You are on page 1of 4

Choir: B Day

Timberlane Middle School

December 4, 2018

Context/Setting/Grade Level(s)
6th Grade Choir 9:33 - 10:21 Period 3

This week we are: Preparing for performance through ensemble skills

“I Give You a Song” by Amy F. Bernon

“Hine ma tov” by Allan E. Naplan
“Sing for Joy” by G.F. Handel (Arranged by Linda S. Spevacek)
“Joy” by Jim Papoulis
“The Dream Keeper” by R. A. Dilworth
New Jersey State Standards
1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard
Western, non-Western, and avant-garde notation.
1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the
performance of written scores in the grand staff.
1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of
music in diverse styles and genres of musical compositions.
By the end of class:
Students will be able to perform in two-part harmony throughout their various repertoire.

By the end of the week:

Students will be able to identify the form of their new repertoire through their performance.
Students will be able to demonstrate their ability to unify their tone as an ensemble.
Students will be able to perform with precision of rhythm and balance of their section.

Students will demonstrate their ability to analyze, critique, and evaluate their personal and group
Students will be able to perform a variety of music utilizing different elements (tone, tempo, dynamics,
melody, harmony, rhythm).
Choir folders

1 of 4
Minutes Instructional Strategies and Learning Tasks Informal Assessments

*Give instruction without talking as much as possible*

5-3-1 sliding on “oo”
Changing vowels (on G)
1-3-5-3-1 alternating between connected/disconnected
Solfege patterns (in C Major) that lead to high D-R-M to transition
into “Joy! Joy! Joy!”


1. I sing Part II (m. 20-25), then ASK: Where am I in the
score? Am I in the beginning or the middle?
2. I sing it again
3. Everyone sings Part II (m. 19-25)
4. I sing Part I (m. 21-25) (x2)
5. All sing Part I (m. 21-25)
6. Go back to m. 19 and have both parts sing to m. 25
7. I sing m. 25-28
8. Students come in at m. 28 and sing to the end

1. Start with Part II “lai” harmony at m. 47-end (everyone sings
2. When Part II has mastered their part, have Part I sing their
own part from m. 47
3. Go back to m. 36 and sing to the end, focusing on a precise,
accurate ending (crescendo, cutoff)


Critical Thinking Questions: Are you behind my beat or ahead? Are you
below my pitch or above it?
1. ASK: Verse 1 is the same as_____?
2. INSTRUCT: Sit in position 3 until it’s time to sing. When it
is time to sing, sit in position 2.
3. Students sing verse 1, I sing verse 2, students sing verse 3
and split into 3 parts on the last 2 measures

1. I start snapping and students snap, I sing S2 part at B
2. I sing, they echo phrase by phrase
3. Students sing from B to C
4. I sing from letter A, students come in at B  Have them put
their head down and lift it when it’s time to enter
5. I continue singing at C, students come in at D

1. Run through the piece for the first time, stopping for

2 of 4
2. (If students start singing like soloists, have one student come
up to sing with me. I will sing louder than them and ASK
the class to give a thumbs up or down for balance and tone

Dismiss one row at a time.

Formative Assessment
Class observation during rehearsal:
 Are the students able to hold onto their part without help from the piano and teacher?
 Have students identified the form?
 Is the ensemble balanced?
The students held onto their vocal part without assistance.

Never Always

1 2 3 4 5

The students identified the form of their music.

Never Always

1 2 3 4 5

3 of 4
The students sung with unified vowels.

Never Always

1 2 3 4 5


Reflection on Teaching

In what ways did the lesson succeed in accomplishing the learning objectives?

In what ways did it fall short?

What changes would you make?

Why should these changes improve student learning?

4 of 4