Joys of Noise

G.S.
Lakie: Grade 6-Joys of Noise Unit

Generative Topic. Topics that are interesting to both students and teacher and have the capacity to generate further learning by stimulating questions,
thinking, discussion, activity, curiosity, and creativity and that enable students to make connections with what is important within a topic or field of study (e.g.
music).
Generative Topic: 'Learning Instruments and Music Appreciation'
-Learning an instrument and listening to a variety of music are perhaps two of the best ways to further our understanding and appreciation of music.
Unit Title (Based on a Generative Topic): Joys of Noise
Synopsis. Summarizes the unit (i.e. the unit in a nutshell) and lists the
following information:
a. Central focus, theme, topic, big idea, generative topic;
b. Grade, musical program of study (i.e., band, orchestral, guitar, etc.);
c. Time allotment (minutes/hours/periods) for the unit; and
d. Rationale explaining its relevance to achieving the aims and goals of the
provincial music curriculum.
Synopsis: The Joys of Noise unit will help students to further their
understanding of the techniques, parts, and maintenance of particular
instruments which will include the Guitar, Trumpet, and Clarinet. The
students will help them to develop their own sense of why they believe music
to be important from an individual perspective, as well as develop an
appreciation for music through learning different styles of instruments and
active listening assignments throughout the time span of the class. Details
will include the following:
a) This unit will focus on introductory techniques and strategies in learning
the guitar, clarinet and trumpet. Students will explore the concepts of
embouchure, posture, breath support, tone, musicianship, and attack and how
these terms apply to learning an instrument and understanding music.
Students will also learn basic sight reading skills and terms and how that
relates to understanding formal notation. Students will also participate in a
number of active listening activities and assignments related to different
genres and instruments developing both an appreciation and deeper
understanding for music.
b) Grade 6, beginner guitar, trumpet, and clarinet
c) 6 weeks/classes are 50 min each-4 classes per week. (-2 classes for
administration purposes)
d) The Alberta Program of studies states that students will develop insights
into music through meaningful music activities,develop musical skills and
knowledge,and develop an enjoyment for music.Based on these general
Culminating Activity/Products.
Briefly describe the culminating activity and products (e.g. a composition,
performance, recording) explaining how these are authentic performance
tasks and how they bring the unit to an appropriate closure.
The Culminating activity will be based on a performance 'jigsaw' that will

either be performed in front of the students peers or potentially a more
substantial audience depending on the time and resources. This performance
will be focused around a composition that I will create after gaining a better
understanding of student ability (depending on how strong the group is I will
perhaps choose more then one song). I will hand out individual parts for each
section (guitar,trumpet,clarinet) that I will have pre-arranged. I will then split
the group into smaller groups containing each one of the instrument families
and they will collaborate and perform this piece in front of their peers within
these groups. This is considered an authentic performance task/culminating
activity because it, in one way or another, uses all of my learner outcomes
that I have set out for this unit, and students will have an opportunity to play
in front of their peers which will provide a great opportunity for self
assessment for students, as well as a summative assessment for myself.
-Differentiation considerations: I will create multiple parts varying in
difficulty for each section. I will also create some percussion accompaniment
parts depending on the time and ability of the group as well.
learner outcomes, we will focus on both the instrumental techniques and

