Unit Plan Grid Organizer

Unit Topic: Basics of Musicianship Grade Level: 9 Strand: Choral

GLEs in full:
Perform/Listen
• develop skills in listening, performing and using notational systems
• strive for musical excellence and positive attitudes individually and as members of groups.
Value
• understand, evaluate and appreciate a variety of music.
Create
• develop self-expression, creativity and communication through music.
Research
• be aware of the history of music and the implications of music in our society.
SLEs in full:

The student will:

vocal skills
 1. successfully perform his or her part in a two-, three- or four part selection
 2. identify, after two hearings, the following melodic intervals:
o m2, M2, M3 ascending and descending
o m3, P4, P5, P8 ascending
aural skills
 1. echo a six-note melody based on a diatonic major scale or a harmonic minor scale after it has been played or sung three
times
 2. sing ascending intervals within the octave
 3. sing a specified note of a major triad (root, third, fifth) after hearing it played twice
 4. sight read a specified part of a four- to eight-measure melody based on a diatonic scale
 5. sight read a specific line of a two-part melody
 6. Differentiate between major and minor chords
 7. identify the I, IV, V (V7) chord progression
theoretical skills
 1. Identify by letter name the notes of the treble and bass staff
 2. Recognize and interpret
o Rest and note values including dotted notes and dotted rests
o Simple metre (2/4, 3/4, 4/4)
o Tie, fermata, pickup notes
o Compound time signatures
 3. Identify sharps, flats, and their naturals, and understand their function
 4. recognize and interpret: triplet
 5. identify any harmonic interval by number
 6. identify individual notes on the keyboard from written notation, including repertoire being studied
 7. construct an ascending major scale and identify the major and perfect intervals from the tonic
interpretive skills
 1. pursue ongoing development of previously introduced skills:
 2. identify and perform phrases, achieving musical sensitivity through stylistic practices:
o demonstrating the function of onomatopoeia, dynamics and varied articulation as devices in word colouring
o using nuance and facial expression as aids to storytelling and picture painting in songs
o developing intensity; e.g., tension and release
o adding flexibility of tempo; i.e., rallentando, rubato, accelerando
o adding dynamic contrast to repeated phrases or figures and extended passages or selections
 Lesson Plan Summaries
(point form descriptions of your activies)
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities/Resources Evaluation
Day FA-Formative
Assessment
SA-Summative
Assessment
Nov. 5 N/A-pre-  evaluate personal musical  Icebreaker-WHO DAT FA-Plickers
assessment competency based off  Word Garden-what do you want to get
questionnaire out of choral 9?
  Plickers
 Bit.ly/chschoir9
Nov.6 Theoretical  Identify musical notation  Begin class by working through FA-Smartboard
 2 in review exercise questions varying in difficulty on the Questions
 Analyze time signatures to smartboard regarding rhythm.
identify metre  Review basics of rhythm, breaking down
note names, durations, and how to
read/conduct metre.
 Warm up: begin with body posture,
alignment, going into proper support, and
connecting air to tone.
 Read new music. Begin by asking
students to clap out rhythm, add in
melody on “pa”
Nov.7 Theoretical  Identify notes on the treble  Review musical alphabet
 1 and bass staff  Identify where notes fall on the treble FA-Review
 6  Compare notes on the staff and bass staff. Have students identify
to keys on the piano them on the piano
Nov.8 Vocal Skills  Begin by warming up using solfege to FA-Aural Check of
 2  Compare the sound of run the diatonic major scale. Do-do Intervals
Theoretical intervals (M3/P4/P5/P8) to ascending, then in steps: do, do re do, do
 1 musical notation re mi re do etc.
 5  Begin taking notes out to make interval
Aural size more conscious
 2  Ask them to sing intervals on solfege.
 Have students attempt to identify specific
intervals
Nov.14 Theoretical Recognize and interpret  Begin by reviewing note values, FA-Review Note
 2 o Rest and note transition to metre Names
values including  Warm up, concentrating on resonance
dotted notes and and support-loo loo/mmmm-oooo
dotted rests
o Simple metre (2/4,
3/4, 4/4)

