10/29/12-11/20/12-"Winter Wonderland"

"Winter Wonderland"

Lesson Objectives: SWBAT locate and describe key signature changes and why they are utilized. SWBAT sing and describe 4/4 time and 2/2 time. SWBAT locate the accompaniment and compare/contrast it with what they are singing.

Essential Skills to be mastered: Students will be able to locate and describe key signature changes and why composer use them in music. Students will be able to describe and sing "Common" time and how it changes to "Cut" or "Alla Breve" time. Students will be able to examine the accompaniment and compre/contrast the notes to what they are singing.

I can statements: I can locate and describe key signatures. I can locate and describe the difference between 4/4 time and 2/2 time. I can locate and compare/contrast the accompaniment with what the choir is singing.

IPI level: Teacher led instruction with student engagement, Student led learning conversations


Teaching Strategies Utilized: Day 1: Read the text and discuss where harmony and unison occur. Sightread singing as many correct notes as possible. Day 2: Locate the key signature at the beginning of the piece of music. Have students scan and find all the key signature changes paying close attention to the ending of the piece of music. Why are so many key signature changes found in this piece? Day 3: Discuss the time signature found at the beginning of the piece and the use of a C for 4/4 or common time. Locate the next time signature change and discuss the slash through the C and what it means for each note value. Practice transitioning from one time signature to the other. How will we find the beat in the new time signature? Day 4: Work on independent parts and securing the harmony. Day 5: Large group evaluations of the parts. Day 6: Discuss the accompaniment of the piece of music and the contrast it creates. Why would a composer use a contrasting accompaniment? What effect does it have on the piece of music? Day 7: Revisit expressive elements and locate in the music. Practice creating the dynamics as a large group. Day 8: Have students partner up and practice the music together checking to see if the partner is singing correct notes, rhythms, expressive elements, etc. Day 9: Gather back as a large group and sing as if performing for an audience. Make a checklist of this to improve. Discuss successes within the piece of music as well. Day 10: Go through the checklist and fix problem spots. Perform as if for an audience.


Rigor or Level Reached on Bloom's Taxonomy:Analyze, Evaluate

10/17/12-11/2/12-"Firework"

"Firework"

Lesson Objectives: SWBAT sing in three independent parts. SWBAT sing in a pop style using syncopated rhythms. SWBAT locate and perform the verse and the chorus of the song.

Essential Skills to be Mastered: Students will be able to sing in three independent parts: Soprano I, Soprano II, and Alto. Students will locate and perform syncopated rhythms associated with pop music. Students will locate and perform the verse and chorus of the piece of music.

I can statement: I can sing in three independent parts. I can sing in a pop style. I can locate and perform syncopated rhythms. I can locate the verse and chorus of the song.


Teaching Strategy Utilized: Day 1: Divide the choir into three independent parts. Discuss how to read the music including the Soprano I and II sharing a line and Alto reading the bottom line. Read the text and discuss how it is different/same as the original recording. Sightread the piece of music. Day 2: Review the divided parts and how to read the music. Read the text aloud and discuss syncopation. Locate places in the song where syncopation occurs such as mm. 45. Have students notice mm. 53 and the division of parts that occur there. Day 3: Practice harmonizing between the Sopranos I and II then add the altos. Day 4: Large group evaluation. Day 5: Locate expressive elements and discuss how the group will perform and practice. Day 6: Have students break into small groups and review the music. Day 7: Small group evaluation Day 8: Practice with the recorded accompaniment. Have the students practice facial expressions in front of the mirror. Day 9: Record the performance and evaluate. Day 10: Polish for the performance. Day 11: Perform as if for a real audience.

IPI Level: Teacher Led with Student Engagement

Rigor or Level Reached on Bloom's Taxonomy:Analyze, Evaluate

10/16/12-10/26/12-"Super Santa"

"Super Santa"

Lesson Objectives: SWBAT locate a tempo marking and metronome marking. SWBAT locate the time signature and identify the eighth notes, and quarter notes that are sung. SWBAT create choreography in the style of the piece. SWBAT locate, define, and perform a descant.

Essential Skill to be Mastered: Students will be able to locate and discuss where to find a tempo marking and how to apply the metronome marking to the piece of music. Students will be able to locate and identify eighth notes, sixteenth notes, and quarter notes throughout the piece of music.

I can statement: I can find the tempo marking on a piece of music. I can determine the value of eighth notes, quarter notes, half notes and quarter notes. I can locate and perform a descant. I can create movement that matches the style of the piece.

