Lesson Plans – Choir

March 2-6, 2020                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

February 24-28, 2020                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

February 18-21, 2020                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

February 10-14, 2020                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

February 3-7, 2020                                                                     

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

January 27-31, 2020                                                                                                          

National Standards

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded aural quiz on the content.

**************************************************************************************

January 21-24, 2020                                                                                                          

National Standards

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded aural quiz on the content.

**************************************************************************************

January 13-17, 2020                                                                                                          

National Standards

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded aural quiz on the content.

**************************************************************************************

January 7-10, 2020                                                                                                          

National Standards

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded aural quiz on the content.

**************************************************************************************

December 16-19, 2019                                                                           

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize key signatures.
  • Name key signatures.
  • Recognize ledger line notes.
  • Create various ledger line notes.
  • Understand relationship between key signatures and pitch.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer quiz on the content.

**************************************************************************************

December 9-13, 2019                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.
  • Analyze the end of semester performance.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.
  2. The teacher will grade satisfactory participation in end-of-the-semester concert.

**************************************************************************************

December 2-6, 2019                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

November 18-22, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire.
  • Apply musicality techniques (phrasing, articulation, tone quality, etc.) to all repertoire.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Students will perform accordingly.
  4. Teacher will demonstrate proper musicality techniques.
  5. Students will demonstrate learned knowledge by performing as instructed.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content covered.

**************************************************************************************

November 12-15, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Students will perform accordingly.
  4. Teacher will demonstrate a series of solfege sequences.
  5. Students will demonstrate learned knowledge by performing solfege examples on pitch.
  6. Teacher will review concepts learned on current repertoire.
  7. Teacher will introduce new concepts on repertoire.
  8. Students will distinguish between different complex rhythms and determine the correct rhythm for each passage.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content: solfege, hand signs, rhythms, pitches.

**************************************************************************************

November 4-8, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Students will perform accordingly.
  4. Teacher will demonstrate a series of solfege sequences.
  5. Students will demonstrate learned knowledge by performing solfege examples on pitch.
  6. Teacher will review concepts learned on current repertoire.
  7. Teacher will introduce new concepts on repertoire.
  8. Students will distinguish between different complex rhythms and determine the correct rhythm for each passage.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content: solfege, hand signs, rhythms, pitches.

**************************************************************************************

October 28-November 1, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire (First Noel and Christmas Night).
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Students will perform accordingly.
  4. Teacher will demonstrate a series of solfege sequences.
  5. Students will demonstrate learned knowledge by performing solfege examples on pitch.
  6. Teacher will review concepts learned on current repertoire.
  7. Teacher will introduce new concepts on repertoire.
  8. Students will distinguish between different complex rhythms and determine the correct rhythm for each passage.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content: solfege, hand signs, rhythms, pitches.

**************************************************************************************

October 21-October 25, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire (First Noel and Christmas Night).
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.
  7. Teacher will introduce new repertoire (Christmas Night).
  8. Students will analyze and apply previously learned concepts to determine the key signature.
  9. Students will distinguish between different complex rhythms and determine the correct rhythm for each passage.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content: solfege, hand signs, rhythms, pitches.

**************************************************************************************

October 15-October 18, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire (First Noel).
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.
  7. Teacher will introduce new repertoire (First Noel).
  8. Students will analyze and apply previously learned concepts to determine the key signature.
  9. Students will distinguish between different complex rhythms and determine the correct rhythm for each passage.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content: solfege, hand signs, rhythms, pitches.

**************************************************************************************

October 7-October 10, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire (March and Bolero).
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.
  7. Teacher will introduce new repertoire (Bolero).
  8. Students will analyze and apply previously learned concepts to determine the key signature.
  9. Students will distinguish between different complex rhythms and determine the correct rhythm for each passage.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content: solfege, hand signs, rhythms, pitches.

**************************************************************************************

September 30-October 4, 2019                                                                                                          

National Standards

1 Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply sight reading concepts to repertoire (March).
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.
  7. Teacher will introduce new repertoire (March).
  8. Students will analyze and apply previously learned concepts to determine the key signature.
  9. Students will distinguish between different complex rhythms and determine the correct rhythm for each passage.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the week, the teacher will give a graded aural quiz (in sections) on the content: solfege, hand signs, rhythms, pitches.

