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High School Student Teaching Placement

Student Teacher: Alexandra Jennings


Cooperating Teacher: Brad Berkley

B Natural Warm-Ups- March 12, 2018


● Short stretches
● Humming (do-re-mi-re-do) going up -> switch to moo, moh, then mah
● Alternating lip trills and “zz” in a fifth, switch to octaves if necessary
● “Laughing is contagious” going down
● Solfege EDD (echo, decipher, discover)- D major
○ with basic phrases and hand signs (stay within pentatonic scale)
● Sectional work on “Hark I Hear”

Treble Choir- March 12, 2018


Objectives:
● Students will warm-up to prepare for ensemble singing. Students will rehearse songs
from their repertoire in order to prepare for the spring concert. Students will also conduct
their individual sight singing tests.

SOLs:
● HCB.1-HCB.2 (Music Theory & Literacy)
● HCB.3-HCB.6 (Performance)

Materials:
● Music for “Feel Good”
● Music for “Take These Wings”
● Piano

Procedure:
● Warm-ups
○ Short stretches
○ Humming (do-re-mi-re-do) going up -> switch to moo, moh, then mah
○ Vee, voh, voo (up 5 or 6 then back down)
○ Lip trills in a fifth, then octaves (using diaphragm/core for support)
○ Zinga-momma going down
○ Sigh on “oo”
● Rehearse “Feel Good”
○ Review/fix through measure 26
○ Learn next section (measures 27-50)
● Sight reading (Mr. Berkley)
● Rehearse “Take These Wings”
○ Review/fix any sections in piece that are unclear

Assessment:
● Student teacher and cooperating teacher will assess learning progress throughout
rehearsals. Difficult spots in music will be reviewed until significant progress is shown.
The cooperating teacher will conduct sight reading tests in the middle portion of class.

High Impact Warm-Ups- March 12, 2018


● Short stretches
● Lip trills going up
● “Zee zeh zah zoh zoo” going down (focus on matching vowels)
● Ba-ba-ba triads going up (pitch accuracy and energy)
○ Do-Mi-Sol-Do-Do-Do-Do-Sol-Mi-Do
● Sigh on “oo” to reset voice
● Sectional work on “Wisdom of the Moon”

B Natural- March 22, 2018


● Warm-Ups
○ Humming (SFMRD)
○ Lip trill (octave)
○ Oo-ee (SFMRD)
○ Solfege scale (by part)
● Mr. Berkley rehearses “Ubi Caritas”
● Love Shack

Treble Choir- March 23, 2018


Objectives:
● Students will warm-up to prepare for ensemble singing. Students will rehearse songs
from their repertoire in order to prepare for the spring concert. Students will also conduct
their rhythm sight reading exercises as a group.

SOLs:
● HCB.1-HCB.2 (Music Theory & Literacy)
● HCB.3-HCB.6 (Performance)

Materials:
● Music for “Feel Good”
● Music for “Take These Wings”
● Music for “You’re the One That I Want”
● Music for “I’m Goin’ Up A Yonder”
● Rhythm practice exercises
● Piano

Procedure:
● Warm-ups
○ Short stretches
○ Humming (do-re-mi-re-do) going up -> switch to moo, moh, then mah
○ Zee, zeh, zah, zoh, zoo (S-F-M-R-D)
○ Hung-ah (S-S-F-M-R-D)
○ Solfege Round
○ Sigh on “oo”
● Rehearse “You’re The One That I Want”
○ review melody line page 2-6
○ fix rhythms
○ learn alto part page 2-6
● Rehearse “Take These Wings”
○ read through as a group
○ fix harmonies on page 6
○ learn coda
● Rhythm sight reading practice (Mr. Berkley)
● Rehearse “I’m Goin’ Up A Yonder”
○ Learn first verse and chorus (unison)
○ Mark breaths and phrases
● Rehearse “Feel Good”
○ Review first half of song
■ review ending of first half
○ Learn transition/material of second half of song

Assessment:
● Student teacher and cooperating teacher will assess learning progress throughout
rehearsals. Difficult spots in music will be reviewed until significant progress is shown.
The cooperating teacher will conduct rhythm reading tests in the middle portion of class.

B Natural- March 22, 2018


Objectives:
● Students will warm-up to prepare for ensemble singing. Students will rehearse songs
from their repertoire in order to prepare for the spring concert/fine arts concert.

SOLs:
● HCAD1.1-HCAD2.3 (Music Theory & Literacy)
● HCAD4.6-HCAD5.2 (Performance)

Materials:
● Music for “Ubi Caritas”
● Music for “Love Shack”
● Piano

Procedure:
● Warm-ups
○ Short stretches
○ Lip Trills
○ Na-Na-Na-Ah (S-S-D-S-M-D)
○ Laughing Is Contagious
○ Solfege Round
○ Sigh on “oo”
● Rehearse “Ubi Caritas”
○ Run all learned sections of the piece
○ Learn new notes on pages 6-7
● Rehearse “Love Shack”
○ Run piece
○ Learn “way back” section rhythms and notes

Assessment:
● Student teacher will assess learning progress throughout rehearsals. Difficult spots in
music will be reviewed until significant progress is shown. Sections will have the
opportunity to sing on their own in order to show understanding of their content before
sequencing together with the rest of the ensemble.

B Natural- March 26, 2018


Objectives:
● Students will warm up their voices to prepare for singing throughout rehearsal. Students
will review learned music for the spring concert, making adjustments and fixes when
necessary. Students will also learn new materials from spring concert repertoire.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2 (Performance)
Materials:
● Piano
● Music for “Ubi Caritas”
● Music for “How Can I Keep From Singing”
Procedure:
● Warm-Ups
○ Humming/massage train (SFMRD)
○ Lip trill (octave)
○ Zinga-Momma (SFMRD) -> turn other way for massage train
○ Hung-ah
○ Solfege scale round (by part, then leave out Sol)
● Rehearse “Ubi Caritas”
○ Read through all learned sections
○ Review new learned section (page 6-7)
○ Learn coda section starting on the bottom of page 7
● Mr. Berkley rehearses “How Can I Keep from Singing”
Assessment:
● Student teacher and cooperating teacher will assess learning progress throughout
rehearsals, including accuracy/margin of improvement on material that was previously
learned. Difficult spots in music will be reviewed until significant progress is shown.

Treble Choir- March 26, 2018


Objectives:
● Students will warm-up to prepare for ensemble singing. Students will rehearse songs
from their repertoire in order to prepare for the spring concert. Students will also conduct
their rhythm sight reading exercises as a group in order to prepare for individual rhythm
sight reading tests that will be conducted in class.

SOLs:
● HCB1.1-HCB1.2 (Music Theory & Literacy)
● HCB1.3-HCB1.6 (Performance)

Materials:
● Music for “Feel Good”
● Music for “Cups”
● Music for “Crazy Little Thing Called Love”
● Music for “I’m Goin’ Up A Yonder”
● Rhythm practice exercises
● Piano

Procedure:
● Warm-ups
○ Short stretches
○ Breathing/breath suspension excersises
○ Eee-ahh (D-R-M-F-S-F-M-R-D-S-D)
○ Vee-Voh-Voo (D-R-D, S-L-S, D-R-M-R-D)
○ Bippity boppity boo (S-F-M-R-D)
○ Sigh on “oo”
● Rehearse “Feel Good”
○ Sing through entire piece
○ review transition into modulation
○ review intonation and tuning in the new key
○ Run entire song
● Rehearse “I’m Goin’ Up A Yonder”
○ Learn unison section of piece (verse 1 and chorus 1)
○ Sight read verse 2
■ make fixes to verse 2 in two parts (similar to verse 1, in a round)
● Rhythm Sight Reading Practice
● Rehearse “Crazy Little Thing Called Love”
○ Sight read verse 1, chorus, and verse 2
○ Note any difficult transitions/rhythms, make fixes, run once more
● Rehearse “Cups”
○ Sight read melody line (moves through different voices)
○ Add alto accompaniment in the chorus of song
○ Run through new material

Assessment:
● Student teacher and cooperating teacher will assess learning progress throughout
rehearsals. Difficult spots in music will be reviewed until significant progress is shown.
The cooperating teacher will conduct rhythm reading tests in the middle portion of class.