IPI level: Teacher led instruction with Student Engagement

Teaching Strategy Utilized: Day 1: Students will scan the music and look for the type of notes they will be singing in the first two measures. Discuss eighth notes and how many counts each receives in 4/4 time. Count them aloud and have students chant the words in rhythm. Day 2: Discuss half and quarter notes and locate in the music. What method do you use for counting? Explain. Review 1st and 2nd endings and how to read through the music. Day 3: Determine who has the melody at B. What do you know about descant? Who should sing the descant part? Day 4: Work for part independence. Evaluate as a large group. Day 5: What does the music at D have in common with the music at A? Differences? Divide into groups and create choreography that matches the style of the piece. Day 6: Discuss the style of the piece of music and how to sing expressive elements and add into the performance. Rehearse choreography in front of the mirrors. Day 8: Small group evaluation of singing and choreography. Day 9: Analyze and create a checklist of items that the students want to improve. Day 10: Record the performance and listen for improvements. Day 11: Polish and perform as if for an audience.

Rigor or Level reached on Bloom's Taxonomy: Application and Analyze

Writing Activity:

Write an informative paragraph about a time signature of your choice. Include information about the top and bottom number as well as an explanation on how to count quarter notes, half notes, eighth notes, sixteenth notes, and whole notes. Pretend you are writing to someone who does not know anything about music.

10/16/12-11/2/12-"Inscription of Hope"

"Inscription of Hope"

Lesson Objectives: SWBAT sing in 2 independent parts. SWBAT describe and perform how to produce tall vowel sounds. SWBAT discuss and describe the historical connections of this song to World War II. SWBAT describe and perform semplice, a tempo, and freely as expressive elements.

Essential Skills to be mastered: Students will be able to perform two independent parts and connect the music to a historical event. Students will be able to perform tall vowels and focus on the production of those vowels. Students will be introduced to semplice, a tempo, and freely and perform as a large group.

I can statement: I can sing in 2 independent parts. I can describe how to produce and perform tall vowels. I can sing expressively. I can make historical connections through music.

IPI Level: Teacher led instruction, Student learning conversations.

Teaching Strategies Utilized: Day 1: Hand out music and have students scan for 1 minute. Discuss and review the sightreading process. Read the text aloud in sections. Have students notice the syncopated rhythm of the accompaniment and the voices at mm. 5. Sing through the piece. Day 2: Read the performance notes aloud. Discuss what students know about World War II. What is the significance of singing this piece of music? Why does the composer want the text to be read before we sing the song? Day 3: Discuss the breath marks and where they are placed. What is the purpose? Sing phrases noticing the markings and following as written. Day 4: Create an "oo" vowel and discuss how to produce the sound. Demonstrate or have a student model. Work for blend across the choir. Day 5: Discuss the term "semplice" and what it means. How do we produce this type of tone color? Day 6: Discuss the key change at mm. 57. Why do we go up a half step? What is the purpose or intent of the composer? Day 7: Discuss the various tempo markings and a tempo. Why is the ending marked "freely" and how do we determine how to sing those measures as a choir? Day 8: Work for part independence and check the progress with a formative assessment. Day 9: Record a performance and evaluate the expressiveness of the piece. Are we following the dynamics and other markings? Analyze and discuss corrections. Make a list on the board. Day 10: Follow the suggestion list on the board and listen for the changes that are being made. Discuss if the suggestions made a difference in the expressiveness of the song. Were they improvements that needed to be made? Were they effective? Day 11: Split into small groups and have them work on balance and blend. Come back together into large group and sing listening for balance and blend. Day 12: Small group evaluations. Day 13: Hold tryouts for the reading of the text and what type of tone color the voice should have. Day 14: Add the text at the beginning and then during the first 12 measures. Which is more effective? Day 15: Polish and perform as if singing to an audience.

Rigor or Level reached on Bloom’s Taxonomy: Evaluate, Analyze

8/29/12-9/28/12-"Yonder Come Day"

"Yonder Come Day"

Lesson Objective: SWBAT: Demonstrate singing skills using a singing voice and match pitch in an appropriate range. SWBAT: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement.

Essential Skill to be mastered: Students will be able to sing in three parts. Students will be introduced to body percussion and how to perform while singing. Students will work for consistent airflow and breath support. Students will work on a cappella singing and working together for proper inonation throughout the song.

I can statement: Read and sing in three parts. I can perform body percussion while singing. I can assess and evaluate the effectiveness of a performance.

IPI level:Student active engaged learning, Teacher-led instruction, Student work with teacher engaged.

Teaching Strategy Utilized: See activities/assessments in the attached lesson plan.

