• Lesson Plans 6th Grade Chorus 17-18


    Lesson Plans – Chorus Level 1                            Michelle Marshall, PCM, 2017-18

    CHORUS  #1303000

    • Students with little or no choral experience develop beginning vocal technique and skills, critical and creative thinking skills, and an appreciation of music from around the world and through time.
    • Public performances may serve as a culmination of specific instructional goals.
    • Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

    MU.68.C.1.1:................... Develop strategies for listening to unfamiliar musical works.  (listening maps, active listening, checklists)

    MU.68.C.1.4:................... Identify, aurally, a variety of vocal styles and ensembles.  (chant, spiritual, folk, opera, world, jazz, pop, solo, duet, trio, quartet, small ensembles, choirs)

    MU.68.C.2.2:................... Critique, using correct music vocabulary, changes in one’s own or others’ musical performance resulting from practice or rehearsal.  (e.g., blend, balance, ensemble playing, sonority, technique, tone quality)

    MU.68.F.3.2:.................... Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.

    MU.68.H.1.1:................... Describe the functions of music from various cultures and time periods.

    MU.68.H.2.3:................... Classify the literature being studied by genre, style, and/or time period.

    MU.68.H.3.1:................... Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration.  (school: other music classes, social studies, dance, physical education, science, health, math, world languages; community: cultural connections and traditions, ceremonial music, sales and advertising, communication)

    MU.68.H.3.2.................... Discuss how the absence of music would affect other content areas and contexts. (theatre and dance, movies, sporting events, video games, commercial advertising, social gatherings, civic and religious ceremonies, plays)

    MU.68.O.1.1:................... Compare performances of a musical work to identify artistic choices made by performers.  (rhythm, melody, timbre, form, tonality, harmony, expressive elements; choral, orchestral, band, ensemble)

    MU.68.O.3.1: .................. Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.  (tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration)

    MU.68.S.1.1:................... Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.  (blues, rock)

    MU.68.S.1.3:................... Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing.

    MU.68.S.1.4:................... Sing or play melodies by ear with support from the teacher and/or peers.  (melodies using traditional classroom instruments and/or voice)

    MU.68.S.3.1:................... Sing and/or play age-appropriate repertoire expressively.  (technique, phrasing, dynamics, tone quality, blend, balance, intonation, kinesthetic support/response)

    MU.68.S.3.2:................... Demonstrate proper vocal or instrumental technique.  (posture, breathing, fingering, embouchure, bow technique, tuning, strumming)

    MU.68.S.3.3:................... Sight-read standard exercises and simple repertoire.  (note and rest values, key signatures, time signatures, expressive markings, special harmonic and/or notation symbols)

    MU.68.S.3.5:................... Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else.

    LAFS.6.SL.1.2:................ Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

    LAFS.6.SL.1.3:................ Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    LAFS.6.SL.2.4:................ Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

    LAFS.68.RST.2.4:........... Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

    LAFS.68.WHST.2.4:........ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    LAFS.68.WHST.3.9:........ Draw evidence from informational texts to support analysis reflection, and research.

    DA.68.S.2.1:.................... Sustain focused attention, respect, and discipline during classes and performances.

    ELD.K12.ELL.SI.1:.......... English language learners communicate for social and instructional purposes within the school setting. 

    MAFS.K12.MP.5.1:.......... Use appropriate tools strategically.

    MAFS.K12.MP.6.1:.......... Attend to precision. 

    MAFS.K12.MP.7.1:.......... Look for and make use of structure.

    LAFS.6.SL.1.1:................ Engage effectively in a range of collaborative discussions (one-on-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.

    QUARTER 1

    STUDENTS will be introduced to, and will continue to develop, the following skills:

    • Warm-ups - stretching, posture, breathing, scales, solfedge w/hand signs, step patterns.
    • Fundamentals - tone quality, intonation, articulation.
    • Theory - rhythms, meter, dynamics.
    • Effects - blend, tempo, phrasing.

    We are preparing for our fall concert on Tuesday, November 14. 

