Week 1 Second Grading Period

MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 1 Second Grading Period TEKS Choir 6 . 1A Individually demonstrate characteristic vocal timbre . 1B Use standard terminology in explaining music notation Vocal Music & Reading/Research and Correlations . 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills http://www.saisd.net/ADMIN/curric/curricms/documents/handbook . 3ASight-read simple music in treble and/or other clefs s/music/music_reading_research.pdf . 3B Use standard symbols to notate rhythm and pitch . 5A Describe aurally-presented music representing diverse styles, periods, and cultures p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalises to find correct singing register Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire  Continue demonstrating Long, Round, Tall vowels (LRT) Fine Arts Transparencies  Review key signatures and the key of C with solfege syllables and pitch names The Singing Musician  Continue music staff, treble/bass clef(s), music notes/names, basic rhythms, simple meter Patti DeWitt Co., 2004 John Curwen Hand signs  Present interval and rhythm drills Conducting Patterns  Continue the concept of Audiation and Sight reading Preparatory Pages  Continue chanting to practice rhythm and diction/articulation Sequential Sight-reading  Introduce repertoire, including multicultural music Word Wall IPA Chart  Present examples and characteristics of multicultural music representative of performance repertoire Intervals District Score Study Curwen/Kodály Hand Signs How to Teach Student Behaviors Time Signatures Strategies Multicultural Concert Requirements Key Questions Getting the Big Ideas Simple Meter Repertoire (9 weeks concert ~What is the definition of an ~Sing with proper posture and Brainstorming minimum are 3 octavo length interval? breathing mechanics Group Discussion songs appropriate for grade ~What is the purpose of ~Reproduce vocal warm-ups and Inquiry level) chanting? vocalises ~Can you identify the country ~Sing correct solfege syllables SAISD Concert Template of origin for the repertoire you with appropriate hand signs Sight-reading materials are learning in class? ~Produce LRT vowels and clear, Repertoire concise diction Metronome ~Read and write basic music

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 1 of 18 Tape/CD Recorders theory in the key of C SAISD Weekly Rubric ~Recognize and sing basic SAISD 9 Weeks Rubric intervals and rhythm patterns in simple meter ~Begin learning and singing repertoire ~Describe characteristics of diverse and multicultural performance repertoire Assessment  Students musically demonstrate understanding of beginning intervals by singing.  Students chant solfege symbols and rhythms accurately in selected sight-reading example.

Click here for more information on music theory and multicultural resources Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Individually aurally assess students e

p Determined by ARD/IEP

S Highlighted materials n

o Recorded examples i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 2 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 2 Second Grading Period TEKS Choir 6 . 1A Individually demonstrate characteristic vocal timbre . 1B Use standard terminology in explaining music notation Vocal Music & Reading/Research and Correlations . 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills http://www.saisd.net/ADMIN/curric/curricms/documents/handbook . 3A Sight-read simple music in treble and/or other clefs in various keys s/music/music_reading_research.pdf . 3B Use standard symbols to notate rhythm and pitch . 3C Identify music symbols and terms referring to dynamics

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalizes to develop vocal range Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire  Continue demonstrating Long, Round, Tall vowels (LRT) Fine Arts Transparencies  Continue music staff, treble/bass clef(s), music notes/names and basic rhythms The Singing Musician  Continue chanting to practice/isolate rhythm and diction in repertoire Patti DeWitt Co., 2004 John Curwen Hand signs  Continue interval and rhythm drills Conducting Patterns  Continue Sight reading and Audiation Preparatory Pages  Review Key Signatures and the key of C with solfege syllables and pitch names Sequential Sight-reading  Present Key Signatures and the key of F with solfege syllables and pitch names IPA Chart  Present and demonstrate basic dynamics nd Word Wall District Score Study  Continue 2 9 weeks repertoire Key of F Curwen/Kodály Hand Signs Concert Requirements How to Teach Student Behaviors Dynamics Strategies Piano Repertoire (9 weeks concert Key Questions Getting the Big Ideas Forte minimum are 3 octavo length ~What is the difference ~Continue singing with proper Compare & Contrast Mezzo songs appropriate for grade between the Key of C and the posture and breathing mechanics Inquiry Flat Sign level) Key of F? ~Reproduce vocal warm-ups and Sharp Sign SAISD Concert Template ~ What are dynamics? What do vocalises to develop vocal range Sight-reading materials they do for a song? ~Sing correct solfege syllables and Repertoire ~What is the purpose of intervals with appropriate hand Metronome audiation? signs Tape/CD Recorders ~Continue sight reading and