Rigor or Level reached on Bloom’s Taxonomy:Analysis, Application, Evaluation

https://docs.google.com/file/d/0B091GG70BzyEUnhCSDh2XzU4ck0/edit

10/01/12-10/15/12-"Kum Ba Yah"

"Kum Ba Yah"

Lesson Objectives: SWBAT Sing in 2 part harmony (SA) that transitions into 3 part harmony (SSA), SWBAT Sing a traditional spiritual with influences from Africa and explain the function of the music in society and everyday life, SWBAT Define and determine the difference between melody and countermelody

Essential Skill to be mastered: Sopranos will sing the countermelody and altos will sing the melody at the same time on the 2nd and 3rd verses with accompaniment. Students will be able to recognize and locate on the music the melody and countermelody. Students will be able to determine how a composer creates a countermelody and the purpose of the song/composers intent.

I can statement: I can sing a countermelody at the same time as another group is singing melody. I can scan a piece of music and locate the countermelody. I can explain a use for this song in everyday life.

IPI: Teacher led instruction, Student Work with Teacher Engaged, Student Active Engaged Learning

Teaching Strategy Utilized:  Day 1: Scan the music-look for basics of music such as time signature, parts, rhythms, types of notes, and where the harmony begins. Day 2: Discuss countermelody-what is the purpose? How and why do composers use a countermelody? How does it create harmony? Day 3: Read the text aloud and sing in parts. Work for part independence.  Day 4: Large group assessment. Day 5: Discuss and apply expressive elements. Day 6:Discuss possible uses for the song in culture and times for performances. Day 7: Discuss Kum Ba Yah and what it means (translated). Day 8: Small group assessment. Day 9: Polish for concert-formulate a plan for improvements that need to be made. Day 10-Use the plan to create a mock performance.

Rigor or Level reached on Bloom’s Taxonomy:Application, Formulate

9/26/12-10/5/12-"Don't Stop"

Subject:Don't Stop Believin'

Lesson Objective:SWBAT identify and perform rhythms that occur on the beat and off of the beat. SWBAT use expressive elements to perform in a pop style. SWBAT identify and perform sections of music that utilize unison and harmony.

Essential Skill to be mastered: Students will perform an alternating rhythm that occurs in the introduction and in between the verses of the song. Students will be able to perform expressive elements that create a pop style of music.

I can statement: I can sing rhythms that are on and off of the beat. I can sing in unison and harmony. I can sing in a pop style.

IPI level:Teacher led instruction

Teaching Strategy Utilized: Day 1: Scan the music and sightread trying to sing as many correct notes and rhythms as possible. Discuss the "dah" introduction section. Sopranos will clap on the beat and altos will clap off of the beat. Rehearse the rhythm slowly and gradually increase the tempo. Day 2: Review the "dah" section and work for the open "ah" and put hands on the face to check. Day 3-Discuss the solos that occur at the beginning of the song. Scan the music and determine where unison and harmony occur. Day 4-Work on independent parts and review rhythms. Use a thumb check to have students self-assess their grasp on the concepts that have been taught so far in the song. Day 5-Review and do a large group assessment-Sopranos and altos. Day 6-Sing a cappella and listen for accurate harmony. Day 7-Discuss and perform expressive elements. Day 8-Polish for performance and hold solo tryouts for the concert.

Rigor or Level reached on Bloom’s Taxonomy: Evaluation

9/25/12-10/01/12-"Catch a Falling Star"

"Catch a Falling Star"

 SWBAT: Sightread in two independent parts, SWBAT: Identify, describe, and perform a round, SWBAT: Perform syncopated and Latin American style rhythms, SWBAT: Identify and perform a key signature change, SWBAT: Identify, describe, and perform repeat signs with first and second endings.

Essential Skill to be mastered: Students will be able to identify and perform a round in two parts. They will be able to explain how to create a round to a partner or the class. Students will perform syncopated rhythms and be able to recognize measure that use syncopation. Students will be able to locate repeat signs in the music and understand how to utilize a first and second ending. Students will be introduced to a key signature change, locate it in the music, and perform.

I can statement:  I can perform and create a round. I can sightread in two independent parts. I can perform syncopation in a Latin American style. I can identify and perform a key signature change. I can identify and perform repeat signs with first and second endings. 

