Lesson

Intro to Unit Date September 6th 2017

Title/Focus
Subject/Grad Time
Choral 6 50 minutes (10:45-11:35)
e Level Duration
Introduction to Sight Singing, Theory, and
Unit Teacher Ms.Falkenberg
Performance in the Classroom

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Music
Learning 1. Through the elementary music program, students will develop: an enjoyment of music.
Outcomes:
Specific Music
Learning 1. 1.2 Respond to tone matching and echo games.
Outcomes: 2. 1.7. Sing accurately in unison.
3. 1.8 Respond appropriately and with confidence to a conductors signal.
LEARNING OBJECTIVES

ASSESSMENTS
Observations: Who are the students? What are they like?
Key Questions: What makes an effective choral singer?
What are the expectations for choral class?
Products/Performances: Posture/technique/following instructions
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Alberta Programs of Study
Warm-Ups
Exit Slips

PROCEDURE
Introduction Time
Agenda 1. Students settle in, find a spot. Introduce myself
2. Attendance
3. Name games 3 mins
4. Classroom Expectations
5. Start up of what a good choral singer looks like
Time
Learning Activity #1 10
Name games: Names with an action-go around the whole circle
mins
Assessments/ Differentiation: Which students are shy? Which students are more into it? Get a feel of
what the students are like.
Learning Activity #2 Classroom expectations: Establish expectations-names, questions,
bathrooms, drinks, posture, etc.
Cell-phones put away in class, if I see it twice it becomes mine
until the end of the class. Have a bucket where they put cell
phones if they think it will be a distraction. 5
Bring a water bottle to class. I will allow them to go get a drink mins
once during class time, because they should all have a water
bottle with them.
Music stays in the classroom, if music is taken home they need to
write it down on the Borrowed music sheet with their name,

1

Assessments/ Differentiation
Learning Activity #3
Assessments/ Differentiation
Assessment of Learning:
Feedback To Students
Transition To Next Lesson
Reflections from the
lesson
piece of music, and date.
Explain music journals. Students will write to me either in a
journal, or on a plain piece of paper. Music Journals will be used
as a type of assessment, and a place where I can answer their
personal questions.
Respect in the classroom. Establish this right away. The choral
classroom is a place where we want to come to have fun, to learn
together, and to enjoy our learning. This will be done through
respect to one another, to our music and the property we use, as
well as to me as the teacher.
Do as Im doing:
Posture: Do as Im Doing activity: Have students do exactly what
you do. Slouching, crossing legs, leaning back, sitting on the end
of the chair, standing up straight, feet apart. Tell them what we
should be doing, and what we shouldnt be doing. Show them
what will help them singing (standing up straight, feet apart, 20
shoulders back), and what will hinder them (bad posture). mins
Breathing techniques
Warming up both the body and the voice. Your body is your
instrument. Lip trills, sirens, tongue twisters. Start singing scales,
or just a fun warm up near the end so students are singing on
day one.
Observation, Exit Slip
Closure Time
Exit Slip: Where would you like to see yourself as a choral singer
at the end of the semester? Give students a few minutes to 5 mins
answer this question and hand it back to you before they leave.
Let students know how excited I am for the year.
Tomorrow we will continue you on with proper care of the
1
vocal instrument, with a focus on warm ups and why that is
minute
important in a choral setting.