Instruction and Management Plan

The music reading unit is intended to give students a detailed introduction to reading music. By the end of the unit, students should be able to navigate through a piece of music. There are many elements that are necessary to teach for this to be possible, as described in the Unit Standards, Goals and Objectives. The unit lasted 8 weeks, and the following table describes the sequence and organization of instruction that occurred. The table also demonstrates the specific lessons that make use of literacy, numeracy and technology, as well as instructional strategies used. Instruction on note reading was taught to every 4th grade student and integrated into the regular music class setting. The following chart will also demonstrate what pitch reading activities the choir students learned each week in their general music class. Week 1 Objectives ! Demonstrate prior knowledge of the subject by completing the pre-assessment ! Identify tonic and dominant pitches of each piece ! Sight-read choir pieces ! Identify and describe music basics such as the grand staff, bar lines and clefs ! Translate the foreign text for each of the pieces ! Establish a basic structure of the music ! Begin singing portions of each piece with correct rhythms and pitches Note Reading: ! Introduce staff, lines and spaces on the treble clef ! Practice identifying pitches with flash cards, as a class ! Identify how to navigate through a piece of music by following measure numbers ! Practice choir pieces, using correct pitches and rhythms and pronunciations Note Reading: ! Demonstrate understanding of pitches with flash cards, individually ! Define different dynamic ! ! ! ! ! ! ! ! ! ! Instructional Methods Assessment Cooperative Learning Interactive Instruction Direct Instruction Rehearse Alternate Subjects Integrated ! Literacy ! Numeracy ! Writing ! Problem Solving

Direct Instruction ! Literacy Indirect Instruction/Inquiry ! Numeracy Experiential Learning ! Problem Solving Rehearse Cooperative Learning

! ! ! ! ! !

Direct Instruction ! Numeracy Indirect Instruction/Inquiry ! Literacy Experiential Learning Cooperative Learning Independent Study Interactive Instruction

! Direct Instruction

! Literacy

markings in music ! Apply dynamics through practice in music Note Reading: ! Practice pitch identification through color dot staff activity ! Discover the purpose of a time signature and establish rules for determining the time signature ! Demonstrate understanding of the structure of choral pieces ! Identify time signature for each of the choral pieces Note Reading: Practice pitch identification through Valentines Day Pitch Reading Jokes ! Identify and discuss different symbols found throughout the music ! Navigate and sing through each piece of music, observing correct rhythms, pitchs, dynamics and expressive symbols ! Review navigation and performance of music in preparation for final assessment Note Reading: ! Demonstrate understanding of pitches on the staff through online story assessment ! Demonstrate knowledge acquisition by completing the final assessment.

! Experiential Learning ! Cooperative Learning ! Interactive Instruction

! Patterns ! Problem Solving ! Teamwork

! ! ! ! !

Direct Instruction Inquiry Experiential Learning Interactive Instruction Cooperative Learning

! ! ! !

Numeracy Patterns Problem Solving Literacy

! ! ! !

Review Interactive Instruction Cooperative Learning Assessment

! ! ! !

Literacy Numeracy Problem Solving Technology

! Assessment

! ! ! !

Literacy Numeracy Writing Problem Solving

Lesson Plans
Lesson #1 Date: January 15, 2014 Teacher: Laura Marshall Class: 4th grade choir (enrichment day) Unit: Music Reading Lesson: Welcome to Choir, Introduction to In the Stillness, El Tambor, and Child of Peace, Preassessment Total Estimated time: 45 minutes Overview:
Music is the art of thinking with sounds." ~ Jules Combarieu Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo

On Wednesday Enrichment Days, Bauder 4th and 5th graders who have chosen music as their enrichment option will be participating in choir. This semesters choir pieces, In the Stillness, El Tambor, and Child of Peace create a theme of Music from Around the World. It is important for students to instill a love for music as well as an outlet to grow their understanding of other cultures. These songs include multiple languages other than English, and provide a unique outlet for students to learn about cultures other than their own. At Bauder there are over 19 different countries represented, so this choir will also teach students about the cultures of their peers. Students will learn to sing in multiple languages, and learn advanced rhythms and melodies, as well as learn to sing two-part music. The choir will improve students musical skills as well as foster an ongoing love of music for the rest of their lives. This will be the first experience that Bauder 4th graders have with choir, which includes any skill necessary to read music. Not only will students in this choir be able to sing quality repertoire, but they will gain the skills necessary to navigate through a piece of music. Music is a universal language, and the benefits in learning to read and navigate through music will extend way beyond their elementary years. Whether students one day perform professionally, perform for fun, or simply appreciate music, capturing an understanding at a young age will give the students a link to the rest of the world for the rest of their lives.

Standards: Standard 1.1.2 o Perform using accurate production techniques Daily Objectives: Students will know: The tonic and dominant pitches of each piece. What the pieces will sound like.

Students will be able to: Demonstrate prior knowledge of the subject by completing the pre-assessment Perform diverse warm-up exercises. Demonstrate their knowledge of the solfege system. Establish a basic knowledge of the structure of the pieces. Pronounce and define words in different languages. Begin singing portions of each piece with correct rhythms and pitches.

Preparation: I will have to do score preparation for each of the three pieces. I will translate any words in languages other than English, I will decide which part the 4th grade class will sing, and which part the 5th grade class will sing (with the understanding that this may be subject to change). I will learn all of the dynamic, tempo and expressive markings, and write any preparations necessary into my score.

