Lesson Plan 1

TEKS Achieved:

Submitted by: Erik Holmberg

117.63. Music, Level IV. (1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to: (A) demonstrate independence in interpreting music through the performance of appropriate literature; (2) Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. The student is expected to: (A) perform independently, demonstrating accurate intonation and rhythm, fundamental skills, and advanced techniques, and using literature ranging from moderately difcult to difcult; (C) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and (3) Creative expression/performance. The student reads and writes music notation. The student is expected to: (A) sight-read major, minor, modal, and chromatic melodies; (B) read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters; and (C) interpret music symbols and terms referring to dynamics, tempo, and articulation when performing.

Objectives:
TSW Sing the sight reading exam prociently. TSW Be able to nd the key and starting pitch of the sight reading exercise. TSW Sing the A section of the Mendelssohn piece accurately. TSW sing mm 82-86 of The Clausen The water is Wide

Lesson Plan:
History 1.Show the Brahms power-point. Sight Reading: 1. Start with an excerpt from the 90 days to sight reading success book. 2. Ask the students what key it is in, what their starting pitches are, what their ending pitches are etc... 3. Chant the exercise. 4. Outline the tonic and Sing the exercise. 5. Discuss what was missed. 6. Get the students to gure out for themselves where the problems were and gure out how to correct those problems. 7. Sight read through again. 8. 30 second game. Rehearsal: Mendelssohn: 1. Sopranos and Altos mm. 1-5 together on sol-feg. 2. Tenors and Basses mm. 1-5 together on sol feg. 3. All parts mm 1-5 together on sol feg. 4. Repeat the words in rhythm after me mm. 1-5 5. All parts sing mm. 1-5 on words. 6. Sopranos and Altos mm. 5-11 together on sol feg. 7. Tenors and Basses mm. 5-11 together on sol feg. 8. All parts mm 5-11 together on sol feg. 9. Repeat the words in rhythm after me mm. 5-11 10. All parts sing mm. 5-11 on words. 11. Sopranos and Altos mm. 11-17 together on sol feg. 12. Tenors and Basses mm. 11-17 together on sol feg. 13. All parts mm 11-17 together on sol feg. 14. Repeat the words in rhythm after me mm. 11-17 15. All parts sing mm. 11-17 on words. 16. All parts sing mm. 1-17 on words. 17. Sing through again and focus on dynamics

Assessment/Evaluation:
Sight Reading: 1. Ask individuals questions about their key signatures, starting pitches, ending pitches. etc... 2. Play the 30 second game at the end of the exercise to see who is getting the exercise down. Rehearsal: 1. We will have quartet tests later in the semester. 2. Aural assessment of when sections sing alone and together.