strategies to learn a new instrument as well as notation, and through the
learning of different styles of these instruments we will develop a deeper
appreciation within different genres and styles of music. We will also focus
on developing an enjoyment through different ear training and listening
activities that we will work through in class and at home. We will keep track
of our listening experiences through documenting them within our own
'listening journals.' We will explore different genres and styles, and develop
our own personal tastes in music as well. Through these exercises we will
incorporate many SLE's from the Alberta program of studies that will further
the students understanding and development of their musical skills and
knowledge.
***Attitudes: An enjoyment of music, that is neither trivial nor transient,
should permeate the entire music program so that a lasting delight in music is
created. If there is no enjoyment in the music program, all the other values
will be lost. Positive attitudes toward music are fostered by success in
singing, playing instruments, listening, moving, reading (and writing) and
creating music.
Aim/big idea. A concept, theme or issue that gives meaning and connection to facts and skills and leads to deeper understandings and appreciations. Based on
a generative topic.
Aim/big idea: By the end of the unit, students will understand different techniques and strategies to actively listen to music, learn strings, brass, and
woodwinds, and through developing these skills students will develop a deeper appreciation and understanding for music.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry throughout the unit.
Essential questions:
1.Why do you think music is important?
2.Why do you think learning an instrument helps us better understand music?
3.What do you think makes 'great' music?
Desired Results/Learning Outcomes (Scope & Sequence)

General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .
By the end of the unit, students will
be able to . . .
Assessment/Evaluation (i.e. assessment

of learning)
*Pre assessments will be done in the
first days of classes
GLE/GLO: 1 Students will be able to develop Musical skills and knowledge

SLE/SLO: 1.1-Students will develop skills on multiple instruments
including the guitar, clarinet, and trumpet. (Playing instruments)
SLE/SLO: 1.2-Students will understand that a melody is made up of

sounds organized in patterns. (Melody)
ULE: 1.1.1- demonstrate correct

posture and technique within their
given instrument
- Develop an
understanding of the different parts
of each instrument as well as basic
maintenance skills.
- Proficiently play through
and know the fingerings of a Concert
Eb/F/G on their given instrument
- Proficiently play through

songs and exercises based off a
Concert Eb/F/G
SLE/SLO: 1.3-Students will understand that rhythm is created by
ULE: 1.1.1- Proficiently manipulate
combining beat, tempo, patterns, metre, and duration. (Rhythm)
and respond to rhythm through
learning songs aurally.
- Proficiently manipulate
and respond to rhythm through
learning songs through notation.
GLE/GLO: 2-Students will be able to develop insights into music through meaningful music activities.
SLE/SLO: 2.1-Students will understand that music can be organized into
- Develop basic skills in
sections. (Form)
recognizing form visually.
SLE/SLO: 2.2-Students will be able to create singing conversations (tone

matching/creating/Aural)
- Develop basic skills in

recognizing form aurally.
- Develop aural skills to
match tone within basic melodies.
-Performance Assessments that are

teacher/self/peer reviewed
-Formative Assessments and observations
-Weekly playing assignments-may be
submitted online.
-Summative/Formative Assessments
-Quiz/tests
-Summative Quiz
-Formative assessments and classroom
observations
-Self Assessments
-Performance/Summative assessments
-Summative Assessments
-Class discussions
-Active Listening quiz
-Class discussions
-Formative Assessments
-Observations
SLE/SLO: 2.3-Students will be able to recognize whole, half, quarter,

and eighth notes, and whole, half, and quarter rests. (Reading and
Writing/Standard Notation)
match and imitate rhythm
-Observations
ULE: 2.2.2- Develop aural skills to

match and imitate rhythm
- Develop an
understanding of note and rest
values, and how manipulating these
affects rhythm
-Class discussions/student led

-informal observations
-Summative/Formative/Informal
observations
GLE/GLO: 3 Students will be able to develop an enjoyment for music

SLE/SLO: 3.1-Students will be able to identify the four families of
- Develop aural skill to
musical instruments. (Listening)
identify these different families
- Recognize how to
classify these instruments into these
different categories.
SLE/SLO: 3.2-Students will be able to identify some of the following:
- Develop the skills to
Jazz, blues, rock, electronic, pop, and country. (Listening)
differentiate aurally between these
genres
- Recognize the
characteristics that are unique to
these genres
SLE/SLO: 3.3-Students will be able to distinguish between the sounds of
common musical instruments.
-Class discussions
-informal observations
-Summative/Formative/Informal
observations
-Class discussions
-Reflective Journal
-Class discussions
-Reflective Journal
-Class discussions
-Reflective Journal

