Haley Williams

Third Grade Redhawk Revue Rehearsal 3 (15-20 minutes)

Lesson Objectives:
Using proper singing voices and posture while standing
Working together as an ensemble
To properly use harmony to add more depth to the song
Concert Preparation
Duple Patterns, Major Tonal
Standards: Adopted Marshall Public Schools Academic Standards of
Music
Expression of Music (1.1.3)
Materials and Resources: Songs of the 50s Book/CD. piano.
Lesson Procedure:
a) Introduction
a. This is the first time all of the third grade classes will be
together to practice Blue Suede Shoes. Much of the
beginning of class will be dedicated to making sure
students are in the correct order, are entering the correct
way, and are on the correct side of the room. The class that
is the furthest right will enter first. After they are situated
and seated we will let the other class enter.
b. Once everyone is in his or her rows and ready to go we will
sing the hello song with solfege. I will also have the student
sing backbone up while reminding them to use their great
singing posture and level three singing voices. After we are
warmed up and ready to start I will let them know what all
they will be learning today so they know what is coming
next.
b) Procedures
a. I will have the students sing each section of the song with
me while I play the piano. Because all of the classes are
together now students will have to adjust to singing in a
bigger ensemble. I will ask the students to give me the first
few words that start the verse/chorus in order to remind
the classes how it starts. Students sing in unison until one
of the main chorus sections in which they split into two
parts to add harmony. I will ask students to raise hands if
they sing the higher not and raise hands if they sing the
lower note. I will explain to them that they need to focus on
listening to their own classes rather than everyone during
this part of the song. I will briefly talk about that the reason

there is harmony in the song is to add more depth to the

music.
b. If students forget words or are having a hard time singing a
certain section of the song I will have them try it a few
times until they are more comfortable with it. I anticipate
having to run the harmony section a few times because
singing two notes at the same time can be difficult
especially for younger singers.
c) Transitions
a. To begin the review of each section I will ask students to
give me the first few words in order to remind them how
that section starts. Before moving on to singing with the
CD we will review what good singing posture looks like and
what level their voice should be at while they are singing.
Students need to pretend like they are at the concert so
they are well prepared when its time for the actual
concert.
d) Closure
a. I will ask the students to stand up quickly and quietly
before I play the song on the CD. At this time we are only
singing along with the instrumental track on the CD so
students have to be very independent when it comes to
remembering the words. When the students are singing
with the CD I will be reminding them to use their level
three voices if they start to sing too quietly and I will help
them with the words if they seem to be forgetting. We will
sing it through twice before moving on to the next song for
their concert.
Accommodation: I can spend more or less time on a certain section
of Blue Suede Shoes depending on how much practice the students
need. The students who struggle more have more help all around them
with both classes being together but there are much more students to
manage all at once.
Assessment: (Observational) I will be assessing how well the students
remember the words and the notes to Blue Suede Shoes. I will also see
how well they are able to work as an ensemble while singing along to
the CD.