Choral 6 Unit 1

Teacher: Lanieca Falkenberg

School Year: 2017-2018
Topic: Introduction to Sight Singing, Theory, and Performance in the Classroom
Duration: approx 10 classes
Required Materials & Resources:
Elementary School Music Curriculum Guide
Music Journals
Repertoire

Outcomes: General Learning Outcomes

Through the elementary music program, students will develop:
enjoyment of music
awareness and appreciation of a variety of music, including music of the many cultures
represented in Canada
insights into music through musical activities
self-expression and creativity
musical skills and knowledge

Specific Learner Expectations: Skills

Singing
Listening
Reading (and writing)

Specific Learner Expectations: Concepts

Expression
Rhythm
Harmony

Essential Question
How will students transitioning into a new choral program better be able to perform their
choral music through the use of theory and fundamental skills such as reading music, writing
music, and proper technique?

Rationale
This unit is appropriate for this grade level because it is necessary to assess each
student's skill level as they now enter into a Grade 6 Choral classroom, music different than
their music classroom in Elementary school. This unit will help the teacher know what level each
student is at, and to help the student know what to expect in a middle school music setting. This
unit emphasizes the importance of basic music skills to enhance our performance in a choral
setting. This unit will set a base for each student, so that they can further their skills in music
technique throughout the year, and then hopefully dive into more challenging repertoire.
Considerations for Exceptional Learners
A variety of activities and exercises will provide a way for exceptional learners to begin
to grasp and eventually master musical concepts and ideas. Activities that require small
amounts of physical activity will be planned as often as possible to help students remain
cognitively and physically engaged. This will also cater to the different learning preferences of
all students in the class and will ensure that all students are provided with an appropriate way to
learn and demonstrate their knowledge.

Learning Outcomes & Learner Expectations

Specific Learner Outcomes: Skills

1. Singing: The student will be able to:
27. Develop a repertoire of quality songs
28. Sing songs written in a variety of scales
29. Extend vocal development to include stressing in tune (accurate) part singing.

2. Listening: The student will be able to

31. Identify childrens chorus, male/female chorus, mixed chorus, vocal duet, trio, quartet and
ensemble.

3. Reading (and writing): The student will be able to

36. Interpret the following symbols of dynamics and tempo: f, p, ff, pp, mf, crescendo,
decrescendo, and fermata.
37. Identify major and minor scales; e.g., C major and A minor.
39. Understand the function of key signatures.
40. Show further development in the ability to write, from dictation, patterns found in the
repertoire.

Specific Learner Outcomes: Concepts

4. Expression: The student will understand that
16. The human voice, which has the potential of being used as an expressive instrument, has
different timbral qualities.

5. Harmony: The student will understand that

13. Melodies may be based on other scales; e.g., ethnic, whole tone, atonal, chromatic, modal.

6. Rhythm: The student will understand that

20. There are many kinds of rhythm; e.g., ethnic rhythms, dance forms such as the waltz, and
tango.
Summary of Lessons

Lesson Topic Learning Objectives Assessment/Ev Learning Activities

 aluation

1 Intro to Unit The student will be -Exit Slip -Most of the lesson will
able to: -Observations be spent on setting
1.2 Respond to tone -Music Journals expectations for the
matching and echo choral classroom/warm-
games. up/care of the vocal
instrument
1.7. Sing accurately in
-Students will learn
unison. different vocal
1.8 Respond exercises/breath control
appropriately and with -Students will set a goal
confidence to a for the unit-a skill they
conductors signal. would like to develop or
1.10 Respond to tone improve
matching with other
voices and
instruments.

(All SLOs from Grade

5 continued in Grade
6)

2 Pre-Assessment 1.10. Respond to tone -Music Journal -Students will review

& Warm-Up matching with other -Observations what was learned in
Building voices and previous class
-Half the class will be
instruments.
spent familiarizing
1.14. Sing two-part students with warm-up
rounds and simple exercises and working on
descants. vowel formation
1.15. Continue vocal -Students will learn a
development: sing round
with expression and
good enunciation.