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 3 of 18 SAISD Weekly Rubric audiation SAISD 9 Weeks Rubric ~Produce LRT vowels ~Identify, notate and demonstrate basic dynamics ~Read and write basic music theory in the key of C and F ~Continue learning and singing of basic repertoire Assessment  Students differentiate between two Major key signatures.  Students identify the continuum of dynamics (p-f)  Students discuss and demonstrate the concept of audiation.

Click here for more information on Dynamics Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Individually aurally assess students e

p Determined by ARD/IEP

S Highlighted materials n

o Recorded examples i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 4 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 3 Second Grading Period TEKS Choir 6 . 1A Individually demonstrate characteristic vocal timbre . 1B Use standard terminology in explaining music notation Vocal Music & Reading/Research and Correlations . 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills http://www.saisd.net/ADMIN/curric/curricms/documents/handbook . 3A Sight-read simple music in treble and/or other clefs in various keys s/music/music_reading_research.pdf . 3B Use standard symbols to notate rhythm and pitch . 3C Identify music symbols and terms referring to dynamics, tempo, and articulation p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalizes to find correct singing register Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire Fine Arts Transparencies  Continue demonstrating Long, Round, Tall vowels (LRT) The Singing Musician  Continue music staff, treble/bass clef(s), music notes/names, dynamics, and basic rhythms Patti DeWitt Co., 2004  Continue the concept of Audiation John Curwen Hand signs  Continue the concept of Sight reading Conducting Patterns  Continue chanting to master rhythm and diction in repertoire Preparatory Pages  Review Key Signatures and the key of C and F with solfege syllables and pitch names Sequential Sight-reading  Present crescendo, decrescendo and fermata nd Word Wall IPA Chart  Continue 2 9 weeks repertoire Crescendo District Score Study Curwen/Kodály Hand Signs How to Teach Student Behaviors Decrescendo Strategies Fermata Concert Requirements Key Questions Getting the Big Ideas Repertoire (9 weeks concert ~ Does the Key of C and the ~Continue singing with proper Guided and Shared minimum are 3 octavo length Key of F have the same hand posture and breathing mechanics Reflective Discussion songs appropriate for grade Rigor signs? ~Continue singing exploratory Demonstration level) C ~ Why is it important to be able exercises to find correct singing SAISD Concert Template Relevance to sing loud or soft? What is the register Sight-reading materials musical purpose of signing ~Reproduce vocal warm-ups and Repertoire dynamics? vocalizes Metronome ~ Can you show at least 3 ~Sing correct solfege syllables Tape/CD Recorders places in your repertoire where with appropriate hand signs

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 5 of 18 SAISD Weekly Rubric there are dynamics? ~Continue sight reading and SAISD 9 Weeks Rubric audiation ~Identify and demonstrate crescendo, decrescendo, and fermata ~Produce LRT vowels ~Read and write basic music theory in the key of C and F ~Identify and demonstrate crescendos, decrescendos, and fermata ~Continue learning and singing of repertoire in preparation for the 9 weeks concert Assessment  Students sight-read in key of C and F.  Students identify and demonstrate dynamic marking