IPI level:Teacher led instruction, Student Work with Teacher Engaged

Teaching Strategy Utilized:  Day 1: Students will perform several rounds in warm up such as Chocolate Cookie and Donkeys Like to Munch on Carrots. Students will scan the music for one minute and then sightread. Day 2: Scan the lyrics and read aloud in sections: Soprano, Alto. Ask students to locate any symbols in the music that they do not know/understand and review. Discuss rounds and ask them to think of other examples. What purpose do rounds have if used as a warm up? Why are they used to teach music? How many parts can be included in a round? Day 3: Introduce the term syncopation. Ask students to locate measures that include syncopated rhythm-clap or sing. Why is syncopation utilized in this style of music? In other styles?  Discuss Latin American music, use of the music within the culture, and performance techniques. Day 4: Locate the key signature change and practice listening to the accompaniment for clues to help with tuning. Why do composers use key changes? How do they heighten the performance of the lyrics? Day 5: Small group evaluation. Ask students to evaluate their own performance and find parts in the music to polish for the performance. Day 6: Utilize student suggestions to create a performance for an audience. Record and evaluate as a class.

Rigor or Level reached on Bloom’s Taxonomy: Analysis, Application

Written Assessment

1. What is a round? How do you create this with a group of singers?

2. Name a round that you have sung in class.

1. What is the difference between a round and a canon? Describe using complete sentences.

1. How does singing a round help with tuning in a choir? 

2. What other aspects of singing are improved by singing rounds?

In a paragraph describe the purpose of a round and how to perform a round. Include details of improvements and examples of successes that happen as a result of singing rounds.

9/24/12-10/5/12-Music Fundamentals-Grand staff

Music Fundamentals

Lesson Objective:SWBAT: Recognize and label parts of the grand staff and note names. SWBT:Create a method for identifying notes on the treble clef and bass clef. SWBAT: Identify and utilize ledger lines at least two above and below the staff. SWBAT: List the letters of the music alphabet. SWBT: Identify and draw a brace on the grand staff.

Essential Skill to be mastered: Students will be able to recognize and identify various notes on the treble and bass clef. Students will be able to utilize ledger lines on the grand staff. Students will be able to create a method for remembering the notes of the music alphabet and their placement on the grand staff to share with others.

I can statement: I can list the letters of the music alphabet. I can label and identify the lines and spaces of the treble clef. I can label and identify the lines and spaces of the bass clef. I can label and identify the lines and spaces of a grand staff. I can share and teach a system for learning the lines and spaces of the grand staff.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Pretest  Day 2: Introduction to the treble clef lines and spaces. Discuss methods previously learned that help identify the lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 3: Introduction to the bass clef. Discuss methods previously learned to help indentify lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 4:Introduction to grand staff and brace. Review methods to remember lines and spaces. Have students share with class and teach to class. Students will be given a piece of music to label lines and spaces. Day 5:Review and Test

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Application, Synthesis

9/20/12-10/6/12-"Do, Re, Mi"

"Do, Re, Mi"

Lesson Objective: SWBAT: Sightsing in two independent parts. SWBAT: Sing the solfege syllables of a scale ascending and descending. SWBT: Perform the Curwen hand signs for each solfege. SWBAT: Recognize solfege patterns within this song and other songs. SWBAT: Compose a 2 measure composition using solfege and teach to the class.

Essential Skill to be mastered: Students will be introduced to the solfege syllables of do, re, mi, fa, so, la, ti and high do. The hand signs will also be demonstrated by the teacher and performed by the students. The students will be able to sing a scale ascending and descending with the solfege syllables as well as various combinations. Students will be able to recognize patterns of solfege withint the music and compose a 2 measure phrase that they will teach to the class.

I can statement: I can sightsing two part music. I can sing a scale using solfege. I can sing and perform the solfege hand signs. I can recognize solfege patterns within songs. I can compose using solfege syllables.

IPI level: Teacher-led Instruction, Student Learning Conversations

Teaching Strategy Utilized:  Day 1: Introduction to the solfege syllables of do, re, mi, fa, so, la, ti, and high do. Teacher will demonstrate the Curwen hand signs for students. Practice a cappella. Day 2: Review the hand signs with students and have them sightread "Do, Re, Mi" the song. Before sightreading have them scan the music for places that solfege occurs. Have volunteers read the lyrics aloud to the class. Is there a pattern or order that occurs within the text?  Day 3: Practice hand signs and solfege. Sing through for the second time. Discuss problem spots that will occur and need extra practice. Remind them of  "tall vowels" when singing. Speak the lyrics using tall vowels. Day 4: Large group evaluation: Check to see if sopranos, altos, and tenors can perform the solfege and hand signs. Day 5: Sing parts and work for part independence. Day 6: Discuss expressive elements: breathing, dynamics, and any other markings. Apply to song and work for whole group cohesiveness. Day 7: Discuss composers intent and how to perform effectively. Discuss different interpretations and ideas and try them to see what sounds the best. Day 8: Review and then small group evaluation. Day 9: Reflection and polishing for performance.