3 New Repertoire 1.23. Develop musical -Observation -Warm-ups will now be

interpretation: shortened as we
awareness of the introduce repertoire
meaning of a song
through its words
(text).
1.26. Extend vocal
 development to
include phrasing,
enunciation and
expression.
1.28. Sing songs
written in a variety of
scales.
1.29. Extend vocal
development to
include stressing in
tune (accurate) part
singing.

4 New Repertoire 1.27. Develop a -Observation -Warm-ups

(Cont.) repertoire of quality -Review what we learned
songs last class for repertoire
-Learn new repertoire
1.28. Sing songs
written in a variety of
scales
1.29. Extend vocal
development to
include stressing in
tune (accurate) part
singing.

5 Theory lesson 1 3.36. Interpret the -Exit Slip -In the repertoire learned,
following symbols of we will look at what kind
dynamics and tempo: of dynamic and tempo
markings have been
f, p, ff, pp, mf,
used while continuing to
crescendo, rehearse
decrescendo, and
fermata.
3.39. Understand the
function of key
signatures.

6 Repertoire Work 1.27. Develop a -Observation -Students will review

repertoire of quality what was learned last
songs class about dynamic and
tempo marking as they
1.28. Sing songs
continue to work on
written in a variety of repertoire
 scales
1.29. Extend vocal
development to
include stressing in
tune (accurate) part
singing.
4.16. The human
voice, which has the
potential of being used
as an expressive
instrument, has
different timbral
qualities.

7 Theory lesson 2 3.37. Identify major -Music Journal -This lesson will
and minor scales; e.g., specifically be focused
C major and A on theory. The lesson will
be formal and the
minor.
students will be focused
3.40. Show further on learning and
development in the reviewing note names.
ability to write, from
dictation, patterns
found in the repertoire.
6.20. There are many
kinds of rhythm; e.g.,
ethnic rhythms, dance
forms such as the
waltz, and tango.

8 Repertoire Work 1.22. Respond to -Observation -Work in the repertoire

changes in tempo, will continue with a focus
dynamics and mood on learning parts, or on
achieving intonation and
while singing.
balance, depending on
1.23. Develop musical the groups abilities
interpretation:
awareness of the
meaning of a song
through its words
(text).
5.13. Melodies may be
based on other scales;
e.g., ethnic, whole
tone, atonal,
chromatic, modal.
9 Theory -All reading and -Test results Students will complete a
Test/Music writing outcomes scavenger hunt through
Scavenger Hunt the music individually to
find specific pitches,
dynamic and tempo
markings etc., throughout
the repertoire.
-Students also will
answer a number of short
questions related to
theory we have learned

10 Reflection -Adequately satisfy all -Observation -Students will reflect on

outcomes describes -Music Journals the personal goal set at
as above the beginning of the unit
and assess their
progress
-New repertoire may be
introduced

Assessment Plan

Title Observation Music Journals Assignments Performance

& Exit Slips

Type Summative & Summative & Formative Summative &

Formative Formative Formative

Weighing 40% 20% 15% 25%

Assessment Tools

Assessment Brief Description Assessment Assessm Assessmen

Tool FOR Learning ent AS t OF
Learning Learning

Observation This will be the primary

assessment tool for this unit and
other units. Using written notes
and rating scales will ensure that
 the observations are outcome
orientated and will allow me to
observe the students skills.

Music Journal Music journals will be used as exit

& Exit Slips slips. At the end of a class, I may
ask the students to respond to a
question relevant to what we have
learned in class. Their responses
will be review and can help shape
what we learn in future
instruction. It also allows for
another way of assessing their
understanding. Comments made
by me in their journals will give
students feedback and provide a
way for self-assessment.

Assignments Assignments will mostly be for

the purpose of assessing the
students knowledge of music.
Students will have many
opportunities in class to clarify
their knowledge throughout the
unit. Their knowledge will
continue to grow with time, and
this is why this portion is weighed
less.

Performances For this unit, performances will be

all in class performances, with the
rest of the class as the audience.
During performances, students
will be able to showcase their
knowledge and skills to the class.
These skills will be assessed
using a rubric.