identify certain characteristics of
different instruments including
electronic instruments.
ULE: 3.1.2- Develop an
understanding of how these
-Class discussions
instruments contribute to different
genres.
-Reflective Journal
Master List of Major Learning Activities and Experiences
Practicing/rehearsing/performing music
Characterize by sound and construction different instruments and be able to
Participate in breathing and embouchure exercises including proper
classify them into their families.
posture for brass and woodwinds
Participate in sight reading activities/exercises
Participate in right and left hand techniques and development for
8. Critically analyze, respond, and reflect on music through active listening
guitar including posture
9. Youtube videos based on the history/interest of theory and instruments.
Guided Listening (live and recorded)
6. Researching and presenting music
Summative quiz/Test Performance Assessments Reflective listening sheets
Culminating performance test.
Master List of Materials, Equipment, and Resources

Equipment:
6.Handouts including music/active listening sheets/etc.
Interactive whiteboard
7.Picks,tuners,extra strings
Guitars/clarinets/trumpets/standard band equipment (Music Stands, Valve oil, etc) 8.Mouthpiece puller
Headphones/Stereo System
5.Website: http://mrharty.weebly.com
Special Considerations
Modifications and accommodations for learners with special needs/Adaptive
Social context issues. How you will address any relevant social context
strategies. Strategies used to accommodate the needs of exceptional learners. For
issues in your planning. For example,
example musically gifted, ADD, ADHD, Asperger, or Tourette Syndrome. Identify
! students unable to dance or perform or listen to patriotic or
and briefly describe the diagnosed condition and the strategies you will use to meet
particular religious music for religious and/or cultural reasons
the needs of these student and why.
! school is a faith-based institution
! large number of FNMI students
! a large number of ESL students
! inner-city issues, etc.
Description of modifications accommodations to be made for learners with
Description of strategies to be used or steps to be taken to address
special needs/Adaptive strategies in the teaching of this unit:
social context issues in the teaching of this unit.
One student in particular in my class has been diagnosed with ADHD. He is
musically quite gifted and is passionate in sharing a number of his own experiences
and skills with the class! He is proficient on a number of different wind instruments
and is quick at understanding music theory and basic principles of most instruments.
When not being challenged or when not playing his instrument, this student has a
hard time focusing his energy and is constantly trying to interact with everyone and
everything around him which can lead to certain defiant behaviors towards the
teacher.
Accommodations/Design for learning:
-Use visuals and charts/color coding and pictures to help demonstrate fingerings
-Start with the most difficult materials early on in the class
-Seat student away from any distractions including fellow students!
-Create worksheets and quizzes with fewer items that are given more frequently
-Allow student during downtime to access certain anchor activities/devices
For the culminating project, this student will be allowed to take on a more
'challenging' portion to keep him interested and engaged with the material. The
culminating activity should not be a problem for this student as he loves performing
in front of his peers.
Within my unit plan I have taken into considerations of different

social classes and how music can relate to these different backgrounds.
This is why my essential questions are focusing on the social aspects
of music, and how it truly is for everyone. I have a quote on my title
page that I will share with the class that will be almost our 'mantra'
throughout the semester. The quote states, Music is the language of
us all. I want to try to create a soft place to land for all of my
students, and in order to accomplish this I need to make it as inclusive
and as safe as possible so students are comfortable performing and
risk-taking in front of one another.
One issue with a music classroom is the fact that it can lead to high
anxiety inducing scenarios especially when students feel unprepared
and have to perform in front of their peers. I want to create an
environment, regardless of social background, where students feel
comfortable to truly be themselves, but at the same time feel like they
can contribute their many different and unique perspectives regarding
different aspects of music within our classroom discussions.
Lesson
Topic
Ice
Breaker/Intro to
staff and note
names.
Learning Objectives
By the end of this lesson
TSWBAT . .
-Students will be able to gain
insight to the 'essential
questions' of the unit, and begin
to think critically about music.
-Students will be be able to

