LESSON PLAN 

Barbieri - January 27th, 2021 

 
Focus: Bridge Over Troubled Water, Earth Song, If Ye Love Me, Ave Verum Corpus, 
and Sure on this Shining Night 
 
Schedule:  
1. Agenda posted on white board  
2. Warmup 
3. Sight Reading Example  
4. Sure on this Shining Night (Pg 1-2)  
. . Review for pitch/rhythmic accuracy  
5. Bridge Over Troubled Water (Pg 1 + Go through the chorus)  
. . Fix vowel quality and blend  
6. Earth Song (Pg 1-5) 
. . Fix Balance 
7. If Ye Love Me (Extra If there is time)  
 
  
Instructional Planning FOCUS (Standard 4: Instruction) What is the focus for the lesson? 
What content will students know/understand? What skills will they demonstrate? What 
standards are addressed in the planned instruction? Why is this learning important?  
 
1.1 Teacher Responses: We will spend most of class improving Ave Verum Corpus, Bridge 
Over Troubled Water, Earth Song, If Ye Love Me, and Sure on this Shining Night.  
 
For the lesson students will be able to perform accurate pitch/rhythm in Sure on this 
Shining Night Pg 1-2 with 100% accuracy in no more than ten attempts.  
 
In today’s lesson students will fine tune Bridge Over Troubled Water, Earth Song and If Ye 
Love Me with fewer than two mistakes per voice part in no more than ten attempts.  
 
In a music classroom you could address up to 8 standards in one day due to the 
performance-based nature of the course. As we work on our music, which acts as a 
textbook for our choir, we will be addressing these standards in an organic way. If it were a 
music literacy activity I would simply have one standard and use a more traditional 
approach. All performance-based standards are constantly happening within the time of 
choir class. Students will demonstrate the correct interpretation of musical symbols and 
terms; express accurate intonation and rhythm, and continuously improve their individual 
performance on their individual part.  
 
Standards for Rehearsal:  
• 1PR Sing or play, alone and/or in ensembles, demonstrating accurate intonation and 
rhythm, fundamental skills, advanced technique and a high degree of musicality.  
• 2PR Prepare and accurately perform a varied repertoire of ensemble music showing 
continuous individual improvement in performance ability given the level of complexity 
found in the selected literature. • 4PR Perform an appropriate part in an ensemble 
demonstrating well-developed ensemble skills  
• 1CE Interpret music symbols and terms expressively while performing a varied repertoire 
of music. (Read Only) This item has not been answered  
 
ASSESSMENT DATA (Standard 3: Assessment) What assessment data was examined to 
inform this lesson planning? What does pre-assessment data indicate about student 
learning needs?  
 
1.3 Teacher Responses: When looking at the music picked for this year it is new for every 
student. I use the level of performance achieved by the students from the previous day's 
work to collect the most recent data. If I noticed that the day before no one was using 
correct vowels, or phrasing correctly I use this observation to inform tomorrow's lesson. 
Due to oral data not being tangible, except through the power of recording, it is hard to 
quantify performance data. I do record the group occasionally and analyze for growth and 
errors, but I normally will just take note during class that day. In the choral classroom I am 
constantly using formative assessment. I assess the success of the music produced, and 
o en have students reflect on the quality of what they just heard. The product produced is 
not individual, but based on the whole group's output. Our formative assessment is each 
attempt we make in the classroom, while the summative assessment is our final 
performance. If I notice the group needs more support, we might go slower and break 
down each part, or I might send them a practice track online. I am constantly reacting to 
what the students do and modifying my lesson. I will "check-in" with my students o en 
through a 1-3 scale personal evaluation. The data I use is always updating and presenting 
itself a er every attempt.  
 
PRIOR CONTENT KNOWLEDGE/SEQUENCE/CONNECTIONS (Standard 1: Students, 
Standard 2: Content and Standard 4: Instruction) What prior knowledge do students need? 
What are the connections to previous and future learning? How does this lesson connect to 
students’ real-life experiences and/or possible careers? How does it connect to other 
disciplines?  
 