Nov.15  NO  NO CLASS  NO CLASS
CLASS
Nov.16 Theoretical  Identify sharps, flats,  Begin with stretch/warm up FA-Review Notes
 3 naturals and their function  Ki-ki-ki (1-3-5-3-1), ziii-yaaa (1-2-3-4-5-
 6  Identify notes on piano 4-3-2-1)
from notation  Do re me exercise
 Review notes on the staff/piano
 Transition to scale writing, talk about
accidentals when starting on different
note besides C
 Write scales with accidentals
Nov.19 Theoretical  Identify pattern of intervals  Warm up/stretch FA-Check Work
 7 in the major scale  Theory-scales and key signatures.-pg 34
 Work on vowel shape after warm up
 Sing pieces on pure vowels
 Exit slip-note names
Nov. 20 Aural  Sing major scale using  Introduce the concept of intervals to class FA-Class Work
 2 solfege using solfege, relate it to both the keys of
Vocal  Use solfege to identify the piano and music staff
 2 intervals  Warm up
Theoretical
 5

Nov.21 Vocal  Identify intervals both  Review intervals aurally (M2, M3, m2) FA-Review
 1 ascending and descending  Introduce rhythmic clapping/ ta, ti-ti use
 2  Recite rhythms using ta lullaby as an example
and ti  Warm up-discuss breathing. Ask where
you breathe from, what should move, and
when do you breathe when you sing
(don’t just hold the breath in.
Nov.22 Theoretical  Recite rhythms using  Review rhythm recitation. Go over FA-Rhythmic
 2 divisions up to sixteenth examples and ask students to volunteer to Dictation
Interpretative notes, including dots perform specific rhythms
 2  Discuss the construction of  Rhythmic dictation
a scale based on key  Pg 34/40-enharmonic intervals and scales
signatures (pg41 work)
 Discuss how to add  Warm up/stretch
expression to music.  Review Lullaby. Ask what we can add to
the song to make it more expressive.
Nov.26 Theoretical  Introduce the Circle of  Entrance slip-rhythmic dictation-explain FA-Entrance Slip
 1 fifths how to do them
 2  Analyze key signatures  Work more scale degrees/circle of fifths
 3 and their relation to notes  Warm up/stretch
Interpretive on the piano/patterns that  Work through rep, continuing to polish
 2 arise and add expression to pieces

Nov.27 Theoretical  Listen and repeat 6 note  Entrance slip- key signatures
 1 melodies  Review key signatures as class
 3   Rhythmic dictations-work on 4/4. ¾, 6/8
Aural  Split groups for M-skills-aural work(roll
 1 the major chord so students can find the FA-Entrance Slip
tonic):interval identification ascending
AND descending

