80% of Our Students Will Graduate from High School College Or Career Ready s11

Instructional Map Middle School Advanced VocalIntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, . 80% of our students will graduate from high school college or career ready. 90% of students will graduate on time. 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high- quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP) and the SCS Curriculum Maps for Arts Education. Designed with the teacher in mind, the Arts Education (Orff Music, Visual Art, Media Arts, Dance, Instrumental Music, and Vocal Music) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS Arts Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.The SCS Arts Education curriculum maps are designed to create artistically/musically literate students by engaging them both individually and collaboratively in creative practices of envisioning, investigating, constructing, and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect. How to Use the Arts Education Curriculum MapsThe SCS Arts Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all arts disciplines, this is generally reflected in the following quarterly framework:Knowledge and Skills- This column reflects the anchor standards and essential tasks associated with grade level mastery of each discipline. Activities and Outcomes- Generally phrased similar to “I Can” statements, this portion identifies the specific performance indictors that are expected for students at a given time within the quarters/semester. Assessments- This section of the quarterly maps focuses on the formative and summative methods of gauging student mastery of the student performance indicators listed in the activities/outcomes section. Shelby County Schools 2016/2017 1 of 36 Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) that are designed to strengthen authentic development of aural/visual literacy in the arts content areas as well as support larger district goals for improvement in literacy. Throughout this curriculum map, you will see high-quality works of art/music literature that students should be experiencing deeply, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources available for teacher use. Instructional Map Middle School Advanced VocalCourse Title: Choir Grade Level(s): 6-12 Purpose: The purpose of all music courses in the Shelby County Schools is to develop comprehensive musicianship, in partnership with other core disciplines, with a focus of musical literacy. We believe all students have tremendous potential to learn and enjoy music. While research shows that music helps students develop higher-order skills and increase desire to learn, our driving goal is to empower students to use their minds more creatively by inspiring them to broaden their experiences and enrich their lives. The 6th – 12th grade choir program allows students transfer prior knowledge and skills to explore and develop their musicianship through performances that are standard to the concert choir. All MCS vocal music teachers are members of the National Association of Music Education, the Tennessee Music Educators Association, and the West Tennessee Vocal Music Educators Association. All 6th-12th choir classes are elective curricular courses that meet during the school day, every day throughout the course of the school year. For grading purposes, all music students are required to exhibit their musical knowledge through public performances and participation in district approved individual and large group assessment festivals. Grade Specific Benchmarks:Sr. Chamber Singers I-IVElective Course. Prerequisites- MS Choir I or curricular equivalent (by audition)QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Standard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. Standard 5.0 Reading and Notating: Students will read and notate music. Tone Production Sit with proper body alignment: Embedded Assessment Experiencing Choral Music: Teacher Resource Kit ● Back away from chair● Both feet flat on floor Posture rubrics CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and ● Chest held high supporting evidence such that listeners can follow the line of Shelby County Schools 2016/2017 3 of 36 QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES ● Chin level-not forward reasoning and the organization, development, and style are ● Head level and high, far away from appropriate to task, purpose, and shoulders audience.Stand with proper body alignment:● Feet shoulder-width apart● Knees slightly bent--not locked● One foot slightly forwardBoth arms at sides.Tone Production Identify, discuss and demonstrate the Concept Mapping Interdisciplinary Connections: Phonation and Resonation proper use of the following body parts: Physical Science: Physical and acoustical properties of sound and ● Lungs musical tones● Diaphragm Physical Science: Tone production ● Larynx methods on various instruments, including the human voice and ● Vocal folds synthesized sound ● Mouth/tonguePortfolio Physical Science: Wave frequency Demonstrate how to properly begin Checklist/rating form and amplitude the tone. Experiencing Choral Music: Teacher Resource Kit Demonstrate knowledge of the vocal folds● Location and operation of● Describe use of in vocalization On-demand Performance ● Describe and demonstrate vibration Resource- Teaching Music Through Performance in Choir- GIA Publications Demonstrate awareness of the full Performance Event (create body as the vocal instrument: opportunities for students to perform CCSS.ELA-Literacy.CCRA.SL.4 for the class) Present information, findings, and ● Proper posture resulting in energized supporting evidence such that tone listeners can follow the line of reasoning and the organization, ● Body activation from head to toe development, and style are appropriate to task, purpose, and Instructional Map Middle School Advanced VocalQUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES ● Alert facial expression, raised audience. eyebrows● Expanded abdominal area--front, sides, and back● Free, unrestrained vocal toneBreath with expanded abdomen on Teacher observation Experiencing Choral Music: Teacher inhalation, relaxed abdomen on Resource Kit exhalation. On-demand demonstrations CCSS.ELA-Literacy.CCRA.R.9 Distinguish relationship between Analyze how two breath support and pitch accuracy. Rubric or more texts address similar themes or topics in order to build knowledge or to compare the approaches the Breath with techniques on each authors take. phrase consistently. CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and Inhale with raised chest and lowered supporting evidence such that diaphragm. listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and Use abdominal muscles in controlling audience. breath.Sing with basic vowel placements-- Formative, Structured Experience Resource: Pronunciation Guide for ee, eh, ah, oh, oo Choral Literature (MENC Publication)Show proper use of the articulators-- lips, teeth, tongue, soft and hard CCSS.ELA-Literacy.CCRA.L.4 palate. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context Develop placement of initial and final clues, analyzing meaningful word consonants. parts, and consulting general and specialized reference materials, as Sing with rounded, fluted lips to focus appropriate. vowels. CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances meanings.CCSS.ELA-Literacy.CCRA.L.3Shelby County Schools 2016/2017 5 of 36 QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Consistently perform with a sense of Ensemble Performance Event ensemble.Perform while paying attention to vocal blend and ensemble balance.Develop skill at listening to entire ensemble while singing. Define and execute the following Formative, Structured Product Experiencing Choral Music: Teacher dynamic markings: pp, p, mp, mf, f, Resource Kit ff.Accurately demonstrate the following CCSS.ELA-Literacy.CCRA.SL.5 dynamic changes: Make strategic use of digital media ● Crescendo and visual displays of data ● Decrescendo express information and ● Mesa di voce understanding of presentations. CCSS.ELA-Literacy.CCRA.L.6 Demonstrate awareness and Acquire and use accurately a range of understanding of relative dynamics. general academic and domain- specific words and phrases Explore proper use of extreme sufficient for reading, writing, dynamics - ppp and fff. speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Perform various tempo marking for Performance Event Experiencing Choral Music: Teacher assigned vocal pieces including: Resource Kit ● Allegro ● Andante Teacher Observation ● Largo CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Instructional Map Middle School Advanced VocalQUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCESText painting and word/syllable Perform word stress when text Self-Evaluation Approved Vocal Music Literature painting occurs in assigned vocal literature. CCSS.ELA-Literacy.CCRA.L.5 Peer Evaluation Demonstrate understanding of figurative language, word Consistently place stress on relationships, and nuances important syllables of text and less meanings. stress on unimportant syllables.Phraseology Properly manage breath to sustain an On Demand Performances Approved Vocal Music Literature entire phrase.CCSS.ELA-Literacy.CCRA.SL.4 Demonstrate awareness of "phrase Present information, findings, and shape." supporting evidence such that listeners can follow the line reasoning and the organization, Define and demonstrate phrase arsis development, and style are and thesis. appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Identify names of lines and spaces on Written Assessment Experiencing Choral Music: Beginner treble and bass clefs. and Intermediate Sight-SingingPitch Notation Identify, define, and write sharp, flat, CCSS.ELA-Literacy.CCRA.R.10 and natural. Read and comprehend complex literary and informational texts independently and proficiently. Construct major scales form 0 to 3 sharps and flats.Write and explain key signatures for 0 to 3 sharps and flats.Sight-Singing and Ear-Training Identify and define: Rubric Experiencing Choral Music: Beginner  Harmonic intervals and Intermediate Sight-SingingShelby County Schools 2016/2017 7 of 36 QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES  Melodic intervals  Half and whole steps CCSS.ELA-Literacy.CCRA.R.10 On-demand Performances Read and comprehend complex Identify, upon hearing, half and whole literary and informational texts steps. independently and proficiently. Sequential Formative Assessments CCSS.ELA-Literacy.CCRA.SL.1 Sing and/or play whole, half, quarter Prepare for and participate notes and rests. effectively in a range of conversations and collaborations with Demonstrate understanding of sight- diverse partners, building on others' reading technique in unison, two, and ideas and expressing their own three parts in the key of G major. clearly and persuasively.Echo sing in the key of G major.Sing assigned intervals correctly on neutral vowel and lyrics. Use of music terminology Accurately follow a choral score and Written Assessment Experiencing Choral Music: Teacher responding appropriately to the Resource Kit following symbols: ● Staff ● Bar line CCSS.ELA-Literacy.CCRA.R.4 ● Double bar line Interpret words and phrases as they ● Repeat sign are used in a text, including ● Grand staff determining technical, connotative, ● Page, system, measure numbers and figurative meanings, and analyze how specific word choices shape Use appropriate terminology and meaning or tone. vocabulary to describe music and CCSS.ELA-Literacy.CCRA.L.6 performances. Acquire and use accurately a range of general academic and domain- Locate all vocal parts in a choral specific words and phrases score. sufficient for reading, writing, speaking, and listening at the college and career readiness level; Accurately number the measures in a demonstrate independence in choral score. gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Time Signature Sing, clap, chant in duple, triple, and Self-Assessment Experiencing Choral Music: Beginner quadruple meters. and Intermediate Sight-SingingInterpret meaning of the top and Class Performance CCSS.ELA-Literacy.CCRA.R.5 Instructional Map Middle School Advanced VocalQUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES bottom x/4 and x/8 tine signatures. Analyze the structure of texts, including how specific sentences, Respond to and perform conducting paragraphs, and larger portions of patterns of the above time the text (e.g., a section, chapter, signatures. scene, or stanza) relate other and the whole.CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Clap, chant, and sing whole, half, Sequential Formative Assessment Approved Vocal Music Literature quarter, eighth notes and rests.Describe, define, and identify upon CCSS.ELA-Literacy.CCRA.L.3 seeing, whole, half, quarter, eighth Apply knowledge of language to notes and rests. understand how language functions in different contexts, to make effective choices for meaning or Identify parts of each note and its style, and to comprehend more fully significance. when reading or listening. Performance Literature and Attend all required rehearsals, Attendance Checklist Teaching Music Through Performance including before and after regular in Choir Vols. 1 and 2-- GIA school hours. Publications WTVMEA Rating List/Inventory Attend all required performances.Develop awareness/understanding of Field Trips the following topics in vocal care: ● Lubricating the vocal mechanism WTVMEA All-West Literature ● Causes of and how to avoid School Performances hoarseness ● Laryngitis, common cold CCSS.ELA-Literacy.CCRA.SL.4 ● Proper use of medication Present information, findings, and ● Pharyngitis supporting evidence such that listeners can follow the line of Proficiently perform two and three reasoning and the organization, part music at a difficulty level of at development, and style are least 2 on a scale of 1-6 on the Texas appropriate to task, purpose, and UIL List. audience. Identify, define, and sing an ostinato. Demonstrate proficiency with CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate Shelby County Schools 2016/2017 9 of 36 QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES WTVMEA All-West choral literature. effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines. Improvise short melodic and rhythmic Class Demonstrations Music Technology via Pocketrak patterns in response to aural Audio Recording prompts. CCSS.ELA-Literacy.CCRA.SL.6 Use technology and multimedia Audio Portfolio applications to create original music. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal Notate several measures of rhythmic English when indicated or and melodic dictation in 2/4, 3/4, and appropriate. 4/4 meter. CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in Create vocal harmony to a given which the development, organization, melody. and style are appropriate to task, purpose, and audience.Compose a descant or partner song to a given melody. Standard 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. Standard 7.0 Evaluating: Students will evaluate music and music performances. Listen to recording or attend Oral Critique Music Technology via Pocketrak performances of various choral Audio Recording ensembles including, elementary, middle, high school choirs, treble Written Critique chorus, boy choir, gospel choir. CCSS.ELA-Literacy.CCRA.W.4 Instructional Map Middle School Advanced VocalQUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Produce clear and coherent writing in which the development, organization, Critique performances of choral and style are appropriate to task, ensembles using rubrics and purpose, and audience. adjudication instruments from various choral festivals. CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.Standard 8.0 Interdisciplinary Connections: Students will illustrate how elements of music (e.g., color, balance, rhythm, texture) are used in similar and distinctive ways in other arts disciplines. Standard 9.0 Historical and Cultural Relationships: Students will compare and contrast various historical backgrounds and related music genres Identify, sing, and describe canons. In Class Performances Spotlight on MusicAccurately hold voice part in imitative and non-imitative canons. Teacher Observation CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to Compare and contrast the use of understand how language functions vocal/choral music in various Written/Oral Critique in different contexts, to make cultures. effective choices for meaning or style, and to comprehend more fully Research careers in music. when reading or listening. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Shelby County Schools 2016/2017 11 of 36 QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Standard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. Standard 5.0 Reading and Notating: Students will read and notate music. Tone Production: The students will continue to Embedded Assessments Experiencing Choral Music demonstrate proper sitting and standing posture. Posture rubrics Teacher Resource KitCCSS.ELA-Literacy.CCRA.SL.4 Self/Peer assessments Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Phonation and Resonation Demonstrate proper placement of the Teacher observation Resource: Innocent Sounds-Books 1 five basic vowel sounds: and 2-Marie Stultz-Cokesbury  Dark--oo, oh Publishers  Neutral—ah On-demand demonstrations  Bright-- ee, eh Experiencing Choral MusicShow proper embouchure for producing tall, rounded vowels. Teacher Resource KitApply basic vowel placements to CCSS.ELA-Literacy.CCRA.L.5 languages (Latin, Italian, French, Demonstrate understanding of Spanish, German). figurative language, word relationships, and nuances Demonstrate focus in the tone: meanings.  Rounded, fluted lips  Focused, narrow stream of air CCSS.ELA-Literacy.CCRA.L.3 from the lips while singing Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Compare and contrast diaphragmatic Teacher observation Experiencing Choral Music: Teacher and clavicle breathing. Resource KitShow expansion in front, on sides, On-demand demonstrations and back of abdominal area. CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain- Display consistent proficiency in Rubric managing breath. specific words and phrases Display proper breath technique sufficient for reading, writing, using chest voice. speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term Instructional Map Middle School Advanced VocalQUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES important to comprehension or expression.Demonstrate proper embouchure and Formative, Structured Experience Resource: Pronunciation Guide for placement for all vowels. Choral Literature (MENC Publication)Demonstrate effective use of the schwa (neutral) vowel. Experiencing Choral Music Demonstrate basic understanding of Latin vowels and consonants. CCSS.ELA-Literacy.CCRA.L.5 Sing with crisp, accurate placement Demonstrate understanding of of all initial and final consonants. figurative language, word relationships, and nuances Demonstrate proficiency of vowel meanings. placement in at least one foreign language. CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Develop subito piano and subito Ensemble Performance Event Experiencing Choral Music: Teacher forte. Resource KitDevelop soforzando. Formative, Structured Product CCSS.ELA-Literacy.CCRA.L.3 Properly sing choral accents. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Correctly perform various tempo Performance Event Experiencing Choral Music: Teacher marking for assigned vocal pieces. Resource KitDemonstrate sense of ensemble as it Teacher Observation relates to tempo changes, including CCSS.ELA-Literacy.CCRA.SL.5 accelerando, and ritardando. Make strategic use of digital media and visual displays of data Demonstrate rubato in appropriate express information and Shelby County Schools 2016/2017 13 of 36 QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES literature. understanding of presentations.Define the following tempo markings: CCSS.ELA-Literacy.CCRA.L.6  Allegretto Acquire and use accurately a range of general academic and domain-  Lento specific words and phrases  Larghetto sufficient for reading, writing,  Largo speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Text painting and word/syllable Demonstrate proper use of agogic Peer Evaluation Approved Vocal Music Literature accents in all literature, including foreign languages pieces. CCSS.ELA-Literacy.CCRA.L.5 Demonstrate proper treatment of Demonstrate understanding of notes lasting beyond one beat. figurative language, word relationships, and nuances Demonstrate proper execution of the meanings. slur.Phraseology Demonstrate how to musically Teacher Observation Approved Vocal Music Literature perform repeated phrases, text, or sections of a piece. CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Demonstrate basic knowledge of the Written Assessments Experiencing Choral Music: Beginner piano keyboard: and Intermediate Sight-Singing Pitch Notation  Pitch direction (up-right, down-left) Sequential Formative Assessment CCSS.ELA-Literacy.CCRA.R.10  Identify, sing, and notate half Read and comprehend complex and whole steps literary and informational texts  Show sharps and flats on the independently and proficiently. keyboard  Define enharmonic tones Instructional Map Middle School Advanced VocalQUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES  Construct a major scale Sight-Singing and Ear-Training Sing the following intervals