High Impact- March 26, 2018


Objectives:
● Students will warm up their voices to prepare for singing throughout rehearsal. Students
will review music learned before the end of their show choir season. Students will learn
new notes/rhythms in new sections of spring concert repertoire.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2 (Performance)
Materials:
● Piano
● Music for “Wisdom of the Moon”
● Music for “Cornerstone”
● Music for “This Is Me”
Procedure:
● Warm-ups
○ 30 seconds to stretch
○ Breathing/suspension exercises
○ Massage train
○ Soft singing warm-up (Hoo-hoo-hoo) (D-M-S-M-D)
○ Vee-voh-voo (D-R-D, S-L-S, D-R-M-R-D)
○ Solfege exercise
■ sing scale, sing long scale (eventually sing in parts)
● Rehearse “Wisdom of the Moon”
Mr. Berkley rehearses “Cornerstone”, leads rhythm sight reading tests, and rehearses “This Is
Me”
Assessment:
● Instructor will assess vocal technique during warm-ups. Instructor will also assess
accuracy in rhythm sight reading exercises, and accuracy of singing in spring concert
repertoire.

B Natural- March 27, 2018


Objectives:
● Students will review learned sections of “Love Shack” and fix any sections that were
inaccurate. Students will learn/solidify notes and rhythms for “way back” section of song
(pages 8-9).
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “How Can I Keep From Singing”
● Music for “Love Shack”
Procedure:
Mr. Berkley leads warm-ups and rehearsal on “How Can I Keep From Singing”
● Rehearse “Love Shack”
○ rhythmic accompaniment in SSAT accompaniment parts
○ sound change from oo’s to oh’s to ah’s
○ new learned rhythms on alto and tenor “beer-neer” section
○ Clean notes and rhythms on “way back” section
■ in individual voice parts in groups
Assessment:
● Instructor will assess vocal quality and accuracy of reviewed sections of music. Instructor
will also work with students in individual sections to assess student understanding, as
well as hear accuracy of notes and rhythms.

Up Front- March 27, 2018


Objectives:
● Students will warm-up and prepare for ensemble singing throughout class. Students will
review music that was started before the end of show choir season. Students will learn
new sections of spring concert repertoire. Students will also listen to a new piece chosen
for their spring concert repertoire.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “Lineage”
● Music for “You’ll Be Watching”
● Rhythm sight reading exercises
● Music for “The Boy From New York City”
Procedure:
● Warm-ups
○ stretches for 30 seconds
○ Lip trills
■ bend knees on top note/use core and diaphragm for singing support
○ Ba-ba-ba arpeggio
■ work on accuracy of pitch/tuning
○ Zee-zeh-zah-zoh-zoo
■ Scales going down, work on lower range/chest voice for song
● Rehearse “Lineage”
○ Sing through entire song/learned sections
○ Fix tone/pitch approaches on lower notes for all sections
○ Fix alto 1 and alto 2 voicing (not enough alto 1’s)
○ Style of text
○ Learn pitches and notes for the end of the song
○ Run through the song with all new material/fixes
Mr. Berkley rehearses “You’ll Be Watching”, leads rhythm sight reading, and introduces “The
Boy From New York City”
Assessment:
● Instructor will assess vocal quality during warm-ups and throughout rehearsal, making
adjustments or practicing warm-ups when necessary. Instructor will also observe student
understanding in review of spring concert repertoire, occasionally listening to individual
sections for accuracy.

B Natural- March 28, 2018


Objectives:
● Students will warm-up and prepare their voices for singing throughout class. Students
will also review spring concert repertoire, as well as learn new sections of music to be
performed at the Fine Arts Festival.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “Ubi Caritas”
● Music for “Love Shack”
Procedure:
● Warm-ups
○ stretching
○ light singing on “hoo-hoo-hoo-hoo-hoo” (D-M-S-M-D)
○ Lip trills (in a fifth)
○ Laughing is contagious (going down)
○ Solfege round
■ 1 part, 2 part, 4 parts, unison/leave out “sol”
● Rehearse “Ubi Caritas”
○ read through all learned material
○ review new learned section (coda)
○ solidify pitches for all parts in newer sections
○ read through again
● Rehearse “Love Shack”
○ learn stomps/claps for intro
○ review “way back section”
○ re-teach/emphasize bass part
○ learn new section (move and groove)
Assessment:
● The instructor will assess vocal quality and accuracy in “Ubi Caritas,” emphasizing the
correct choral style and quality. The class will run through the piece a cappella at the end
of this rehearsal so the instructor can assess student understanding. The instructor will
also listen to individual sections on “Love Shack” to assess accuracy of pitches, rhythms,
and tone quality.
Treble Choir- March 28, 2018
Objectives:
● Students will warm up to prepare for ensemble singing throughout class. Students will
learn new sections of spring concert repertoire. Students will also show improvement on
performance and practice aspects of ensemble singing.
SOLs:
● HCB1.1-HCB1.2 (Music Theory & Literacy)
● HCB1.3-HCB1.6 (Performance)
Materials:
● Piano
● Music for “You’re The One That I Want”
● Music for “I’m Goin’ Up A Yonder”
● Rhythm sight reading exercises
● Music for “Take These Wings”
● Music for “You Raise Me Up”
● Music for “Feel Good”
Procedure:
● Warm-ups
○ Lead stretches
○ light singing on “hoo-hoo-hoo-hoo-hoo”
○ oo-ee-oo-ee-oo-ee-oo-ee (S-F-M-R-D)
○ Ba-ba-ba arpeggio
■ work on turning and pitch accuracy
○ Solfege round
■ 1 part, 2 part, leave out sol
● Rehearse “You’re The One That I Want”
○ emphasize rhythms in chorus/pick up measures
○ learn alto/soprano two accompaniment lines for chorus
○ run all learned material
● Rehearse “I’m Goin’ Up A Yonder”
○ Run through all learned material
○ Breathing exercise in order to prepare for this style of singing
○ Learn new notes for vocal accompaniment of second chorus
○ run through all learned material
● Rhythm sight reading
● Rehearse “Take These Wings”
○ Run through piece
○ Reminders about tall/open vowels that help with blending
○ Point out words that need to eliminate the diphthong
● Rehearse “You Raise Me Up”
○ read through melody line of piece
○ check accuracy of rhythms in SA parts
● Run through all of “Feel Good”
○ run through entire piece (fully learned)
Assessment:
● Instructor will assess vocal quality throughout rehearsal in order to evaluate performance
aspects of repertoire to start making decisions about spring concert repertoire. Instructor
will also assess accuracy during rhythm sight reading. Instructor will assess accuracy and
student understanding while rehearsing concert repertoire.

High Impact- March 28, 2018


Objectives:
● Students will conduct rhythm sight reading examples in order to prepare for their final
sight reading assessments. Students will also show improvement on pitch/rhythmic
accuracy of “You Raise Me Up.”
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “Wisdom of the Moon”
● Rhythm sight reading exercises
● Music for “You Raise Me Up”
● Music for “This Is Me”
Procedure:
Mr. Berkley leads warm-ups and rehearses “The Wisdom of the Moon” and “This Is Me”
● Rhythm sight reading
○ allow students to volunteer to try performing examples on their own to encourage
independent practice/improvement
● Rehearse “You Raise Me Up”
○ focus on rhythm accuracy and pitch review for all four parts
● Sectionals on B section of “This Is Me” (SA section and TB section)
Assessment:
● Instructor will assess vocal quality and tone during rehearsal of all spring concert
repertoire. Instructor will also assess accuracy of student performance during rhythm
sight reading.