Rigor or Level reached on Bloom’s Taxonomy: Composing, Analyzing, Application

8/23/12-9/6/12-"Tomorrow"

"Tomorrow"

Lesson Objective:SWBAT sing in unison on the song "Tomorrow" from the musical Annie. SWBAT identify and define unison. SWBAT sing in the expressive style of a musical. SWBAT: Sightread music in unison.

Essential Skill to be mastered: Students will be able to sing in a musical style and discuss how to perform music from a musical. Students will be able to sightread and build skills to read basic symbols of music such as time signature, clef sign, and key signature. Introduction to composers intent and artists responsibility to perform.

I can sing expressively in a musical style. I can sing with clear diction. I can sightsing in two or three independent parts.

IPI level:Student Active Engaged Learning, Teacher-Led Instruction

Teaching Strategy Utilized: Day 1-Sightread-Introduce/Review Time signature, clef sign, key signature-establish the order of these symbols when sightreading. Discuss sightreading and what singers are expected to do. Read through text (student volunteers) and discuss any word they are not familiar with-explain if necessary. Sing through. Day 2-Sing through song and work for more correct notes. Pay attention to large intervals especially on "there'll be sun"-go over measure slowly and work to match pitches. Look for other intervals that are large and will be places to check for tuning. Day 3-Discuss the 12 and 7 starting in measure 24. Talk about rests and review the time signature-beats per measure. Day 4-Discuss rall. check for prior knowledge. Explain how to perform/Demonstrate (rule at least half of the last measure). Day 5-Introduce the term diction-Demonstrate using speaking, have class practice speaking clearly, then singing. Day 6- Listen in large groups-Soprano, Alto, Tenor/Baritone-Evaluate Day 7-Discuss singing songs from musicals-expressive elements such as breathing, tone color, diction, and dynamics. Ask a student to demonstrate for the class. Point out positives. Practice as a class. Day 8-Perform as if for an audience. Discuss their perspective. Discuss the composers intent and our obligation to perform as written. Discuss the story of the song and how to perform. Day 9-Practice as a large group from memory. Discuss memorizing techniques-have a student share their method. Day 10-Evaluate in small groups.

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Evalution, Analysis

8/20/12-8/28/12-Charting Vocal Range

Charting Vocal Range

I can determine my vocal range by listening to my voice match pitches. I can identify and classify vocal range.

Lesson Objective:SWBAT: Chart vocal ranges of themselves and others.  SWBAT: Identify and classify vocal range.

Essential Skill to be mastered: Analyze, Critique, and Graph- the aural range of vocal music production to the staff. After graphing the student will analyze the range and determine his or her voice type. They will also determine the voice type of those within their small group and determine patterns in music.

IPI level:Teacher-led instruction, Student Active Engaged Learning 

Teaching Strategy Utilized:  Day 1-Discuss the definition of range and have students match pitch with piano. Day 2-Match pitch on piano and mark range on chart as a large group. Day 3-Match pitch on piano and experiment with larger ranges than are found on the chart and add notes. Day 4-Within a small groups come to the small piano to check range and teacher assesses work. Small groups will determine range and discuss overlapping notes and finalize decisions.What do you notice about your vocal range? Do you notice any patterns in the ranges of your group members? Who has the smallest vocal range? Who has the largest vocal range? How does each member's range compare with the ranges for baritones, tenors, altos, and sopranos? Do they overlap different parts?    

Singing Activity: Students will sing "America" in three keys and determine which key is best for their range.

Assessment: Students will sing "America" by themselves or in a small group and will state which range is best for their voice before beginning the evalutation. The teacher will determine if they were correct.

Rigor or Level reached on Bloom’s Taxonomy: Analysis, Evaluation, Comprehension

Goal Setting

Goal Setting

1. Write a short term goal you have for your voice and this class.

2. Write a long term goal you have for your voice and this class.

3. Describe how you are going to achieve these goals.

This Website's Goal

Dear students, parents, and guardians,
First of all, we would like to welcome you to our class website!  To see what's going on in your (or your student's) classes, scroll through our posts or use the Archive (above, right) to see a monthly and daily breakdown of objectives (goals), class projects, and assignments, as well as helpful instructional websites and videos.  If you have any questions about what's going on, check here or be sure to contact us via e-mail.  The goal of this website is to help make the school year a little easier and to help everyone succeed.  Together, we can make this a great year!

                                                                                        Sincerely, 

                                                                                        The 6th Grade Choir Team