recall brief historical facts on
music theory.
Summary of Lessons
Assessment/Evaluation
-Pre-Assessment snowball activity: Will
gain an idea of students
understanding/taste in music. Will
introduce my 'Big Questions' here.
-Formative Assessment theory

sheets/Name that note- Will give me an
idea of student knowledge of note
names/music theory.
-Students will be able to name

the notes on the G clef.
-Students will be able to

understand the basic principles
of the staff. Ex.5 lines/4 spaces
-Formative Assessment/Assessment As
learning for students:
-Pre-Assessment 'Getting to Know You'

2
Note Names and

Note Values

recognize the different note
names written on the treble clef.
understand time signatures,
measures, and bar lines.
-Formative Assessment/observationsReview of previous days work.
-Formative assessments/observations
Learning Activities/Instructional Strategies

Learning Activity #1: Snowball Activity
-I will have the students participate in an
anonymous 'snowball' activity regarding
previous knowledge in music/taste in music. I
will write down the 2 of the big questions and
have students write down their answer.
-I will then take in the sheets from the students
and write them out/post them to a Wordle so
students are able to look through their initial
answers to these big questions.
Learning Activity #2: Theory SheetsIntroduce the staff
-Brief history on music notation and how it is a
language written on a staff.
'Guido De Arezzo' 1025AD Show Video
-I will explain that all music is written on a
staff of 5 lines and that it is a language in itself.
-I will write out the five lines of notation on the
board and explain the 2 acronyms,
EGBDF/FACE
Learning Activity #3
-I will write out different words on the board,
and the students have to 'spell' these words out
on their staff paper.
-Ex: BED/CAB/DEAD/ADD/FACE/ACE
Homework: 'Getting to know you' sheets will
give me a better understanding of individual
background and experience.
Learning Activity #1: Note Twister:
-I will tape down 5 lines on the carpet
-Students will get into partners and line up
behind the carpet 'staff'
-I will write out a word on the board and the
students will have to spell out that word using
their body parts.
Ex: BED/CAB/DEAD/ADD/FACE/ACE/GAB
Learning Activity #2: Bar
lines/measures/time signatures/basic
-Students will be able to begin

to recognize rhythms and note
values.
-Summative Assessment worksheetsEvidence of understanding
3
Trumpet
Auditions
Clarinet

understand proper breathing
techniques and the term
diaphragm.
-Formative Assessments/Observations
-Students will be able to develop

buzzing techniques, embouchure
and apature.
-Formative Assessments/Notes
Observations.
-Students will be able to self

assess and critique their own
knowledge of the instrument
technique.
-Students will be able to analyze
-Assessment as learning: Students will

assess their own knowledge in
comparison to their peers.
-Summative Assessments throughout the
Rhythms
-I will introduce the entire staff
-Students will be asked pre-assessment
questions based on questions on the staff,
Ex: Draw a time signature, ask students if they
recognize it/understand it
-From there begin to draw out bar lines/quarter
notes
-Have students count/clap rhythms written on
board
-Have students recognize different counts
within the measures themselves.
Learning Activity #3: Note Naming3
-Have students Complete a note naming sheet
for summative assessment purposes
-Take in handouts- gauge to see where the class
is in terms of note recognition
Learning Activity #1: Breathing Exercise
- I will discuss proper breathing on wind
instruments, use of Diaphragm
-I will have students breathe in for four, and out
for 4-8-12-16-20... etc
-I will then have students take a piece of paper
out of their binders, and try to use their breathe
to hold it against the wall as long as they
possibly can.
Learning Activity #2: Trumpet auditions
-I will explain the term buzzing, and have all of
the students initially try to buzz their lips while
creating an embouchure and bowing through a
hold made by their thumb and first finger.
-I will then have three students come up at a
time to try and get a sound out of the
mouthpiece first, then the instrument
-I will then mark down a T beside the students
who I think have a 'natural ability' on the
instrument to keep track of which instruments I
want to give out to the students.
Learning Activity #3/Extension
-I will have the students partner up with each
other and teach a proper trumpet embouchure.
Learning Activity #1: Assignment #1
Listening Assignments
Auditions
Assignment #1
Guitar
Auditions
and critique music presented by