Materials: In the Stillness Japanese Haiku by Shiki Masaoka, music and English text by Audrey Snyder Al Tambor by Victor C. Johnson Child of Peace by David Waggoner Tone Ladder Piano Get to know you ball Students Folders

Instruction (Week 1):

Anticipatory Set: (5 minutes) This is the first day with the students, and I have yet to meet many of them. We will play a get to know you game with a mini instructional ball. I will point to a student and have them tell me their name, and the ball will be lightly tossed to that student. Whichever instruction the students thumb touches is the question that they will answer. They will then lightly toss the ball back to me, and I will toss it to another, until each student has a turn. Instruction/Student Activities: Vocal Warm-ups (5 minutes) o Tone Ladder, solfege challenge Do, do-re-do, do-re-mi-re-do, etc. Then take out re. o Ooo on 5-4-3-2-1 o Aluminum-Linoleum 1-2-3-4-3-2-1 o Many Mumbling Mice - make sure each word can be heard, and I will chose the character they are singing it as (Troll, mickey mouse, princess, old man on a cane) o My Bonnie Lies Over the Ocean any time there is a word with the letter B, they either stand up or sit down. Pre-assessment: (10 minutes) o Students will take the pre-assessment, using the piece Child of Peace to look for answers. Rehearsal Portion: (25 minutes) o In the Stillness: On the front of the cover it says that In the Stillness is a Japanese Haiku. I will ask the students what a Haiku is. (3 lines, 5, 7 and 5.) We will identify what each line is. I will pronounce the Japanese and students will echo. I will tell them the translation. o I will tell them that the key of the piece is D Major, and ask them what the Tonic and Dominant notes are. The tonic is D and the dominant is A. I will ask them what the piece starts on (D, the tonic.) o The 4th graders are singing the top line. I will have them look at the rhythms, and we will speak the rhythms. Measures 8-10 are tricky, and may have to be practiced a few times. Once we have the rhythms down, I will teach them measure 1-10, which is the initial haiku. They will then look at measures 11-16, and discover that the rhythm is the same. We will speak the rhythm and then sing the English words. Measures 24-34 are the exact same, so we will sing those as well. o Al Tambor: I will speak the text (Spanish), and have the students tell me what language it is in. I will see if they know what tambor means (drum). We will look at the English text that is provided, I will give them the literal translation, and we will compare. o I will identify that the piece is in F Major, and will have the students tell me the tonic (F) and dominant (C) notes. I will have them identify what note the piece starts on. It starts on the dominant (C). I will relate it to solfege, and we will discuss that the piece starts on sol. I will have them look at the first three

o o

measures of text and ask what three solfege syllables are being sung (Sol, mi, do). We will sing the first three measures with solfege. 4th graders are singing the bottom line. We will learn measures 1-16. The rhythm in measures 13 and 14 may be trick, and if necessary we will speak the rhythms. Once we are comfortable with measures 1-16, I will have them look through the piece and identify how many times that same melody returns (3). We will sing it through all three times. Child of Peace: I will ask the students if they know any other ways to say the word peace. (They may not, but in order to assess prior knowledge, it is important to do so). We will look at the pronunciation guide on page one, and read the different words for peace. There are six other than English, and I will ask if they know where those languages originate. The piece is in E Major. I will have the students identify what the tonic (E) and dominant (B) are, and we will discover what note the piece starts on (B, the dominant). It starts on low sol, and I will have them repeat a sol do do pattern. 4th graders sing the bottom line in Child of Peace. We will learn measures 1-13. It will be important to point out the 2/4 bar in measure 12. If there is time, we will learn the top part in measures 37-39, which has some of the different translations of the word peace.

Check for Understanding/Closure: Pre-assessment Sight-reading skills first day of rehearsal I will make sure we end with the students singing through the main melody of one of the pieces, in anticipation of them singing or humming it on their way out the door.

Accommodations/Modifications: I do not know the students individual needs yet, but I will be walking through during the test if students need help. I also have students paired together during rehearsals so students with need have help from student leaders.

Reflection: I was pleased with how this lesson went. A good portion of the lesson was spent on the preassessment. While the students took the test, I was available to help any students that had questions. I knew that the students would not know much if any of the answers. It was amusing listening to their questions. I had several questions that asked about measure numbers. Students were very confused, because some of the measure numbers that I refered to in the test were not pictured in the music. It has been so long since I learned to read music, that I had not thought about the confusion. Once the pre-assessments were finished, the rest of the rehearsal went well. Several of the warm-up activities that I had them do engaged their body, and were theatrical and

dramatic, which was fun. Students immediately loved all three pieces, and did not want to leave at the end of class. ______________________________________________________________________________

Lesson #2 Date: January 22, 2014 Teacher: Laura Marshall Class: 4th grade choir (enrichment day) Unit: Music Reading Lesson: Music Basics; Grand Staff, Clefs, Bar Lines Total Estimated time: 45 minutes Overview:
Music is the art of thinking with sounds." ~ Jules Combarieu Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo

On Wednesday Enrichment Days, Bauder 4th and 5th graders who have chosen music as their enrichment option will be participating in choir. This semesters choir pieces, In the Stillness, El Tambor, and Child of Peace create a theme of Music from Around the World. It is important for students to instill a love for music as well as an outlet to grow their understanding of other cultures. These songs include multiple languages other than English, and provide a unique outlet for students to learn about cultures other than their own. At Bauder there are over 19 different countries represented, so this choir will also teach students about the cultures of their peers. Students will learn to sing in multiple languages, and learn advanced rhythms and melodies, as well as learn to sing two-part music. The choir will improve students musical skills as well as foster an ongoing love of music for the rest of their lives. This will be the first experience that Bauder 4th graders have with choir, which includes any skill necessary to read music. Not only will students in this choir be able to sing quality repertoire, but they will gain the skills necessary to navigate through a piece of music. Music is a universal language, and the benefits in learning to read and navigate through music will extend way beyond their elementary years. Whether students one day perform professionally, perform

for fun, or simply appreciate music, capturing an understanding at a young age will give the students a link to the rest of the world for the rest of their lives. Standards: Standard 1.1 o Perform using accurate production techniques. Standard 3.2 o Identification of aural and visual notations of basic music forms. Standard 4.2 o Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning. Daily Objectives: Students will know: How to recognize and discuss bar lines, clefs and the grand staff. The translations and pronunciations of the foreign text. The basic structures of the music. Correct rhythms and pitches of their part.