using Rubric Experiencing Choral Music: Beginner solfege--major second, major third, and Intermediate Sight-Singing perfect fourth, perfect fifth, major sixth. On-demand Performances CCSS.ELA-Literacy.CCRA.R.10 Recognize and sing the above Read and comprehend complex literary and informational texts intervals in sight-singing and Sequential Formative Assessments assigned literature. independently and proficiently. CCSS.ELA-Literacy.CCRA.SL.1 Sing a major triad (D-M-S) in various Prepare for and participate keys, melodically and harmonically. effectively in a range of conversations and collaborations with Sing assigned sight-reading material diverse partners, building on others' unaccompanied. ideas and expressing their own clearly and persuasively. Identify and sing skips, step, and repeats in exercises. Use of music terminology Define, recognize, and use the Short-answer and sentence Experiencing Choral Music: Teacher following in a choral score: completion. Resource Kit  Fine  da capo CCSS.ELA-Literacy.CCRA.L.6 Selected Response (matching,  d. c. al fine Acquire and use accurately a range of multiple choice, T/F)  dal segno general academic and domain- specific words and phrases  coda sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Time Signatures Demonstrate by singing or playing, Self-Assessment Experiencing Choral Music: Beginner various time signatures. and Intermediate Sight-SingingPeer Assessment Respond to and demonstrate basic CCSS.ELA-Literacy.CCRA.L.3 conducting gesture for music in Apply knowledge of language to duple, triple, quadruple meters. understand how language functions in different contexts, to make effective choices for meaning or Demonstrate understanding of the style, and to comprehend more fully bottom number in x/4, x/2, and x/8 when reading or listening. time. CCSS.ELA-Literacy.CCRA.R.5Shelby County Schools 2016/2017 15 of 36 QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate other and the whole.Define downbeat. Self-Assessment Approved Vocal Music LiteratureDefine anacrusis (pick-up note). CCSS.ELA-Literacy.CCRA.L.3 Peer Assessment Define, recognize, and understand Apply knowledge of language to the incomplete measure. understand how language functions in different contexts, to make effective choices for meaning or Identify and define the use of the dot. style, and to comprehend more fully when reading or listening. Identify and correctly execute sixteenth notes and rests.Performance Literature and Perform an assigned vocal part in Performance Event Teaching Music Through Performance unison, 2, and 3 part harmony. in Choir Vols. 1 and 2-- GIA Publication Sing at least four of the following: Field Trips rounds, canons, descants, partner songs, AB form, ABA form, strophic Website: form. Texas UIL List at Sing literature in three/four part harmony. www.uil.utexas.edu/music/pml.ht ml Sing literature with and without instrumental accompaniment. Rock N Soul Museum Musical Guide Sing at least two pieces, Grade 3 or for Educators higher, from the Texas UIL List. CCSS.ELA-Literacy.CCRA.SL.1 Study and perform literature Prepare for and participate representing diverse historical effectively in a range of periods, styles, and cultures. conversations and collaborations with diverse partners, building on others' Attend all required performances. ideas and expressing their own clearly and persuasively. Attend all required rehearsals, including before and after regular CCSS.ELA-Literacy.CCRA.SL.4 school hours. Present information, findings, and supporting evidence such that Maintain the voice in proper singing listeners can follow the line of condition. reasoning and the organization, development, and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.L.6 Instructional Map Middle School Advanced VocalQUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines. Using voice, percussions, or Class Demonstrations World Music Drumming--A Cross- keyboard, compose melodies, Cultural Curriculum by Will Schmid harmonies, and rhythms to (Hal Leonard Publishing) complement assigned literature. Audio Portfolio CCSS.ELA-Literacy.CCRA.SL.6 Given a four measure chord patterns, Adapt speech to a variety of students will improvise with voice, contexts and communicative tasks, rhythms, or keyboards. demonstrating command of formal English when indicated or appropriate. Compose, record, notate music using Yamaha Pocket Tracks digital CCSS.ELA-Literacy.CCRA.W.4 recorder, Sibelius and Finale notation Produce clear and coherent writing in software, and improvise or harmonize which the development, organization, using SmartMusic software. and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Standard 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. Standard 7.0 Evaluating: Students will evaluate music and music performances. Use movement to illustrate Oral Critique Spotlight on Music contrasting styles of music.Shelby County Schools 2016/2017 17 of 36 QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CCSS.ELA-Literacy.CCRA.SL.2 Use body percussion and classroom Integrate and evaluate information instruments to practice and perform Written Critique presented in diverse media and rhythms. formats, including visually, quantitatively, and orally. Identify the following: Student-Developed Rubric  Strophic form CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to  Through-composed understand how language functions  ABA in different contexts, to make  Unity and contrast effective choices for meaning or style, and to comprehend more fully Design a individual and group when reading or listening. performance rubrics based on knowledge of technique and musicianship.Listen to recordings of school performances and rehearsals and various other choral ensembles, and accurately critique tone, intonation, diction, and overall vocal technique. Standard 8.0 Interdisciplinary Connections: Students will illustrate how elements of music (e.g., color, balance, rhythm, texture) are used in similar and distinctive ways in other arts disciplines. Standard 9.0 Historical and Cultural Relationships: Students will compare and contrast various historical backgrounds and related music genres Identify distinguishing characteristics Individual/Group Project Spotlight on Music Baroque music and art.Demonstrate knowledge of the Written/Oral Reports Guest Speakers from Local Arts Singing Schools. CommunityIdentify, describe, and demonstrate monophonic, homophonic and CCSS.ELA-Literacy.CCRA.W.10 polyphonic textures. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames Investigate the relationship of music (a single sitting or a day or two) for a to other fine arts and disciplines range of tasks, purposes, and outside the arts audiences. Further research careers in music.QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Standard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. Standard 5.0 Reading and Notating: Students will read and notate music. Tone Production Consistently demonstrate proper Embedded Assessment Experiencing Choral Music: Teacher sitting/standing posture for singing. Resource KitCCSS.ELA-Literacy.CCRA.SL.4 Instructional Map Middle School Advanced VocalQUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Phonation and Resonation Demonstrate proper mouth space Rubric/Checklist Resource: Innocent Sounds-Books 1 while singing each vowel. and 2-Marie Stultz-Cokesbury Publishers Demonstrate a lifted soft palate.Define and demonstrate resonance Experiencing Choral Music and the resonating chambers-- sinuses, mouth, throat, chest. CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and Demonstrate singing "in the mask." supporting evidence such that listeners can follow the line of reasoning and the organization, Compare and contrast mouth development, and style are embouchure with bell of a horn. appropriate to task, purpose, and audience. Develop proficiency in breath/phrase Teacher Observation Experiencing Choral Music: Teacher management. Resource KitEmploy breath and engage On Demand Demonstrations articulators to cleanly execute all CCSS.ELA-Literacy.CCRA.SL.4 consonants. Present information, findings, and supporting evidence such that listeners can follow the line of Demonstrate proficiency in reasoning and the organization, diaphragmatic breathing while development, and style are singing: appropriate to task, purpose, and audience. Develop staggered breathing for long CCSS.ELA-Literacy.CCRA.R.9 phrases. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Shelby County Schools 2016/2017 19 of 36 QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Define, describe, and demonstrate Vocal Exam Rubric Resource: Pronunciation Guide for the following diphthongs: Choral Literature (MENC Publication)  an-ee  eh-ee Experiencing Choral Music  aw-ee  oh-oo  ee-oo CCSS.ELA-Literacy.CCRA.SL.4  oo-ah Present information, findings, and supporting evidence such that Accurately place the nucleus and off- listeners can follow the line of glides of the above diphthongs. reasoning and the organization, development, and style are appropriate to task, purpose, and Demonstrate voiced vs. voiceless audience. consonants: CCSS.ELA-Literacy.CCRA.L.5  t vs. d Demonstrate understanding of  p vs. b figurative language, word  f vs. v relationships, and nuances meanings. Develop proficiency in with CCSS.ELA-Literacy.CCRA.L.3 German/French vowels. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vary style of singing to fit genre of Performance Event Approved Vocal Music Literature song.Display advanced stage/performance presence. Spotlight on MusicCCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data express information and understanding of presentations.Properly employ a wide range of Ensemble Performance Event Experiencing Choral Music: Teacher dynamics and dynamic changes to Resource Kit effectively communicate the text of assigned literature. CCSS.ELA-Literacy.CCRA.SL.5 Demonstrate understanding of Make strategic use of digital media and visual displays of data appropriate dynamic levels for each Formative, Structured Product Instructional Map Middle School Advanced VocalQUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES historical period: express information and  Layering of voices (terraced understanding of presentations. dynamics) for Renaissance, Baroque literature CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of  Controlled use of crescendo, general academic and domain- decrescendo for Classic specific words and phrases literature sufficient for reading, writing,  Use of ppp and fff and speaking, and listening at the college dramatic crescendos and and career readiness level; decrescendo for Romantic, demonstrate independence in Twentieth Century literature gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Demonstrate competency and Performance Event Experiencing Choral Music: Teacher effectiveness in tone production and Resource Kit expression while singing at various tempi, largo through presto. Teacher Observation CCSS.ELA-Literacy.CCRA.L.6 Discuss and demonstrate the use of Acquire and use accurately a range of tempo and tempo changes as a general academic and domain- compositional device. specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Text painting and word/syllable Consistently recognize opportunities Peer Evaluation Approved Vocal Music Literature for better expressive effectiveness in literature using text painting. CCSS.ELA-Literacy.CCRA.L.5 Self-Evaluation Effectively sing short to moderate Demonstrate understanding of melismatic passages. figurative language, word relationships, and nuances meanings.Shelby County Schools 2016/2017 21 of 36 QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Phraseology Properly execute legato, staccato, Teacher Observation Approved Vocal Music Literature and marcato articulations. CCSS.ELA-Literacy.CCRA.L.6 On Demand Performance Employ proper breath/singing Acquire and use accurately a range of technique for Baroque melismatic general academic and domain- phrases. specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line reasoning and the organization, development, and style are appropriate to task, purpose, and audience.Construct a C, G, and F major scale Written Assessments Experiencing Choral Music: Beginner on paper. and Intermediate Sight-Singing Pitch Notation Identify, define, describe a triad. Sequential Formative Assessment CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex Identify, define, describe the tonic literary and informational texts chord. independently and proficiently.Describe key signature for C, G, and F major and their relative minors. CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Sight-Singing and Ear-Training Sing and recognize tonic and Rubric Experiencing Choral Music: Beginner dominant chords in the keys of F, G, and Intermediate Sight-Singing D, and C. On-demand Performances Sing dotted half notes in sight singing CCSS.ELA-Literacy.CCRA.SL.1 exercises. Prepare for and participate Instructional Map Middle School Advanced VocalQUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Sequential Formative Assessments effectively in a range of Properly sing eighth notes and rests. conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.Use of music terminology Identify, describe, and respond to Short-answer and sentence Experiencing Choral Music: Teacher first and second endings. completion. Resource KitIdentify, describe, and respond to CCSS.ELA-Literacy.CCRA.R.4 repeat signs. Selected Response (matching, Interpret words and phrases as they multiple choice, T/F) are used in a text, including Effectively navigate the following: determining technical, connotative, code, da capo, dal segno, al fine, d.c. and figurative meanings, and analyze al fine. how specific word choices shape meaning or tone.CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Shelby County Schools 2016/2017 23 of 36 QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Time Signatures Sing literature with mixed meters. Self-Assessment Experiencing Choral Music: Beginner and Intermediate Sight-Singing Respond to mixed meter conducting gestures. Peer Assessment CCSS.ELA-Literacy.CCRA.L.3 Count, chant, and/or sing in time Apply knowledge of language to signatures with 2 and 8 as the In Class Demonstrations understand how language functions bottom number. in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate other and the whole.Describe and demonstrate the effect Self-Assessment Approved Vocal Music Literature of the dot on quarter and whole notes. CCSS.ELA-Literacy.CCRA.L.3 Peer Assessment Identify, define, and sing sixteenth Apply knowledge of language to notes and rests. understand how language functions in different contexts, to make Written Assessments effective choices for meaning or style, and to comprehend more fully when reading or listening. Instructional Map Middle School Advanced VocalQUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Performance Literature and Sing literature in three/four part WTVMEA Solo & Ensemble Rubric Resources-Pathways of Song harmony, with and without (LaForge/Earhart) Pub. Hal leonard accompaniment. Vocal Exam Rubric Sing at least three of the following: The Singing Road (Ward) Pub. Carl rounds, canons, descants, partner Fischer songs, AB form, ABA form, strophic Attendance Checklist form. The Young Singer (Row) Pub. R. D. Sing at least two pieces, Grade 3 or Row Music higher, from the Texas UIL List. Study and perform literature representing diverse historical periods, styles, and cultures Attend all required performances. Approved Vocal Music Literature Attend all required rehearsals, including before and after regular school hours. CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate Maintain the voice in proper singing effectively in a range of condition: conversations and collaborations with diverse partners, building on others'  Avoiding and treating ideas and expressing their own hoarseness clearly and persuasively.  Avoiding and treating sinusitis/laryngitis CCSS.ELA-Literacy.CCRA.SL.4  Proper technique for singing Present information, findings, and 'through" illness supporting evidence such that listeners can follow the line of  How to treat laryngitis and reasoning and the organization, other vocal problems development, and style are appropriate to task, purpose, and Demonstrate proficiency in solo or audience. small ensemble literature at WTVMEA Solo/Ensemble Festival. CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines. Shelby County Schools 2016/2017 25 of 36 QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Create and notate rhythm Portfolio TMA or Piano Lab composition in mixed meters.Create and notate vocal warm-ups Audio Portfolio Music Technology via Pocketrak focusing on diphthongs and initial Audio Recording and final consonants. In Class Performances CCSS.ELA-Literacy.CCRA.SL.6 Given I, IV, V harmonic background, Adapt speech to a variety of improvise on keyboard using black contexts and communicative tasks, keys only. demonstrating command of formal English when indicated or Create twelve-bar blues song. appropriate.CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Standard 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. Standard 7.0 Evaluating: Students will evaluate music and music performances. Attend performance of another WTVMEA or other Adjudication Rating CCSS.ELA-Literacy.CCRA.L.3 school choral ensemble. Form Apply knowledge of language to understand how language functions Attend performance of an area in different contexts, to make professional choral ensemble Vocal Exam Rubric effective choices for meaning or (symphony chorus or community style, and to comprehend more fully choir, university choir). when reading or listening. Discuss and describe the vocal CCSS.ELA-Literacy.CCRA.SL.2 technique, tone, intonation, and Integrate and evaluate information diction heard at above performances. presented in diverse media and formats, including visually, quantitatively, and orally. Critique performance of recording of the choral ensemble. CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Standard 8.0 Interdisciplinary Connections: Students will illustrate how elements of music (e.g., color, balance, rhythm, texture) are used in similar and distinctive ways in other arts disciplines. Standard 9.0 Historical and Cultural Relationships: Students will compare and contrast various historical backgrounds and related music genres Instructional Map Middle School Advanced VocalQUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Describe the following: Performance Event Approved Vocal Music Literature African American spirituals Field Trips CCSS.ELA-Literacy.CCRA.L.3  American spirituals Apply knowledge of language to understand how language functions  Lowell Mason and the singing Written/Oral Critique in different contexts, to make schools effective choices for meaning or style, and to comprehend more fully  Shape-note notation when reading or listening. CCSS.ELA-Literacy.CCRA.W.3 Compare and contrast holiday Write narratives to develop real or celebrations of domestic and imagined experiences or events using international regions, cultures, and effective technique, well-chosen countries and sing representative details and well-structured event literature of each. sequences. CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information Research the evolution of presented in diverse media and contemporary American music from formats, including visually, the roots of African American quantitatively, and orally. spirituals. CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or Research the influence of other informational texts to support countries/cultures on the analysis, reflection, and research. development of American music. CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more Discuss/explore poetry and other sustained research projects based on literary works of lyricists of current focused questions, demonstrating choral repertoire. understanding of the subject under investigation.QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Standard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music. Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music. Standard 5.0 Reading and Notating: Students will read and notate music. Tone Production Demonstrate proper sitting and Embedded Assessment Experiencing Choral Music: Teacher standing posture at all rehearsals and Resource Kit performances.Shelby County Schools 2016/2017 27 of 36 QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Phonation and Resonation Demonstrate proficiency in vocal Rubric/Checklist Resource: Innocent Sounds-Books 1 production. and 2-(Stultz) Cokesbury Publishers Demonstrate understanding of air vibration against hard surface of facial bones to produce resonance. Experiencing Choral MusicDemonstrate and negotiate the CCSS.ELA-Literacy.CCRA.SL.4 passagio from head to chest voice. Present information, findings, and supporting evidence such that Sing assigned literature with listeners can follow the line of strengthened, resonating head voice reasoning and the organization, tones and light, non-forced chest development, and style are tones as appropriate. appropriate to task, purpose, and audience. Sing with a raised soft palate at all times.Understand the function of the Teacher Observation Experiencing Choral Music: Teacher diaphragm in breathing. Resource KitCorrelate breath flow with pitch On Demand Demonstrations production. Interdisciplinary Connection:Locate, describe and demonstrate Physiology