Click here for more information on music theory Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Individually aurally assess students e

p Determined by ARD/IEP

S Highlighted materials n

o Recorded examples i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 6 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 4 Second Grading Period TEKS Choir 6 . 1A Individually demonstrate characteristic vocal timbre . 1B Use standard terminology in explaining music notation Vocal Music & Reading/Research and Correlations . 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills http://www.saisd.net/ADMIN/curric/curricms/documents/handbook . 3A Sight-read simple music in treble and/or other clefs in various keys s/music/music_reading_research.pdf . 3B Use standard symbols to notate rhythm and pitch . 3C Identify music symbols and terms referring to dynamics, tempo, and articulation p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalizes to find correct singing register Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire Fine Arts Transparencies  Continue demonstrating Long, Round, Tall vowels (LRT) The Singing Musician  Continue music staff, treble/bass clef(s), music notes/names and basic rhythms Patti DeWitt Co., 2004  Continue the concept of Audiation John Curwen Hand signs  Continue the concept of Sight reading Conducting Patterns  Continue chanting to practice/master rhythms and diction in repertoire Preparatory Pages  Review Key Signatures and the key of C and F with solfege syllables and pitch names Sequential Sight-reading  Present the key of G with solfege syllables and pitch names st nd Word Wall IPA Chart  Present music form symbols (fine, repeat, 1 and 2 endings) Key of G District Score Study  Continue 2nd 9 weeks repertoire Curwen/Kodály Hand Signs How to Teach Student Behaviors Fine Strategies Repeat Concert Requirements Key Questions Getting the Big Ideas 1st and 2nd ending Repertoire (9 weeks concert ~ What is the purpose of music ~Continue singing with proper ~Explaining minimum are 3 octavo length form symbols? (fine, repeat, posture and breathing mechanics Discussion songs appropriate for grade Rigor etc.) ~Continue singing exploratory Compare & Contrast level) C ~How is the Key of G different exercises to find correct singing SAISD Concert Template Relevance from the Keys of C & F? register Sight-reading materials ~ Are the hand signs different ~Reproduce vocal warm-ups and Repertoire for the Key of G? vocalizes Metronome ~Why are the Curwen hand ~Sing correct solfege syllables Tape/CD Recorders signs the same? with appropriate hand signs

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 7 of 18 SAISD Weekly Rubric ~Continue sight reading and SAISD 9 Weeks Rubric audiation ~Produce LRT vowels ~Read and write basic music theory in the key of C, F and G ~Identify, write, and demonstrate use of basic music form symbols ~Continue learning and singing of basic repertoire in preparation for the 9 weeks concert. Assessment  Students elaborate on the reasons and meaning of music form signs.  Students test hand signs in the Keys of C, F & G.

Click here for more information on music symbols and a music dictionary Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Individually aurally assess students e

p Determined by ARD/IEP

S Highlighted materials n

o Recorded examples i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 8 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 5 Second Grading Period TEKS Choir 6 . 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures . 2C Demonstrate appropriate small- and large-ensemble performance techniques during formal concerts Vocal Music & Reading/Research and . 3C Identify music symbols and terms referring to dynamics, tempo, and articulation, and interpret them appropriately when performing Correlations . 6A Identify criteria for evaluating performances http://www.saisd.net/ADMIN/curric/curricms/docum . 6B Evaluate the quality and effectiveness of music and musical performances ents/handbooks/music/music_reading_research.pdf . 6C Exhibit concert etiquette as an informed, actively involved listener during varied live performances p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources  Review fundamental performance skills in performing repertoire in a concert-setting Repertoire  Demonstrate and identify basic conducting gestures used to direct music Fine Arts Transparencies  Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and The Singing Musician diction, LRT, phrasing, intonation, syllabic stress; responding appropriately to the conducting gestures of the Patti DeWitt Co., 2004 Director) John Curwen Hand signs  Demonstrate and identify basic conducting gestures Conducting Patterns  Review performance etiquette (getting on risers, stance, behavior, attention on director) Preparatory Pages Sequential Sight-reading  Guide and review criteria for evaluating performances  Review and discuss appropriate audience etiquette Word Wall IPA Chart Preparatory Beat District Score Study How to Teach Student Behaviors Down Beat Curwen/Kodály Hand Signs Strategies Key Questions Getting the Big Ideas Conducting gestures Concert Requirements ~What is the purpose the ~Learn concert repertoire by Demonstrations Entrance Repertoire (9 weeks concert director’s conducting memory Compare & Contrast Cut-Off minimum are 3 octavo length gestures? ~Demonstrate fundamental Drill & Practice Cues songs appropriate for grade ~What kind of teamwork is performance techniques in Teacher Questions Tempo level) needed in preparing and rehearsal/concert-setting Concert Etiquette SAISD Concert Template Sight-reading materials giving a performance? ~Identify and respond to Repertoire conducting gestures used in Metronome rehearsals and performances Tape/CD Recorders ~Demonstrate performance