1.5 Teacher Responses: The prior knowledge students in this room must have is specific to 
music reading skills. All of these students have been in the choir program for a minimum 
of four years and I have assessed their musical skills formally and informally over that time. 
A er not singing for a few months over summer and beyond, we are working to get these 
skills back. In the choral world you can sing multicultural, historical, folk or contemporary 
music. By understanding larger concepts such as the musical eras and the stylistic 
tendencies of the corresponding pieces of music, students will be prepared to perform 
historical pieces, and know details about the composer. The time spent on this lesson will 
help better their musical skills for the next piece of music, next year in choir, or the next 
musical group they perform in. Student’s real-life and possible careers: One of the most 
powerful moments of this year was the student reacting to world music, the knowledge of 
other countries, customs, and their music. Even learning lessons such as, “a Brazilian folk 
song is sung in Portuguese”. A student admitting how important this piece of knowledge 
was. When she introduced herself to an exchange student, she assumed she spoke Spanish. 
Knowing about people and their culture can only expand interpersonal relationships in 
future jobs, even if students never travel outside of Circleville. This being said our music 
history unit provides a more in depth understanding of our Western Classical music. 
Additionally, music always teaches the students leadership skills. Students practice safe risk 
taking, social skills, and even allows students to confidently stand in front of their peers. 
Music also relates to so many subjects. Choral music is o en a famous piece of poetry set to 
music, we sing in over ten languages in a given year across the five choirs, we learn about 
other cultures, and even look at relevant pieces of art, which were created in the same era as 
the music. Music connects to so many other subjects. Especially this lesson, as it relates to 
history. I think the more I can teach concepts that directly back up other subjects and fields 
it becomes more real for students. As a graduate of Ohio University, one of the concepts 
that I have always found shocking is the school was established in 1804. Who was a popular 
composer then? Beethoven. That connection between timelines gives students a 
multidimensional image of the era in history.  
 
KNOWLEDGE OF STUDENTS (Standard 1: Students) What should the evaluator know 
about the student population? How is this a developmentally appropriate learning activity?  
 
1.7 Teacher Responses: The first thing to know about this class is that I give them extra time 
at the beginning to use the bathroom. A er that we can fully focus on class. I made this 
change to push against them ALWAYS leaving to get water, or use the restroom. This 
high-energy group is filled with 12 upperclassmen who are my most advanced choir. I have 
universally designed this lesson for a diverse group of learners. Music levels are 
differentiated within the same piece, providing students with a different level of person 
challenge This is a developmentally appropriate learning activity as I universally design my 
lessons to support every person in my classroom and eliminate as many barriers that I can 
see for students that have learning differences. This lesson is also developmentally based on 
Vygotsky's Zone of Proximal Development, which justifies student groupings within vocal 
sections. Students who might be struggling in the music classroom are then placed next to a 
student who is more advanced in their musicianship. The student who needs more support 
will then rise to the necessary performance level because they have the support next to 
them (i.e. the more advanced musician). This also pushes the more advanced musician into 
a leadership role.  
 
2. Instruction and Assessment LESSON DELIVERY (Standard 2: Content and Standard 4: 
Instruction) How will the goals for learning be communicated to students? What 
instructional strategies and methods will be used to engage students and promote 
independent learning and problem solving? What strategies will be used to make sure all 
students achieve lesson goals? How will content-specific concepts, assumptions, and skills 
be taught?  
2.1 Teacher Responses: At the beginning of the lesson, students will find the agenda and 
goals posted on the board. Instructional strategies and methods will be used to engage 
students including direct instruction. In the traditional "rehearsal" I will be guiding students 
through direct instruction to model specific vocal techniques. Students then practice the 
skills, and perform it back. In this student centered lesson I will use problem solving to 
guide students to fix the issues that they hear. I will also walk around the room to monitor 
this. Due to this being a very traditional lesson in the choir classroom we are really going to 
learn through experience. Students get to use higher level thinking skills to understand and 
interact with their goals. For example applying musical symbols, synthesizing their 
knowledge of expressions, evaluating the choices we make etc. *We are just starting our 
music, so there will be less room for student leadership until they are comfortable with 
their voice part.  
 
DIFFERENTIATION (Standard 1: Students and Standard 4: Instruction) How will the 
instructional strategies address all students’ learning needs? How will the lesson engage and 
challenge students of all levels? How will developmental gaps be addressed?  
 
2.3 Teacher Responses: In my classroom there are visual supports (i.e. their music) and I 
verbally always model first. It is not o en I give written work, which already gets rid of 
barriers for some students. I find that the music classroom is universally designed and I 
very rarely see students struggle because of the way the class naturally is. When it comes to 
differentiation I will modify to higher level thinking skills for each student. I vary the 
complexity of the questions being asked. I also put specific students on specific parts based 
on their ability. An example of this is avoiding complicated intervals for one student, but 
giving a melodically challenging part to a student who needs something more complex.  
 
RESOURCES (Standard 2: Content and Standard 4: Instruction) What resources/materials 
will be used in instruction? How will technology be integrated into lesson delivery?  
 
2.5 Teacher Responses: I will be using the projector/computer/laser pointer/speakers in this 
lesson. I use a website called "Sight Reading Factory" which generates problems for my 
students to work through. We will also be using the student's chromebooks for the music. 
This will be the only time I use the projector during rehearsal. 
 