**************************************************************************************

September 23-27, 2019                                                                                                          

National Standards

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded aural quiz on the content.

**************************************************************************************

September 16-20, 2019                                                                                                          

National Standards

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded aural quiz on the content.

**************************************************************************************

September 9-13, 2019                                                                                                          

National Standards

Reading and notating music.

6 Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Differentiate key signatures.
  • Connect relationship between key signatures and pitch.
  • Estimate solfege pitches based upon the connected relationships.
  • Apply concepts by properly exhibiting classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.
  5. Teacher will demonstrate a series of solfege sequences.
  6. Students will demonstrate learned knowledge by performing solfege examples on pitch.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.
  3. Students will demonstrate progressive knowledge by participating in classwork.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded aural quiz on the content.

**************************************************************************************

September 3-6, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize key signatures.
  • Name key signatures.
  • Understand relationship between key signatures and pitch.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer quiz on the content.

**************************************************************************************

August 26-30, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize key signatures.
  • Name key signatures.
  • Recognize ledger line notes.
  • Create various ledger line notes.
  • Understand relationship between key signatures and pitch.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration and explanation the process of recognizing and naming key signatures.
  3. Teacher will give several different examples on the board of different key signatures.
  4. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer quiz on the content.

**************************************************************************************

August 19-23, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Further recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a more complex beat patterns by tapping their foot and clapping their hands.
  • Further understand the relation of subdivision with foot-tapping and keeping time.
  • Relate subdivision and foot-tapping with note values.
  • Further understand relationship between music rhythms and mathematical fractions.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review through demonstration of the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will review the relation of steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Teacher will change & to rests by drawing (&) under specific rests.
  8. Teacher will review through demonstration and explanation of how rests are silent beats.
  9. Teacher will lead class in example.
  10. Students will perform accordingly.
  11. Teacher will give several different examples on the board of “&” rests.
  12. Students will perform accordingly.
  13. Teacher will give several different examples on board of “number” rests.
  14. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

**************************************************************************************

August 12-16, 2019                                                                                                          

National Standards

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Recognize musical notes and rests.
  • Create short examples of music in a variety of ways/beats, using notes and rests.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate progressive knowledge by participating in board work.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.

*****************************************************************

March 11-15, 2019

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of solfege placement and relationships to repertoire  learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and in sections.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of their vocal part in relationship to the other parts during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire.

**************************************************************************************

March 4-8, 2019

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of solfege placement and relationships to repertoire  learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and in sections.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of their vocal part in relationship to the other parts during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire.

**************************************************************************************

February 25-March 1, 2019

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of solfege placement and relationships to repertoire  learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and in sections.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of their vocal part in relationship to the other parts during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire.

**************************************************************************************

February 19-22, 2019

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of solfege placement and relationships to repertoire  learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and in sections.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of their vocal part in relationship to the other parts during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire.

**************************************************************************************

February 11-14, 2019       

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Demonstrate correct rhythms by counting aloud.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore rhythmic precision.
  5. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

February 4-8, 2019       

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Demonstrate correct rhythms by counting aloud.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore rhythmic precision.
  5. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

January 28-February 1, 2019       

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Demonstrate correct rhythms by counting aloud.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore rhythmic precision.
  5. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

January 22-25, 2019       

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of steady beat & subdivision learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Connect the relationship between solfege syllables and placement on the staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Teacher will further explain the relationship between solfege syllables and their staff placement.
  6. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

January 14-18, 2019       

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Understand the relationship between solfege syllables and placement on the staff.
  • Be able to determine key signature and solfege for new repertoire.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will further explain the relationship between solfege syllables and their staff placement.
  3. Teacher will review key signatures and the relationship to solfege syllables.
  4. Students will demonstrate their understanding by completing individual work.
  5. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

On Friday, the teacher will give a graded short-answer quiz on the content.