Students will be able to: Perform diverse warm-up exercises. Establish a basic knowledge of the structure of the pieces. Identify and describe music basics such as the grand staff, bar lines and clefs. Pronounce and define words in different languages. Begin singing portions of each piece with correct rhythms and pitches.

Preparation: I will have to do score preparation for each of the three pieces. I will translate any words in languages other than English, I will decide which part the 4th grade class will sing, and which part the 5th grade class will sing (with the understanding that this may be subject to change). I will learn all of the dynamic, tempo and expressive markings, and write any preparations necessary into my score. I have given the students a pre-test, assessing their knowledge and skills in reading a piece of music. With the results of the pre-test, I know what my students know, and what areas we need to work on.

Materials:

In the Stillness Japanese Haiku by Shiki Masaoka, music and English text by Audrey Snyder Al Tambor by Victor C. Johnson Child of Peace by David Waggoner Tone Ladder Piano Students Folders

Instruction (Week 1): Instruction/Student Activities Vocal Warm-ups (5-10 minutes) o Tone Ladder, solfege challenge Do, do-re-do, do-re-mi-re-do, etc. Then take out re. o Ooo on 5-4-3-2-1 o Aluminum-Linoleum 1-2-3-4-3-2-1 o Haida. Review the song. If students remember the song, sing as a round. Rehearsal Portion: (25-30 minutes) o Discuss Grand Staff/full score. When the teacher looks at a piece of music (for example, the orff music in class) they see all of the parts, not just one. Each voice has measure one. In choral music this isnt always the same. " For example, in Al Tambor, the piano plays 6 measures without there being a vocal line. Have students trace measures 1-8, so they see where the vocal lines begin. " There is also a measure that has pickup notes, that is not counted as measure 1. o Child of Peace " 4th graders sing the bottom line. They have learned measures 1-25. Review what they know. Pay attention to measure 11-13 and 23-25, in which they have rests while the top line sings. " Teach measures 36-44. Students sing words in different languages here. Sula is the Pashto word for peace, pace is peace in Italian, and keamanan is peace in Malay. Ask students if they have heard of any of the cultures that speak these languages. Identify that Pashto is a south central Asian language spoken in Afghanistan and Pakistan, and Malay is spoken in Indonesia, Malaysia, and Singapore. o In the Stillness " Identify important measure numbers in the piece. What measure do we start on? What measure do you see D.S. al Coda? " Identify what D.S. al Coda means Dal segno al Coda. Go back to the sign, and when the coda sign appears, go to the coda.

Navigate through the piece, identifying what measure numbers singers jump to. " 4th grade sings the top line. Review measures 1-15. Have students identify what measure the same melody returns (measure 24). Sing measure 24 34. o Al Tambor (if time) " 4th grade sings the top line. Identify which measures the melody begins. (m 8, 16, 34) " Sing measure 1 42 as a review. " Learn measures 43-51. Check for Understanding/Closure: Informal assessment while discussing clefs and grand staff, I have students point to their music to identify. I will make sure we end with the students singing through the main melody of one of the pieces, in anticipation of them singing or humming it on their way out the door.

"

Accommodations/Modifications: If there are students that need assistance, I will ask for a helper from another student, or from Ms. Franklin. The students are seated in rows, and have been placed strategically so that leaders can assist with those that need help.

Reflection: This lesson was relatively simple. Most of the students remembered bar lines and clefs from regular music class. The concept of the grand staff was relatively new, but students caught on pretty quick. Looking at the piano part in the music made a whole lot more sense to them than looking at their singing parts. The two voice parts are still in the treble, so many had never seen the treble and bass clef together. I could see many lightbulbs switch on as I made reference to the orff music that they play in music class. While each student plays and sees only one line of music for the specific instrument, the teacher sees an entire score with all of the instruments. This concept made sense to them, and connected the idea of a grand staff to an entire music score. The rehearsal was smooth again. We continued to read more of the words, and I made sure that students knew translations by the end of the day. They left the classroom still singing their music, which was fantastic. ______________________________________________________________________________ Lesson #3 Date: January 29, 2014

Teacher: Laura Marshall Class: 4th grade choir (enrichment day) Unit: Music Reading Lesson: Measure numbers, El Tambor, Child of Peace, and In the Stillness. Total Estimated time: 45 minutes Overview:
Music is the art of thinking with sounds." ~ Jules Combarieu Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo

On Wednesday Enrichment Days, Bauder 4th and 5th graders who have chosen music as their enrichment option will be participating in choir. This semesters choir pieces, In the Stillness, El Tambor, and Child of Peace create a theme of Music from Around the World. It is important for students to instill a love for music as well as an outlet to grow their understanding of other cultures. These songs include multiple languages other than English, and provide a unique outlet for students to learn about cultures other than their own. At Bauder there are over 19 different countries represented, so this choir will also teach students about the cultures of their peers. Students will learn to sing in multiple languages, and learn advanced rhythms and melodies, as well as learn to sing two-part music. The choir will improve students musical skills as well as foster an ongoing love of music for the rest of their lives. Not only will students in this choir be able to sing quality repertoire, but they will gain the skills necessary to navigate through a piece of music. Music is a universal language, and the benefits in learning to read and navigate through music will extend way beyond their elementary years. Whether students one day perform professionally, perform for fun, or simply appreciate music, capturing an understanding at a young age will give the students a link to the rest of the world for the rest of their lives. Standards: Standard 1.2 o Perform a variety of rhythmic, melodic, and harmonic patterns. Standard 1.3 o Perform extended melodies from the treble staff using traditional notation. Standard 3.4 o Identify and aurally recognize melodic, rhythmic, and harmonic patterns. Standard 4.2

o Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning. Daily Objectives: Students will know: How to navigate through the measures in a piece of music. The translations and pronunciations of the foreign text. All of the notes of Child of Peace.