B Natural- March 29, 2018


Objectives:
● Students will learn new section of “How Can I Keep From Singing” for their spring
concert.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “You Raise Me Up”
● Music for “How Can I Keep From Singing”
Procedure:
Mr. Berkley leads warm-ups and rehearses “You Raise Me Up”
● Sectional rehearsal on “How Can I Keep From Singing”
○ Mr. Berkley works with tenor/bass, I work with soprano/alto
○ Teach soprano 1 then soprano 2, put two voices together
○ Teach rhythmic offset for alto 1 and 2
○ teach notes for both alto parts
○ Put soprano and alto together and rehearse until understanding is shown
Assessment:
● Instructor will listen to individual sections perform their parts, as well as multiple run-
throughs of newly learned section.

Up Front- March 29, 2018


Objectives:
● Students will solidify notes/rhythmic accuracy in spring concert repertoire. Students will
learn new sections in repertoire, as well as run through music that is fully learned to
observe artistic and performance oriented approaches to rehearsing.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “You Raise Me Up”
● Music for “The Boy From New York City”
● Music for “You’ll Be Watching”
● Music for “Lineage”
Procedure:
Mr. Berkley leads warm-ups
● Rehearse “You Raise Me Up”
Mr. Berkley rehearses “The Boy From New York City”
● Rehearse “You’ll Be Watching”
○ review verses 1 & 2
○ learn parts for all voices in last chorus
● Run through “Lineage”
Assessment:
● Instructor will observe progress on review/run-throughs of material that is already
learned. Instructor will also observe accuracy and student understanding in new material,
making adjustments and fixes when necessary. Each voice part/section will be reviewed
independently.

B Natural- March 30, 2018


Objectives:
● Students will conduct rhythm sight reading examples alone and with others. Students will
rehearse/learn new sections of “Love Shack” to prepare for the fine arts festival.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “Ubi Caritas”
● Rhythm sight reading examples
● Music for “Love Shack”
Procedure:
Mr. Berkley leads warm-ups and rehearses “Ubi Caritas”
● Rhythm sight reading
● Rehearse “Love Shack”
○ start with “move and groove” section
○ teach bass part on pages 10-11
○ run piece with new added section
○ give new rehearsal markings and learn new section on pages 12-13
○ run through all learned material
Assessment:
● Instructor will assess accuracy during sight reading. Smaller groups/individual students
will have the chance to try reading rhythm exercises on their own, giving more room for
assessment of understanding. Instructor will also assess progress/accuracy of reviewed
sections and newly learned sections of “Love Shack”.

Treble Choir- March 30, 2018


Objectives:
● Students will warm-up their voices for ensemble singing. Students will also discuss
repertoire options for spring concert and make their own decisions based on their favorite
pieces. Students will also successfully practice rhythm sight reading exercises.
SOLs:
● HCB1.1-HCB1.2 (Music Theory & Literacy)
● HCB1.3-HCB1.6 (Performance)
Materials:
● Piano
● Music for “Cups”
● Music for chosen spring concert repertoire
● Rhythm sight reading exercises
● Music for “You Raise Me Up”
Procedure:
● Talk about spring concert options
○ 3 songs
○ *possibly have students write down their top 3 choices on a sheet of paper and
hand it in
○ 2 classical/choral style songs, one fun song
● Warm-up
● Fix parts written in “Cups” (2nd soprano and Alto at chorus) and rehearse song
● Discuss spring concert options
● Rehearse chosen spring concert pieces
● Rhythm sight reading
● Run through “You Raise Me Up”
○ fix parts of B section (after key change)
Assessment:
● Instructor will assess and adjust tone and vocal quality during warm-ups and throughout
rehearsal. The instructor will also assess accuracy and style of singing when rehearsing
ensemble pieces. Sections will be listened to independently to assess accuracy. Instructor
will also assess accuracy of rhythm sight reading examples and give students the
opportunity to try reading rhythm phrases alone or in small groups.

High Impact- March 30, 2018


Objectives:
● Students will warm-up to prepare for ensemble singing and spring concert repertoire.
Students will rehearse/review spring concert repertoire and learn parts in new sections of
different concert pieces.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory/Literacy)
● HCAD4.6-HCAD5.2(Performance)
Materials:
● Piano
● Music for “Cornerstone”
● Music for “This Is Me”
● Music for “You Raise Me Up”
Procedure:
● Lead warm-up
● Rehearse “Cornerstone”
○ Run through all learned sections
○ rehearse trio section
○ piece together trio section with tenor/bass parts
○ Learn material from new section of piece
■ soprano 1 melody
■ alto/tenor/bass accompanying parts
○ Run whole song
Mr. Berkley rehearses “This is Me” and a run-through of “You Raise Me Up”
Assessment:
● Instructor will listen to vocal quality and tone in warm-ups and between different concert
pieces. Instructor will also listen to individual sections of music when reviewing difficult
sections/learning new sections.

B Natural- April 9, 2018


Objectives:
● Students will be warmed up and prepare to rehearse their spring concert repertoire.
Students will focus on improving tone quality and stylistic approach to singing music.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music for “Ubi Caritas”
● Music for “How Can I Keep From Singing”
Procedure:
● Warm-ups
○ stretching
○ shoulder massage
○ humming/chewing (D-R-M-R-D)
○ Lip trills
○ Oo-Ee (S-F-M-R-D)
○ D-S-D-S-SFMRD
○ sigh on “oo”
● Rehearse “Ubi Caritas”
○ run all learned sections
○ clean new sections
○ listen to individual voice parts to assess parts
● Run through of “How Can I Keep From Singing” to end class
Assessment:
● Instructor will assess accuracy of reviewed sections, stopping to hear individual sections
throughout the pieces. Instructor will also rehearse parts of repertoire in sectionals to
evaluate individual students within each section.

Up Front- April 9, 2018


Objectives:
● Students will warm-up to prepare for singing spring concert repertoire. Students will
learn and rehearse music for their spring concert, and practice building skills at sight
reading rhythm exercises.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “Lineage”
● Music for “You’ll Be Watching”
● Rhythm sight reading examples
● Music for “The Rose”
Procedure:
● Warm-ups
○ stretching
○ breathing exercises
○ Lip trills
○ Vee-Voh-Voo
○ Ba-ba-ba arpeggios
○ Solfege scale
■ 2 parts
■ 4 parts
■ 4 part on “noo”
● Run through Lineage
○ Talk about style of the piece
○ Observe dynamic markings
○ review pitches for coda of song
Mr. Berkley rehearses “You’ll Be Watching” and Rhythm sight reading
● Rehearse “The Rose”
○ talk about tone color for this style of music
○ address rhythm discrepancies at various pickup phrases throughout the music
Assessment:
● Instructor will check for accuracy and progress of new parts in all spring concert
repertoire. Different voice parts will be rehearsed individually in order to evaluate student
understanding before learning new material.

B Natural- April 10, 2018


Objectives:
● Students will warm-up and prepare for ensemble singing. Students will prepare music for
an upcoming performance, and discuss performing. Students will also learn new notes of
spring concert repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “Light of a Clear Blue Morning”
● Music for “How Can I Keep From Singing”
Procedure:
● Mr. Berkley leads warm-ups, rehearsal on “Light of A Clear Blue Morning” for fine arts
● Sectionals on “How Can I Keep From Singing” (Mr. Berkley works with tenor/bass, I
work with soprano/alto)
○ review four part split on page 7-8
○ learn parts for four part split at the top of page 9
○ learn transition into modulation section
○ make sure students are singing their part confidently when learning, will make
edits to dynamic and style in later rehearsals.
Assessment:
● Instructor will assess run-though performance of fine arts festival music, and make
adjustments to music when necessary. Instructor will also hear individual singing in
sectional work, and check for accuracy of reviewed sections, as well as understanding of
new notes.

