Stetson University Music Education Daily Lesson Plan

Name: Shana Wolf Date: Week 5 Period:

Ensemble or Class: 1st Lesson Topic: Whisper, Talk, Shout, and Sing Voices

Standards: MU.1.C.1.1, MU.1.C.1.2, MU.1.C.1.4, MU.1.H.1.1, MU.1.H.3.1, MU.1.F.1.1, MU.1.O.1.1, MU.1.O.3.1,

MU.1.S.1.2, MU.1.S.2.1, MU.1.S.3.1, MU.1.S.3.3, MU.1.S.3.5, DA.1.O.3.1, LAFS.1.SL.1.2, LAFS.1.SL.1.3,
MAFS.K12.MP.5.1

Long Term Goal:

Instructional objectives(s): Students will be able to define pitch and identify and use the four types of voices

Key Vocabulary pitch, sign language Instructional Materials/Resources/Technology: piano,

laptop, projector, YouTube link, Quaver link

Critical Thinking: Lesson Structure:

movement activity, lesson

ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Stetson University Music Education Daily Lesson Plan

2 minutes Have the YouTube movement video ready as another tab. Greet the
students at the door saying with the usual call and response "Eyes
to the- front! Hands in the- Back! Lips are-Closed!” Everyone gets a
little hand sanitizer as they walk in and they sit on their designated
row. I say “Feet, Hands, Lips together” and then use the drum and
say “Who’s ready for some fun music?” And the students get up and
say “I am! I am!” And then sit back down (it’s called a 3 second fun
party). Play the ascending 5 note pattern on the piano which is the
“everybody up” music. Then play the c major chord for the
students to spread out on their rows. Movement activity - Play
fortnite sight words video. After, play the c major chord again so
the students come back to the center. Play descending 5 note
pattern marked on the piano which is the “everybody down" music.
Iterate the expectations before the lesson. Say title of the lesson,
3 minutes purpose, and objective but in simpler terms so they understand
what they are doing today. Tell them there are 4 voice types.
Switch the screen. The first one is whisper have them say whisper
in a whisper voice *talk in a whisper voice while explaining that Listen to students answers and voices to
whispering is a soft quiet voice* Ask them where they might hear a evaluate if they are using their voice and
35 minutes whisper voice and give examples. When we sing our song about the explaining that voice correctly
four voices, we’re going to put our finger in front of our lips. Have
them say Shhh with a finger in front of their lips. The next voice is
a talking voice. Explain that the talking voice is a regular speaking
voice. Ask for examples of when we use a talking voice. Review that
our whisper motion and voice and then tell them the motion for
talk. We’re going to use our talking hands. The next voice is shout.
Shouting is when you talk but really loud. Shouting is not
screaming. Model the difference between screaming and shouting.
Remind students not to scream. Have them shout. Show them the
motion for shout. Go over whisper movement, talk movement, and
shout movement. Sing is the next voice. A sing voice changes notes
and goes high and low. Sing happy birthday or cookie dough song.
Show the movement for sing. Explain that the motion is sign
language. Explain that you hold your arm out and brush your hand
back and forth across your arm. Ask students what sign language is
used for. Go over all movements. “everybody up” and sing whisper,
talk, shout, and sing songs with movements. Then ask what pitch is.
In music, pitch means something different. Play video to find out
what pitch is. Ask students what pitch is. Have students sing highest
pitch and lowest pitch when those areas show up in the video. Show
them that Quaver had students sing certain pitches and it made a
song. Music is a group of pitches. Next, explain choose your Ask them about pitch
adventure activity and model the activity. Use talking voice and
pretend to talk on the phone. Call Mickey Mouse. Put him on
speaker phone. Tell Mickey who you’re with and tell him you’re
learning about whisper, talk, shout, and sing voices and that you’re
learning about pitch, Have Mickey ask what pitch is and call on a Watch their performances to see if they
student to explain to Mickey what pitch is. Have Minnie call Mickey understand using the four voices
so he has to hang up. Say goodbye to Mickey. Have students come
up and act out voices and scenarios with the remaining time in
class.
Closure Procedures: Go over objectives and ask students to line up
on the 2nd step not past the filing cabinet (using walking feet) They
do the Eyes, Hands, Lips mantra and exit quietly
1 minute

Post Rehearsal or Lesson Reflections

Stetson University Music Education Daily Lesson Plan

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire or
activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.