Sam1


 * ** Teacher Name: ** || ** Sam Anderson ** || ** Date: ** || ** 2-2-08 ** ||
 * ** Subject/Grade: ** || Concert Choir Part 2 ||


 * ** Focus Concepts/Skills: ** || Rhythmic, and melodic sight reading ||

|| Students will further their visual and aural comprehension of rhythmic and melodic dictation through rehearsal of sight reading. || || I Rhythmic sight reading 1. Assign a volunteer to be the scribe for the assignment. 2. Write out a rhythm on the board. Rhythms should focus on rhythms that give give students problems in their rep. 2. Give the category for the exercise. Categories are like those given for "Wheel of Fortune". Cars, Food, Entertainers, and Sports are great category examples. 3. Take volunteers to provide the text under the given example. Text should be a good fit and match accented syllables. Examples for car rhythm text include: Camry=e-e, Toyota=q e-e, etc. 4. Point out any tricky rhythms. Have a student volunteer to lead a call and response with the rest of the class on those rhythms. 5. Count off quarter notes for a complete measure, and begin. 6. Give feedback, have specific students model as a solo, have group read the example again….as necessary II Rhythmic and melodic sight reading. > > || || Students will be able to assess their success with the lesson's focus skills, aurally, and visually. They will answer a set of questions based on the activity. I will also give immediate feedback to add to the assessment of the group and/or each sections as necessary. Did we stay in tune? Did we stay in tempo? Were phrases sung correctly? Did we breathe in correct places? Where was the hardest part? Why was it hard? How can we fix it? Isolate and rehearse. || 
 * National Standards (put X before all that apply): **
 * ** x ** || ** 1. Sing ** || || ** 2. Play ** || || ** 3. Improvise ** || ** x ** || ** 4. Compose/Arr. ** || ** x ** || ** 5. Read/Notate ** ||
 * ** x ** || ** 6. Listen ** || ** x ** || ** 7. Evaluate ** || || ** 8. Related Arts ** || |||||| ** 9. History/Culture ** ||
 * ** Learning **
 * Objectives: **
 * ** Sequence of **
 * Activities: **
 * 1) Review the major scale vocal exercise on scale degrees in a few keys, “1, 121, 12321…” then “1, 171…”
 * 2) Bring the students attention to page 11, number 23 of the Four-Part Exercise book.
 * 3) Ask for a volunteer to tell the class what key we are in, and how they have come to this decision.
 * 4) Play the root of the key on the piano.
 * 5) Have the students tune up.
 * 6) Give starting pitches.
 * 7) Give time for them to look though the exercise, give verbal cues and pointers as necessary. Go through all major road map signals, key areas, and style or melodic changes.
 * 1) Return to starting pitches, the tempo, and begin.
 * 2) Give feedback and repeat if necessary. Give specific examples of what students do right and give a few ways to improve on repeat.
 * ** Assessment: **
 * ** Teacher Name: ** || ** Sam Anderson ** || ** Date: ** || ** 2-2-08 ** ||
 * ** Subject/Grade: ** || Concert Choir Part 2 ||


 * ** Focus Concepts/Skills: ** || Rhythmic, and melodic sight reading ||

|| Students will further their visual and aural comprehension of rhythmic and melodic dictation through rehearsal of sight reading. || || I Rhythmic sight reading 1. Assign a volunteer to be the scribe for the assignment. 2. Give the category for the exercise. 3. Take volunteers to provide the text under the given example. 4. Point out any tricky rhythms 5. Count off quarter notes for a complete measure, and begin. 6. Give feedback, have specific students model as a solo, have group read the example again….as necessary II Rhythmic and melodic sight reading. || Students will be able to assess their success with the lessons Focus skills, aurally, and visually. I will also give immediate feedback to add to the assessment of the group and/or each sections as necessary. ||
 * National Standards (put X before all that apply): **
 * ** x ** || ** 1. Sing ** || || ** 2. Play ** || || ** 3. Improvise ** || ** x ** || ** 4. Compose/Arr. ** || ** x ** || ** 5. Read/Notate ** ||
 * ** x ** || ** 6. Listen ** || ** x ** || ** 7. Evaluate ** || || ** 8. Related Arts ** || |||||| ** 9. History/Culture ** ||
 * ** Learning **
 * Objectives: **
 * ** Sequence of **
 * Activities: **
 * 1) Review the major scale vocal exercise, “1, 121, 12321…” then “1, 171…”
 * 2) Bring the students attention to page 11, number 23 of the Four-Part Exercise book.
 * 3) Ask for a volunteer to tell the class what key we are in, and how they have come to this decision.
 * 4) Play the root of the key on the piano.
 * 5) Have the students tune up.
 * 6) Give starting pitches.
 * 7) Give time for them to look though the exercise, give verbal cues and pointers as necessary.
 * 8) Return to starting pitches, the tempo, and begin.
 * 9) Give feedback and repeat if necessary ||
 * ** Assessment: **