Lesson Objective: SWBAT sing in two independent parts with a descant. SWBAT describe and perform a descant. SWBAT sing in a minor key. SWBAT listen and distinguish between major and minor melodies. SWBAT discuss the text of the story and determine the meaning.
Essential Skill to be Mastered:Students will sing in two independent parts of the music and add a descant at the end of the piece. Students will sing in a minor key and work for correct intonation. Students will read the text aloud and discuss the meaning as a large group. SWBAT listen, identify, and distinguish between major and minor melodies.
I can statement: I can describe and sing in minor key. I can describe and sing a descant. I can sing in two independent parts with a descant. I can describe the meaning of the song.
Teaching Strategy Utilized:Day 1: Students scan music for symbols or notes that they do not recognize. What measures do these take place? Ask the class to answer and check for background knowledge. Sightread getting as many notes and rhythms as possible. Day 2: Define and locate the descant in the piece of music. What is a descant? Why is it used? Sing through the "ah" section and listen for structure. How do these notes fit with those of the other parts? What is the connection? Day 3: Sing through both parts. Listen for clear diction and correct notes. Focus on the text. Have a student volunteer to read aloud listening for the meaning of the text. Discuss the dropped consonants that occur at the beginning of many words. Why would the lyricist create this effect? Day 4: Focus on the 2 part harmony and then add the descant. Review parts and practice slowly for tuning. Day 5: Sing through the entire song without stopping and analyze performance. Use thumbs up/middle/down to check for understanding within the sections. Day 6: Discuss and perform major and minor scales. Discuss the structural differences of half steps and whole steps. Play and sing passages of major and minor melodies. Check for knowledge using thumbs up (major) or down (minor) and have students determine whether a passage of a song is major or minor. Day 7: Evaluate and sing in small groups. Day 8: Sing and evaluate again. Polish details from the song. Day 9: Sing as if for an audience.
Rigor or Level reached on Bloom's Taxonomy: Application, Evaluation
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