    “Peace”

    “Listen to the Rain”

    “Allelujah, I Will Sing”

    “Galop”

    MU.68.C.1.1:................ Develop strategies for listening to unfamiliar musical works.  (listening maps, active listening, checklists)

    MU.68.C.1.4:................ Identify, aurally, a variety of vocal styles and ensembles.  (chant, spiritual, folk, opera, world, jazz, pop, solo, duet, trio, quartet, small ensembles, choirs)

    MU.68.C.2.2:................ Critique, using correct music vocabulary, changes in one’s own or others’ musical performance resulting from practice or rehearsal.  (e.g., blend, balance, ensemble playing, sonority, technique, tone quality)

    MU.68.H.2.3:................ Classify the literature being studied by genre, style, and/or time period.

    MU.68.O.3.1: ............... Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.  (tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration)

    MU.68.S.1.4:................ Sing or play melodies by ear with support from the teacher and/or peers.  (melodies using traditional classroom instruments and/or voice)

    MU.68.S.3.1:................ Sing and/or play age-appropriate repertoire expressively.  (technique, phrasing, dynamics, tone quality, blend, balance, intonation, kinesthetic support/response)

    MU.68.S.3.2:................ Demonstrate proper vocal or instrumental technique.  (posture, breathing, fingering, embouchure, bow technique, tuning, strumming)

    MU.68.S.3.3:................ Sight-read standard exercises and simple repertoire.  (note and rest values, key signatures, time signatures, expressive markings, special harmonic and/or notation symbols)

    MAFS.K12.MP.6.1:...... Attend to precision. 

    MAFS.K12.MP.7.1:...... Look for and make use of structure.

    DA.68.S.2.1:................ Sustain focused attention, respect, and discipline during classes and performances.

    QUARTER 2

    STUDENTS will continue to develop the following skills:

    • Warm-ups - stretching, posture, breathing, scales, solfedge w/hand signs, step patterns.
    • Fundamentals - tone quality, intonation, articulation.
    • Theory - rhythms, meter, dynamics.
    • Effects - blend, tempo, phrasing.

    We are preparing for our fall concert on Tuesday, November 14. 

    “Peace”

    “Listen to the Rain”

    “Allelujah, I Will Sing”

    “Galop”

    After the concert on November 14, we will study and sing Christmas Carols.  They will be used as tools for sight-reading new melodies, and for increasing proficiency of the fundamentals, theory, and effects above.

    MU.68.C.1.1:................... Develop strategies for listening to unfamiliar musical works.  (listening maps, active listening, checklists)

    MU.68.C.1.4:................... Identify, aurally, a variety of vocal styles and ensembles.  (chant, spiritual, folk, opera, world, jazz, pop, solo, duet, trio, quartet, small ensembles, choirs)

    MU.68.C.2.2:................... Critique, using correct music vocabulary, changes in one’s own or others’ musical performance resulting from practice or rehearsal.  (e.g., blend, balance, ensemble playing, sonority, technique, tone quality)

    MU.68.F.3.2:.................... Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.

    MU.68.H.1.1:................... Describe the functions of music from various cultures and time periods.

    MU.68.H.2.3:................... Classify the literature being studied by genre, style, and/or time period.

    MU.68.H.3.1:................... Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration.  (school: other music classes, social studies, dance, physical education, science, health, math, world languages; community: cultural connections and traditions, ceremonial music, sales and advertising, communication)

    MU.68.H.3.2.................... Discuss how the absence of music would affect other content areas and contexts. (theatre and dance, movies, sporting events, video games, commercial advertising, social gatherings, civic and religious ceremonies, plays)

    MU.68.O.1.1:................... Compare performances of a musical work to identify artistic choices made by performers.  (rhythm, melody, timbre, form, tonality, harmony, expressive elements; choral, orchestral, band, ensemble)

    MU.68.O.3.1: .................. Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.  (tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration)

    MU.68.S.1.1:................... Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.  (blues, rock)

    MU.68.S.1.3:................... Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing.

    MU.68.S.1.4:................... Sing or play melodies by ear with support from the teacher and/or peers.  (melodies using traditional classroom instruments and/or voice)

    MU.68.S.3.1:................... Sing and/or play age-appropriate repertoire expressively.  (technique, phrasing, dynamics, tone quality, blend, balance, intonation, kinesthetic support/response)

    MU.68.S.3.2:................... Demonstrate proper vocal or instrumental technique.  (posture, breathing, fingering, embouchure, bow technique, tuning, strumming)

    MU.68.S.3.3:................... Sight-read standard exercises and simple repertoire.  (note and rest values, key signatures, time signatures, expressive markings, special harmonic and/or notation symbols)

    MU.68.S.3.5:................... Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else.