Students will be able to: Perform diverse warm-up exercises. Establish a basic knowledge of the structure of the pieces. Identify how to navigate through a piece of music by following measure numbers. Pronounce and define words in different languages. Begin singing portions of each piece with correct rhythms and pitches.

Preparation: I will have to do score preparation for each of the three pieces. I will translate any words in languages other than English, I will decide which part the 4th grade class will sing, and which part the 5th grade class will sing (with the understanding that this may be subject to change). I will learn all of the dynamic, tempo and expressive markings, and write any preparations necessary into my score. I have given the students a pre-test, assessing their knowledge and skills in reading a piece of music. With the results of the pre-test, I know what my students know, and what areas we need to work on.

Materials: In the Stillness Japanese Haiku by Shiki Masaoka, music and English text by Audrey Snyder Al Tambor by Victor C. Johnson Child of Peace by David Waggoner Tone Ladder Piano Students Folders

Instruction (Week 5):

Instruction/Student Activities Vocal Warm-ups (5-10 minutes) o Tone Ladder, solfege challenge Do, do-re-do, do-re-mi-re-do, etc. Then take out re. o Ooo on 5-4-3-2-1 o Bumble-bee. 1-3-2-4-3-5-4-6-5-7-6-8-7-9-8 o I Love to Sing 1-8-5-3-1 o Haida. Review the song. If students remember the song, sing as a round. Rehearsal Portion: (25-30 minutes) o How to decipher measure numbers: " Have students identify certain measure numbers in Child of Peace. " Begin with measure numbers where the number is visible, then ask for a number in between. " Explain that each measure has a number, even if the number is not written. " Ask students to find various items, at specific measure numbers. What measure(s) has a decrescendo? What measure do you see the words poco rit? What measures do you sing in a different language? o Al Tambor " 4th graders sing the top line. Review mm 1 43. Because they sing the melody, make sure they are confident. Measures 25-29 were new last week. " Learn measures 43-51. Measure 44-47 will be the newest sounding, 48-51 should sound familiar. " Discuss dynamics. Have students identify the different dynamics that they are singing in each section. M 1-24 mf. m 25-33 mp. m 26-42 mf. m 43-51 f. " Sing m 1-51 with correct dynamics. o Child of Peace " Review measures 1-25. " Learn measures 26-35. Have students identify and clap triplet rhythm in measure 28. The Db in measure 30 may look tricky. Ask students how it is different from the D natural in measure 29 (half step lower). " Review measures 36-end. . Sula is the Pashto word for peace, pace is peace in Italian, and keamanan is peace in Malay. Ask students if they have heard of any of the cultures that speak these languages. Identify that Pashto is a south central Asian language spoken in Afghanistan and Pakistan, and Malay is spoken in Indonesia, Malaysia, and Singapore. " Measures 45-49 are different, so pay special attention here. " Sing through entire piece. o In the Stillness (If time)

" " "

Review navigation of the piece. Discuss full score. Review what D.S. al Coda means Dal segno al Coda. Go back to the sign, and when the coda sign appears, go to the coda. Sing measures 1-15 and measures 24-34. Learn lower line in measures 16-23. The top line will be a descant with a few students in each class. Measures 16-19 are the same as measures 20-23.

Check for Understanding/Closure: Musical Hide and Seek Students raise hands when they know. I visually assess who has been answering and who seems confused. All students are required to look and place fingers on specific measure numbers. I can informally assess those that understand just by watching. I will make sure we end with the students singing through the main melody of one of the pieces, in anticipation of them singing or humming it on their way out the door.

Accommodations/Modifications: If there are students that need assistance, I will ask for a helper from another student, or from Ms. Franklin. The students are seated in rows, and have been placed strategically so that leaders can assist with those that need help.

Reflection: The measure number lesson was a lot of fun. I remembered during the pre-assessment that one of the students had made the comment that she saw measure 11, but that measure 12, which the question refered to, didnt exist, because she could not see it. I had students identify all of the numbers in the music that were visible, and then we connected them with all of the numbers in between. There was a bit of confusion with the grand staff. Some students didnt jump to a different system in the music, counting all of the individual measures in each voice part as a new measure number. This was easily corrected by referring back to the grand staff and full score discussion from the week before. I was really impressed with my creativity during the lesson. Initially I had just planned on having students identify measure numbers, and look through the music to find specific measure numbers. Without having specifically planned to, I turned it into a hide and seek game. I would give them something to look for in the music, and they would have to search for the measure number. It seems so simple and almost boring, but simply by calling it musical hide and seek, the students had a blast. ______________________________________________________________________________ Lesson #4 Date: February 5, 2014

Teacher: Laura Marshall Class: 4th grade choir (enrichment day) Unit: Music Reading Lesson: Dynamics, El Tambor, Child of Peace, and In the Stillness. Total Estimated time: 45 minutes Overview:
Music is the art of thinking with sounds." ~ Jules Combarieu Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo

On Wednesday Enrichment Days, Bauder 4th and 5th graders who have chosen music as their enrichment option will be participating in choir. This semesters choir pieces, In the Stillness, El Tambor, and Child of Peace create a theme of Music from Around the World. It is important for students to instill a love for music as well as an outlet to grow their understanding of other cultures. These songs include multiple languages other than English, and provide a unique outlet for students to learn about cultures other than their own. At Bauder there are over 19 different countries represented, so this choir will also teach students about the cultures of their peers. Students will learn to sing in multiple languages, and learn advanced rhythms and melodies, as well as learn to sing two-part music. The choir will improve students musical skills as well as foster an ongoing love of music for the rest of their lives. Not only will students in this choir be able to sing quality repertoire, but they will gain the skills necessary to navigate through a piece of music. Music is a universal language, and the benefits in learning to read and navigate through music will extend way beyond their elementary years. Whether students one day perform professionally, perform for fun, or simply appreciate music, capturing an understanding at a young age will give the students a link to the rest of the world for the rest of their lives. Standards: Standard 1.1 o Perform using accurate production techniques. Standard 1.2 o Perform a variety of rhythmic, melodic, and harmonic patterns. Standard 3.1 o Application and demonstration of more advanced dynamics, tempo, meter and articulation using appropriate music vocabulary.