Nov.28 Vocal  Identify intervals after  Review intervals with class. FA-Review Intervals
 2 hearing them played  Work rhythmic dictation
Theoretical  Sing interval after hearing  Split for m-skills. Work on singing
bottom note studied intervals after hearing the bottom
 Identify key signature note (m2, M2, M3, P4, P5, P8), add
singing back melodies on solfege (6
notes)
 Join in the Media center, warm up, work
rep.
Nov.29 Theoretical  Recite rhythm by clapping  Continue work with intervals, rhythmic FA-Individual
 1  Write key signature based clapping of notation Assessment
 2 off name  Continue work on circle of fifths/key Clapping Rhythms
 3  Identify notes on treble and signatures
bass staff  Warm up/stretch
  Work choral works to be performed with
concert choir, stay after for concert choir
rehearsal
Nov.30 Theoretical  Identify intervals after  Assessment-interval FA-Aural
 1 hearing them played twice identification(listening), rhythmic Musicianship Skills
 2  Identify/write key dictation, key signatures
 3 signatures based on the
 6 diatonic scale
Vocal Skills  Dictate 2 bars of rhythm
 2 after hearing them 5
times11,
Dec.3 Vocal Skills  Identify descending  Work theory interval identification FA-Interval
 2 intervals-m2, M2, M3, P4, (musictheory.net) limit to m3 and M6 Identification
P5, P8  Introduce interval to the class, work
Aural Skills  Add the M6, m3 exercise on interval.
 1 ascending/descending  Introduce concept of melodic dictation.
 Dictations-write what you Run 6 note dictations with notes around
hear (C Major, G Major, F the tonic, no higher than minor third.
Major  Sing melodies with solfege
Dec.4 Theoretical  Identifying intervals on the  Entrance Slip-Notes on the Staff FA-Entrance Slip
 5 staff. Up to one octave  Introduce interval sizes.
  Stretch/warm up
 Work songs
Dec.5 Vocal  Continue work on intervals  Interval identification-all descending FA-Review
 2  Analyze 2 bars of melody  Review notes/key signatures-have
and sight sing on solfege students write harmonic dictations of
Aural notes in key of C, F, G
 1  Stretch/warm up
 2  Work music
Dec.6 Aural Skills  Continue solfege work  Sing intervals after hearing bottom/top FA-Dictation
 1  Rhythmic dictations note
Theoretical  Melodic/rhythmic  2 bar rhythmic dictations, clap with class
 1 dictations to begin using (ta/ti-tika)
 Melodic dictation-4 notes to begin, work
up to 6.
Dec.7 Vocal  Plickers test  Interval identification-4 FA-Plickers
 2  Rhythmic dictation-2
Aural  Melodic dictation-2
 1
Theoretical
 2
Dec.10 Aural  Introduction of chords, and  Play intervals that make up chord. The
 6 their construction. support/meat and potatoes analogy
 Construct the major and minor chords in
the major scale
Dec.11 Aural  Continuation of chord  Review construction of chords FA-Chord
 6 construction  Continue on chord progressions. Construction Review
 7  Singing chords on solfege  Play I-IV-V-I progression

Dec.12 Aural  Chord Progressions  Entrance Slip-chord FA-Entrance

 6  Review what will be on m- construction/identification Slip/Exit Slip
 7 skills assessment  Review other theory concepts-work time
Theory (Book laptops)
 6  Exit slip-what are you wanting to review
as a class
Dec.13 Vocal Skills  Plickers-m-skills  Plickers check (4 questions) FA-Plickers
 2 assessment  Review concepts for assessment
 Solfege singing  Stretch/warm up
 Run material
Dec.14 M-skills  m2, M2, M3 ascending and  M-skills test SA: Musicianship
Assessment descending  Warm up, stretch Skills Aural Test
 m3, P4, P5, P8 ascending  Run rep for concert-check memory
 construct an ascending
major scale and identify
the major and perfect
intervals from the tonic
 identify notes on the
keyboard and their relation
to the note on the staff
 5. identify any harmonic
interval by number

Dec.17 Individual  Aural Test of music for  Students will be tested individually on SA: Individual
Assessment concert. passages from repertoire learned this Singing Test
term.
Interpretive  Other students will begin note learning
skills pieces for January.
 1
 2

Dec.18 Individual  Aural Test of music for SA: Individual

concert.  Students will be tested individually on Singing Test
Assessmnet passages from repertoire learned this
Interpretive term.
skills  Other students will begin note learning
 1 pieces for January.
 2
Dec.19 Individual  Aural Test of music for  Students will be tested individually on SA: Individual
Assessment concert. passages from repertoire learned this Singing Test
term.
 Interpretive  Other students will begin note learning
skills pieces for January.
 1
 2

Dec.20 Individual  Aural Test of music for  Students will be tested individually on SA: Individual
Assessment concert. passages from repertoire learned this Singing Test
term.
Interpretive  Other students will begin note learning
skills pieces for January.
 1
 2
Dec.21` Wrap up  N/A  N/A
Christmas
party