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 9 of 18 SAISD Weekly Rubric etiquette in rehearsal/concert- SAISD 9 Weeks Rubric setting ~Evaluate rehearsals/performance with basic criteria ~Demonstrate appropriate audience etiquette Assessment  Students accurately and musically perform correct pitches, rhythms, dynamics and stylistic applications in performance repertoire.  Students demonstrate appropriate performance etiquette as a performer and in the audience when listening to others perform.

Click here for conducting gestures Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations e Determined by ARD/IEP p S n o i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 10 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 6 Second Grading Period TEKS Choir 6 . 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading/Research and . 2C Demonstrate appropriate small- and large-ensemble performance techniques during formal concerts . 3C Identify music symbols and terms referring to dynamics, tempo, and articulation, and interpret them appropriately when performing Correlations . 6A Identify criteria for evaluating performances http://www.saisd.net/ADMIN/curric/curricms/docum . 6B Evaluate the quality and effectiveness of music and musical performances ents/handbooks/music/music_reading_research.pdf . 6C Exhibit concert etiquette as an informed, actively involved listener during varied live performances p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources  Review fundamental performance skills in performing repertoire in a concert-setting Repertoire  Demonstrate and identify basic conducting gestures used to direct music Fine Arts Transparencies  Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and The Singing Musician diction, LRT, phrasing, intonation, syllabic stress; responding appropriately to the conducting gestures of the Patti DeWitt Co., 2004 Director) John Curwen Hand signs  Review performance etiquette (getting on risers, stance, behavior, attention on director) Conducting Patterns  Review and guide criteria for evaluating performances Preparatory Pages  Review and discuss appropriate audience etiquette Sequential Sight-reading IPA Chart Word Wall How to Teach Student Behaviors District Score Study Strategies Preparatory Beat Key Questions Getting the Big Ideas Curwen/Kodály Hand Signs Down Beat ~What is syllabic stress? Why ~Learn concert repertoire by Reflective discussion Concert Requirements Conducting gestures is it so important? memory Demonstration Repertoire (9 weeks concert Tempo ~What are the metronomic ~Demonstrate fundamental Problem solving minimum are 3 octavo length Entrance markings on the current 9 performance techniques in songs appropriate for grade Cut-Off weeks repertoire? Why is it rehearsal/concert-setting level) Cues there? ~Identify and respond to SAISD Concert Template Concert Etiquette conducting gestures used in Sight-reading materials rehearsals and performances Repertoire ~Demonstrate performance Metronome etiquette in rehearsal/concert- Tape/CD Recorders

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 11 of 18 SAISD Weekly Rubric setting SAISD 9 Weeks Rubric ~Evaluate rehearsals/performance with basic criteria ~Demonstrate appropriate audience etiquette Assessment  Students discriminate correct and incorrect syllabic stress in repertoire  Students observe and discover relationship of metronomic markings to “speed” of repertoire.

Click here for history of conducting Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations e