of Human Voice/Nasal use of the following in breathing: Passages  Diaphragm  Abdominal muscles CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and  Intercostal muscles supporting evidence such that  Rib cage/sternum listeners can follow the line of reasoning and the organization, Correctly use the above-listed body development, and style are parts to maintain intonation. appropriate to task, purpose, and audience. Compare and contrast mouth inhalation and nose inhalation during singing.Demonstrate correct articulation with Vocal Exam Rubric Resource: Pronunciation Guide for the consonant r (omit, flip, trill). Choral Literature (MENC Publication)Use articulators to properly produce the following initial and final Experiencing Choral Music consonants:  Both lips--m, p  Bottom lip and top teeth--v, f CCSS.ELA-Literacy.CCRA.SL.4 Instructional Map Middle School Advanced VocalQUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES  Teeth and tongue--t, d, l , n Present information, findings, and supporting evidence such that listeners can follow the line of Properly produce the following vowels reasoning and the organization, while singing: development, and style are  Bright--ee, eh appropriate to task, purpose, and  Dark--oh, oo audience.  Neutral—ah CCSS.ELA-Literacy.CCRA.L.5  Schwa Demonstrate understanding of figurative language, word Display effective use of the relationships, and nuances articulators (lips, teeth, tongue, meanings. palate) in proper diction. CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Properly execute sweeping dynamic Ensemble Performance Event Experiencing Choral Music: Teacher changes in last Classic, Romantic, Resource Kit and Twentieth Century vocal literature. Formative, Structured Product CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data express information and understanding of presentations.CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Demonstrate competency and Performance Event Experiencing Choral Music: Teacher effectiveness in tone production and Resource Kit expression while singing at various Shelby County Schools 2016/2017 29 of 36 QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES tempi, largo through presto. Teacher Observation CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of Discuss and demonstrate the use of general academic and domain- tempo and tempo changes as a specific words and phrases compositional device. sufficient for reading, writing, speaking, and listening at the college and career readiness level; Explore/evaluate proper tempo for demonstrate independence in each assigned choral piece. gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Text painting and word/syllable Demonstrate proper execution of the On Demand Performances Approved Vocal Music Literature slur over one or several notes.CCSS.ELA-Literacy.CCRA.L.5 Peer Evaluation Employ appropriate Demonstrate understanding of crescendos/decrescendos on lengthy figurative language, word notes. relationships, and nuances Self Evaluation meanings.Sing Renaissance or other non- metered music, using text and text stress to unify the song.Phraseology Consistently sing musical phrases: Teacher Observation Approved Vocal Music Literature  Arsis and thesis of each phrase CCSS.ELA-Literacy.CCRA.R.4 On Demand Performance  Legato, marcato, or staccato Interpret words and phrases as they singing as needed are used in a text, including  Take breaths ONLY at determining technical, connotative, appropriate places before or and figurative meanings, and analyze after the phrase how specific word choices shape  Develop advanced staggered meaning or tone. breathing technique to avoid interruption of lengthy CCSS.ELA-Literacy.CCRA.SL.4 phrases where appropriate Present information, findings, and supporting evidence such that listeners can follow the line reasoning and the organization, development, and style are appropriate to task, purpose, and audience.Identify lines and spaces of treble Written Assessments Experiencing Choral Music: Beginner and bass staffs. and Intermediate Sight-Singing Pitch Notation Sequential Formative Assessment Identify, define, sing, and construct a CCSS.ELA-Literacy.CCRA.R.10 major scale. Read and comprehend complex literary and informational texts Instructional Map Middle School Advanced VocalQUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES independently and proficiently.Construct chords and triads on the CCSS.ELA-Literacy.CCRA.W.2 staff. Write informative/explanatory texts to examine and convey complex ideas and information clearly and Define and describe use of sharp, accurately through the effective flat, natural. selection, organization, and analysis of content.Define, identify all key signatures. Define and sing the following: Tonic Dominant Sub-dominantConstruct scales in Ionian, Dorian, and Phrygian modes.Sight-Singing and Ear-Training Identify the tonic and dominant notes Rubric Experiencing Choral Music: Beginner and chords upon hearing and seeing. and Intermediate Sight-SingingRecognize upon hearing and seeing On-demand Performances the following intervals: CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate  Perfect octaves, fourths, and effectively in a range of fifths Sequential Formative Assessments conversations and collaborations with  Major seconds, thirds, sixths diverse partners, building on others'  Whole step (major second) ideas and expressing their own and half step (minor second) clearly and persuasively. CCSS.ELA-Literacy.CCRA.R.10 Define, identify, and sing the above Read and comprehend complex listed intervals melodically and literary and informational texts harmonically. independently and proficiently. Sing triads (do-mi-so).Use of music terminology Define and demonstrate knowledge Short-answer and sentence Experiencing Choral Music: Teacher of the following signs and symbols: completion. Resource Kit  Staff  Treble and bass staff CCSS.ELA-Literacy.CCRA.R.4 Selected Response (matching,  Single and double bar lines Interpret words and phrases as they multiple choice, T/F) Shelby County Schools 2016/2017 31 of 36 QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES  Da capo are used in a text, including determining technical, connotative,  First and second endings Written Assessments and figurative meanings, and analyze  Repeat signs how specific word choices shape meaning or tone. Define, identify, and describe basic school vocal classifications: CCSS.ELA-Literacy.CCRA.L.6  Soprano Acquire and use accurately a range of general academic and domain-  Alto specific words and phrases  Tenor sufficient for reading, writing,  Baritone speaking, and listening at the college  Cambiata (changing voice) and career readiness level; demonstrate independence in  Divisi gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Time Signatures Identify constant and changing Self-Assessment Experiencing Choral Music: Beginner meter. and Intermediate Sight-SingingDemonstrate understanding of x/4, Peer Assessment x/8, and x/2 CCSS.ELA-Literacy.CCRA.L.3 time signatures. In Class Demonstrations Apply knowledge of language to understand how language functions Count, sing, or tap several measures in different contexts, to