LESSON PLAN

Date 4/24/19
Teacher Katie Carbone
Grade Level Middle School
Subject Choir
Topic and Content Topic: Choral rehearsal

Content: Rest Not

Goals 1. Students will perform dotted rhythms

2. Students will show understanding of and convey the

meaning of the text

3. Students will exhibit rounded vowels and crisp

consonants

Behavioral 1. Students will demonstrate their ability to correctly audiate

Objectives intervals by singing measures 4-21 on solfege

2. Students will demonstrate their ability to transfer their

knowledge of these intervals by singing measures 4-21 on
text.

3. Students will demonstrate their ability to sing dotted

rhythms by repeating rhythmic patterns

Materials Score, tuning fork, pencil

Warmup Standing:
Oo-ah-oo (DRDSLSDRDRD)
 One breath, tall ah and pure oo

Hey- ah- ah ha ha (DDRMMFSMD)

 Bounce a ball to the beat

Bella Signora (DMSDSMD)

 Demi-plie on the high do, arm swooping over head

Do-so-do-so-so fa mi re do
 Mime pulling a heavy rope then release for sfmrd
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Zinga-mamma
 Throw darts

Sight Reading Sing A major scale

Repeat solfege patterns with hand signs
 SMS
 SMD
 RSR
 SDS
 SLT
 STS
 DLD

Sitting
Everyone look at the sight reading.
 What key are we in? (A major)
 Circle the Dos
 Write in the solfege
 Any skips? Circle them.

Tap the steady beat and clap the rhythm

Sing A major scale

 Everyone tap the steady beat
 Read example in unison
 Students reflect on what they missed and did well,
teacher responds and adds additional comments if
needed
 Read example a second time

Procedure/Methods Introduction (National standard: Connect #11)

* Please cite a Students stand and walk in place to the beat
National Standard  Pattern 1 Clap the rhythm of “rest not, for life is
for each activity. sweeping by”, without stopping and ask students to
join in when they think that they have it.

Transition to walking in place to the half note beat

 Pattern 2 Clap the rhythm of “Leave footprints on the
sands of time”, students join in.
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Back to just walking the half note
 Pattern 3 Clap “As you go forth”, students join in
Start with Pattern 1, everyone stepping and clapping
together. Tell students that you will change to a different
pattern, they are to change as soon as they notice

Students look at their music

 Ask students which line on the first page most closely
matches what they are doing with their feet? (Bass)

Chant the text on their own part (T/B) while stepping the
beat and clapping the rhythms.
 Tell students when to change from stepping the
quarter note to stepping the half note. Quarter note
measures 1-10, half note measures 11-20, quarter
note measure 21

Students sit
Development/Practice (National standard: Performing-Analyze)
Ask students if they can find anything that could be tricky in
measures 16 and 17 of the tenor line. (Re-Sol and Sol-Re),
have students write it in.
 Everyone sing Re-Sol-Mi and Mi-Sol-Re
 Students read Tenor line on solfege with hand signs

Ask students if they can find anything that could be tricky in

the bass line in measures 11-12. (Tay-Sol), have students
write it in. Ask the same question about the last line of the
bass part (mm. 17-20) (T-S-D, D-L, and L-D), write it in. Ask
if they can find another Do- La skip on that page in the bass
part. (mm. 14-15)
 Everyone sing Tay-Sol and Do-La-Ti-Sol
 Students read Bass line on solfege with hand signs

Everyone sing their own part on solfege with hand signs

 Everyone sing on neutral syllable Da

Closure (National standard: Performing-Analyze)

Ask a student to read aloud the text
 Invite students to share what they feel is the meaning
of this text.
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Students circle all ahh vowel words (Not, by, die, on, time,
behind, mighty, sublime)
 Tell choir that you want to hear a T on rest and not

Students stand, everyone sing on text

Evaluation Measurement (testing)
How accurate was student’s solfege? How accurate were
the dotted rhythms? Did they sing with rounded ahh vowels?

Reflection Your reflections on the result of the lesson

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