p Determined by ARD/IEP S n o i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 12 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 7 Second Grading Period TEKS Choir 6 . 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading/Research and . 2C Demonstrate appropriate small- and large-ensemble performance techniques during formal concerts . 3C Identify music symbols and terms referring to dynamics, tempo, and articulation, and interpret them appropriately when performing Correlations . 5C Perform music representative of diverse cultures, including American and Texas heritage http://www.saisd.net/ADMIN/curric/curricms/docum . 6A Identify criteria for evaluating performances ents/handbooks/music/music_reading_research.pdf . 6B Evaluate the quality and effectiveness of music and musical performances . 6C Exhibit concert etiquette as an informed, actively involved listener during varied live performances p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources  Present fundamental performance skills in performing repertoire in a concert-setting Repertoire  Demonstrate and identify basic conducting gestures used to direct music Fine Arts Transparencies  Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and The Singing Musician diction, LRT, phrasing, intonation, syllabic stress; responding appropriately to the conducting gestures of the Patti DeWitt Co., 2004 Director) John Curwen Hand signs  Present the concept of a “phrase” Conducting Patterns  Review and teach performance etiquette (getting on risers, stance, behavior, attention on director) Preparatory Pages Sequential Sight-reading  Guide and present criteria for evaluating performances  Review and discuss appropriate audience etiquette Word Wall IPA Chart Down Beat District Score Study How to Teach Student Behaviors Preparatory Beat Curwen/Kodály Hand Signs Strategies Key Questions Getting the Big Ideas Conducting gestures Concert Requirements ~Why do we emphasize ~Learn concert repertoire by Group Discussion Tempo Repertoire (9 weeks concert phrasing in vocal music? memory Inquiry Entrance minimum are 3 octavo length ~Name criteria for evaluating ~Demonstrate fundamental Reflective Discussion Cut-Off songs appropriate for grade performances. performance techniques in Cues level) ~What type of etiquette is rehearsal/concert-setting Concert Etiquette SAISD Concert Template Sight-reading materials needed while performing on ~Identify and respond to Repertoire the risers? conducting gestures used in Metronome rehearsals and performances

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 13 of 18 Tape/CD Recorders ~Demonstrate performance SAISD Weekly Rubric etiquette in rehearsal/concert- SAISD 9 Weeks Rubric setting ~Evaluate rehearsals/performance with basic criteria ~Demonstrate appropriate audience etiquette Assessment  Students examine repertoire visually and aurally for appropriate phrasing.  Students demonstrate and give support reasons for appropriate etiquette on the risers.

Click here for musical phrases Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class

l Instructional Modifications/ Partner special learners with another student. a i

c Accommodations

e Determined by ARD/IEP p S n o i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 14 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 8 Second Grading Period TEKS Choir 6 . 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading/Research and . 2C Demonstrate appropriate small- and large-ensemble performance techniques during formal concerts . 5C Perform music representative of diverse cultures, including American and Texas heritage Correlations . 6A Identify criteria for evaluating performances http://www.saisd.net/ADMIN/curric/curricms/docum . 6B Evaluate the quality and effectiveness of music and musical performances ents/handbooks/music/music_reading_research.pdf . 6C Exhibit concert etiquette as an informed, actively involved listener during varied live performances p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources  Review fundamental performance skills in performing repertoire in a concert-setting Repertoire  Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and Fine Arts Transparencies diction, LRT, phrasing, expressiveness, intonation, syllabic stress; responding appropriately to the conducting The Singing Musician gestures of the Director) Patti DeWitt Co., 2004  Review performance etiquette (getting on risers, stance, behavior, attention on director) John Curwen Hand signs  Guide and review criteria for evaluating performances Conducting Patterns  Review and discuss appropriate audience etiquette Preparatory Pages Sequential Sight-reading How to Teach Student Behaviors Word Wall IPA Chart Strategies District Score Study Key Questions Getting the Big Ideas Conducting gestures ~Have students listen to 9 ~Learn concert repertoire by Reflective Discussion Cues Curwen/Kodály Hand Signs Concert Requirements weeks performance concert and memory Case Study Concert Etiquette answer the following questions: ~Demonstrate fundamental Inquiry Evaluation Repertoire (9 weeks concert minimum are 3 octavo length 1. What was the best performance techniques in Phrase/Phrasing part of the concert? rehearsal/concert-setting Syllabic Stress songs appropriate for grade level) 2. What was the most ~Demonstrate performance SAISD Concert Template challenging part of the etiquette in rehearsal/concert- Sight-reading materials concert? setting Repertoire 3. Where could I have ~Evaluate rehearsals/performance Metronome done better? with basic criteria Tape/CD Recorders 4. Did we have ~Demonstrate appropriate

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 15 of 18 SAISD Weekly Rubric appropriate concert audience etiquette SAISD 9 Weeks Rubric etiquette on and off stage? 5. What will I work on for the next concert? Assessment  Students analyze 9 weeks performance with evaluation criteria.  Students do self-examination of concert etiquette and performance skills.