**************************************************************************************

January 7-11, 2019       

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Understand the relationship between solfege syllables and placement on the staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will further explain the relationship between solfege syllables and their staff placement.
  3. Teacher will explain key signatures and the relationship to solfege syllables.
  4. Students will demonstrate their understanding by completing board work.
  5. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

On Friday, the teacher will give a graded short-answer quiz on the content.

**************************************************************************************

December 3-7, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.
  2. The teacher will grade satisfactory participation in end-of-the-semester concert.

**************************************************************************************

November 13-16, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.
  • Analyze the current performance and compare/contrast with where we need to be.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will complete the next section in music theory workbooks.
  6. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.
  2. The teacher will grade music theory workbooks and check for understanding.

**************************************************************************************

November 5-9, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.
  • Connect music theory concepts to current repertoire.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will complete the next section in music theory workbooks.
  6. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.
  2. The teacher will grade music theory workbooks and check for understanding.

**************************************************************************************

October 29-November 2, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Analyze and evaluate the timbre of a tone vs the timbre necessary for that piece of repertoire.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class.
  2. Teacher will observe student participation during class discussion.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

October 22-26, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Objectives

By completing this lesson, students will be able to:

  • Continue to connect the relationship between solfege syllables and placement on the staff.
  • Continue to differentiate the pattern of solfege syllables on the treble clef staff and the bass clef staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will reinforce the relationship between solfege syllables and their staff placement on the bass clef staff vs. the treble clef staff.
  3. Students will demonstrate their understanding by notating the information in a current piece of repertoire.
  4. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of solfege placement during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire with solfege.

**************************************************************************************

October 15-19, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of solfege placement and relationships to repertoire  learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will continue to emphasize the relationship between solfege syllables and their staff placement on the staff.
  3. Students will demonstrate their understanding by singing solfege.
  4. Students will be given the opportunity to ask questions and receive individual help.
  5. Teacher will review with students their vocal part in repertoire.
  6. Students will perform their vocal part in repertoire as a class and individually.
  7. Students will continue to explore vowel production and the results.
  8. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of solfege in relationship to repertoire during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire with solfege.

**************************************************************************************

October 9-12, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Objectives

By completing this lesson, students will be able to:

  • Further connect the relationship between solfege syllables and placement on the staff.
  • Further differentiate the pattern of solfege syllables on the treble clef staff and the bass clef staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will continue to explain the relationship between solfege syllables and their staff placement on the bass clef staff vs. the treble clef staff.
  3. Students will demonstrate their understanding by notating the information in a current piece of repertoire.
  4. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of solfege placement during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire with solfege.

**************************************************************************************

October 1-4, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Objectives

By completing this lesson, students will be able to:

  • Further connect the relationship between solfege syllables and placement on the staff.
  • Further differentiate the pattern of solfege syllables on the treble clef staff and the bass clef staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will continue to explain the relationship between solfege syllables and their staff placement on the bass clef staff vs. the treble clef staff.
  3. Students will demonstrate their understanding by notating the information in a current piece of repertoire.
  4. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of solfege placement during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. Students will complete an excerpt of their current repertoire with solfege.

**************************************************************************************

September 24-28, 2018    

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of steady beat & subdivision learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Connect the relationship between solfege syllables and placement on the staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Teacher will further explain the relationship between solfege syllables and their staff placement.
  6. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

September 17-21, 2018    

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of steady beat & subdivision learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Connect the relationship between solfege syllables and placement on the staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Teacher will further explain the relationship between solfege syllables and their staff placement.
  6. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

The teacher will give vocal assessments to each group and do a “walk-through” to determine individual knowledge of their part.

**************************************************************************************

September 10-14, 2018                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of steady beat & subdivision learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Connect the relationship between solfege syllables and placement on the staff.
  • Differentiate the pattern of solfege syllables on the treble clef staff and the bass clef staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Teacher will explain the relationship between solfege syllables and their staff placement on the bass clef staff vs. the treble clef staff.
  6. Students will demonstrate their understanding by completing board work.
  7. Students will be given the opportunity to ask questions and receive individual help.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.
  2. Students will demonstrate their knowledge of solfege placement during class discussions and the teacher will critique their participation.
  3. Students will sing their vocal part with others in their section and in small groups. Teacher will listen during the process and assess progress of each student.