Treble Choir- April 10, 2018


Objectives:
● Students will warm up to prepare for ensemble singing and rehearsal. Students will also
practice and learn parts for their spring concert repertoire. Students will also practice
sight reading different rhythm examples to build reading skills and prepare for sight
reading tests.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
Materials:
● Piano
● Rhythm sight reading examples
● Music for “Take These Wings”
● Music for “Best of My Love”
● Music for “I’m Goin’ Up A Yonder”
● Music for “Feel Good”
● Music for “You Raise Me Up”
Procedure:
● Warm-ups
○ hoo-hoo-hoo light singing arpeggio
○ zee-zeh-zah-zoh-zoo (focus on vowel shape)
○ vee-voh-voo
○ solfege round
Mr. Berkley rehearses “Take These Wings”
● Rhythm sight reading
○ use exercises that involve cut time
● Rehearse “Best of My Love”
○ unison (melody line) of verse 1, parts at the chorus
● Rehearse “Goin’ Up A Yonder”
○ split parts of second chorus accompaniment
● Run through “Feel Good” with accompaniment
● Run through “You Raise Me Up”
Assessment:
● Instructor will assess accuracy of sight reading examples by listening to independent
sections or rows perform the examples. Instructor will also assess accuracy in music by
running through independent parts a cappella to hear voices clearly.

High Impact- April 10, 2018


Objectives:
● Students will warm-up to prepare for ensemble singing, and learn new parts for spring
concert music.
SOLs:
Materials:
● Piano
● Music for “Cornerstone”
● Music for “This Is Me”
Procedure:
Mr. Berkley leads warm-ups and rehearsal on Wisdom of the Moon
● Rehearse “Cornerstone”
○ I work with trio sectional, Mr. Berkley rehearses with group
○ Take 3 students to learn descant trio
■ go over each part and run altogether until students are confident in their
parts
● Rehearse “This Is Me”
○ page 7: basses learn “eh’s” and “oh’s”
○ page 8: “for we are glorious” chord
○ run through new sections in measures 47-52
Assessment:
● Instructor will assess accuracy of newly learned parts by listening to different sections.
Instructor will also work with individual students in a sectional and will assess student
understanding. Instructor will also assess accuracy of music in run-throughs at the end of
rehearsals.

B Natural- April 11, 2018


Objectives:
● Students will warm-up and rehearse music for their spring concert. Students will also
rehearse/perform music for the fine arts festival with a focus on their performance
readiness.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “Ubi Caritas”
● Music for “Light of A Clear Blue Morning”
● Music for “Good Time”
● Music for “Thinking Out Loud”
● Music for “Try Everything”
Procedure:
Mr. Berkley leads warm-up on run-through of “Ubi Caritas”
Run and edit old repertoire to prepare for Fine Arts Festival
Assessment:
● Instructor will assess accuracy of learned sections of spring concert music. Instructor will
also watch student performance of Fine Arts Festival repertoire and note areas for
improvement/edits.

Up Front- April 11, 2018


Objectives:
● Students will warm-up and prepare for ensemble singing. Students will practice their
parts for their spring concert repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “Lineage”
● Music for “The Boy From New York City”
● Recording of “The Boy From New York City”
Procedure:
Mr. Berkley leads warm-ups and rehearsal on Lineage
● Rehearse “You’ll Be Watching”
○ Review B section of music, focus on tone quality and blend
○ Sing through last section of the piece, and go over each part after running through
them
● Rehearse “The Boy From New York City”
○ review/rehearse all voice parts up through page 7 (with repeat)
● Listen to recording of “The Boy From New York City”
○ have students try singing the solo along with the music before one final run-
through
Assessment:
● Instructor will assess performance of “Lineage,” and listen to student feedback about
artistic choices throughout the song. Instructor will also listen to independent parts sing
their parts a cappella to assess progress in learning and student understanding.

B Natural- April 12, 2018


Objectives:
● Students will warm-up to prepare for ensemble rehearsal. Students will also rehearse
difficult sections of their spring concert repertoire, and practice rhythm sight reading
skills.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
● HCAD9.1-9.3 (Aesthetics)
Materials:
● Piano
● Music for “Love Shack”
● recording of Love Shack performance
● Music for “Good Time”
● Rhythm sight reading examples
Procedure:
● Warm-up
○ “hoo hoo hoo” light singing up and down through range
○ zinga-momma
○ breathing exercises
○ Ba-ba-ba arpeggio to focus on pitch accuracy
○ long solfege scale to work on tuning
■ 2 part
■ 4 parts
■ 4 parts on neutral syllable
● Rehearse “Love Shack”
○ have students look at their difficult spots in the music before running through
learned sections
○ Listen to performance of this arrangement so students can hear a full performance
■ Students will be asked to note things they like about the performance and
things that they hear that relate to what we have worked on with the music
so far
○ Discuss elements of the music that we would like to improve on, and run song
again
○ practice any difficult parts of the music that need to be reviewed
● Rhythm sight reading
Mr. Berkley leads review of “Good Time” for Fine Arts Festival in auditorium

Assessment:
● Instructor will assess accuracy of parts in “Love Shack,” and listen to student reflection
when discuss performance elements of the song after listening. Instructor will also listen
to different rows perform sight reading examples to check for accuracy. Instructor will
also note performance elements during run through of fine arts festival music.

Treble Choir- April 12, 2018


Objectives:
● Students will rehearse music for the spring concert and learn new sections of their music.
Students will also practice reading rhythm examples to prepare for sight reading tests.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
● HCB9.2-8.3 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Music for “Best of My Love”
● Music for “You’re The One That I Want”
● Music for “Cups”
● Video for Cups
● Music for “You Raise Me Up”
Procedure:
● Warm-up
○ Oo-ee (S-F-M-R-D)
○ Hung-ah (S-SFMRD)
○ Lip trills in a fifth, talk about diaphragm support
○ Ee-eh-ah (high notes, esp. sopranos)
● Rehearse more of “Best of My Love”
○ add in alto “oo’s” in verse one (same split parts as
● Talk about next Monday
○ Observation
○ Student Impact Project
○ Singing tests
● Rehearse “You’re The One That I Want”
○ add all parts in the beginning of the song
○ alto oo’s and soprano split in melody line
● Rhythm sight reading
○ examples using cut time
○ possibly examples using 16th notes
● Rehearse “Cups”
○ go over edited alto and second soprano parts
○ talk about making edits to second half of song
● You Raise Me Up (?)
○ run through if there is time
Assessment:
● Instructor will assess progress of all spring concert music, and will periodically listen to
independent sections at the piano to assess accuracy of notes. Students will also perform
rhythm sight reading examples by row so that the instructor can assess students in smaller
groups.

High Impact- April 12, 2018


Objectives:
● Students will learn new parts for their spring concert repertoire. Students will also
practice sight reading rhythm examples to prepare for sight reading tests.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
● HCAD9.1-9.3 (Aesthetics)
Materials:
● Piano
● Music for “Wisdom of the Moon”
● Music for “This Is Me”
Procedure:
● Warm-up
○ Humming and chewing
○ Lip trills in an octave
○ Oo-Ee (SFMRD)
○ D-S-D-S-SFMRD
○ Long scale for tuning
● Wisdom of the Moon sectionals
○ learn new section of the song (pages 7-9)
○ Teach soprano 1, soprano 2, alto 2, alto 1
● Rhythm sight reading
○ examples using cut time, sixteenth notes, and sixteenth/eighth note combinations
Mr. Berkley rehearses “This Is Me”
Assessment:
● Instructor will assess note learning process by listening to individual sections perform
new parts of their music. Instructor will also assess accuracy of performance of rhythm
sight reading examples.

