Third 5/ 8-12

Objective (I Can) Blooms Level/Rigor

-Adjust performance with feedback -Remember
-Perform with accuracy -Understand
-Demonstrate good audience and performance ettiquette -Apply
-Analyze

Key Questions Assessment of Learning

-Why do we warm up our voices? -Observe movement to pulse
-How do we turn random noises like a clap or stomp into -Hear individuals sing
music? -Observe students leading movement
-How can we make the music sound like the text? -Define intro/coda/interlude
-How do we describe minor vs. major?
-How is Q/A similar to conversations?

Activities
Hook/Building Background
-Follow Me
-Good News (Sung)

Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
1. Talk about Concert 1. 2-4-6-8
2. Look over riser spots (adjust Students create own text
as needed) 3. Practice getting on and off the risers Add body percussion
Present to class
4. Run Through Songs
4. Major/Minor Assessment
Old Joe Clarke
When the Saints
Im Gonna Sing
Captain Dont Side Track
Pizza Pizza
Twelfth Street Rag (Dance)

Lesson Closure
Hey Goodbye Song
-line-up procedure (practice as needed)

Differentiation
3 line vs. 5 line staff for writing solfege

Key Vocabulary
Pulse
Solo
Melody
Rhythm
Quarter Note
Quarter Rest
Eighth Notes
Half Notes
Sol/Mi/La
Whole Notes
Mi/Re/Do
Ostinato
Coda
AB Form
Staff
Rondo Form
Pentatonic
Half Notes
Whole Rest
Half Rest
Major vs. Minor
Crescendo/Decrescendo
Introduction
Interlude

Friday Stations

1. Listening-Tubby the Tuba

2. Rhythm-16th note, 8th note, and quarter note-drumming
3. Computer-Game
4. Form review
5. rhythm patterns with instruments
6. Assessment-form