St Cloud Middle School Lesson Plan Focus: Musical Phrasing and Lyric Interpretation

St Cloud Middle School Lesson Plan Focus: Musical Phrasing and lyric interpretation

Teacher Name: Click here to enter text. Week Date: May 20, 2013-May 25, 2013

Monday:

Common Core NGSSS Alignment Strategies

Benchmarks LACC.8.SL.2. Present claims and MU.68.C.1.2:  Text dependent questions findings, emphasizing salient points in a Compare, using  Close reading by focusing on specific focused, coherent manner with relevant correct music areas of the music in the repertoire being evidence, sound valid reasoning, and vocabulary, the performed well-chosen details; use appropriate eye aesthetic impact of a contact, adequate volume, and clear performance to one's pronunciation. own hypothesis of the composer's intent.

MU.68.S.2.1: Perform music from memory to demonstrate knowledge of the musical structure.

MU.68.S.2.2: Transfer performance techniques from familiar to unfamiliar pieces.

MU.68.S.3.6: Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

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Objective Students will demonstrate proficiency in Agenda  Warm Ups comprehension of lyrics performed in a song. They  Sight Reading will understand what the words mean individually  Introduce “Song of Peace” by Mary and comprehensively. They will be able to discuss Donnelly and demonstrate the subject matter of the lyrics  Play recording of song and ask and how it pertains to the phrasing and students to listen. interpretation of the musical notation  Introduce topic related vocabulary and Essential Question Why is understanding of the meaning of the song symbols. lyrics important in a performance?  Divide the class into groups of four. Each person in the group is given a card with a vocabulary word.  Play song again and ask students to Vocabulary Dynamics: p, mp, mf, f aurally identify examples of their vocabulary word.  Initiate a class discussion and ask each Phrase, group to present where they heard Phrasing examples of the vocabulary.  Pass out sheet music for “ Song of Peace”. Teach and rehearse Part I m.5- 28

Crescendo

Diminuendo:

Breath Mark: ‘

Articulation Accommodations Multiple Learning Styles, Questioning for Assessment Student assessment of performance Clarification, Modeling, Simplify my Speech, Provide Contextual Support (facial expression, body language, demonstrations)

Tuesday

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Date Common Core NGSSS Alignment

Benchmarks LACC.8.SL.2. Present claims and MU.68.C.1.2:  Text dependent questions findings, emphasizing salient Compare, using  Close reading by focusing on specific points in a focused, coherent correct music areas of the music in the repertoire being manner with relevant evidence, vocabulary, the performed sound valid reasoning, and well- aesthetic impact of a chosen details; use appropriate performance to eye contact, adequate volume, one's own hypothesis of the and clear pronunciation. composer's intent.

MU.68.S.2.1: Perform music from memory to demonstrate knowledge of the musical structure.

MU.68.S.2.2: Transfer performance techniques from familiar to unfamiliar pieces.

MU.68.S.3.6: Develop and demonstrate efficient rehearsal strategies to apply skills and techniques. Objective Students will demonstrate proficiency in Agenda  Warm Ups comprehension of lyrics performed in a song. They  Sight Reading will understand what the words mean individually  Review topic vocabulary words and and comprehensively. They will be able to discuss symbols. and demonstrate the subject matter of the lyrics and  Listen to “Song of Peace” recording. Ask how it pertains to the phrasing and interpretation of students to visually identify the the musical notation vocabulary using their sheet music. Ask Essential Question Why is understanding of the meaning of the song them to identify dynamics, phrasing, lyrics important in a performance? crescendos, diminuendos, breath marks, and articulation written into the piece.  Ask a student volunteer to read the

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Vocabulary Dynamics: p, mp, mf, f lyrics in Part I m.5-41. Initiate a class discussion about what the words mean and what is the composer’s meaning Phrase, behind the words. Ask students text Phrasing dependent questions to validate their interpretations.  Lead the students to make connections between the topic vocabulary words and the song lyrics. (ie Why did the Crescendo composer put a slur om m.10? Why does the song begin in mp and change to mf later?) Lead them to understand the composer’s intended meaning. Diminuendo:  Review and rehearse notation and pitches on Part I, m.5-28. Teach and rehearse notation, pitches, and rhythm Breath Mark: ‘ Part I m.28-41.

Articulation Accommodations Multiple Learning Styles, Questioning for Benchmark Assessment of Performance Clarification, Modeling, Simplify my Speech, Provide Contextual Support (facial expression, body language, demonstrations)

Wednesday

Date Common Core NGSSS Alignment Strategies

Benchmarks LACC.8.SL.2.4 MU.68.C.1.2:  Text dependent questions Present claims and findings, Compare, using  Close reading by focusing on specific emphasizing salient points in a correct music areas of the music in the repertoire being focused, coherent manner with vocabulary, the performed relevant evidence, sound valid aesthetic impact of a reasoning, and well-chosen performance to details; use appropriate eye one's own [Type text]

contact, adequate volume, and hypothesis of the clear pronunciation. composer's intent.

MU.68.S.2.1: Perform music from memory to demonstrate knowledge of the musical structure.

MU.68.S.2.2: Transfer performance techniques from familiar to unfamiliar pieces.