B Natural- April 13, 2018


Objectives:
● Students will finish learning notes for one of their spring concert pieces. Students will
also prepare for their performance at the fine arts festival.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
● HCAD9.1-9.3 (Aesthetics)
Materials:
● Piano
● Music for “Ubi Caritas”
Procedure:
● Warm-up on Ubi and learn last two measures
○ Focus on tone and style of the music
○ Energy in consonants and slower sections of music
● Straight run-through of all of the music for the fine arts festival in performance space
Assessment:
● Instructor will assess accuracy of parts while reviewing Ubi Caritas. Instructor will also
hear individual parts performed newly learned sections to check for student
understanding. Instructor will also assess quality of performance when running through
fine arts festival music.

Up Front- April 13, 2018


Objectives:
● Students will warm-up to prepare for rehearsal of spring concert music. Students will also
work on performance aspects of spring concert music, and learning new sections of
spring concert music. Student will also practice sight reading rhythm examples.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “Lineage”
● Music for “The Boy From New York City”
● Rhythm sight reading examples
Procedure:
● Warm-up
○ Hoo-hoo-hoo (D-M-S-S-SFMRD)
○ Ee-Eh-Ah (S-F-M-R-D) going down- move jaw around to warm-up
○ Laughing is contagious-going up
○ Vee-Voh-Voo (going down, focus on strength of tone)
● Lineage
○ Start working on memorization
○ My piece for the spring concert
● Rhythm sight reading
Mr. Berkley rehearses “The Boy From New York City”
Assessment:
● Instructor will assess student progress while memorizing concert music, and making sure
students are accurate on their parts. Instructor will also assess accuracy of sight reading
rhythms by listening to individual sections and rows.

B Natural- Monday, April 16, 2018


Objectives:
● Students will warm-up and practice proper technique when singing different styles of
music. Students will build on sight reading skills as they practice rhythm sight reading
examples. Students will work in sections to learn new parts of repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Music for “You Raise Me Up”
● Rhythm sight reading examples
● Music for “How Can I Keep From Singing”
Procedure:
Warm-up and rehearsal on “You Raise Me Up” led by Mr. Berkley
● Rhythm sight reading
○ practice examples using sixteenth notes and sixteenth/eighth note combinations
○ listen to individual rows/sections clap through rhythm examples
● Rehearsal of “How Can I Keep From Singing”
○ Start with run-through of all learned sections (Pages 1-12)
○ Listen/rehearse tenor bass parts at pickup to page 9 through page 12
■ fix/edit parts
■ tenors/basses work in sections on individual parts for pages 10-12
○ Work with soprano/alto on new section that they haven’t learned (pages 10-11)
○ Put SATB parts together and make any fixes as needed
Assessment:
● Instructor will observe vocal quality and tone quality in different songs during rehearsal.
Instructor will listen to rhythm examples in smaller rows/sections to observe for
accuracy. Instructor will work with independent voice parts throughout rehearsal to check
for accuracy and student understanding of parts.

Treble Choir- Monday, April 16, 2018


Objectives:
● Students will practice and build sight reading skills using ear training exercises and
rhythmic sight reading examples. Students will show understanding of performance
preparation in rehearsal of concert repertoire. Students will also make their own
observations of various musical markings, as well as make their own observations while
listening to a musical performance.

SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
● HCB8.2-8.3, 9.2 (Analysis, Evaluation, and Critique)

Materials:
● Piano
● Rhythm sight reading examples
● Music for “You’re the One That I Want”
● Music for “I’m Goin’ Up A Yonder”
● Music for “Best of My Love”
● Music for “Feel Good”
● Music for “You Raise Me Up”

Procedure:
● Warm-ups
○ Start with humming exercise and switch vowels
○ Lip trills either in a fifth or an octave
○ Zoo-wee (S-F-M-R-D)
○ Vee-voh-voh (DRD-SLS-DRMRD)
○ Solfege scale
○ Solfege E.D.D. warm-up
● Rehearsal of “You’re the One That I Want”
○ try straight run-through
○ review verse 2 (starting on page 7)
○ learn/solidify ending of song
○ possibly work out soprano 2 harmony in chorus
○ make other fixes/changes as needed
● Rehearsal of “I’m Goin’ Up a Yonder”
○ Students move to stand with their sections for pages 4-5
○ run through learned sections
○ rehearse pages 4-5
○ learn to top of page 6
○ Listen to recordings
○ run through all learned sections of song
● Rhythm sight reading practice
○ examples from page 16 using cut time
○ examples from page 17 using sixteenth notes
○ examples from page 18
● Rehearse “Best of My Love”
○ Everyone read alto part form beginning into “Oo” section
○ review parts/rhythms for Oo’s
○ review soprano 2 split of melody
○ *possibly assign specific students to certain voice parts in score depending on
balance during split parts
○ work through to middle of page 6 until all voice parts are solid
○ *possibly start learning verse two on pages 6-7
● Rehearse “Feel Good”
○ Look through music and discuss artistic markings to communicate while we sing
■ section 1: pages 1-2
■ section 2: pages 3-4
■ section 3: page 5
■ section 4: page 6-7
○ Run whole piece with accompaniment observing new markings on rehearsed
sections
● Run through “You Raise Me Up” if there is time at the end of class period

Assessment:
● Instructor will observe for student accuracy and performance quality throughout
rehearsal. Instructor will check for understanding of solfege auditiation during warm-ups.
The instructor will also periodically listen to independent sections/rows during rehearsal
of songs and rhythm sight reading to evaluate progress.

High Impact- Monday, April 16, 2018


Objectives:
● Students will practice proper vocal technique in rehearsing ensemble repertoire. Students
will also practice sight reading and sequencing of reading music throughout rehearsal.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music for “You Raise Me Up”
● Music for “Cornerstone”
● Music for “Wisdom of the Moon”
Procedure:
Mr. Berkley leads warm-up and rehearsal of “You Raise Me Up,” and Cornerstone
● Rehearsal of “Cornerstone”
○ I work with trio descant, Mr. Berkley rehearses with group
■ read through trio starting at page 7
■ solidify any missing parts
■ add in trio ending at the end of page 9 into page 10
■ put trio together with ensemble
● Rehearsal of “Wisdom of the Moon”
○ Run-through of piece with all learned sections (pages 1-9)
○ run through new section to refresh parts (measures 34-46)
○ fix/rehearse voice parts in new section as needed
○ try a run-through of the whole piece with a soloist
○ *possibly sight read through to the end if there is time at the end of class
Assessment:
● Instructor will work with independent students and sections throughout rehearsal to
assess for accuracy and understanding of music. Instructor will also assess final read-
throughs of music to note areas of improvement, and areas that need work.

B Natural- Tuesday, April 17, 2018


Objectives:
● Students will practice reading and audiation skills with class repertoire. Students will also
prepare to perform their part alone with a small group to prepare for singing tests.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Music for “Ubi Caritas”
● Music for “Love Shack”
Procedure:
● Warm-up
● Rehearsal of “Ubi Caritas”
○ review the ending of the song
○ rehearse sections as needed
○ ask questions to clarify any parts before singing tests
○ some students perform in small groups to prepare for singing tests
● Rehearsal of “Love Shack”
○ initial sing through with energy
○ learn next section of music
Assessment:
● Instructor will leave time for questions during review of class repertoire so that students
may express what they need assistance with. The instructor will also listen to small
groups perform sections of repertoire in order to prepare for singing tests. Instructor will
listen to individual voice part sections when learning new music to check for student
understanding.

