Elizabeth Tetlak 10/18/18

Curriculum Plan

Standard October 18th October 25th November 1st November 8th

Performing Page 6 #’s 7, 9 Page 7 #’s 12.13.14 Page 8, #’s 17,18,22 Page 9 #’s 27, 28
Work on counting whole Work on counting Mixing together Playing melodic lines,
notes and rest half notes and rests quarter, half and whole using breath marks,
Duet Playing notes and rests using a legato “dee”
Expanding range articulation
Creating Call and Response: Call and Response: Call and Response: Call and Response:
 Teacher plays  Teacher call  Teacher call and  Teacher call
call and student student student respond and student
responds (4beats) response  Expanding respond
 Using quarter  Expanding range  Expanding
note and eighth range  Using quarter range
notes  Using quarter, eighth, and half  Using quarter
Student begins to look at eighth, and notes eighth, and half
call and response in half notes  Student create  Student creates
notation Student look at call call and teacher call using these
and response in responds rhythms
notation Student looks at Student looks at
notation rhythm and notes they
created
Responding Listen to combined Discuss how the Discuss certain musical Practice musical
Clarinet piece and come songs meaning can lines and what they decisions in context
back with ideas on what inform how we play express and what with the piece
the song is about  Learn notes musical devices we can
and rhythms use to portray that
 Continue to
learn notes and
rhythms
Connecting Work on musical note Work on musical note Work on musical Work on musical
recognition game recognition game rhythm recognition rhythm recognition
game game
Standard November 15th November 29th December 6th
Performing Page 10 #’s 29, 31, 32 Page 11 #’s 34, 35, 36, 27 Page 12 #’s 40, 41, 43, 44
Learning a round, playing Range expansion, 2/4 time, Range expiation, continue
quarter rests, learning a familiar tunes technique work, duet
chorale and ties
Creating Call and Response: Call and Response/ Composition: Composition:
 Student creates call  Student works on their Student has created their own
and teacher responds improvised song working composition and is able to
putting two bars of 4 on what they would like to perform it
beats together change or improve on
Student begins to use their
improvisational ideas to
create their composition
Responding Begin playing as a group Finalize ideas and begin to Piece is performance ready
thinking on how we can practice for informance, talk
improve about challenges of performing in
an ensemble
Connecting Work on musically expressive Work on musically expressive Share games and what the
games games student has learned