Laura Edwards 12.15.15, Secondary Methods - D. Ferrara Unit Plan Project Unit Plan \e i ‘Teacher: Laura Edwards wn wha 7 Subject: Music Grade: 9-12 Unit Title: The Cl wef e xi ae a al Hid re National Singing Reading and notation Playing Instruments Standards Improvisation and composition Critical response Purposes and meaningin the arts Role of artists in communities Concepts of style, stylistic influence and stylistic change Inventions technologies andthe arts Interdisciplinary connections - State Creating: ASi Imagine AS2 Plan, Make AS3 Evaluate, Refine, Frameworks Present Performing: AS4 Select, Analyze, Interpret AS5 Rehearse, Evaluate, Refine AS6 Present Responding: AS7 Select, Analyze AS8 Interpret AS9 Evaluate Connecting: AS10 Synthesize, Relate AS11 Relate for deeper understanding Rationale This unit will teach the students the significance of the Classical Period, as well as increase their musical vocabulary and ability to recognize musical symbols. Essential What is the significance of the Classical Period, historically and Question musically? Enduring Extended understanding of connection of music to historical events, Understanding | importance and relevance of composers covered in unit, and hopefully some of the theory will be retained. Behavioral ‘The students will be able to Objectives > demonstrate a basic knowledge of theory (symbols, vocab) > demonstrate knowledge of composers in Classical Period (Beethoven, Mozart, Haydn, Rossini)> sing major sight-singing exercises at their own tempo > identify instruments of a standard orchestra > list major historical events of the Classical time period Assessment / | Informal: Evaluation > Sight-singing as a class > Asking questions in class Formal: > Occasional sight-singing pop-quizzes > There will be a test at the end of the unit Project in pairs - presentation on a composer Long Range At the end of the unit, students will present (in pairs) a project on a Assignment / | classical composer, chosen from a list. They will chose two of the Project / Product following to create for their project: a powerpoint or a poster, and a song, a game, ora skit. Prior Knowledge | > knowledge of and ability to read (not sing) treble and bass staff and Skills @ knowledge of rhythm values and note names Accommodations | Special needs: > may need to simplify sight-reading ESL: > demonstrate directions, don’t just speak them Activator Sight-reading challenge, get more and more complicated as time goes on. In some classes, we will spend more time on the challenge to explain why it’s hard. Materials Needed | > Jeopardy slides > Sight reading challenges > Slideshows on composers / history > Orchestral instruments to “show and tell” Repertoire Multiple classical recordings “Do Re Mi” - Sound Of Music Don Giovannii) — G . ‘Name: Laura Edwards Date: 12.15.15 Grade/Class: 9-12 4. Measurable Objective: The students will demonstrate a basic knowledge of theory and a few composers in Classical Period (Beethoven, Mozart, Haydn, Rossini). 2, Required Prior Knowledge and Skills: The students should have a basic knowledge of theory (symbols, sight-reading, ete.), instruments, and history (composers’ names, backgrounds, and compositions) of the classical period. 3. Review Needed: This lesson is a review. 4. Materials, Repertoire, Equipment needed: Jeopardy print-outs 5. Agenda: Quick review, Jeopardy 6. Lesson Sequence Pacing A. Brief Opening: gmin Announce jeopardy activity, give students a few minutes to review notes. B, Learning Activities: 4. Jeopardy Game. The class will split into 2 | 1. 25min teams. Each round will rotate through the team, so each person will get a chance to answer a question. If that person gets the question wrong, the other team has an opportunity to answer it. C. Assessment: Informal: Participation, collaboration. Formal: Answers to questions. D. Closing/Wrap-up: Tally up points 2min E. Assignment: None - 7. Accommodations: This activity might not be appropriate for classes that have issues with competitiveness. For more advanced (or slower) classes, the questions can be adjusted as needed.8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses b. Rethink & Revise - what could you have done differently to improve the ‘outcome of this lesson) 9. National Standards: (Creating, Performing, Responding) 10, State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation & Composition, Critical Response, Purposes & meaning in the arts, Role of artists in communities, Concepts of style, stylistic influence & stylistic change, Inventions technologies & the arts, Interdisciplinary connections)