their peers.
-Students will be able to identify
the four families of musical
instruments. (Listening)
basic woodwind embouchure
unit- I will be taking in both guided

listening assignments as well as written
presentations on the students song
choices.
-Students will be able to review

notes on the G clef and basic
rhythms
-Summative Assessment Worksheets

assess their own understanding
of woodwind embouchure
-Assessment As Learning-Students will

self Assess in comparison to their peers.

their peers.
Students will be able to identify
basic guitar technique.
-Summative Assessment Guided

Listening Sheets/Formative observations
and discussions.
-Formative Assessments and
Observations

the notes of the guitar strings.
-Assessment As Learning: Students

observe their peers and recall the
-I will model a listening/research presentation

that I will have each of the students follow
along and participate in.
Learning Activity #2: Clarinet
Technique/embouchure
-Students will return with the guitars.
-I will go over basic posture/embouchure
-I will review breathing exercises with students
-I will have students come up three at a time to
try getting a sound out of the clarinet's
mouthpiece and barrel, not the whole clarinet
Learning Activity #3: Theory Sheets
-While I am running the auditions, the other
students will be working through theory sheets
that will focus both on note naming, note
values, and rhythms
-They will also be working on theory sheets as
well on note naming activities and drawing
proper treble clefs.
-This will allow for me to focus on helping a
few students at a time develop embouchure and
proper clarinet technique.
-I will have the students partner up with each
other and mark their worksheets.
Learning Activity #1: Student presentations

-I will discuss with the class in advance that all
students must be respectful towards the
presenter and to the song choice/artist
-I will hand out the SQUILT sheets to the
students
Learning Activity #1: Guitar technique
-I will go over basic posture and left/right hand
techniques for the students
-I will go over how to hold a pick properly and
go over the names of each of the strings
-Pick through the different strings 'sweep the
floor'
-I will teach a basic chromatic scale on the
guitar in fifth position
-I will then have the students partner up with
one another to 'teach' each other what they have
Assigning
Instruments
Rhythm Review
assess and reflect on their own

learning.
-Students will be able to play
different rhythms on their open
strings.
information that they had just learned.

learned
Learning Activity #3: Rhythm
-I will bring up the rhythm tree-we will begin
to play just our high E string on
whole/half/quarter notes
-I will ask different students within the class to
play these different rhythms
-I will be making observations and will be
taking notes on who I think should be playing
the guitar to start with.

their peers.
assess their own rhythmic
understanding.

and discussions.

students
Learning Activity #2: Rhythm Review
-I am going to review rhythm with the students
bringing up a rhythm tree-I will review what a time signature is/how
bar lines work on a staff.
-I will ask different students within the class to
clap different rhythms up on the board

basic skills on their instruments
-Formative Observations
-Formative Observations/Assessment as
learning: Students self assess other
students clapping
-Students will be able to sight

read and clap through basic
rhythms in small groups.
-Summative rhythm worksheets for
guitarists
Learning Activity #3: Assign instrumentsTrumpets/clarinets/guitars/worksheets

-Show everyone...**clarinets- explain reedsshow how to assemble clarinet mouthpiece
properly
-Bring up list of assigned instruments- have
students sign out trumpets/clarinets
-Have the guitars come and pick up their
rhythm package- when finished pick up guitar
pkg
-*ask to work quietly on the left side of
the room.
-Go through posture/embouchure/breathing
with trumpets and clarinets
-Go through producing first pitch on
instrument: Play along to rhythms written on
board
GuitarClass/
Rhythm review
for Trumpets
Clarinets

assess their own knowledge of
their assigned instrument and
teach it to their peers.

