Classroom Lesson Plan MS/HS Choral Massachusetts Art Curriculum Framework Music Standards (include detailed standards by grade level) 1.6 Sing independently with increased accuracy, expanded breath control, and extended vocal range 1.7 Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 3 (for choral ensemble) 1.8 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed, and using a variety of languages 1.9 Sing music written in two and three parts (up to four parts in choral ensemble), with and without accompaniment 2.5 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8, and alla breve meter signatures 2.7 Identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression Lesson Objectives Students will start learning "Le Festin" from the movie Ratatouille, in preparation for their May concert. Materials and Setup Needed to Deliver Instruction (list music, audio equipment, instruments, etc.)

• Sheet music for "Le Festin" by Michael Giacchino

• Solfège patterns from the music (mm. 14-16, m. 23), see below

Procedures 1. Introduction Phase (engage students; set expectations; state outcomes)

• Greet students. Start warm-up. Do stretching and shoulder rolls; remind the students to keep breathing through all the physical warm-ups.

• Move onto vocal warm-ups: do some sirens and lip trills. "Mommy made me mash my M&Ms", moving up chromatically. "The alarm clock": "dee-dee-dee-dee" (triplet + eighth) descending, one group per pitch (so-fa-mi-re-do).

2. Focus Phase (describe learning experiences/activities; include differentiated learning strategies)

• Model the new work ("Le Festin") to the group by singing it once through with the piano accompaniment.

• Have students echo solfège patterns lifted from the melody line, with Kódaly hand signs. Repeat the patterns with the lyrics from the song.

• Through chunking and echoing, go over the melody line in mm. 9-50. Sing everything on

"do" at first, then with the lyrics.

• Through chunking and echoing, go over the two voice parts of the "da-day-doo-din-doo-din" rhythmic accompaniment in mm. 51-66. Although the students will be divided into parts in this section, have everyone learn all the parts.

3. Closure Phase (reinforce, review, reflect on learning outcomes)

• Divide the class in two and sing the two accompaniment parts together. Assessment Circle one: Formal / Informal Individual / Group Assessment instrument(s): teacher observation Assessment procedures: teacher observes the group performance through out the rehearsal. Accommodations/modifications for students with special needs No students with a need for accommodations identified in this class. Extension (include additional guided practice activity, assessment, etc.) As an extension to this lesson the teacher can add more guided practice.