Standard 3.4 o Identify and aurally recognize melodic, rhythmic, and harmonic patterns. Daily Objectives: Students will know: How to navigate through the measures in a piece of music. The translations and pronunciations of the foreign text. All of the notes of Child of Peace and Al Tambor. The definitions of different dynamic markings.

Students will be able to: Perform diverse warm-up exercises. Establish a basic knowledge of the structure of the pieces. Identify certain measure numbers throughout each piece. Pronounce and define words in different languages. Begin singing portions of each piece with correct rhythms and pitches. Define and apply dynamic markings throughout the music.

Preparation: I will have to do score preparation for each of the three pieces. I will translate any words in languages other than English, I will decide which part the 4th grade class will sing, and which part the 5th grade class will sing (with the understanding that this may be subject to change). I will learn all of the dynamic, tempo and expressive markings, and write any preparations necessary into my score. I have given the students a pre-test, assessing their knowledge and skills in reading a piece of music. With the results of the pre-test, I know what my students know, and what areas we need to work on.

Materials: In the Stillness Japanese Haiku by Shiki Masaoka, music and English text by Audrey Snyder Al Tambor by Victor C. Johnson Child of Peace by David Waggoner Tone Ladder Piano Students Folders

Instruction (Week 5): Instruction/Student Activities Vocal Warm-ups (5-10 minutes) o Tone Ladder, solfege challenge Do, do-re-do, do-re-mi-re-do, etc. Then take out re. o Ooo on 5-4-3-2-1 o Red leather, yellow leather. 1-2-3-4-5-4-3-2-1. Change colors. o I Love to Sing 1-8-5-3-1 o Haida. Review the song. If students remember the song, sing as a round. Rehearsal Portion: (25-30 minutes) o Al Tambor " 4th graders sing the top line. " Review mm 1 51. Because they sing the melody, make sure they are confident. 43-51 were new last week. " Discuss dynamics throughout. Have students identify the different dynamics that they are singing in each section. M 1-24 mf. m 25-33 mp. m 26-42 mf. m 43-51 f. " Sing m 1-51 with correct dynamics. " Teach measure 52-74. Begin by teaching 52-60. This repeats again in measures 60-68. The ending from measures 68-74 will be tricky. o In the Stillness " Review navigation of the piece. Review what D.S. al Coda means Dal segno al Coda. Go back to the sign, and when the coda sign appears, go to the coda. " Sing measures 24-34. Teach be still, measures 34-38. Ask students what note this is (A). " Learn lower line in measures 16-23. The top line will be a descant with a few students in each class. Measures 16-19 are the same as measures 20-23. Identify the crescendo in both phrases. Have students tell me what crescendo and decrescendo mean. Have them demonstrate with the music. " Sing from beginning to measure 38. Identify that at measure 38, students return to the sign at measure 16. Practice going back. " Depending on time, teach the coda. Ask students to define coda. o Child of Peace (If time) " Review measure 36-end. Sula is the Pashto word for peace, pace is peace in Italian, and keamanan is peace in Malay. Review 26-end. 2635 were new last week. Clap triplet in measure 28 and 32 if needed. The Db in measure 30 may look tricky. Ask students how it is different from the D natural in measure 29 (half step lower). " Sing through entire piece.

Check for Understanding/Closure: As students sing the pieces, I will aurally be able to observe if they are paying attention to dynamics by listening to the dynamic of the singing. If corrected, I will make students tell me what dynamic they should sing, and self-assess what dynamic they actually sang. I will make sure we end with the students singing through the main melody of one of the pieces, in anticipation of them singing or humming it on their way out the door.

Accommodations/Modifications: If there are students that need assistance, I will ask for a helper from another student, or from Ms. Franklin. The students are seated in rows, and have been placed strategically so that leaders can assist with those that need help.

Reflection: Students already knew dynamics, but it was important to point them out in the music. Before learning to read music, it may not be common sense to activiely look at the dynamics. Other than a basic review of different dynamic meanings, the emphasis on dynamics was spread throughout the lesson. We applied the dynamics to our singing. If we got to a section that had a new dynamic, and students didnt sing the correct dynamic, I made them identify the dynamic they sang, and then identify the dynamic they should have sang. This type of rehearsal will be included in all of the future lessons, as a part of the regular rehearsal process. Students are really getting the hang of the music. Many of the students have already begun to memorize some of their music, but I am trying to get them to still look at the music, so they can continue to identify measure numbers and recognize other elements of the music. ______________________________________________________________________________ Lesson #5 Date: February 12, 2014 Teacher: Laura Marshall Class: 4th grade choir (enrichment day) Unit: Songs from Around the World, Reading Music Lesson: Time Signature, El Tambor, Child of Peace, and In the Stillness. Total Estimated time: 45 minutes

Overview:
Music is the art of thinking with sounds." ~ Jules Combarieu Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo

On Wednesday Enrichment Days, Bauder 4th and 5th graders who have chosen music as their enrichment option will be participating in choir. This semesters choir pieces, In the Stillness, El Tambor, and Child of Peace create a theme of Music from Around the World. It is important for students to instill a love for music as well as an outlet to grow their understanding of other cultures. These songs include multiple languages other than English, and provide a unique outlet for students to learn about cultures other than their own. At Bauder there are over 19 different countries represented, so this choir will also teach students about the cultures of their peers. Students will learn to sing in multiple languages, and learn advanced rhythms and melodies, as well as learn to sing two-part music. The choir will improve students musical skills as well as foster an ongoing love of music for the rest of their lives. Not only will students in this choir be able to sing quality repertoire, but they will gain the skills necessary to navigate through a piece of music. Music is a universal language, and the benefits in learning to read and navigate through music will extend way beyond their elementary years. Whether students one day perform professionally, perform for fun, or simply appreciate music, capturing an understanding at a young age will give the students a link to the rest of the world for the rest of their lives. Standards: Standard 1.1 o Perform using accurate production techniques. Standard 1.2 o Perform a variety of rhythmic, melodic and harmonic patterns. Standard 3.1 o Application and demonstration of the use of more advanced dynamics, tempo, meter, and articulation using appropriate music vocabulary. Standard 3.4 o Identify and aurally recognize melodic, rhythmic, and harmonic patterns. Daily Objectives: Students will know: How to navigate through the measures in a piece of music The translations and pronunciations of the foreign text. All of the notes of Child of Peace and Al Tambor.

How to determine a time signature of a piece of music.

Students will be able to: Perform diverse warm-up exercises. Establish a basic knowledge of the structure of the pieces. Identify certain measure numbers throughout each piece. Pronounce and define words in different languages. Begin singing portions of each piece with correct rhythms and pitches. Discover the purpose of time signatures and establish rules for determining time signature. Identify the time signature for each of the choir pieces.

Preparation: I will have to do score preparation for each of the three pieces. I will translate any words in languages other than English, I will decide which part the 4th grade class will sing, and which part the 5th grade class will sing (with the understanding that this may be subject to change). I will learn all of the dynamic, tempo and expressive markings, and write any preparations necessary into my score. I have given the students a pre-test, assessing their knowledge and skills in reading a piece of music. With the results of the pre-test, I know what my students know, and what areas we need to work on.

Materials: In the Stillness Japanese Haiku by Shiki Masaoka, music and English text by Audrey Snyder Al Tambor by Victor C. Johnson Child of Peace by David Waggoner Tone Ladder Piano Students Folders

Instruction (Week 5): Instruction/Student Activities Vocal Warm-ups (5-10 minutes) o Tone Ladder, solfege challenge Do, do-re-do, do-re-mi-re-do, etc. Then take out re. o Ooo on 5-4-3-2-1 o Red leather, yellow leather. 1-2-3-4-5-4-3-2-1.

o Tee-oh, tee-ay, tee-ah-ah-ah-ah. 5-1-5-1-5-1-5-3-1 o I Love to Sing 1-8-5-3-1 o Sweetly the Swan Sings Rehearsal Portion: (25-30 minutes) o Time signature lesson. " Vertical black bars called bar lines divide the staff into measures. " This staff has been split into two measures. " Time signatures define the amount and type of notes that each measure contains. The top number tells you how many beats, and the bottom note tells you the type of note that creates the beat. " For example: Lets make the first measure in 4/4 time, and the second measure in 3/4 time. " In 4/4 time, there are four beats, and a quarter note creates the beat. Therefore, the first measure (4/4) contains four quarter notes. " The second measure (3/4) contains three quarter notes. Why? There are three beats in the measure, and a quarter note creates the beat. " Not all time signatures are quarter note time signatures. " 6/8 time Top number is a six, so there must be 6 beats to the measure. Bottom note is an 8, so an eighth note makes the beat. " 3/2 time Top number is a 3, so there are three beats in the measure. Bottom number is a 2, so a half note receives a beat. o In the Stillness " Ask students what the time signature is for In the Stillness. 4/4. The top number is 4, so there are 4 beats in the measure. The bottom number is 4, so a quarter note gets the beat. " Review navigation of the piece. Review what D.S. al Coda means Dal segno al Coda. Go back to the sign, and when the coda sign appears, go to the coda. " Review lower lines in measures 16-23. The top line will be a descant with a few students in each class. Measures 16-19 are the same as measures 20-23. Identify the crescendo in both phrases. Have students tell me what crescendo and decrescendo mean. Have them demonstrate with the music. " Review measures 24-38. Ask students what note the words be still are on in measures 34-38 (A). Ask students what the dynamic level is at this point (piano). Identify the fermata. " Reinforce that at measure 38, students return to the sign at measure 16. Practice going back. " Teach the coda. Ask students to define coda. Have students identify the names of the note in measure 45-end (f). Define rit and dim. " Ritardando gradually slowing down " Diminuendo decrease in dynamic, or in loudness and intensity. " Sing through entire piece.

o Al Tambor " 4th graders sing the top line. Discover the time signature for Al Tambor. 2/2. Top number is a 2, so there are 2 beats in the measure. Bottom note is 2, so a half note receives a beat. Ask if the class remembers how many beats we were counting in each measure while singing before? (4) we were practicing it slower to learn the song. Demonstrate the difference. " Review measures 52-end, which were new last week. Ask students what are the dynamics? mezzo forte in measure 52, with crescendo in measure 60 to forte. sub mezzo piano (suddenly softer) in measure 68, crescendo to forte in measure 70. " Review mm 43-51 are relatively new. " Discuss dynamics throughout. Have students identify the different dynamics that they are singing in each section. M 1-24 mf. m 25-33 mp. m 26-42 mf. m 43-51 f. " Sing through entire piece. o Child of Peace (If time) " Review measure 36-end. Sula is the Pashto word for peace, pace is peace in Italian, and keamanan is peace in Malay. Review 26-end. 2635 were new last week. Clap triplet in measure 28 and 32 if needed. The Db in measure 30 may look tricky. Ask students how it is different from the D natural in measure 29 (half step lower). " Sing through entire piece, discussing dynamics throughout. Check for Understanding/Closure: o During lesson, entire class answered questions about time signatures. o Ticket out the door asked each individual student to identify what type of note gets a beat in different time signitures. o I will make sure we end with the students singing through the main melody of one of the pieces, in anticipation of them singing or humming it on their way out the door. Accommodations/Modifications: o If there are students that need assistance, I will ask for a helper from another student, or from Ms. Franklin. The students are seated in rows, and have been placed strategically so that leaders can assist with those that need help. Reflection: Time signature is a tricky concept. I am pleased with how this lesson went. I believe I scaffolded the teaching in a way that was pretty simple to understand. I knew that the concept would take a while to grasp, so we did a lot of practice. I provided students with examples of time signatures,