CLASSROOM ENVIRONMENT (Standard 1: Students and Standard 5: Learning 
Environment) How will the environment support all students? How will different grouping 
strategies be used? How will safety in the classroom be ensured? How will respect for all be 
modeled and taught?  
2.7 Teacher Responses: In the choir classroom students must sit in their vocal parts, 
although now they are 6' apart. In some lessons I will move seats around, but for the most 
part they will be in one of two locations: their seats, or in a big circle. Strong students are 
o en placed with students who need more guidance, and it also helps the student leader to 
not be so loud when singing. O en two loud high school singers will be competitive about 
volume and will create an unbalanced choir as a result. Students understand the 
expectation of their behavior in the space. These students have a lot of energy and 
sometimes need a reminder about keeping the space calm. My motto in the classroom is 
"respect works both ways".I provide my students a lot of opportunity to have their voices 
heard. I use positive language and humor with them. We have built trust over the past few 
years and my students give me back this respect every single day.  
 
ASSESSMENT OF STUDENT LEARNING (Standard 3: Assessment) How will you check for 
understanding during the lesson? What specific products or demonstrations will assess 
student learning/achievement of goals for instruction? How will you ensure that students 
understand how they are doing and support students’ self-assessment? How will you use 
assessment data to inform your next steps?  
 
2.9 Teacher Responses Assessment will work two ways for this lesson. I will use formative 
assessment throughout this lesson: mostly self-reflection today, making sure that I am 
supporting these musicians in the best possible way. Next week we will be recording as a 
group. They have recorded their part individually in the previous weeks. This allows me to 
evaluate their sound well before a concert (their summative assessment). I am looking for 
healthy singing, proper vowels, correct rhythm, advanced phrasing, the application of 
musical symbols etc. I will not move on from a musical moment if we do not improve it 
that minute so all students can apply another layer of musicality. I will let students 
self-assess through having them rate themselves 1- 3 on understanding, as well as selecting 
more advanced students to listen and reflect on the whole team's success. We call this 
"fixing on the fly" which means if I hear a mistake, a student shows me they are lost, or a 
leader notices a group issue we fix it then. I try to combat these issues by putting "issues" 
into their warm-ups for the next day. If they struggled melodically, I might take that small 
theme and add it to their warm-up to provide extra practice.  
 
COLLABORATION AND COMMUNICATION (Standard 6) How do you cooperate with 
colleagues? How do you work with others when there is a problem? What is your 
communication style with students? With families? With colleagues? In what ways do you 
seek the perspectives of others? Give an example.  
 
3.1 Teacher Responses: I am on very good terms with my colleagues, although I do not 
o en see my high school staff as I teach all day in the middle school. I also have not 
encountered many problems with my colleagues, as we are civil when discussing issues 
such as scheduling. Teaching is about the students and I believe we all agree on modeling 
appropriate behavior for them. As the teacher of people who go through so much in their 
personal lives, I make sure you communicate with them in an extremely professional way, 
while still being their cheerleader and listening to them with an empathetic ear. I want their 
interaction with me to make their day better and for them to find a community in my 
classroom. I am working on sending positive emails home to families this year, but this 
does not always get to happen. With colleagues, once again it is hard to see people during 
the day, but I try to stay involved when I can. I am helpful and friendly with all the people I 
work with and think of myself as a good team player who just does not have a lot of free 
time. I am pretty isolated in my field which is why I am very involved in the American 
Choral Directors Association. I am still a student and can always improve as a director. I 
attend concerts and conferences to further my understanding in the field of music 
education. I also read the journal of music education and books surrounding education that 
push me to consider many other perspectives in life and teaching.  
 
PROFESSIONAL RESPONSIBILITY AND GROWTH (Standard 7) How do you apply 
knowledge gained from other experiences into your teaching? Discuss ways you reflect and 
analyze your teaching. What are some proactive ways you further your own professional 
growth?  
 
3.3 Teacher Responses: I am always adding new skills into my teaching. I try to practice 
reflective teaching once a month by journaling on strengths and weaknesses in my 
teaching, although this is not always easy to remember to do this. Even if it is just short 
responses it helps me improve the way I approach musical topics with my students. I will 
also record my lessons towards the end of the year and although it is not fun to watch 
myself it keeps my teaching sharp. I have noticed places I can grow as an educator through 
recording my lessons. I do not think I could see these weaknesses if I did not film myself. I 
am trying to further my own profession growth by currently looking into summer masters 
programs, although I am not sure if that is financially possible right now. I also always 
attend the music education conferences mentioned above.