teach a fellow peer about their
instrument.

their peers.
recognize whole, half, quarter,
and eighth notes, and whole,
half, and quarter rests. (Reading
and Writing/Standard Notation)

and discussions.

each open string on the guitar.
alternate their pick and hold
their instrument properly.
-Summative worksheets to observe

student understanding of basic rhythms
-Formative Observations/Assessment as
learning: Students self assess other
students clapping
-Students will be able to sight

read and play through different
rhythms on their instrument.
Ensemble
Playing

their assigned instrument and
teach it to their peers.

teach a fellow peer about their
instrument.

properly assemble their
-Formative Observations/Discussions

-I will ask the students to partner up with a
guitar player-they have to teach them about
their instrument- guitar players need to tell the
opposite instrument one thing they learned
about their instruments.
students
Learning Activity #1: Rhythm
-I am going to review rhythm with the students
from the previous day
-I will review what a time signature is/how
bar lines work on a staff.
-I will have the whole class clap different
rhythms up on the board
-I will be evaluating the class based on 'random
selections' throughout the class
Learning Activity #2: Guitars
-Have winds come and get rhythm sheets- work
through with partners.
-Have guitarists enter the room, go over basic
posture with the students (Feet flat on floor,
guitar sucked in, watch picking(Sweep the
floor) and left hand placement/Orange juice)
-Run through open string names from low to
high E: Eric Ate Dynamite Good Bye Eric
-Practice sight reading rhythms on board with
students on different strings chosen by me and
the class.
-Run through chromatic scale based off of first
position/move to fifth/ninth if necessary
-I will ask the students to partner up with a
guitar player-they have to teach them about
their instrument- guitar players need to tell the
opposite instrument one thing they learned
about the guitar.
Learning Activity #1: Reeds
-Quickly review how to put the reed on
properly on the clarinet and back in the case
10
instruments.

their assigned instrument.
-Assessment as learning- Self Evaluations

between different instruments.
-Make sure that the students are putting the

clarinet together from the bottom to the top
-Make sure they are pressing in the bridge
key/taking off the ligature so it does not get
broken
Transition: I will ask the guitars to go and grab
an acoustic guitar from the other room, while
they are doing this I am going to get the
clarinets to practice putting their reed on and
assembling the clarinet from the bottom up*
(Careful of ligature/remember the third key
when putting the two middle halves together)
reed last*
Learning Activity #2: Ensemble/ready and
rest position
-Discuss with the trumpets/clarinets/guitar the
first note that we will be learning (Concert F)
-First go through ready and rest position/ask
students if they have seen a 'baton' before?
-Then have each section play the not to make
sure they are getting it
-Go through the individuals in each section to
make sure they are playing the correct
note/posture/holding instrument
correctly/picking correctly
-Have each section play through the note
properly
Learning Activity #3 Rhythm
-Have the students play through a rhythm that I
have dictated out on the board for them to
practice playing through.
-Discuss tonguing with the students and what
that looks like
-Give everyone ten seconds to look through the
section and practice it
-Have a competition with the sections, each
playing through the rhythm on the board.

their peers.

and discussions.

-Students will be able to show

proper instruments posture and
basic technique.
-Students will be able to achieve

a Concert F pitch on their
instrument.
9-10
Ensemble
11

recognize different families of
instruments.
some of the following: Jazz,
blues, rock, electronic, pop, and
country.
basic skills on multiple
instruments including the guitar,
clarinet, and trumpet.

concert F on their instrument
-Formative Observations and Discussions

based on technique.
-Formative assessments/assessment as
learning for self reflection.
-Formative Observations and Discussions
based on technique.