and they had to tell me how many beats were in the measure, and what type of note got the beat. During Al Tambor, we determined that the key signature was 2/2. I initially told the students that I would conduct in 2 instead of 4 like we had been rehearsing, but later in the rehearsal realized that with the instrument parts, this would be very impractical. While the voice and piano are written in 2/2, the instruments are written in 4/4. The instruments need a clear 4 beat pattern, so I decided that the soug will be in 4. This didnt effect their singing. I found that students caught on quickly to the meaning of the top number in a time signature, but had a lot of confusion for the bottom number. As a ticket out the door at the end of class, I gave each student a time signature, and had them tell me what type of note got the beat as they exited the room. I was so excited that all of the students answered correctly, and only a few had to hesitate and work it out in their minds. All in all, the lesson was a success. ______________________________________________________________________________

Lesson #6 Date: February 19, 2014 Teacher: Laura Marshall Class: 4th grade choir (enrichment day), combined with 5th Grade Unit: Songs from Around the World, Reading Music Lesson: Music Symbols, Review, Combining choirs Total Estimated time: 45 minutes Overview:
Music is the art of thinking with sounds." ~ Jules Combarieu Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo

On Wednesday Enrichment Days, Bauder 4th and 5th graders who have chosen music as their enrichment option will be participating in choir. This semesters choir pieces, In the Stillness, El Tambor, and Child of Peace create a theme of Music from Around the World. It is important for students to instill a love for music as well as an outlet to grow their understanding of other cultures. These songs include multiple languages other than English, and provide a

unique outlet for students to learn about cultures other than their own. At Bauder there are over 19 different countries represented, so this choir will also teach students about the cultures of their peers. Students will learn to sing in multiple languages, and learn advanced rhythms and melodies, as well as learn to sing two-part music. The choir will improve students musical skills as well as foster an ongoing love of music for the rest of their lives. Not only will students in this choir be able to sing quality repertoire, but they will gain the skills necessary to navigate through a piece of music. Music is a universal language, and the benefits in learning to read and navigate through music will extend way beyond their elementary years. Whether students one day perform professionally, perform for fun, or simply appreciate music, capturing an understanding at a young age will give the students a link to the rest of the world for the rest of their lives. Standards: Standard 1.1 o Perform using accurate production techniques. Standard 1.2 o Perform a variety of rhythmic, melodic, and harmonic patterns. Standard 3.2 o Identification of aural and visual notations of basic music forms. Standard 3.4 o Identify and aurally recognize melodic, rhythmic, and harmonic patterns. Daily Objectives: Students will know: How to navigate through the measures in a piece of music The translations and pronunciations of the foreign text. All of the notes of Child of Peace and Al Tambor. The definitions of the dynamics in each of their pieces. What the pieces sound like with both sections together.

Students will be able to: Perform diverse warm-up exercises. Establish a basic knowledge of the structure of the pieces. Identify and discuss different symbols found throughout the music. Pronounce and define words in different languages. Navigate and sing through each piece of music, observing correct rhythms, pitches, dynamics and expressive symbols.

Sing their part independently and together with the other vocal part.

Preparation: I will have to do score preparation for each of the three pieces. I will translate any words in languages other than English, I will decide which part the 4th grade class will sing, and which part the 5th grade class will sing (with the understanding that this may be subject to change). I will learn all of the dynamic, tempo and expressive markings, and write any preparations necessary into my score. I have given the students a pre-test, assessing their knowledge and skills in reading a piece of music. With the results of the pre-test, I know what my students know, and what areas we need to work on.

Materials: In the Stillness Japanese Haiku by Shiki Masaoka, music and English text by Audrey Snyder Al Tambor by Victor C. Johnson Child of Peace by David Waggoner Tone Ladder Piano Students Folders

Instruction (Week 5): Instruction/Student Activities Vocal Warm-ups (5-10 minutes) o Tone Ladder, solfege challenge Do, do-re-do, do-re-mi-re-do, etc. Then take out re. o Ooo on 5-4-3-2-1 o Red leather, yellow leather. 1-2-3-4-5-4-3-2-1. o Tee-oh, tee-ay, tee-ah-ah-ah-ah. 5-1-5-1-5-1-5-3-1 o I Love to Sing 1-8-5-3-1 o Sweetly the Swan Sings Rehearsal Portion: (25-30 minutes) o Al Tambor " This is the first time both choirs have been together. Begin piece with both parts together. This will be difficult, because they have never heard the other part singing with them, other than a few times with myself and Mrs. Franklin. " Begin in rows, but eventually sing in a 4th grade circle and a 5th grade circle.

Sing through entire piece in circles. Sing again back in rows. Be sure to continue emphasizing dynamics and score markings. o In the Stillness " Sing first 2 pages of In the Stillness with choirs combined. Ask students what it reminds them of an echo. " Focus on dynamics throughout. " Divide into circles if necessary o Child of Peace (If time) " Sing through Child of Piece in rows. The times that this splits are minor, so they will likely be confusing. Students will likely need to circle up for this piece as well. " In the where there is darkness section, the harmonies are the farthest apart. Have each part sing independently, and then join together. Check for Understanding/Closure: Similar to dynamics, informal observation identified if students were following the music. Students identified and assessed their own performance, and performance of their peers. I will make sure we end with the students singing through the main melody of one of the pieces, in anticipation of them singing or humming it on their way out the door.

