Basic Information
Sean Black
27 September 2013
Mrs. Camp
8th Grade Mixed Choir
Materials Needed:
 Piano
 Sound Connections Resource Binder overlays
Instructional Objectives:
At the conclusion of this lesson, students will be able to:
 Read Level 2 melodic, cumulative exercises (NS 5)
 Sing with proper posture and on the breath (NS 1)
 Listen and translate basic patterns into notation (NS 5)
 Accuractely sing ‘do’ to ‘fa’ without help from teacher (NS 5)
Procedure:
Music Literacy
 Rhythmic (Level 2 & 3 per SC)
o Echoing (Four-beat patterns)
 Ta ta, ta ta
 Ta-di ta, ta ta-di
 Ta-a, Ta-a
 Ta-a, ta ta
 Ta, ta-a-a
 Ta-di—di, ta-a
 Ta-a-di, ta-di-di
o Echo-Translate (same patterns as above)
o ***Use flashcards to help reinforce patterns. Also slow down,
repeat, and use gestures for UDL learners.
 Tonal
o Echoing (Major Level 3 & Minor Level 2 per SC)
 DMS
 SMD
 DRM
 MFS
 SLS
 SFM
 MRD
 DTL
 LDM
 MDL
 LMD
 LTD
o Echo-Translate (same patterns as above)
o ***For universal learners, include more repetitions and smaller
intervals. Also, slow down if applicable.
 Reading
o Level 2B Compound Rhythm
 Line 3- Takadimi Syllables
 Line 4- Neutral Syllable ‘pah’
o Level 2c Major
 Line 2- Solfege Syllables
 Where is do?
 What pitch do we start on?
 Can someone give me a do?
 Line 4- Solfege Syllables
 Then on ‘pah’
o Level 2 Major & Compound
 Lines 1 & 2 on solfege syllables
o *** UDL- slow down the tempo if needed, and also rep tricky
measures to ensure security.
Vocal Technique
 Set (Focus)
o Stretching
 Collapse top half of body, slowly build back up
 Stretch high and to the sides, breathing in abdominal spaces
 Stretch neck
 Shake it out, collapse, & bring it tall
 Ski Breath
o Grabbing imaginary poles, swing as if skiing
o Instruct students to feel interaction of breath in and out naturally
o Add voice to increase awareness of abdominal interaction
 “Lip Bubble” Exercise
o A five scale beginning sol, descending to do, then a quick do to sol
back to do (eighth note patterns)
o Begin in A Major, descend by HS
o Remind them of keeping breath supported and through the line
o *** UDL learners can do this exercise on “zz” or ”mm” if doing lip
bubble is not possible.
 Zah-oh-ah
o DMSMD
o Begin in C Major, ascend by HS
o Encourage the use of the z
 Ha-Ha-Ho-Ho
o Each pitch receives either two “ha-ha’s” or “ho-ho’s,” but alternate
between the two
o Begin in A Major, work our way down by HS
o Remind them to feel interaction with abdominals

Ooo, eee, ahh
o This exercise uses DRDTDRDTDRDTD pattern
o DRDT=ooo, then the next D starts ‘eee’ and so on
o Keep vowels tall and narrow!
***UDL- Write the vowels on the board to give them a visual representation of
the exercise.
 Solfege Exercises
o Have students sing a major scale on solfege syllables
o Begin to leave out syllables (i.e. mi, fa, etc.)
o Listen closely for pitch accuracy and tall vowels
o ***Use hand signs for UDL learners, giving them a visual gesture.
 Hand-Sign Challenge
o Show hand signs, have students sing what they see
o Challenge them with difficult leaps, test their pitch identity skills