Up Front- Tuesday, April 17, 2018


Objectives:
● Students will prepare for ensemble singing and rehearse their concert repertoire. Students
will also audition for solo opportunities.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music for “The Boy From New York City”
● Music for “You Raise Me Up”
Procedure:
Mr. Berkley leads warm-ups and rehearsal for Cabaret song
● Rehearsal on “The Boy From New York City”
● Solo auditions for “The Boy From New York City”
● Rehearsal on “You Raise Me Up”
Assessment:

B Natural- Wednesday, April 18, 2018


Objectives:
● Students will rehearse parts for their spring concert music. Students will also review parts
in order to prepare for singing test assessments.
SOLs:
Materials:
● Piano
● Music for “How Can I Keep From Singing”
● Music for “Love Shack”
Procedure:
● How Can I Keep From Singing
○ transition on page 10
■ work part by part
○ listen to BYU choir
○ run tricky section again
○ Mock singing tests
● Rehearse Love Shack in a new setting
○ students run through learned parts for practice standing in their concert formation
○ learn new bass part
Assessment:
● Instructor will listen to different voice parts in sectionals in order to evaluate student
understanding. Instructor will also listen to student performance during mock singing
tests.

Treble Choir- Wednesday, April 18, 2018


Objectives:
● Students will rehearse spring concert repertoire in order to prepare for singing test
assessments. Students will also complete pre-test assessments.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
● HCB8.2-8.3, 9.2 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “You Raise Me Up”
● Music for “Take These Wings”
● Pre-test assessment sheets
● Music for “Cups” if needed
Procedure:
● “You Raise Me Up” as warm-up
○ address any incorrect rhythms
○ pay attention to detail of dynamics
Mr. Berkley leads rehearsal of Take These Wings with mock singing tests
● Pre-test worksheet with full class
● Rehearse Cups (if there is time left over)
Assessment:
● Instructor will listen and assess individual voice parts while reviewing repertoire for the
spring concert. Instructor will also evaluate student performance during mock singing
tests. Instructor will also gather class data from pre-test assessments.

High Impact- Wednesday, April 18, 2018


Objectives:
● Students will rehearse spring concert repertoire, and rehearse new sections of music.
Students will also review music in order to prepare for singing test assessments.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Music for “Cornerstone”
● Music for “This Is Me”
● Music for “Wisdom of the Moon”
Procedure:
● Warm-up
○ lip trills
○ laughing is contagious
○ ee-eh-ah (d-r-m-r-d) to work on high notes
○ work on tuning
■ S, T, A, B
● Trio work for Cornerstone
● Sectionals to work on 3 part women split/3 part men split
● Mock singing tests
○ Cornerstone
○ Wisdom of the Moon
This Is Me rehearsal- Mr. Berkley
● Run through of “Wisdom of the Moon”
Assessment:
● Instructor will listen to individual voice parts and work in sectionals to assess student
understanding. Instructor will also assess student performance during mock singing tests.

B Natural- Thursday, April 19, 2018


Objectives:
● Students will practice sight reading skills by working on rhythm sight reading examples.
Students will also prepare for singing tests on all songs.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Rhythm sight reading examples
● Music for “You Raise Me Up”
● Music for “Ubi Caritas”
● Music for “Love Shack”
● Music for “How Can I Keep From Singing”
Procedure:
● Rhythm sight reading
○ examples using eighth/sixteenth pairings and dotted eighth/sixteenth pairings
● Practice for singing tests
○ run through all songs in mixed blocking
○ students ask questions regarding trouble spots in any music
○ let students practice in mock singing test groups
● Rehearse “You Raise Me Up”
Assessment:
● Instructor will listen to individual students and small groups perform rhythm sight
reading examples to assess student understanding. Instructor will also work with students
based on their questions about music, and evaluate groups during mock singing tests.

Up Front- Thursday, April 19, 2018


Objectives:
● Students will be assessed through singing tests on all learned concert repertoire. Students
will also rehearse music for spring concert.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Music for “Lineage”
● Music for “The Rose”
● Music for “The Boy From New York City”
● Music for “You’ll Be Watching”
Procedure:
● Singing tests on Lineage, The Rose, The Boy From New York City
○ students test in small groups (with one student to each voice part) and will be
evaluated by student teacher and cooperating teacher on a 10-point scale
Mr. Berkley leads rehearsal on “You’ll Be Watching”
Assessment:
● Instructor will assess student performance during singing tests. Instructor will also assess
vocal quality and tone during rehearsal of “You’ll Be Watching.”

B Natural- Friday, April 20, 2018


Objectives:
● Students will be assessed through singing tests on all learned concert repertoire.
SOLs:
Materials:
● Music for “Love Shack”
● Music for “Ubi Caritas”
● Music for “How Can I Keep From Singing”
Procedure:
● Singing tests in groups
○ Love Shack, Ubi Caritas, How Can I Keep From Singing
○ students test in small groups (with one student to each voice part) and will be
evaluated by student teacher and cooperating teacher on a 10-point scale
Assessment:
● Instructor will assess student performance during singing tests.

Treble Choir- Friday, April 20, 2018


Objectives:
● Students will sing through concert repertoire for singing test assessment. Students will
also learn fundamental skill regarding solfege, and rehearse new spring concert
repertoire.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
● HCB8.2-8.3, 9.2 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “You’re The One That I Want”
● Music for “Take These Wings”
● Music for “Feel Good”
Procedure:
● Warm-up
○ octave lip trills
○ ba-ba-ba arpeggio
○ long solfege scale
○ 2 part split solfege scale for tuning
● Singing tests
○ students test in small groups (with one student to each voice part) and will be
evaluated by student teacher and cooperating teacher on a 10-point scale
● Solfege lesson
○ Finding solfege when a key is given
■ establish different keys on the piano, students hum what they think “do” of
the key is
■ practice with multiple keys until significant improvement is shown
○ EDD
■ figuring out hand signs
● trying sequences of hand signs from memory
● simon says with hand signs
■ listening for intervals in solfege patterns (step or skip)
■ examples on the board for sight singing practice
● Do-Re-Mi examples
● Sol-La (talk about subscript 1)
■ read through a few sight reading examples
● Rehearsal on Cups
○ add in new parts
○ add in cup part
Assessment:
● Instructor will assess student performance during singing tests. Instructor will also assess
for student understanding with a variety of activities and games during the solfege lesson.
The instructor will listen to different voice parts during rehearsal of Cups to check for
accuracy.

High Impact- Friday, April 20, 2018


Objectives:
● Students will sing through their learned spring concert repertoire for class singing tests.
Students will also rehearse new sections of spring concert repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Music for “Cornerstone”
● Music for “Wisdom of the Moon”
● Music for “This Is Me”
Procedure:
● Warm-up
● Singing tests
○ students test in small groups (with one student to each voice part) and will be
evaluated by student teacher and cooperating teacher on a 10-point scale
○ Cornerstone
○ Wisdom of the Moon
● rehearsal on “Wisdom of the Moon”
● rehearsal on “This Is Me”
Assessment:
● Instructor will evaluate students accuracy and understanding during singing tests.
Instructor will also listen to groups in sections to evaluate progress and understanding of
new repertoire.

B Natural- Monday, April 23rd, 2018


Objectives:
● Students will warm-up for ensemble singing with proper vocal technique. Students will
rehearse concert repertoire to prepare for performance, and discuss ideas for approaching
proper tone and style.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● music for “Ubi Caritas”
● music for “Love Shack”
Procedure:
● Warm-up
○ stretches
○ breathing exercise
○ “hoo-hoo-hoo” arpeggios
○ lip trills (full octave)
○ laughing is contagious
○ D-S-D-S-SFMRD
○ tuning
● rehearsal of “Ubi Caritas”
○ tone and blend of beginning of piece
○ try rehearsing on risers
○ students conducting to stay in time/work on reading skills
● rehearsal of “Love Shack”
○ in a cappella blocking at mirror
○ style approach to the song
○ fixes/edits to newly added part
Assessment:
● Instructor will listen to individual sections to evaluate accuracy of notes and rhythms.
Instructor will also listen to run-through performances of songs to evaluate understanding
of learned material.

