Unit B Timeline

Course: Choir Dates 11/11 Grade Level: High School Topic Memorization Teacher Name: Timothy McFeeters Assignments A good majority of the Christmas concert will be sung from memory. STARS method for sight reading. Practice in choir and on their own if necessary Practice in choir

11/25

Sight Reading

Strategy Direct Instruction Concept development? (talking about the moods and stories of the music) Direct Instruction

12/9

Breath control

Direct Instruction

1/6

Ensemble Techniques

Direct Instruction Co-operative Learning

Direct Instruction Lesson Plan

Class: EDTE 459
Lesson Descriptors Subject: High School Choir- theory Topic: Rhythm Date: 9/19/2013 Audience: HS Choir Materials: Aqualeira Braseileira Technology

Teacher: Timothy McFeeters

Standards & Benchmarks Objectives

M.III.HS.1, ART.M.III.HS.2, ART.M.III.HS.3,

Students will understand how to count and sing quarter notes in compound time
Provision for diverse learners

Integration of Faith and Learning

Instructional Phases
Anticipatory Set: (warm-up, advanced organizer)- Simple time compound time and quarter note/ eighth note relation Teaching Input: (say, presentation)- Quarter notes in compound time in the middle of a piece in simple time are marked as triplets. However the triplets are quarter notes instead of eighth notes. This rhythm is best counted using triplet eighth notes. Teaching Modeling: (see, structured practice)- Model the rhythm using hands. Teaching Assess: (check for understanding)- Any questions? Guided Practice: (do) Tap your knee with your hands using first quarter notes Eighth notes Triplet eighths Quarter note eighths Provide feedback Closure: (metacognition) Sing the entire piece of music at tempo Independent Practice: (homework) Practice these sections at home. Try to feel the rhythm in the samba beat Assessment: Students will perform the piece in class with 95% accuracy on those passages at the following rehearsals. References: Making Music. Grade 5, Silver Burdett. Aqualeira Brasileira arr. Marcelo Martins
Revised 8.17.11

Simple Co-operative Learning Lesson Plan

Class: High School Choir
Lesson Descriptors
Subject: Choir Topic: Ensemble techniques Date: 11/5 Audience: High shcool Materials:

Teacher: Timothy McFeeters

Standards & Benchmarks ART.M.1.HS.3 Objectives TSW understand what part their tone and volume play in the whole of the ensemble Provision for diverse learners LDGTELL-

Technology

Integration of Faith and Learning While we dont want to compare ourselves to others all the time, we are encouraged to work in harmony with everyone.

Instructional Phases
Phase 1: Focus (warm-up)
Warm-up exercises

Phase 2: Construction (students build meaning)

End warm ups with a held chord. Ask students to listen to those around them. Are they singing louder than those around them? Are they not singing loud enough? How does their tone compare to those singing around them? Have one or two students stand out in front of the choir and listen to their section and then have them reflect on what they heard to the class.

Phase 3: Assessment (students & teacher reflect on learning)

Stop the held chord, and ask the students to reflect briefly with the person to their left about what they heard. Did they need to change anything? Does the other person need to change something? After the students have talked about what they heard, sing the chord again and ask them to change just one thing in their voice to make themselves sound better. References:

Revised 8.17.11

Complex co-operative learning Lesson Plan

Class: High School Choir
Lesson Descriptors
Subject: Choir Topic: Ensemble techniques Date: 11/5 Audience: High school Materials: Choir music

Teacher: Timothy McFeeters

Standards & Benchmarks
ART.M.1.HS.3

Objectives TSW hear from their peers as well as their own reflection how the choir needs to improve in terms of tone. Provision for diverse learners LDGTELL-

Technology

Integration of Faith and Learning

Instructional Phases
Phase 1: Focus (warm-up)
Students in a choir do not always hear everything from where they are standing the differences in tone that a certain section is displaying. This project- while simple- will provide students with a completely different perspective on what needs to happen in a choir. This activity is called Hot Seat and involves the whole class over a lengthy period of time.

Phase 2: Construction (students build meaning)

Activity: All the students names are written on a piece of paper, folded and put in a large jar. Everyday the teacher draws a name out of the jar. That student is in the Hot Seat. Their name is then discarded so they arent drawn again. The hot seat is really nothing bad. The student simply sits in a chair at the front of the classroom, behind the conductor in front of the choir. The job of the person in the hot seat is to listen to the choir. They should listen to their section on the warm-ups, on the different songs, etc. The hot seat student may NOT go to sleep, do homework, or use any kind of device. They are to listen, follow along in their music, and watch the conductor very closely. They should not the following things: Is the choir following the conductor- all of his dynamics, cut-offs, cues, etc? Is their section blending well? How does their tone compare to the rest of the choir? Does it add, detract, or just disappear into the rest of the choir? What can their section do differently to improve their tone? How does the articulation of their section compare to the other sections? Does one section have exceptionally good articulation? Does one section have very bad articulation? On which piece? In which part of the piece? The student may take notes if they like, but they should not be doodling.

Phase 3: Assessment (students & teacher reflect on learning)

At the end of the class period, that student should share their observations with the class. Students who do not like to talk up front may give a few hand written notes to the teacher and the teacher can relay these observations to the class. References
Revised 8.17.11

Bell Work Ideas

Practice counting triplet and duplet rhythms by quietly tapping your knee. You may keep a steady tempo by tapping your other knee, or by tapping a foot quietly. Theres new music today. For your bell work, take a minute to look through it and apply the STARS method of sight reading before we begin. o Sharps/Flats- what key is this in? o Tempo- how fast is it? o Accidentals- look through your part and locate any accidentals and figure out what they might sound like. o Rhythms- what are some of the rhythmic patterns in your part and how do they relate to the other parts? o Signs- dynamic markings, D.S. al cap, Coda, or other markings that effect what you sing. Find two pieces of music that we have practiced that you think you could sing at least the first page from memory. Take a moment to look at it, and then put it down. Try to sing it in your head without looking at the music. Were you surprised how much you could sing from memory? Take a piece of paper and write two or three things that you have done or experienced that have to do with a long distance. This can be a long trip, a hike, or a sports play or something similar. It must be something that you can talk about from your own personal experience. Be prepared to share your experiences with the class. (This does in fact relate to the unit in the area of breath control/support ) Write down a few ideas of things that move slowly but are extremely powerful. Can these things also move quickly? Why or why not?

Accommodations For ELL o Reading English will be a skill that they can learn easily enough. Most of the terms in music are in Italian so that shouldnt be a problem. The sounds that are being looked for in choir will be demonstrated aurally. For LD o Whatever their PEP says. Ill be happy to provide what help or accommodations I can.

Revised 8.17.11