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Liz Miller

12/3/15
6/7/8 General Music
ABC Singing Lesson
Content and Achievement Standards
1. Singing, alone and with others, a varied repertoire of music.
a. sing music representing diverse genres and cultures, with
expression appropriate for the work being performed.
2. Playing instruments, alone and with others, a varied repertoire of
music.
6. Listening to, analyzing, and describing music.
a. describe specific musical events in a given example using
appropriate terminology
c. demonstrate knowledge of patterns and different notes in the
music.
Class Goals and Objectives
1. Students will identify solo and soli sections in music and
demonstrate their understanding by singing and playing
instruments along with the recording during appropriate times
with teacher guidance.
2. Students will sing solo and soli sections with appropriate pitch
and rhythm with the help of teacher modeling, support from the
recording, and pitches given from the bell kit.
3. Students will keep a steady beat while listening to the recording
and identify the lyrics that fall on the beat.
Materials
1.
2.
3.
4.

Recordings of ABC, by The Jackson 5, edited with Music Factory app.


Lyric dictation sheet
Tambourines and bell kits
Index cards

Procedures
Accommodations: Accommodations in this lesson will be made based
on the Personal Behavior Checklist listed at the bottom. If, at the end
of the lesson, the student has received at least 8 out of 10 checks, she
will have the opportunity to play on the bells for instructors at the end
of class.
1. Students and instructor will discuss having siblings and they
activities they do with them.
QUESTIONS: How many of you have siblings? Do you have brothers or
sisters? What sort of things do you do with your siblings? Did Michael
Jackson have siblings? What activity did he participate in with his
brothers? Please keep a steady beat by patting your knee.
Accommodation: During open question sessions, the teacher will pay
careful attention to allow each student who raises a hand an
opportunity to share. Each student will only be allowed to share once
to remain fair.
PROMPT: While we listen I want you to tell me if Michael is singing by
himself or with his brothers.
2. Students will listen to recording of ABC by The Jackson 5.
QUESTIONS: Was this a song by The Jackson 5 or just Michael? Now
were going to flip over our lyric dictation sheets. Can someone read
the directions for us? Can someone put those in their own words? This
time please follow along with your chart and fill in the missing lyrics.
3. Students will listen to the recording of ABC again at slower tempo.
PROMPT: Teacher will call on students with correct answers to read the
lyrics and the teacher will sing them back.
PROMPT: Now were going to listen again and keep a steady beat.
Follow along with your lyric dictation sheet and see if you can tell
which lyrics fall on the beat. Circle the lyrics that fall on the beat.
4. Students will follow along with recording of ABC while keeping a
steady beat.

QUESTIONS: What lyrics did you circle? Were there some that you
didnt circle?
PROMPT: The lyrics you didnt circle are on the division of the beat.
Lets pat the division of the beat together on our knees. Later in the
lesson some people are going to get to play the division on
tambourines, but ONLY if you participate in the next part of the lesson.
PROMPT: Now were going to listen again and Im going to sing along
with a certain part. While we listen I want you to tell me whats
different between the part I sing and the other part of the song.
5. Students will listen to the recording of ABC again, while the
teacher models the solo part.
QUESTIONS: Whats the difference between the two parts? Was I
singing along with just one person or the whole group? Does anyone
know what its called when you just have a single person playing or
singing? Solo
PROMPT: Now were going to sing both parts. Ill sing the solo part and
you can sing or say the lyrics to the other part. The people singing out
and making good sounds will get to try playing the instruments first
when we add them in.
6. Students and teacher will sing along with recording of ABC.
QUESTIONS: How would you describe the other part in this song? Is it a
lot of people singing different parts or just a few singing the same
part? We call a few people singing or playing the same part a soli.
Compare this to clarinet section playing v. a whole band.
PROMPT: Now solos and soli dont have to be sung, they can also be
played on instruments. I need two volunteers who have been singing
along to come up and play the soli section on the bells. Were also
going to add in a tambourine soli by having people keep the division of
the beat. The rest of us are going to continue to sing the solo part.
Accommodation: Student will be allowed to play on instruments if she
has been participating in class and singing out. The opportunity to play
at the end of class is separate from this opportunity to play as part of
the lesson.
7. Students and teacher will play and sing along with recording of
ABC several times to solidify parts. IF TIME: rotate instrumental and
vocal parts so several students have a turn to play.

QUESTIONS: Now do we just have one person singing/playing, a small


group singing the same thing, or lots of things going on? We have
people singing, playing the same part on instruments, and playing the
tambourine. This is called tutti, when lots of different instruments and
voices are together. Relate to full band playing.
PROMPT: Now were going to have our final performance! Were going
to sing and play once with the recording and then Im going to take it
away so we can hear all the progress weve made!
8. Final performance of ABC.
REVIEW QUESTION: We learned about three new musical terms today.
Before you leave please fill out both sides of the index card. On one
side write the definition of soli and on the other side write the
definition of tutti.
Assessment of Goals and Objectives
Informal assessment will occur through asking students questions and
listening to students during performances. Teacher will listen to assess
if students are singing at the appropriate times, with correct pitch and
rhythm and to assess their ability to keep a steady beat and identify
the beat. Students will also be informally assessed through the lyric
dictation sheet and exit tickets, because they will not be collected for a
grade.
Follow up Lessons
Future lessons will focus on continuing to keep a steady beat and
learning about duets, trios, quartets, quintets, etc.
Accommodations
PERSONAL BEHAVIOR CHECKLIST (or )
Entering Classroom
Walk to seat
Keep hands to myself
During Lesson
Raise hand to answer questions
Follow Directions
Listen to classmates and teacher

Respect others answers


Participate in Music
Exiting Classroom
Walk to doorway
Line up quietly
Keep hands to myself