Summative Assessment

  1. On Wednesday and Thursday, the teacher will give individual vocal assessments.
  2. On Friday, the teacher will give a graded assessment on the content.

**************************************************************************************

September 4-7, 2018       

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music and music performances.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of steady beat & subdivision learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.
  • Demonstrate correct vowels for singing.
  • Understand the relationship between solfege syllables and placement on the staff.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review with students their vocal part in repertoire.
  3. Students will perform their vocal part in repertoire as a class and individually.
  4. Students will continue to explore vowel production and the results.
  5. Teacher will explain the relationship between solfege syllables and their staff placement.
  6. Students will demonstrate their understanding by completing board work.
  7. Students will be given the opportunity to ask questions and receive individual help.

 Formative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

On Friday, the teacher will give a graded short-answer quiz on the content.

**************************************************************************************

August 27-31, 2018                                                                                     

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Listening to, analyzing, and describing music.

Objectives

By completing this lesson, students will be able to:

  • Utilize prior knowledge of steady beat & subdivision learned in previous weeks.
  • Perform their vocal part in repertoire with and without the other vocal part being audible.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will review counting rhythms and steady beat.
  3. Students will perform accordingly.
  4. Students will practice counting various rhythms as a class and individually.
  5. Teacher will review with students their vocal part in repertoire.
  6. Students will perform their vocal part in repertoire as a class and individually.
  7. Students will be given the opportunity to ask questions and receive individual help.

 Summative Assessment

Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

**************************************************************************************

August 20-24, 2018                                                                                                                            

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand the relation of subdivision with foot-tapping and keeping time.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Relate subdivision and foot-tapping with note values.
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of  “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer quiz on the content.

**************************************************************************************

August 13-17, 2018                                                                                                           

National Standards

Singing, alone and with others, a varied repertoire of music.

Reading and notating music.

Understanding relationships between music and disciplines outside the arts.

Objectives

By completing this lesson, students will be able to:

  • Perform a major scale, independently, throughout their vocal range.
  • Perform accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.
  • Perform a steady beat by tapping their foot and clapping their hands.
  • Understand and properly exhibit classroom policies and procedures (entering the room, finding your seat, proper posture, polite behavior, etc.)
  • Understand relationship between music rhythms and mathematical fractions.

Procedures

  1. Students will exhibit proper classroom procedures upon entering the classroom.
  2. Teacher will demonstrate the proper way to observe steady beat.
  3. Students will mimic the proper way to observe steady beat.
  4. Teacher will relate steady beat and foot-tapping to “down up down up” by writing it on the board.
  5. Students will say “down up down up” while tapping their foot to the steady beat.
  6. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  7. Students will take turns leading the class in saying “down up down up” and tapping their foot to the steady beat.
  8. Teacher will change “downs” to numbers (1-2-3-4) and document this on the board.
  9. Students will practice saying “1 up 2 up” etc. while tapping their foot to the steady beat.
  10. Teacher will change “ups” to “ands” (signified with & sign on board) and demonstrate the change.
  11. Students will perform this change.
  12. Teacher will choose volunteers who are quietly raising their hand and waiting to be called on.
  13. Students will take turns leading the class in saying “1 & 2 &” etc. and tapping their foot to the steady beat.
  14. Teacher will change & to rests by drawing (&) under specific rests.
  15. Teacher will demonstrate and explain how rests are silent beats.
  16. Teacher will lead class in example.
  17. Students will perform accordingly.
  18. Teacher will give several different examples on the board of “&” rests.
  19. Students will perform accordingly.
  20. Teacher will give several different examples on board of “number” rests.
  21. Students will perform accordingly.

Formative Assessment

  1. Students will lead classroom discussion with their prior knowledge of music as well as their observations during class. Teacher will observe student participation during class discussion.

Summative Assessment

  1. At the end of the unit, the teacher will give a graded short-answer and multiple choice quiz on the content.