Preparation: (lead-in/hook/preparatory set/link to prior

knowledge)




Time
Teaching Sequence:






























Culmination: (consolidation of lesson)








Notes/Extension:






Musical Focus: concepts/skills to
emphasize
Singing Melody
Rhythm Timbre
Harmony Form
Movement Creating
Playing instruments
Expressive Qualities
Objectives: Learners will
o Be able to (behavioral):

o Understand (cognitive):

o Encounter (experiential):

o Change/add value (critical):

Materials:
National Standard(s) Addressed:
o Singing, alone & with others, a varied
repertoire of music
o Performing on instruments, alone & with
others, a varied repertoire of music
o Improvising melodies, variations and
accompaniments
o Composing & arranging music within
specific guidelines
o Reading and notating music
o Listening to, analyzing, and describing
music
o Evaluating music & music performances
o Understanding relationships between
music, the other arts, & disciplines outside
the arts
o Understanding music in relation to history
and culture
Assessment:
! Written ! Informal
! Individual ! Performance
! Group ! Other:

Name:____________________________ Date:______________________
Grade:_____________ Title:_____________________________________

Matthew Henry 4/25/14
6 rehearsal plan for Wake Me Up
Warm-Up:
Brain engaging exercises, brain gym, "follow me"
Stretch/sigh (football throws)
lip trills 54321
(pine)applePear
solfege exercises with pause
sing the second verse and coda of Wake Me Up and will be able to use counting to figure out the duration of long notes
students will sing through the entirety of Wake Me Up by Avicii
will make meaning of how long and arduous it can be not only to learn a piece of music but to learn an entire concert's worth
"wake Me Up"

Piano
1. Have students sing the chorus of WMU once through, without
the use of music.
2. then, students turn to page 9/10 of the music and read the
music (the chorus) up until ms. 85
a. Ask students to count how many more times we sing "didn't
know I was lost" they sing 2 more times
b, Demonstrate how it sounds (the same, besides the last
"lost")
c. Have students sing from ms. 81-87
3. Teach part 2 the harmony on "lost" at the end.
a. Have students echo the sound modeled by the teacher.
b. identify how many times we sing lost
c. Identify where to place the /st/ on the word "lost"
4. Teach part 1 the harmony of "lost" at the end.
a. Have students echo the sound modeled by the teacher.
b. identify how many times we sing lost
c. Identify where to place the /st/ on the word "lost"
5. Sing from ms81-end, allowing students to resing what they
know and what they learned. (group/performance assessment)
6. Sing from pg.9 to end
7. Turn to verse 2 on pg 6
a. Sing thru ms39-46
b. Review m47 via echo singing and modeling
c. Teach ms 47 thru 53
8. Identify rests before "and love is the prize"
Students should be able to identify that beat on consists of a
quarter rest and beat two has a rest on beat 2 and the "and" + of
beat 2 is sounded. Student should write 1 2 + 3 4 + Spot check
around the room (individual assessment)

Students at the end will perform the entirety of WMU from

beginning to end. Then, via a group discussion, understand the
amount of time it took to learn this piece of music. When was the
piece started? Today would be the day they officially learned
everything with confidence. How do they feel now at the end of the
4 week span of learning the piece? How valuable is rehearsal time
for learning a concert?