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

11/05/12-11/26/12-"Christmas in the Tropics"

"Christmas in the Tropics"



Lesson Objectives: SWBAT sing in 2 part harmony. SWBAT perform and describe calypso style music. SWBAT improvise rhythms associated with calypso music on miscellaneous percussion instruments. Students will be able to perform, locate, and describe mixed meter. Students will be able to locate, describe, and perform rallentando. Students will be able to locate, describe, and perform a fermata. Students will be able to add choreography to a calypso style song.

Esssential Skill to be Mastered: Students will be able to perform and describe calypso style music. Students will be able to improvise syncopated rhythms that are associated with this style of music and perform on percussion instruments. Students will be able to select percussion instruments that best accompany this type of song. Students will be able to describe, perform, and locate rallentando and fermata. Students in small groups will create choreography that accentuates the calypso style song.

I can statements: I can sing in a calypso style. I can improvise rhythms associated with calypso music. I can locate, perform, and describe mixed meter. I can locate, describe, and perform a fermata. I can create movement to a calypso style song.


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


Teaching Strategy Utilized: Day 1: Students will be handed the music to scan for 1 minute to locate unknown symbols and words such as calypso and galoshes. Students will then scan the text and music. The class will read the lyrics out loud as a whole. Students will be asked to look for the time signature and then the meter changes throughout the piece. The class will discuss how to perform these types of meter changes and sightread the piece of music. Day 2: How is the form of the song organized? How is similar or different to other pieces we have sung this year? Sightread for the second time attempting to sing more correct notes and rhythms. Day 3: What is meant by calypso style? What instruments are associated with this style of music? What is meant by syncopation? Students will work the first 2 sections of the piece noticing similarities and differences. Day 4: Teacher will demonstrate an improvised rhythm on the claves and hand to a student to improvise a rhythm that would match this style. The percussionist will play while students sing the first 2 sections of the piece. Students will work the 3rd section of the song and discuss the performance of the rallentando and fermata at mm. 40. How will the choir work together to perform? Day 5: Large group evaluation of the music. Students will evaluate their performance and give feedback about necessary improvements. Day 6: Students in small groups will be given time with a percussion instrument to create improvised rhythms that will be played for the class. Students will evaluate and select rhythms that best fit the piece of music. Day 7: Small group evaluation of the piece. Day 8: Percussionist will accompany the entire song while the class is singing. Students will discuss the outcome. Day 9: Polish expressive elements and work together for an overall blended and balanced sound. Are the percussionists balancing with the choir? Day 10: Sing as if for an audience. Day 11: Small groups of students will work together to create choreography after a discussion of the choreography scoring guide and expectations. Day 12: Students will present the choreography to the class. Day 13: The small group will teach the class the movement and practice performing as a choir. Day 14: Polish the singing and movement for the concert.


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

10/22/12-11/09/12-"Hallelujah Chorus"

"Hallelujah Chorus"

Lesson Objectives-SWBAT sing in three independent parts. SWBAT locate and describe the contour of the music and how it creates harmony. SWBAT describe the historical context of this piece of music.  SWBAT locate and describe "sempre" as it is used in mm. 49 of the piece and "molto" as it is used in mm. 53 in the music. SWBAT to describe an audience and performance setting for this genre of music. SWBAT describe the differences and similarities of an opera and an oratorio.


Esssential Skill to be Mastered: Students will be able to sing a classical masterwork from Handel's historical time period. Students will be able to communicate the challenges of singing this type of music. Students will be able to add expressive elements and describe "molto" and "sempre" as used in the piece. Students will be able to describe an appropriate setting to perform this genre of music.

I can statement: I can sing in three independent parts. I can sing using expressive elements. I can describe and determine an appropriate setting for performing this piece of music. I can describe the similarities and differences of an opera and an oratorio.