MU.68.S.3.6: Develop and demonstrate efficient rehearsal strategies to apply skills and techniques. Objective Students will demonstrate proficiency in Agenda  Music Theory comprehension of lyrics performed in a song. They  Sight Reading will understand what the words mean individually  Review topic vocabulary words and comprehensively. They will be able to discuss and symbols and demonstrate the subject matter of the lyrics and  Review and rehearse notation, how it pertains to the phrasing and interpretation of pitches and rhythms on Part I, the musical notation m.5-28 Essential Question Why is understanding of the meaning of the song  Listen to Part II on recording. lyrics important in a performance?  Translate the meaning of the Latin for the students. Initiate a class discussion about how Part II lyrics relate to Part I lyrics. Vocabulary Dynamics: p, mp, mf, f Ask text dependent questions to facilitate discussion.  Ask students to identify topic Phrase, vocabulary and symbols in Part Phrasing II.  Teach and rehearse Part II, m.5-28  Teach proper pronunciation of Latin Crescendo

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Diminuendo:

Breath Mark: ‘

Articulation Accommodations Multiple Learning Styles, Questioning for Assessment Clarification, Modeling, Simplify my Speech, Provide Contextual Support (facial expression, body language, demonstrations)

Thursday

Date Common Core NGSSS Alignment Strategies

MU.68.S.2.1: Perform music from memory to demonstrate knowledge of the musical structure.

MU.68.S.2.2: Transfer performance techniques from familiar to unfamiliar pieces.

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MU.68.S.3.6: Develop and demonstrate efficient rehearsal strategies to apply skills and techniques. Objective Students will demonstrate proficiency in Agenda  Warm Ups comprehension of lyrics performed in a song. They  Sight Reading will understand what the words mean individually  Review and rehearse Part I, m.5-41 and and comprehensively. They will be able to discuss Part II m.5-28. and demonstrate the subject matter of the lyrics and  Assess students and make certain they how it pertains to the phrasing and interpretation of are incorporating appropriate phrasing, the musical notation dynamics, and articulation based on the Essential Question Why is understanding of the meaning of the song composer’s intended interpretation of lyrics important in a performance? the lyrics.  Teach and rehearse Part II m.28-41.  Play recording of Part II and ask students to sing part one Vocabulary Dynamics: p, mp, mf, f simultaneously, as written. Play Part I and ask students to sing Part II simultaneously as written. Phrase,  As a class, rehearse both parts together, Phrasing as written, with accompaniment only.

Crescendo

Diminuendo:

Breath Mark: ‘

Articulation Accommodations Multiple Learning Styles, Questioning for Assessment Benchmark Assessment of Student Performance Clarification, Modeling, Simplify my Speech, Provide Contextual Support (facial expression, body language, demonstrations)

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Friday

Date Common Core NGSSS Alignment Strategies

MU.68.S.2.1: Perform music from memory to demonstrate knowledge of the musical structure.

MU.68.S.2.2: Transfer performance techniques from familiar to unfamiliar pieces.

MU.68.S.3.6: Develop and demonstrate efficient rehearsal strategies to apply skills and techniques. Objective Students will demonstrate proficiency in Agenda comprehension of lyrics performed in a song. They  Warm Ups will understand what the words mean individually  Sight Reading and comprehensively. They will be able to discuss  Review m.5-41, both parts together as and demonstrate the subject matter of the lyrics and written. how it pertains to the phrasing and interpretation of  Divide students into small groups. the musical notation

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Why is understanding of the meaning of the song Assign them to either Part I or II and lyrics important in a performance? ask them to rehearse the two parts together.  Assess the small groups for appropriate phrasing, dynamics, breaths, and articulation based on the composer’s Vocabulary Dynamics: p, mp, mf, f intended interpretation of the lyrics.

 Assess students on proper tone, pitches, Phrase, posture, and articulation. Phrasing  Return students to large group. Ask them to perform the piece using Part I and II. Ask them to attempt the piece by memory in order to focus on the lyrics and interpretation. Crescendo

Diminuendo:

Breath Mark: ‘

Articulation Accommodations Multiple Learning Styles, Questioning for Assessment Small group assessment Clarification, Modeling, Simplify my Speech, Provide Contextual Support (facial expression, body language, demonstrations)

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Bell work and Common Core Integration

Use bell work time to integrate Common Core into the classroom. Employ Common Core standards to address issues not directly related to music that can enrich your group. Character development enhances teamwork of a performing group. Great Teamwork=Great Performances!

LACC.6.SL.1.1-Engage effectively in a range of collaborative discussions (one of one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. LACC.68.WHST.3.9-Draw evidence from informational texts to support analysis reflection and research.

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St Cloud Middle School-SCMS Show Respect Care Deeply Make Wise Choice Strive for Success

1. How is Chorus like a team? 2. How can we show respect in the Chorus classroom? How does that affect our “team”? 3. How can we care deeply in the Chorus classroom? How does that affect our “team”? 4. How can we make wise choices in the Chorus classroom? How does that affect our “team”? 5. How can we strive for success in the Chorus classroom? How does that affect our team?

Resource: Chicken Soup for the Soul in the Classroom: Middle School Edition By Jack Canfield, Mark Victor Hansen, and Anna Unkovich Health Communications, Inc. www.hcibooks.com [Type text]