Click here for choir performance assessment , creating a performance rubric and more ideas for making a rubric

Canon Definition SAISD MS Choir Round/Canon Challenge Repertoire (Vocal Music Curriculum Website) Week 1: Learn Song by Rote Week 2: Sing Solfege & Hand Sign Week 3: Sing Rhythm Week 4: Sing Text while Conducting Week 5: Sing Rhythm while Conducting Week 6: Sing Solfege w/hand signs while Cnducting Week 7: Hand Sign Solfege & Sing Rhythm while Conducting Week 8: Manuscript Song Week 9: Perform Round/Canon in small groups for each other in class l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations e

p Determined by ARD/IEP S n o i t a c u d E

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 16 of 18 MS Choir Entry Level Grade 6 Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory/Terminology; Sight-reading/Solfege Skills; Score Analysis; Round/Canon Challenge; Repertoire; Concert Preparation/Fundamental Skills; Evaluation; 2nd 9 weeks Concert Week 9 Second Grading Period TEKS Choir 6 . 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading/Research and . 2C Demonstrate appropriate small- and large-ensemble performance techniques during formal concerts . 5C Perform music representative of diverse cultures, including American and Texas heritage Correlations . 6A Identify criteria for evaluating performances http://www.saisd.net/ADMIN/curric/curricms/docum . 6B Evaluate the quality and effectiveness of music and musical performances ents/handbooks/music/music_reading_research.pdf . 6C Exhibit concert etiquette as an informed, actively involved listener during varied live performances p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music

e McGraw Hill Glencoe 2005 Secondary Choir Curriculum Requirements g Teaching Masters Solfege for Sight-reading e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) o Sequential Sight-reading everyday C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources  Review fundamental performance skills in performing repertoire in a concert-setting Repertoire  Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and Fine Arts Transparencies diction, LRT, phrasing, expressiveness, intonation, syllabic stress; responding appropriately to the conducting The Singing Musician gestures of the Director) Patti DeWitt Co., 2004  Review performance etiquette (getting on risers, stance, behavior, attention on director) John Curwen Hand signs  Guide and review criteria for evaluating performances Conducting Patterns  Review and discuss appropriate audience etiquette Preparatory Pages Sequential Sight-reading How to Teach Student Behaviors Word Wall IPA Chart Strategies District Score Study Key Questions Getting the Big Ideas Conducting gestures ~Have students listen to 9 ~Learn concert repertoire by Reflective Discussion Cues Curwen/Kodály Hand Signs Concert Requirements weeks performance concert and memory Case Study Concert Etiquette answer the following questions: ~Demonstrate fundamental Inquiry Evaluation Repertoire (9 weeks concert minimum are 3 octavo length 1. What was the best performance techniques in Phrase/Phrasing part of the concert? rehearsal/concert-setting Syllabic Stress songs appropriate for grade level) 2. What was the most ~Demonstrate performance SAISD Concert Template challenging part of the etiquette in rehearsal/concert- Sight-reading materials concert? setting Repertoire 3. Where could I have ~Evaluate rehearsals/performance Metronome done better? with basic criteria Tape/CD Recorders 4. Did we have ~Demonstrate appropriate

SAISD © 2007-08 Choir 6th Grade (Second Grading Period – Week 1) Page 17 of 18 SAISD Weekly Rubric appropriate concert audience etiquette SAISD 9 Weeks Rubric etiquette on and off stage? 5. What will I work on for the next concert? Assessment  Students analyze 9 weeks performance with evaluation criteria.  Students do self-examination of concert etiquette and performance skills.

Click here for choir performance assessment , creating a performance rubric and more ideas for making a rubric

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations e

p Determined by ARD/IEP S n o i t a c u d E