"

Accommodations/Modifications: o If there are students that need assistance, I will ask for a helper from another student, or from Ms. Franklin. The students are seated in rows, and have been placed strategically so that leaders can assist with those that need help. Reflection: This lesson was more a review of all the music symbols in the music. We have already learned the majority of all the songs, so students understand the structure and the definiitions of music symbols. We talked a lot about the D.S. al segno, seen in In the Stillness. This rehearsal was a fun rehearsal, because we combined the 4th and 5th graders for the first time. The students were able to hear what the songs sound like with all parts. This was fantastic to pair with a review session, because with all of the new voices that the students heard, it was important to reemphasize some of the symbols. The students were also able to hear how their part related to the new voice part. I was so impressed with the sound that the choir had. While there were times that everyone accidentally reverted to only melody, it was a successful first combined rehearsal. ______________________________________________________________________________ Lesson #7

Lesson Date: February 26, 2014 Teacher: Laura Marshall Class: 4th Grade choir Unit: Music Reading Lesson: Assessment, Final Rehearsal with Miss Marshall Total Estimated time: 45 minutes Overview:
Music is the art of thinking with sounds." ~ Jules Combarieu Music expresses that which cannot be said and on which it is impossible to be silent. ~ Victor Hugo

On Wednesday Enrichment Days, Bauder 4th and 5th graders who have chosen music as their enrichment option will be participating in choir. This semesters choir pieces, In the Stillness, El Tambor, and Child of Peace create a theme of Music from Around the World. It is important for students to instill a love for music as well as an outlet to grow their understanding of other cultures. These songs include multiple languages other than English, and provide a unique outlet for students to learn about cultures other than their own. At Bauder there are over 19 different countries represented, so this choir will also teach students about the cultures of their peers. Students will learn to sing in multiple languages, and learn advanced rhythms and melodies, as well as learn to sing two-part music. The choir will improve students musical skills as well as foster an ongoing love of music for the rest of their lives. Not only will students in this choir be able to sing quality repertoire, but they will gain the skills necessary to navigate through a piece of music. Music is a universal language, and the benefits in learning to read and navigate through music will extend way beyond their elementary years. Whether students one day perform professionally, perform for fun, or simply appreciate music, capturing an understanding at a young age will give the students a link to the rest of the world for the rest of their lives. Standards: Standard 1.1 o Perform using accurate production techniques. Standard 3.1 o Application and demonstration of the use of more advanced dynamics, tempos, meter, and articulation using appropriate music vocabulary.

Standard 3.2 o Identification of aural and visual notations of basic music forms. Standard 3.4 o Identify and aurally recognize melodic, rhythmic, and harmonic patterns. Standard 4.2 o Comprehend and respect the musical values of others considering cultural context as an element of musical evaluation and meaning. Daily Objectives: Students will know: How to navigate through the measures in a piece of music. The translations and pronunciations of the foreign text. The definitions of the dynamics in each of their pieces.

Students will be able to: Demonstrate knowledge acquisition by completing the final assessment. Sing through pieces.

Preparation: I will have to do score preparation for each of the three pieces. I will translate any words in languages other than English, I will decide which part the 4th grade class will sing, and which part the 5th grade class will sing (with the understanding that this may be subject to change). I will learn all of the dynamic, tempo and expressive markings, and write any preparations necessary into my score. I have given the students a pre-test, assessing their knowledge and skills in reading a piece of music. With the results of the pre-test, I know what my students know, and what areas we need to work on.

Materials: In the Stillness Japanese Haiku by Shiki Masaoka, music and English text by Audrey Snyder Al Tambor by Victor C. Johnson Child of Peace by David Waggoner Tone Ladder Piano Students Folders Youtube videos Shenandoah, The Ground, Like Breathing

Instruction (Week 5): Instruction/Student Activities Vocal Warm-ups (5-10 minutes) o Tone Ladder, solfege challenge Do, do-re-do, do-re-mi-re-do, etc. Then take out re. o Ooo on 5-4-3-2-1 o Red leather, yellow leather. 1-2-3-4-5-4-3-2-1. o Tee-oh, tee-ay, tee-ah-ah-ah-ah. 5-1-5-1-5-1-5-3-1 o I Love to Sing 1-8-5-3-1 o Sweetly the Swan Sings Rehearsal Portion: (25-30 minutes) o Final Assessment " Students will take the post-assessment, using all three choral pieces as references for questions. " Students who finish early will work on homework from another class. o Perform " Any remaining time at the end of the class period will be spent singing through one piece of their choice, and then watching videos of Miss Marshall o Videos of Ms. Marshalls choirs " S will watch CSU Mens Choir perform Shenandoah and Pirate Song. " If time, S will watch Ms. Marshall perform quartet Like Breathing.

Check for Understanding/Closure: o Post-assessment. o I will make sure we end with the students singing through the main melody of one of the pieces, in anticipation of them singing or humming it on their way out the door. Accommodations/Modifications: o If there are students that need assistance, I will ask for a helper from another student, or from Ms. Franklin. The students are seated in rows, and have been placed strategically so that leaders can assist with those that need help. Reflection: The test took a good majority of the class period. Students did have questions, but seemed to have a good grasp on the concepts asked. We were able to sing through one piece after the assessment. The students chose to sing Child of Peace. I loved showing the students some of the performances I have done in the past. They loved seeing me conduct, and I was proud to show

them some of the things that I have done. Overall, I was very happy with the lessons and rehearsals, and I know that my students learned a great deal.