Katelyn Proffitt

6th Grade
3/9/2022
Sight-reading

Objective: Warm up and sight-read Strike Force by Michael Sweeny. Connect listening and
performing music to storytelling.

Goal: Sight-read through Strike Force with mostly correct notes and rhythms.

Procedures:

Housekeeping
• Review classroom expectations.
o Quiet coyote
o How do we behave in class?
• Supply check
• Unpack instruments

Lesson
• First, we’ll play out of the book together as a class.
• Open to page 14
o #44, #47
§ 44 – articulations!
§ 47 – count and clap first, two measures at a time, play through
• Close your books – we’re going to do some listening!
• We are going to listen to Strike Force as a class!!
o While listening, think of how the music makes you feel. What do you think this
music is telling a story about? Remind of Fantasia.
o Pass out music, placing face down, while listening.
o Call on a few students to give descriptive words of the piece after.
• Flip over Strike Force.
o Hype it up!!! FIRST time playing sheet music!
o A big deal – we are going to play this on our spring concert!!! First concert
ever in band!
§ Compare sheet music to First Chorale
§ Everyone has different parts.
§ What’s different: there will not only be different notes, but different
rhythms this time!
o Percussion: B – percussion 2, T - snare
• Give students time to write in some fingerings and notes and let them noodle on their
instruments for a minute.
• Quiet coyote
• What is the key signature?
o Write out these key signatures on board as going through each one with the
notes that are flat.
o Flute, trombone, tuba – what notes are flat? Bb, Eb
o Clarinet, trumpet, tenor saxes – what notes are flat? None
o Alto saxophones – what notes are sharp? F#
o French horn – what notes are flat? Bb
 • What is the time signature?
o 4/4
o What does 4/4 time signature mean?
• Raise your hand if you have multi measure rests in your part!
o Explain how to count multi measure rests. Use counting on your fingers!
• Count and clap measures 5 to 13 (in a box measure numbers)
• Air band measures 5-13 while I play!
• Play 5-13.
o Assess
o Check notes, rhythms if needed
o Play again
• Count and clap measures 13 to 21
• Air band measures 13-21
• Play 13-21
o Assess
o Check notes and rhythms
o Play again
• Count and clap measures 21-29
• Air band measures 21-29
o Assess
o Check notes and rhythms
o Play again
• Continue procedure with measures:
o 29-37
o 37-45
o 45-53
o 53-end

Assessment:

Informal
o Listening to the group as a whole perform music being studied

Formal
o Listening to smaller section of the music
o Diving up different parts to listen to individuals

Winding:

Forwards
o Talk about dynamics
o Where to breathe in music
o Intonation

Backwards
o Fingerings for notes
o Note names
o How to create a sound on instrument
Adaptations:

Color
o Using a pen or high lighter, write in any notes you may need to better understand the
music

Size
o Write rhythms in large print on board with counts

Modality:
o Visually: When writing on board, use different colors to differentiate different aspects
of example
o Kinesthetic: Ask students to tap their foot for tempo, use counting on fingers for rests
o Aurally: Speak/sing rhythms if needed, speak key signature notes out loud, say note
names

Pacing
o Break up measure sections into smaller sections (2 measures)
o Do not move on until understanding of music as occurred

SOL Standards:

MIB.10 The student will demonstrate preparatory instrumental basics and playing
procedures, including
1. identification of the parts of the instrument;
2. procedures for care of the instrument;
3. proper playing posture and instrument position;
4. wind student—embouchure;

MIB.11 The student will demonstrate proper instrumental techniques, including

1. finger/slide placement, using finger/slide patterns and fingerings/positions;
2. matching pitches and beginning to make adjustments to facilitate correct
intonation;
3. production of tones that are clear, free of tension, and sustained;
4. wind student—proper breathing techniques and embouchure; contrasting
articulations (tonguing, slurring, staccato, accent);

MIB.12 The student will demonstrate ensemble skills at a beginning level, including
1. balancing instrumental timbres;
2. making adjustments to facilitate correct intonation;
3. matching dynamic levels and playing style;
4. responding to conducting patterns and gestures; and
5. maintaining a steady beat at various tempos in the music literature being
studied.

MIB.18 The student will sight-read music of varying styles and levels of difficulty, in
accordance with VBODA Levels 0 and 1.