Student Name: Eve Thomas

Title of Lesson: Voice Lesson Cycle Two Total Lesson Time: 20 minutes

Grade(s): Eighth Subject Area: Choir Small Group Voice Lessons

Curriculum Standard(s)
Standard 5/Benchmark A/Eighth Grade: Reading and Notating Music/Utilize a system to read
pitch notation/Performs accurate syllables and handsigns in all major keys

Learning Objectives (Benchmark) and Assessment:

Learning Objective(s)
Students will be able to:
1. recognize when they sing with an open or
closed mouth and throat and how it
changes tone quality
2. sing a sight-reading example with rests and
at least one skip, making two or fewer
mistakes
3. identify pitch and rhythm errors the group
makes while working on each sight-reading
example
Assessment(s)
1. since this is a small group of students,
I will focus on listening to each one of
them at certain points throughout the
lesson
2. I will watch the students handsigns for
correct symbols and placement in
relation to pitch

Materials Needed:
- iPad
- Sightreading Factory app
- piano

Lesson Procedures: Time Differentiation (Adaptations

for Diverse Learners, ELL,
Gifted)
1. Anticipatory: Vocal Warm-ups - if students are singing with
Vah on do-mi-so-mi-do an unsupported vocal tone, I
- I will model the warm-up first will use vocal modeling to
- As the students sing higher in their ranges, I demonstrate breathy versus
will remind them of the importance of supported singing, and ask
breath support and vowel shape students to identify what I
Bum on so-fa-mi-re-do changed to produce those
- this warm-up will work on the lower sounds
register
- I will demonstrate and encourage students
to sing with a light, bouncy sound

2. Introduction
- I will set up a level one sight-reading
 example on the Sightreading Factory app as
a starting point
- students are familiar with this software
because it is often used during class
- in this lesson cycle, students will complete
three sight-reading examples
- here is the process I guide the students
through using to solve sight-reading
excerpts:
1. identify the key
2. spend thirty seconds reviewing the
examples independently (singing and
signing)
3. show me the highest and lowest note
in solfege (challenge)
4. if there is a difficult interval, I will
point that out before we sing the
example (troubleshoot sections)
5. after singing the phrase one time, I - if the students are stuck on a
will ask a question such as, What is specific pitch or interval, I will
the most challenging part of this isolate that section or have
example? or What are some them freeze on a note
strategies we could use to improve our
accuracy the next time? (reflection,
then performance)
3. Guided Practice
- within this voice lesson, the students need to
complete three sight-reading examples
- if a group of students is successful with
singing and signing an example, I will have
them try the next level
4. Group Closing
- I will explain the sight-reading assessment
the students will take in lesson cycle three,
highlighting its similarities to what the
students did in this lesson cycle