11/19/12-11/30/12-"Jingle Bells"

"Jingle Bells"

Lesson Objectives: Students will be able to sing in two part harmony. Students will be able to compare and contrast the original version of the song with this two part variation. Students will be able to locate, describe, and perform the variations that occur within this arrangement.


Essential Skills to be Mastered:Students will be able to sing in two party harmony. Students will compare and contrast the original version of the song with this arrangement. Students will discuss rehearsal techniques.


I can statement: I can sing in two part harmony. I can compare and contrast two different arrangements of a piece of music. I can discuss how to rehearse a song.

IPI Level:Teacher Led Instruction with Student Engagement, Student Led Learning Conversations

Teaching strategy utilized: Day 1: Music will be passed out for students to compare and contrast between the familiar tune of Jingle Bells and this arrangement. What do you notice that is the same? What do you notice that is different? Students will discuss and then sightread the piece of music. Day 2: Students will sing the song and get as many correct notes as possible. Day 3: Students will evaluate and discuss measures in the song that they will need more rehearsal. How can we work together to create the harmony that is written on the music? What suggestions do you have for rehearsing this piece of music? Day 4: Practice using the suggestions the students have provided. Evaluate the results and discuss the accomplishments of the rehearsal. Discuss problem areas and what they notice will still require more practice. Determine the measures and the method of rehearsing. Day 5: Work on the suggested passages of the students and using their ideas work for mastery. Day 6: Sing the piece from beginning to end and record. Day 7: Listen to the recording and evaluate and discuss. Day 8: Take suggestions for polishing the piece of music and rehearse. Day 9: Record the piece of music again and discuss the effectiveness of the performance. Day 10: Sing the finished product as if singing for a concert.


Rigor or Level reached on Bloom's Taxonomy: Analysis, Evaluate

1/11/13-1/25/13-"Viva La Vida"

"Viva La Vida"

Lesson Objective: SWBAT sing in three independent parts with an additional descant part at the end of the piece. SWBAT perform pop style music. SWBAT will be able to discuss and determine repetition that occurs in the music as it relates to form. SWBAT to determine where unison and harmony occur in the song in their individual part and the three parts of the choir as a whole.

Essential skill to be mastered: Students will be able to sing a pop song in three part harmony. Students will be able to determine and perform unison and three part harmony that occurs in the song. Students will be able to discuss and determine repetition that occurs in the song as it relates to form.

I can statement: I can sing, identify, and perform unison and harmony. I can discuss and determine repetition that occurs in music. I can discuss and determine basic types of form.

IPI Level-Teacher led instruction, Student Active Engagement

Teaching Strategy Utilized: Day 1: Sightread-Scan for Soprano, Alto, Tenor, and Descant parts. Review the basic elements of sightreading such as tempo, time signature, etc. Scan and determine unison and harmony parts and where they occur. Have students say aloud the measure numbers. Sing getting as many correct notes as possible. Day 2: Look for repetition that occurs in the song and discuss. Say aloud the measure number and have students point to it in the music. Day 3: Rehearse unison and harmony parts and solidify. Day 4: Discuss basic types of form such as AB, ABA, and Theme and Variations. Determine songs they use these forms that students may have sung before. Day 5: Have students create a chart that uses shapes or figures that represent the basic types of form. Use partners to create the chart and present to the class. Day 6: Focus on the overall sound of the choir. What can be improved? What are we doing well? Day 7: Singing test-Small groups mm 37-57 listening for correct 3 part harmony. Day 8: Review the structure of the song and how to memorize music using form. Day 9: Record the song and play back for students to evaluate. Day 10: Polish expressive elements of the song and sing as if for an audience.


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

1/04/13-1/18/13-"Don't Stop"

Subject:Don't Stop Believin'

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

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

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

IPI level:Teacher led instruction

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

Rigor or Level reached on Bloom’s Taxonomy: Evaluation