concert Eb on their instrument
11
Ensemble
Looking Up
-Students will be able to follow

a conducted four count pattern
with baton.
their peers.
instruments
country.
learning for self reflection
and discussions.
learning/comparison with peers

students
Learning Activity #2: Review
-Ask students to assemble instruments-Case on
ground/clarinet bottom up, show me your reeds
-Ask students what they remember about
embouchure/apature/breath control? While
they are setting up.
-once set up review ready and rest positionclarinet on lap** Trumpet on knee- clarinets
and guitars on edge of chair- trumpets lean
back.
-Have students sing concert F/then play one
section at a time
rest position
-Discuss with the trumpets/clarinets/guitar
(Concert F) and we will be learning concert Eb
today
-Discuss the baton*** Show them what a four
pattern looks like** Have students play through
rhythm on board while I conduct the four
pattern.
-Hand out music-Explain finger charts to the
students- have students look through the fingers
for concert Eb
-Have each section play their two notes one at a
time
students
rest position/Tone Matching
(Concert F)
-Tone Matching Game- I play a concert FStudents need to listen and play- Match their
neighbor
-Start to incorporate more students/different
sections into tone matching
-Have students begin to match tone and
12

concert F/Eb on their
instruments
understand that a melody is
made up of sounds organized in
patterns.
understand that rhythm is
created by combining beat,
tempo, patterns, metre, and
duration.
12
Divide and
Conquer
Ensemble
-Assessment as learning-students self

assess and compare themselves to their
peers

their peers.
country.
instruments
concert F/Eb on their
instruments

and discussions.

concert G on their instruments
dynamics as well
Learning Activity #3 Introduce concert Eb
for concert F/Eb
-Go through all of the different fingerings with
the students for concert F/Eb
-Allow a few minutes for all student to try their
new note
-Have each section play their new note-Address
individual needs if necessary
Learning Activity #4 Looking up
-Have all students play through looking up as
an entire ensemble
-Make sure all students are playing in
time/watching the baton and conductor
-Make sure to address proper dynamicsarticulation and tonguing.
-Have just individual sections play through
looking up-address individual needs
-Have entire class play through and use the
repeat.
students
Learning Activity #2: Divide and Conquer
Ensemble/ready and rest position/Tone
Matching
(Concert F)
-Tone Matching Game- I play a concert F/EbStudents need to listen and play- Match their
neighbor
-Start to incorporate more students/different
sections into tone matching
dynamics as well
Learning Activity #2 Introduce concert G
for concert F/Eb/G
13
13-14
Ensemble
Playing Eb/F/G

patterns.
duration.
within an ensemble setting

their peers.
country.
instruments

and discussions.
Students will be able to play

Concert F/Eb on their
instruments.
-Formative assessments and observations
-Go through all of the different fingerings with

the students for concert F/Eb/G
-Allow a few minutes for all student to try their
new note
-Have each section play their new note-Address
individual needs if necessary
Learning Activity #3 Looking up/Looking
Down
-Have all students play through looking up as
an entire ensemble
-Have just individual sections play through
looking up-address individual needs
repeat.
students
Learning Activity #1: Tone Matching
-Allow students to run through all three notes'Practice for 1 min'
-Discuss Intonation*
-Tone Matching Game- I play a concert
F/Eb/G- Students need to listen and play
-Start to incorporate multiple students/different
sections into tone matching game- 'Fast'
dynamics as well
Learning Activity #2 Looking up/Looking
Down
-Have all students play through looking up then
looking down as an entire ensemble
-Have just individual sections play through,
address individual needs
14
15
Playing Test

concert G on their instruments
patterns.
duration.
within an ensemble setting
-Students will be able to perform
through a chosen of music they
have prepared for class
-Formative and summative assessments

concert Eb/F/G on their
instruments.
16
Intro to final
Project

repeat.
Learning Activity #3 Try for Three/ Good to
be home
-Give students an opportunity to play through
try for three/Good to be home
-Have just individual sections play through,
address individual needs
repeats*
Learning Activity #1: Playing Test

-I will bring up playing rubric on test and
discuss how students will be graded.
-I will then have each student play through one
piece at a time
-I will provide verbal feedback for each student
-I will provide more opportunities for students
to play if they want to re-play at lunch times.

