DAILY LESSON PLAN

Teachers: Jagger
Kugler, Elise
Bragard
Day:
Standard(s )
Enduring
Understandi
ng

Skills/
Knowledge

Hook

Subject:
Voice and
Text 1 and 2

Grade:
9th and
10th

Unit:
Resonance in
the Voice

Thursday March 12th, 20 15

The voice is not exclusively made with the vocal
chords and mouth, but a combination of supported
breath, expression and the primal impulse to make
sound. The artist's mind and body is capable of
creating primal, human sounds through instinctual
reactions. The voice also doesnt necessarily need
words to emote desires or objectives, it can have a
language of its own
Students will be able to
Integrate breath, sound and impulse
through their bodies
Create and receive impulsive primitive
sounds with partners
vocalize a particular feeling without
words
Vocal and physical warm up: tongue twisters,
stretching etc.
Voice Your Hunger: Students will mill and seethe to
center selves. As they walk, they will think of
something they hunger for (could be food, fame, glory
etc.) They will find partners and let each know what
they hunger for and why (short sentence answers). As
they continue to mill and seethe, let them give a
sound or voice to their hunger. A sound that fully
embodies their hunger. Have each student present
their hunger sound.
FOR ELL: Use simple language. Replace hunger
with want, need, in life. Give extra time if students
are struggling, check in and clarify if needed. When
presenting, do not let other students try to explain
their sounds in depth, let the class interpret for
themselves.

DAILY LESSON PLAN

Learning
Activities

1. Primitive Sound Partner work: With partners, sit in

two chairs face to face. Decide who will be partner A
and B. Relax jaws and facial muscles, get
comfortable in the chairs. Make and maintain eye
contact with your partner with a soft, welcoming
gaze. Partner A will begin with a voiced sigh through
an open mouth. Partner B will receive the sound and
answer back with a voiced open mouth sigh. Let
sound change and build as the exercise continues
(laughs, grunts, burps). Feel free to get out of your
seat or touch partner. Find a natural conclusion.
2. Vocal Mirrors: Sit back to back with a different. Get
in touch with partners breath, feel the rhythm and
length. Gradually match breath with partner. One
person (Partner B) begin to make a sustained sound.
Partner A begin to match their sound. Let the sound
change volume or pitch. As it continues, let the sound
move your bodies, but always let the sound be the
primary force of action. Eventually, let the sound
bring the partners to a standing position. Let this
soundalogue turn into a shared non-verbal
dialogue, a non verbal sound scene. Eventually turn
these sounds to words and dialogue, an improvised
scene.

Closing

FOR ELL: Because of the limited English speaking

within these activities, full clarify directions. Give
examples of what is expected of students for both
activities before giving them time to work. Repeatedly
check in with groups with ELL students.
Check-in Circle: What individual discoveries were
made? Were there shared understandings between
you and the people you worked with today? What
worked, what didnt work?
FOR ELL: Mill and seethe, find movements to pair
your different voices youve discovered today. Try to
find a natural climax with your sounds and
movements as a class and a natural conclusion,
almost like a sound garden.

Assessment

DAILY LESSON PLAN

Homework
Materials
Accommodat
ions
Comments
for Co
Teaching (if
applicable)

n/a
n/a
n /a