Up Front- Monday, April 23rd, 2018


Objectives:
● Students will sing through learned concert repertoire to prepare for performances.
Students will also begin to memorize sections of performance repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music/lyrics for cabaret song
● Music for “The Rose”
● Music for “The Boy From New York City”
Procedure:
Mr. Berkley rehearses song for cabaret dinner
● Rehearse “The Rose”
○ establish style of tone and blend for the whole song
○ fix s1/s2 pitches in opening verse phrases (especially ont eh word “is”)
○ try a run-through with a trio singing the first verse
○ rehearse on riser
○ fix s2/a “oo’s” for final chorus
○ try song memorization and practice watching the conductor
● Rehearse “The Boy From New York City”
○ review new parts by section
○ try running with a soloist/accompaniment
Assessment:
● Instructor will assess performance of music throughout class. Instructor will also work in
sectionals to evaluate student understanding, and make changes when necessary.

B Natural- Tuesday, April 24th, 2018


Objectives:
● Students will work on solidifying their music for concert performance. Students will also
make observations and evaluations based on a listening example of repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Recording of “How Can I Keep From Singing”
● Music for “How Can I Keep From Singing”
● Music for “Ubi Caritas”
Procedure:
● Rehearse “How Can I Keep From Singing”
○ solidifying the key change in the middle of the song
○ listen to independent parts a cappella
○ sequence together into next phrase of song
● Rehearse “Ubi Caritas”
○ work on the second half of the song
○ rehearse on risers
○ blend and tone approach
■ sing last chorus on a neutral syllable
■ isolate parts to fix blend
Assessment:
● Instructor will assess voice parts in independent sections throughout rehearsal. Instructor
will also evaluate performance quality throughout rehearsal of concert repertoire.

Treble Choir- Tuesday, April 24th, 2018


Objectives:
● Students will rehearse concert repertoire to prepare for performance. Students will
practice and build solfege skills, and be formally assessed their knowledge.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
Materials:
● Music for “You Raise Me Up”
● Music for “Take These Wings”
● Post-test assessment
Procedure:
● warm-up/rehearse on “You Raise Me Up”
● Rehearse “Take These Wings”
○ led by Mr. Berkley-his song for spring concert
● Review ear training approach
○ finding the root of a key when a key is established
○ let individual students try as an example
○ decipher if the notes move up or down, and if there are steps or skips
○ practice a few 4-note ear training examples
● review hand signs
● play memory hand sign game
● read through sight reading examples as a class with hand signs
● complete post-test assessment
Assessment:
● Instructor will evaluate quality of performance material throughout class. Instructor will
also review formal post-test assessments at the conclusion of class.

High Impact- Tuesday, April 24th, 2018


Objectives:
● Students will rehearse concert repertoire to prepare for performance. Students will also
build sight reading skills to learn new sections of concert repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music/lyrics for cabaret song
● Music for “Wisdom of the Moon”
● Music for “This Is Me”
Procedure:
Mr. Berkley rehearses song for Cabaret Dinner
● Rehearse new section of “Wisdom of the Moon”
○ run-through learned sections
○ learn measures 47-54
○ sight read to the ending
● Rehearse “This Is Me”
○ run through with new soloist
○ solidify bass/tenor parts for “eh’s” and “oh’s” in chorus and pre-chorus
○ discuss over all song sequence/cuts we are making
○ run-through with full accompaniment
Assessment:
● Instructor will assess performance of concert repertoire throughout class to evaluate
musical performance. Instructor will also listen to individual sections throughout
rehearsal to assess understanding of new parts.

B Natural- Wednesday, April 25th, 2018


Objectives:
● Students will build sight reading skills by practicing rhythm sight reading examples.
Students will rehearse concert repertoire to prepare for performance.
SOLs:
Materials:
● Rhythm sight reading examples
● Music for “You Raise Me Up”
● Music for “Ubi Caritas”
Procedure:
● Lead rhythm sight reading
○ dotted eighth/sixteenth examples
○ syncopation examples
● Rehearse “You Raise Me Up” as warm-up
○ dynamic contrast
○ different verses
○ memorization
● Rehearse “Ubi Caritas”
○ record and listen
○ share notes
○ make fixes
Assessment:
● Instructor will listen to small groups/individuals perform rhythm sight reading examples
in order to assess student understanding. Instructor will also evaluate performance quality
throughout class, and make adjustments and changes when necessary.

Up Front- Wednesday, April 25th, 2018


Objectives:
● Students will rehearse concert repertoire to prepare for performance. Students will also
practice sight reading skills in learning new parts of concert repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● music/lyrics for cabaret song
● Music for “You’ll Be Watching”
● Music for “Lineage”
Procedure:
Mr. Berkley leads rehearsal of Cabaret dinner song
● Rehearse “You’ll Be Watching”
○ learn parts for coda of song
■ start with soprano 1
■ alto 2
■ alto 1
■ soprano 2
○ listen to original performance of song
○ run-through the whole piece
● Rehearse “Lineage”
○ formation on risers
○ full and rich tone
○ try conducting
○ start working on memorization through page 6 (possibly top of page 8)
○ record final run through to listen and make notes of for next rehearsal
Assessment:
● Instructor will assess performance quality of concert repertoire throughout class.
Instructor will also listen to individual sections of the ensemble throughout class to assess
understanding of parts.

B Natural- Thurdsay, April 26th, 2018


Objectives:
● Students will rehearse concert repertoire to prepare for performance. Students will
evaluate performance of their peers, and make observations and critiques of performance.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Music for “Ubi Caritas”
● Music for “Love Shack”
Procedure:
● Warm-up
○ hee-eh-ah (D-M-S-S-SFMRD)
○ Laughing is contagious
○ Oo-oh-oo (S-R-D)
○ Solfege scale for tuning
● Rehearsal of “Ubi Caritas”
○ focus on improving the ending
○ sections listen to each other
■ matching the sound across the ensemble
○ dynamic contrast
○ Latin test
● Rehearsal of “Love Shack”
○ learn next bass part
○ learn last two pages of music
Assessment:
● Instructor will evaluate performance quality of concert repertoire throughout class.
Instructor will also listen to student feedback to make assessments about student
understanding.

Treble Choir- Thursday, April 26th, 2018


Objectives:
● Students will rehearse concert repertoire to prepare for performance. Students will form
assessments of their own performance, and share critiques based on their listening.
Students will also listen to performances from other ensembles and make additional
observations on performance elements and overall quality.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
● HCB8.2-9.2 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “Feel Good”
● recording device
● recording of “Feel Good”
● music for “You Raise Me Up”
● music for “You’re The One That I Want”
Procedure:
● warm-up
● rehearse “Feel Good”
○ tone/style of gospel music
○ blend in three part splits
○ record and listen
○ listen to performance of arrangement
● rehearse “You Raise Me Up”
○ run-through song
○ address any incorrect pitches or rhythms
○ use dynamic contrast
● rehearse “You’re The One That I Want”
○ start working on tone and memory for choreography
Assessment:
● Instructor will assess performance of concert repertoire throughout class. Instructor will
also observe student feedback to make assessments on understanding of music and
performance.
High Impact- Thursday, April 26th, 2018
Objectives:
● Students will practice sight reading skills using rhythm examples. Students will build
musicianship skills through rehearsal of concert repertoire. Students will evaluate text
and style of music to make further connections related to meaning of music.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Rhythm sight reading examples
● Music for “Cornerstone”
● Music for “Wisdom of the Moon”
● recording of “Wisdom of the Moon”
Procedure:
● Rehearse Cabaret dinner song
○ led by Mr. Berkley- song taught by ear/with lyrics on screen to be performed at
Cabaret dinner fundraiser
● Rhythm sight reading
○ examples using dotted eighth/sixteenth patterns
○ examples using tied eighths/syncopation
■ give individual students/sections a chance to perform rhythms on their
own
● Rehearse “Cornerstone”
○ run-through of piece with accompaniment (Mr. Berkley)
○ discuss tone/style of music
○ learn final measures of the song (pages 14-15)
■ trio parts
■ all read: bass, tenor, alto, soprano
○ try running music on risers (?)
● Rehearse “Wisdom of the Moon”
○ run through all learned sections (measure 1-54)
○ review parts from measures 47-54
○ listen to recording to refresh the ending of the piece
○ talk about text of the piece
■ read inside cover notes from composer
○ allow students to share ideas about what they take from the meaning of the piece,
and how it can relate to them
○ final run-through/rehearsal of music to include the meaning in their tone and
approach to style
Assessment:
● Instructor will assess accuracy during rhythm sight reading practice. Individual students
and small groups will be asked to perform rhythm examples, and instructor will listen and
evaluate accuracy to reflect student understanding. Instructor will also evaluate
performance progress during rehearsal of concert repertoire to assess skills relating to
musicianship. Instructor will also listen to independent parts/sections throughout
rehearsal of repertoire to assess for accuracy.

