Creating Connection BOPPPS Lesson Plan

Classes Involved: Guitar and Vocal Music 

B - Bridge In: 

Assessment for Learning – Diagnostic/Formative

Teacher will showcase different musical selections that demonstrate guitar and vocal integration. This could be tied into the current unit of study. Examples include: Tracy Chapman, Laufey, etc. 

Students will discuss what was effective about the musical selections and consider how guitar and vocal music can be used for powerful musical expression. Have students discuss with an elbow partner for 2 minutes and then have each pairing share their thoughts with the class. Alternatively, students can popcorn out ideas as a class.

O – Outcomes: 

Learners will…

1. Demonstrate how rhythm and phrasing supports vocal expression and techniques 

2. Compose and present a one-minute song featuring guitar and vocals

3. Reflect on their creative process through self-reflection and peer-reflection 

P – Pre-Assessment: 

Assessment for Learning – Diagnostic/Formative

Students will self-reflect on their musical skills. For guitar techniques, considering chords, fingerpicking, strumming patterns, using capos, reading tabs versus standard music notation. For vocal music, considering breathing, pitch, intonation, dynamics, emotions, comfort level singing while performing another instrument. 

Students in the guitar class will pair up with students from the vocal class.

Full class discussion: Students identify common challenges they may experience combining the two instrumentations. The teacher can go over possible solutions and practice strategies. 

P – Participatory Learning Activity: 

Assessment as Learning – Formative

Guitar students will practice strumming patterns to a four-chord progression of their choosing while vocal students begin to set lyrics rhythmically to the music. Teacher can guide the class to focus first on rhythm and articulation, before applying melody. Vocal students will mark down appropriate places to take a breath in the music that will best support and sustain their sound. 

Over the next few classes, students will experiment with different guitar accompaniment styles (fingerpicking, strumming, arpeggiated chords, improvisation) for different sections of the song. Students will compose their lyrics and experiment with dynamics, emotions they hope to evoke in the music, and rehearse their song. 

Once the composition process is complete, students can use a music recording program such as BandLab or Audacity to record their song. 

Assessment for Learning – Diagnostic/Formative

Peer-assess another duet’s project to ensure all assignment criteria is completed. Make any necessary edits to finalize the composition.

Export the completed audio file to share with the teacher.

Assessment of Learning – Summative

The class will have a listen to the duet compositions over the next few classes. The teacher will play each audio file and students will engage in a group listening and discussion. 

P – Post-Assessment: 

Assessment for Learning – Diagnostic/Formative

Complete a plus/minus/interesting task to consolidate the learning.

S – Summary 

Students will share their plus-minus-interesting reflection task with the teacher. The teacher will review the exit ticket responses and identify any areas students may have experienced challenges in, and answer any outstanding questions. The teacher can also use these responses to make any necessary revisions for next time.

Queen Street, March 2024