their peers.
country.
instruments

and discussions.
Learning Activity #3 Start Lesson 2/ If

Time***
students
-Formative Observations/Assessment As
Learning-Students will self reflect on
their own test.
Learning Activity #2: Playing Test- Discuss

playing test with students- go over marks
-Run through all of lesson 1 as a warmup
-Address any individual issues students may
have

and sight read through their final
project
Learning Activity #3: Final project

-Discuss song with students**by thursday I will choose one group to
perform
15
17-18
Playing and
Performing

their peers.
country.
instruments
--Students will be able to
understand that music can be
organized into different sections.
(Basic Form)

and discussions.

interpret and perform a musical
piece arranged and composed by
myself.
-Students will perform in front
of their peers and will be able to
self assess their own
performances as well as their
peers.
-Summative performance assessment
-Formative Observations/discussions
-Allow students to take 5 min to work through

the projects together
-Go around to different sections-Address
individual needs
-Try sight reading whole piece
-Address individual sections
students
Learning Activity #2: Final Project-I will hand out the final project to the students
and have them mark their individual parts.
-I will go through any 'tricky bits' with the
students and discuss the form of the piece as
well as how it relates to previous songs.
-Students will be given an opportunity to work
through the final project individually as well as
group work while I work through individual
sections-Then eventually the whole band.
Learning Activity #3: Performance
-Once students are becoming comfortable with
the piece-I will then assign different
performance groups.
-I will allow for time for students to practice
within their groups, then once they are ready I
will call for volunteers to come up and perform
-I will have set up a 'stage' for students to come
up and perform in front of their peers.
16

Joys of Noise

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Joys of Noise

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G.S.

Lakie: Grade 6-Joys of Noise Unit

The Culminating activity will be based on a performance 'jigsaw' that will

learner outcomes, we will focus on both the instrumental techniques and

Desired Results/Learning Outcomes (Scope & Sequence)

Assessment/Evaluation (i.e. assessment

GLE/GLO: 1 Students will be able to develop Musical skills and knowledge

SLE/SLO: 1.2-Students will understand that a melody is made up of

ULE: 1.1.1- demonstrate correct

- Proficiently play through

SLE/SLO: 2.2-Students will be able to create singing conversations (tone

- Develop basic skills in

-Performance Assessments that are

SLE/SLO: 2.3-Students will be able to recognize whole, half, quarter,

match and imitate rhythm

ULE: 2.2.2- Develop aural skills to

-Class discussions/student led

GLE/GLO: 3 Students will be able to develop an enjoyment for music

- Develop aural skills to

Master List of Materials, Equipment, and Resources

Within my unit plan I have taken into considerations of different

-Students will be be able to

-Formative Assessment theory

-Students will be able to name

-Students will be able to

-Pre-Assessment 'Getting to Know You'

Note Names and

-Students will be able to

-Formative Assessment/observationsReview of previous days work.

Learning Activities/Instructional Strategies

-Students will be able to begin

-Students will be able to

-Students will be able to develop

-Students will be able to self

-Assessment as learning: Students will

and critique music presented by

unit- I will be taking in both guided

-Students will be able to review

-Summative Assessment Worksheets

-Students will be able to self

-Assessment As Learning-Students will

-Students will be able to analyze

-Summative Assessment Guided

-Students will be able to name

-Students will be able to self

-Assessment As Learning: Students

-I will model a listening/research presentation

Learning Activity #1: Student presentations

assess and reflect on their own

information that they had just learned.

-Students will be able to analyze

-Summative Assessment Guided

Learning Activity #1: Student presentations

-Students will be able to develop

-Students will be able to sight

Learning Activity #3: Assign instrumentsTrumpets/clarinets/guitars/worksheets

-Students will be able to self

-Assessment as learning: Students will

-Students will be able to analyze

-Summative Assessment Guided

-Students will be able to name

-Summative worksheets to observe