B Natural- Friday, April 27th, 2018


Objectives:
● Students will rehearse concert repertoire to prepare for performance. Students will also
practice sight reading skills in learning new parts of concert repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music for “How Can I Keep From Singing”
● Music for “Love Shack”
Procedure:
● warm-up and rehearsal on “How Can I Keep From Singing”
○ start by running through on a hum to warm-up
■ switch to words at page 9
○ learn parts starting at measure 67 on page 12
○ all sopranos/altos read soprano
○ all read soprano 2
○ all read alto 1
○ all tenors/basses read bass
○ add in final parts
○ run section until correct pitches and rhythms are demonstrated
○ run full song with new section
● rehearsal on “Love Shack”
○ review new sections on page 15
○ review notes for bass solo at top of 15
○ run through whole song
○ add dynamics for soprano 1, soprano 2, alto and tenor parts
○ run through song again in concert formation at mirror
Assessment:
● Instructor will assess performance quality of repertoire throughout class to make changes
when needed. Instructor will also listen to individual voice part sections to check for
accuracy.

Up Front- Friday, April 27th, 2018


Objectives:
● Students will rehearse concert repertoire to prepare for performance. Students will also
practice sight reading skills in learning new parts of concert repertoire.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation and Critique)
Materials:
● Piano
● Music for “The Rose”
● Music for “Boy From New York City”
Procedure:
● rehearse “The Rose”
○ record run-through and listen
○ discuss what is heard on recording/fixes we need to make
○ run-through again
● rehearse “Boy From New York City”
○ go over pitches towards the end of the song
○ run-through with accompaniment
Mr. Berkley leads rehearsal on song for Cabaret dinner
Assessment:
● Instructor will assess quality of performance throughout rehearsal of repertoire. Instructor
will also work with individual voice parts to further assess student understanding of
music.

B Natural- Monday, April 23rd, 2018


Objectives:
● Students will rehearse repertoire in order to prepare for concert performance. Students
will also complete singing test assessments.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music for “How Can I Keep From Singing”
● Video of “How Can I Keep From Singing”
● Music for “Ubi Caritas”
● Music for “Love Shack”
Procedure:
● Warm-up
○ humming
○ oo-ee
○ lip trills
○ solfege scale
■ unison
■ neutral syllable
■ parts
■ changing dynamics
● rehearse “How Can I Keep From Singing”
○ watch video/listen to a new choral performance of piece
○ review new section
○ review each voice part (all sing each new part)
○ sequence together with earlier section of song
● finish singing tests
○ Ubi Caritas
○ Love Shack
● rehearse “Love Shack”
○ run-through standing with voice parts to solidify new sections of music
○ run-through again in concert formation
Assessment:
● Instructor will assess quality of practice and performance of repertoire throughout
rehearsal. Instructor will also make formal assessment of students during singing tests.

Treble Choir- Monday, April 23rd, 2018


Objectives:
● Students will rehearse repertoire to prepare for concert performance. Students will learn
choreography to accompany performance of spring concert music. Students will also
practice rhythm sight reading skills.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
Materials:
● Piano
● Music for “You’re The One That I Want”
● Risers
● Rhythm sight reading examples
● Music for “You Raise Me Up”
Procedure:
● warm-up
○ lip trills
○ ee-eh-ah-ah (D-M-S-S-SFMRD)
○ zoo-ee (S-F-M-R-D)
○ laughing is contagious
○ solfege scale
● run-through of “You’re The One That I Want”
○ refresh/solidify parts before learning choreography on risers
● choreography for “You’re The One That I Want”
● Rhythm sight reading
● rehearse/memorize “You Raise Me Up”
Assessment:
● Instructor will assess quality of practice and performance during rehearsal of class
repertoire. Instructor will also listen to independent voice parts to assess accuracy and
understanding of music.

High Impact- Monday, April 23rd, 2018


Objectives:
● Students will rehearse repertoire to prepare for concert performance. Students will also
rehearse and refresh memory on elements of show choir set to prepare for spring concert.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● music for “Wisdom of the Moon”
● music for “Cornerstone”
Procedure:
● warm-up
○ Hee-eh-ah (D-M-S-S-SFMRD)
○ Zinga-momma
○ Humming/chewing
○ Lip trills in a full octave
○ Solfege long scale for tuning
● rehearsal of “Wisdom of the Moon”
○ run-through of whole piece
○ review notes for each part in new section
○ learn different ending part by part
○ sight read until the end of the piece
● rehearsal of “Cornerstone”
○ review pitches for the ending of the song
○ add on to middle section of music
○ run-through whole piece, making edits to style and tone
○ discuss the meaning of the text and how that influences our performance and
interpretation
● rehearse show choir music
Assessment:
● Instructor will listen to independent sections while learning new parts to assess accuracy
of pitches and learning. Instructor will also constantly assess vocal and tone quality
throughout rehearsal, and will assess memory check on show choir music.

B Natural- Tuesday, April 24th, 2018


Objectives:
● Students will continue learning and rehearsing class repertoire in order to prepare for
concert performance. Students will also build sight reading skills by practicing rhythm
sight reading skills.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
Materials:
● Piano
● Music for “You Raise Me Up”
● Music for “How Can I Keep From Singing”
● Rhythm sight reading examples
● Music for “Ubi Caritas”
Procedure:
● You Raise Me Up (Mr. B)
○ sing through while humming as warm-up
● How Can I Keep From Singing
○ run through of all parts
○ refresh parts on newly learned section
○ add in baritone, tenor 2, and alto 2 part
○ add on to middle section of the song
● Rhythm S.R.
○ examples using syncopation
○ examples using compound meter
○ examples using mixed meter
● Ubi Caritas
○ run-through on risers
○ check for tone quality on second half of song
○ make improvements to vowel shape
Assessment:
● Instructor will listen to individual parts to check for accuracy and quality of performance
throughout rehearsal. Instructor will also listen to individual students/small groups
perform different sight reading examples to check for accuracy of sight reading.

Up Front- Tuesday, April 24th, 2018


Objectives:
● Students will continue learning and rehearsing class repertoire in order to prepare for
concert performance.
SOLs:
● HCAD1.1-2.3 (Music Theory/Literacy)
● HCAD4.6-5.2 (Performance)
● HCAD8.2-8.6 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Music for “Lineage”
● Music for “You Raise Me Up”
● Music for “Boy From New York City”
● Music for “You’ll Be Watching”
● Show choir music
Procedure:
● Rehearse “Lineage”
○ work on memorization with text and dynamics throughout piece
○ run-through song outside
● Rehearse “You Raise Me Up”
● Make-up singing tests
● Rehearse “Boy From New York”
○ solidify notes for different parts
○ work on style of song
○ add soloist/teach soprano duet with solo
● Rehearse/run-through “You’ll Be Watching” if time
● Run/refresh show choir music
Assessment:
● Instructor will listen to independent sections while learning new parts to assess accuracy
of pitches and learning. Instructor will also constantly assess vocal and tone quality
throughout rehearsal, and will assess memory check on show choir music.