quincy Jones. Explain what producing means.

EVALUATION, DIAGNOSIS, REMEDIATION

2 minutes

chant

teacher sings the bass drum part using gordon syllables (de ta-ta de de du) explains what a pick up is, and that they start on the and of 4. explains a tie. have the class echo.

E-watch and listen D-Do they seem open to listening to Michael or are they turned off by his legal issues? R-Explain that many musicians are eccentric, but we should still try to be open minded and give their music a chance. E-watch and listen D-are they able to grasp the concept of a pick up and tie? R-conduct the first measure and give a cue for the pickup. reinforce the fact that a tie connects two notes together and is used to make the music easier to

read. 2 minutes chant teacher sings the snare drum line using gordon syllables (du de du-du du). has class echo. asks the class how the snare part relates to the bass drum part. reinforces idea of a pickup and how the pickup can start at different times for different parts E-watch and listen D-do they realize that the bass and snare parts complement one another and are never played simultaneuosly? R-explain this relationship. have half the class sing the bass drum part, the other half on the snare. teacher sings the shekere part using gordon (du ta de ta, du ta de ta, du ta de ta, du ta de E-watch and listen ta). explain what an accent is and how it adds greater weight to the first set of du ta de D- is there a different in ta's. have the class echo. ask how this part relates to the parts that have already been the accented and learned. unaccented notes? do they understand how the shekere part relates? R-explain that how the shekere part often is played simultaneously with the bass and snare parts. explain how the accented notes need to be sung louder than the unaccented ones. split the class up among the three parts learned and try to put it all together. E-watch and listen D-are the students singing the individual parts with unity? are the 3 parts being sung at the same tempo? R-clap the beat while the students sing. tell struggling sections to stop singing while the teacher sings their part. teach the class the bassline using gordon (de ta ta de du de du ta). have them chant the E-watch and listen. line. ask how this part relates to the percussion parts. explain that this bassline is an D-do they realize that the

2 minutes

chant

4 minutes

chant

2 minutes

chant

example of an ostinato-a persistent line that is repeated throughout a piece.

3 minutes

singing and reading a key signature

have them look at the music and decide what key it's in. have the students sing an E mixolydian scale ascending and descending on half notes.

3 minutes

singing

sing the bassline on gordon syllables. if it's out of their range, have them sing it up the octave.

bassline is almost identical to the bass and snare drum line? R-explain that if they realize the connection to the previously learned sections, the bassline will come more easily. E-listen D-do they know it's in E mixolydian? R- Explain that even though this key signature usually suggests A major or F# minor, because an E 7 chord is the tonal center, and E is the 5th scale degree of A major, the key is E mixolydian. E-listen D-are they singing the correct pitches and rhythms? R-have them chant it, then add pitches. E-listen D-are they having a hard time with the chromaticism and the beaming of a sixteenth to eighth to sixteenth note? R-don't add pitches until rhythm is secure. Have them repeat the sixteenth-eighth-sixteenth since this rhythm has not been used in the previously

3 minutes

chanting and singing

chant, then sing the tenor line using gordon (de ta ta de- de ta du ta ta). have them sing it in a range that is comfortable for them.

3 minutes

singing

sing the alto and soprano lines one at a time, and then split the class in half singing in harmony.

learned parts. tell them that the rhythm is very similar to the bassline. E-listen D-are they able to sing their parts with good intonation? R-play their parts on the piano as they sing.
EVALUATION, DIAGNOSIS, REMEDIATION

PACING 5 minutes

PERCEPT or SKILL creating syllables and dynamics

SEQUENTIAL LESSON STEPS split the class up into all 7 parts. have them come up with their own syllables, but must be unified as a section. have them add dynamics. have them sing their parts

5 minutes

singing

4 minutes

singing

E-watch and listen D-are they confused as to how they should come up with syllables and add dynamics? Do they remember their part? Are they unified in their sound? R-give them ideas for syllables but encourage them to create their own. same goes for dynamics. sing their part if there is a disconnect among the part. build the parts starting from the bass drum up through the soprano line. add one part at E-listen a time. D-as you build the parts, are they in tune with the previously sung section. are the rhythms and tempo synchronized? R-have weak sections cease singing for a moment, while the teacher sings their part. have them all start the song together, while the teacher sings the solo. teacher uses cues E-listen to bring parts in and out. D-can they keep their part going while, the teacher

sings the melody? R-clap while singing to try to maintain the tempo. stop singing the melody if they are losing it, and reinforce different parts.

REFLECTION AND FORESHADOWING: 1 minute 1 minute reflection foreshadowi ng what did you learn today? during our next class we will work on this song again, but we will add some new parts and the solo. listen to the song at home to prepare for singing the solo and try to figure out the other parts so you can teach them during the next class. you can use standard notation to help you remember the parts or create your own system of notation.