sson Planon Plan

Lesson Plan
Teacher: Course: Sixth Grade General Date(s) of Lesson Jan. 26,
Adina Harris Music 2017

Lesson Topic/Title: Glory, Glory, Hallelujah

Framework First MIB.7 The student will identify and perform music written in binary form K.2-2The student will
Standard(s): investigate
(Include the specific various uses of the voice by matching pitches within an appropriate range;
Standard and detailed MIB.13 The student will read and interpret standard music notation while performing music of
sub-standard (a, b, c) varying styles and
of todays lesson.) levels of difficulty, in accordance with VBODA Levels 1 and 2
MIB.19-1 The student will explore historical and cultural aspects of music by
identifying the cultures, musical styles, composers, and historical periods associated with
the music literature being studied
MIB.21-3The student will investigate aesthetic concepts related to music by identifying ways in
which music evokes sensory, emotional, and intellectual responses, including ways in
which music can be persuasive
Objectives: The students will be able to:
Define a gospel song
Sing Glory, Glory, Hallelujah with the correct melody
Use movement and body percussion to demonstrate expression in music
Perform Glory, Glory, Hallelujah in its entirety with voices and movement

Procedures: Whats a Gospel Song

Start with asking students what they like to do when they are sad
Explain that many people listen to music when they want to feel a certain way
Explain what a gospel song is (gospel songs encourage the singers to let go of their fear,
worry, and anger; only good thoughts)

Teaching Glory, Glory, Hallelujah

Go through song reciting words
Go through song again and have students sing the song the way they think it is meant to
sound (happy, sad, energetic, joyful, etc)
Have students tap the pulse with feet
Sing the fisrt line once then have students repeat after you
Sing the second line then ask students to repeat after you
Sing the third line and then ask students to repeat
Sing the fourth line and then ask students to repeat

Conclusion
Perform Glory, Glory, Hallelujah with movements

Assessment: How well did the teacher include and engage each student in the lesson?
Did the teacher explain and define a gospel song effectively?
Are the students able to define gospel song?
Did students correctly sing the pitches and rhythms of Glory, Glory, Hallelujah?
Materials: Cd track number 13-27, singing voices, Making Music Textbook (Sixth Grade Level), body
percussion, body movement, piano