Name: Cody Duff
Subject Area: Choir
Grade Level: 6th
Choral Rehearsal Strategies/Lesson Sequence
Week of: March 18-22(2013)
Monday
Tuesday
Wednesday
Thursday
Friday
Unit Name
Prep for 6 weeks Test
Prep for 6 weeks Test
Prep for 6 weeks Test
Prep for 6 weeks Test
6 Weeks Test
Statement of
Objective(s)/
When given information
about the classical period,
the students will be able to
recall this information for
the 6 weeks exam as well as
later in life.
When given information
about the classical period,
the students will be able to
recall this information for
the 6 weeks exam as well as
later in life.
STATE EXAMS
STATE EXAMS
The students will be able
to recall the information
that we studied about
regarding the classical
music era including the
dates, composers,
performance styles, and
famous choral pieces
from this era.
Anticipatory
Set
Good Things
Good Things
STATE EXAMS
STATE EXAMS
Good Things
Warm- Up
1. Ha, Ha, Ha
2. Sing- Ah
3. Body Body
Warm-Up
1. Ah (5 notes)
2. Beh , Bee, Bah
,Boh, Boo
3. Ki, Keh, Ka,
Koh, Koo
Creative
expression/performance.
The student creates and
arranges music within
specified guidelines. The
student is expected to:
(Creative
(A) create rhythmic and
(A) create rhythmic and
TEKS:
expression/performance.
The student creates and
arranges music within
specified guidelines. The
student is expected to:
Warm-Up
1. Ha, Ha, Ha
2. Yawn-Sigh
3. Zing
STATE EXAMS
STATE EXAMS
Creative
expression/performanc
e. The student creates
and arranges music
within specified
guidelines. The student
is expected to:
(A) create rhythmic and
melodic phrases; and
melodic phrases; and
melodic phrases; and
(B) arrange rhythmic and
melodic phrases.
(B) arrange rhythmic and
melodic phrases.
(B) arrange rhythmic
and melodic phrases.
(6.5) Historical/cultural
heritage. The student
relates music to history, to
society, and to culture. The
student is expected to:
(6.5) Historical/cultural
heritage. The student relates
music to history, to society,
and to culture. The student is
expected to:
(6.5) Historical/cultural
heritage. The student
relates music to history,
to society, and to culture.
The student is expected
to:
(A) describe aurallypresented music
representing diverse styles,
periods, and cultures;
(A) describe aurallypresented music representing
diverse styles, periods, and
cultures;
(B) describe music-related
vocations and avocations;
(B) describe music-related
vocations and avocations;
(C) perform music
representative of diverse
cultures, including
American and Texas
heritage; and
(D) relate the other fine arts
to music concepts.
(6.6) Response/evaluation.
The student responds to and
evaluates music and
musical performance. The
student is expected to:
(A) identify criteria for
evaluating performances;
(B) evaluate the quality and
effectiveness of music and
musical performances; and
(C) exhibit concert etiquette
as an informed, actively
involved listener during
(C) perform music
representative of diverse
cultures, including American
and Texas heritage; and
(D) relate the other fine arts
to music concepts.
(6.6) Response/evaluation.
The student responds to and
evaluates music and musical
performance. The student is
expected to:
(A) identify criteria for
evaluating performances;
(B) evaluate the quality and
effectiveness of music and
musical performances; and
(C) exhibit concert etiquette
as an informed, actively
involved listener during
(A) describe aurallypresented music
representing diverse
styles, periods, and
cultures;
(B) describe musicrelated vocations and
avocations;
(C) perform music
representative of diverse
cultures, including
American and Texas
heritage; and
(D) relate the other fine
arts to music concepts.
(6.6)
Response/evaluation.
The student responds to
and evaluates music and
musical performance.
The student is expected
to:
(A) identify criteria for
evaluating
performances;
(B) evaluate the quality
varied live performances.
varied live performances.
and effectiveness of
music and musical
performances; and
(C) exhibit concert
etiquette as an informed,
actively involved listener
during varied live
performances.
.
Materials:




Piano
Pencil
Risers
Sight-reading
material




Piano
Pencil
Risers
Sight-reading
material

Review the
material of the
classic music
era with the
students and
start asking
questions that
could be on the
exam to refresh
their memories.

Make sure all of
the students
questions have
been answered
and ensure that
everyone knows
about the test on
Friday.
STATE EXAMS




Piano
Pencil
Risers
Sightreading
material
STATE EXAMS
STATE EXAMS

Students will
perform well
on the 6
weeks exam
as well as the
sightreading
example.
STATE EXAMS
Music:
Goals:
Integration of
Technology
N/A
N/A
N/A
N/A
N/A
Assessment of
student
understanding/
Closure
Ask questions to check
for understanding
throughout and remind
them of the test on
Friday.
Ask questions to check
for understanding
throughout and remind
them of the test on
Friday
STATE EXAMS
STATE EXAMS
6 weeks Exam
N/A
N/A
N/A
N/A
Homework
Assignment
Alignment: Aligned with Common Core Standards or NJCCCS.
(Language Arts Literacy & Math as per Common Core Standards.)
Rigor: Instruction focuses on discovering the concepts at the heart of the content area/curriculum.
(Depth of instructional plan.)
Transfer: Students are encouraged to demonstrate the use of knowledge and skills in new situations.
(Application of the knowledge and skills taught.)
Assessments: Uses both formative and summative assessments.
(Formative assessments guide daily instruction. Summative assessments determine student
proficiency with material in one or more units, a marking period, semester, etc.)
N/A