make of music in the above time effective choices for meaning or signatures. style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate other and the whole.Define and demonstrate downbeat On Demand Demonstrations Approved Vocal Music Literature and anacrusis. Self Assessments Display while performing, the CCSS.ELA-Literacy.CCRA.L.3 significance of the downbeat. Apply knowledge of language to Peer Assessments understand how language functions in different contexts, to make Compare and contrast rhythm and effective choices for meaning or meter. style, and to comprehend more fully when reading or listening. Define and demonstrate downbeat and anacrusis.Define, identify, and demonstrate the Instructional Map Middle School Advanced VocalQUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES following notes/rests:  Whole  Half  Quarter  Eighth  Dotted half and quarterSing and execute patterns in simple and compound rhythms.Sing music in asymmetric meters.Conduct and respond to asymmetric conducting patterns.Performance Literature and Sing literature in three/four part WTVMEA Solo & Ensemble Rubric Approved Vocal Music Literature harmony, with and without accompaniment. Vocal Exam Rubric Sing at least three of the following: Website: rounds, canons, descants, partner Attendance Checklist songs, AB form, ABA form, strophic Texas UIL List form. www.uil.utexas.edu/music/pml.htmlSing at least two pieces, Grade 3 or higher, from the Texas UIL List. CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate Study and perform literature effectively in a range of representing diverse historical conversations and collaborations with periods, styles, and cultures. diverse partners, building on others' ideas and expressing their own Attend all required performances. clearly and persuasively.Attend all required rehearsals, CCSS.ELA-Literacy.CCRA.SL.4 including before and after regular Present information, findings, and school hours. supporting evidence such that listeners can follow the line of reasoning and the organization, Maintain the voice in proper singing development, and style are condition. appropriate to task, purpose, and audience. Demonstrate proficiency in ensemble literature at WTVMEA Choral CCSS.ELA-Literacy.CCRA.L.6 Festival/Assessment. Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; Shelby County Schools 2016/2017 33 of 36 QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Standard 3.0 Improvising: Students will improvise melodies, variations, and accompaniments. Standard 4.0 Composing: Students will compose and arrange music within specific guidelines. Compose and notate rhythmic, Class Demonstrations World Music Drumming--A Cross- melodic, and accompaniment Cultural Curriculum by Will Schmid exercises within specified guidelines. (Hal Leonard Publishing) Audio Portfolio Create musical compositions demonstrating various vocal styles. CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, Create compositions with contrasting demonstrating command of formal sections. English when indicated or appropriate. Create and notate descant, ostinato, or other melodic and rhythmic CCSS.ELA-Literacy.CCRA.W.4 accompaniments to enhance Produce clear and coherent writing in assigned literature. which the development, organization, and style are appropriate to task, Compose music using computer- purpose, and audience. generated or other sound sources. CCSS.ELA-Literacy.CCRA.R.9 Improvise while singing traditional Analyze how two American music (jazz, gospel, folk, etc.) or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Standard 6.0 Listening and Analyzing: Students will listen to, analyze, and describe music. Standard 7.0 Evaluating: Students will evaluate music and music performances. Attend performance of another Oral Critique Spotlight on Music school choral ensemble.CCSS.ELA-Literacy.CCRA.L.3 Attend performance of an area Written Critique professional choral ensemble Apply knowledge of language to (symphony chorus or community understand how language functions in different contexts, to make choir). Student-Developed Rubric Instructional Map Middle School Advanced VocalQUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Discuss and describe the vocal effective choices for meaning or technique, tone, intonation, and style, and to comprehend more fully diction heard at above performances. when reading or listening. Analyze a recording or performance CCSS.ELA-Literacy.CCRA.SL.2 of literature with which the ensemble Integrate and evaluate information is working and describe musical presented in diverse media and events using appropriate formats, including visually, terminology. quantitatively, and orally. CCSS.ELA-Literacy.CCRA.W.4 Use appropriate terminology to Produce clear and coherent writing in describe recording of the student's which the development, organization, own performance(s). and style are appropriate to task, purpose, and audience.Standard 8.0 Interdisciplinary Connections: Students will illustrate how elements of music (e.g., color, balance, rhythm, texture) are used in similar and distinctive ways in other arts disciplines. Standard 9.0 Historical and Cultural Relationships: Students will compare and contrast various historical backgrounds and related music genres Recognize and describe Renaissance Individual/Group Project MSpotlight on Music music.Written/Oral Reports Guest Speakers from Local Arts Research, listen to, and sing Community celebratory music of various cultures.Interdisciplinary Connections: Combine history, drama, art, and music in an in-class or school-wide Social Studies: Cultural Celebrations presentation.Drama: Broadway Musicals/Theater Describe ways in which subject matter of others disciplines taught in the school are interrelated with Anatomy/Physiology: The Human music: Voice Lyrics of well-known poets set to music World/Art History: Renaissance to present  Anatomy of the voice Awareness of social, Mathematics: Fractions economic, political climates and their effect on the arts CCSS.ELA-Literacy.CCRA.L.3 during historic period of Apply knowledge of language to assigned choral literature understand how language functions (Renaissance, Baroque, in different contexts, to make Shelby County Schools 2016/2017 35 of 36 QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Classic, Romantic, Twentieth effective choices for meaning or Century, Contemporary) style, and to comprehend more fully when reading or listening.  Use of mathematical operations to calculate CCSS.ELA-Literacy.CCRA.W.3 duration of notes in various Write narratives to develop real or time signatures imagined experiences or events using effective technique, well-chosen  Explore sound waves as it details and well-structured event relates to vocal production-- sequences. comparison of sound waves CCSS.ELA-Literacy.CCRA.W.7 produced from sopranos with Conduct short as well as more that produced from basses, sustained research projects based on etc. focused questions, demonstrating understanding of the subject under  Study vibration and its investigation. relationship to vocal production CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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