IPI Level:Student Led Discussion, Teacher Led Instruction with Student Engagement

Teaching Strategy Utilized: Day 1: Listen to recording and follow in the music. What is challenging about this music? What parts do you anticipate will require extra focus?  Day 2: Scan music and locate symbols that will be used to sightread the piece of music. Sightread paying attention to the three parts as they begin in unison and then change their contour. Day 3: Scan music and discuss the slight changes in rhythm that occur in the alto part at mm. 25. What is the purpose for the altos coming in a beat early? Why did Handel include this at this point in the song? Where else do slight differences occur? Day 4: Discuss the text. What word definitions need clarification (such as omnipotent, reigneth, etc.)? Day 5: Large group evaluation of mm. 1-36 checking for part independence. Day 6: Discuss call and response. Examine mm. 36-47 for this concept. Day 7: Work mm. 47- end of the piece and discuss sempre and molto. How will the choir work to add these elements? Day 8: Sing each part independently from beginning to the end working for continuity. Do a thumb check to see where students are at with correct notes and rhythms. Ask for feedback from the students and work these measures. Day 9: Small group evaluation. Day 10: Reexamine the music and have students list any expressive elements that need to be performed. Day 11: Read the performance notes and discuss how the composer would like for this piece of music to be performed for a concert. Discuss the story of King George II and the tradition of standing. Do you think our audience will know the history of this piece of music? Discuss the time period and what was happening in history and the world of music. Why was this song such a big success? What is the difference between an opera and an oratorio? What are similarities? Day 12: Make a video and discuss facial expression. What do you notice about the group as a whole? Are there any singers who standout in the group? What can we do to be more uniform with our facial expressions? Day 13: Stand in front of the mirrors and have students check facial expression as they are singing. What do you notice? How will you improve? Day 14: Rerecord the video and evaluate the overall performance. Day 15: Polish the piece of music adding the final suggestions of students and the director.

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

Writing Activity:

1.  In the school where would you find a place that uses  contour?

10/16/12-11/2/12-"Have Yourself a Merry Little Christmas"

"Have Yourself a Merry Little Christmas"

Lesson Objectives: SWBAT sing in two-independent parts. SWBAT describe and perform a tempo. SWBAT perform and locate triplet patterns. SWBAT perform and locate accents that are pianissimo. SWBAT locate and perform a fermata. SWBAT describe venues of performance for this genre of music. SWBAT sing melody and harmony that are one octave below the piano accompaniment.

Essential Skill to be mastered: Students will be able to perform melody and harmony in 2-part music. Students will be able to perform "a tempo" and determine how to create a change in tempo. Students will be able to locate and perform triplets and be able to subdivide the beat. Students will determine where and when this type of music should be performed and be able to share with others. Students will be able to sing in a lower octave while the piano is playing the accompaniment.

I can statement: I can sing two independent parts. I can locate and perform a fermata. I can locate and perform a triplet pattern. I can sing one octave below a piano accompaniment. I can determine a performance venue for this piece of music.

IPI Level: Teacher Led Instruction with Students Engaged, Student-Led Discussion

Teaching Strategy Utilized:Day 1: Pass out music and have students scan. Discuss basics of the piece such as time signature, clef sign, key signature, and other expressive markings. Sing completing as many correct notes and rhythms as possible. Day 2: Discuss form of the piece. How is the piece composed? Does it include a verse and chorus format? If so, how is it utilized? Day 3: Discuss the accompaniment and how it uses a different voicing. Practice parts then put with the accompaniment to check for part independence. Day 4: Locate the key signature change and discuss the purpose. Day 5: Practice the "oo" section two measures before the key change and work for a smooth transition. What is  a half step? Review and practice moving down a scale using half steps. Day 6: Large Group Assessment Day 7: Locate expressive elements such as dynamics and practice as a large group. Locate the fermata and determine the length it will be held. Day 7: Formative Assessment: Have students evaluate their performance and analyze for improvements. Discuss and make a checklist. Day 8: Using the checklist fix the mistakes and listen for details. Day 9: Record the music and evaluate. Day 10: Small group assessment. Day 11: Discuss the appropriate venue to perform this piece of music. Day 12: Perform as if for an audience and polish.

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

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

"Inscription of Hope"

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

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

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

IPI Level: Teacher led instruction, Student learning conversations.

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

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