Week of September 8-October 2, 2015 - Highland Middle School – Choir 6th, 7th and 8th grade
Kim T. Graham
Lesson Element
The fundamentals of music reading and performance
1. Common Core Learning Standards Addresses:
NM Standards and Benchmarks:
Singing alone and with others a varied repertoire of music – reading and notation music
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1. A sing accurately and with good breath control throughout their singing ranges, alone and
in small and large ensembles.
 1. B sing with expression and technical accuracy a repertoire of vocal literature with a level
of difficulty for appropriate grade level.
 1. C s Sing music representing diverse genres and cultures, with expression appropriate for
the work being performed.
 1. D sing music written in two and three parts.
 5. A reading whole, half, quarter, eight, sixteenth and dotted notes and corresponding rest.
 5. C identify and define standard notation symbols for pitch, rhythm, dynamics, tempo,
articulation, and expression.
 5. E Sightread, accurately and expressively
2. Achievement Standard and Learning Targets: What will students know and be able to do as a
result of this lesson?
 By the end of this lesson, students should be able to understand beginning sight reading in
the key of C major, articulation, breath control, posture, rhythm, and singing staccato and
legato and matching pitch.
 Students will also continue to work on improving their tone and learn to blend voice parts.
 Perform two and three parts
 Students will be able to read and sing Latin text.
Student Friendly translation – I will be able to:
 Getting prepared for first concert in October
 Demonstrated these ideas in my singing and perform in small ensembles and by myself. I
will be able to read music in the key of C Major, understand key signatures and demonstrate
how good posture should be and demonstrate proper breathing mechanics.
 Learning to listen and sing on pitch and blend with others.
 Sing in Latin.
3. Relevance/rationale: Why are the outcomes of this lesson important in the real world? Why
are these outcomes essential for future learning?
Singing in a choir requires concentration and control and learning to blend with others. It takes
discipline. As students increase their musical skills, their ability to concentrate and self-control and
motivate with likely increase. These sills will contribute to their success later in life. Performing as a
strong choir is what we work for all year. Our common goal is to sight read with accuracy and perform
flawlessly. WORKING AS A TEAM.
Student Friendly Translation – I will be able to:
Sing in choir and work with the other students as a team and be able to contribute and focus on the task
at hand. This is a skill that will help me in the future and I am responsible for singing my part and
contribute to the team.
4.
Formative Assessment Criteria for Success: (How will you and your student know if they have
successfully met the outcomes? What specific criteria will be met in a successful
product/process? What6 does success on this lesson’s outcomes look like?
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Read C major for sight reading - Students will sight read in the key C using solfege and hand
signs. They will be graded on tone production, articulation, posture, breathing rhythm and
keeping the correct rhythm and beat.
Demonstrate proper singing techniques
Sing with confidence our Concert repertoire
Sing and articulate the Latin text correctly
Student Friendly Translation – I will be able to:
 Sight read key of c on the board for bell work daily
 Fridays sight reading test
 Demonstrate good posture, pitch, articulation, breathing techniques, and rhythm.
 Read and sing the Latin text.
 Sing all concert repertoire.
5. Activities and Task:
 Rehearse sight reading in c major using hand signs (bell work)
 Vocal Warm ups – solfege and hand signs key of c major
 Rhythm Drill and note recognition – flash cards using note and value
 Rehearse repertoire
 Data test using plickers (note recognition and note value, vocabulary)
6. Resources/Materials:
 All Contest repertoire – cd’s – I pods with recording possibilities so students can hear
themselves.
 Jenson Sight reading
 Choral Connections
 Plicker cards
7. Research
www.sightreadingsuccess.com Sight Reading Success by Kenneth Saxon
8.
Modifications and Access for all: What curriculum modifications and or classroom
accommodations will you make for students with disabilities in your class? ELL ( language
students)
 Pair students up with stronger sight readers who might be having difficulty sight reading.
 Pair students up with strong singers who might have a difficult time with difficult passages in
their music.
 I provide demonstrations, verbally and audibly. I also provide students opportunities to
participate in classroom explanations and demonstrations. I use older students from higher
grades to show proper singing techniques to 6th graders. Additional assistance is provided
after school for extra practice and I encourage peer tutoring with more experienced choir
member helping.
 Ell – Repetition, sing by rote, monitor and use peer tutoring and language chart for musical
terms.