Remedy - Period 1

1. Student Objectives
a. Performance Quality/Memory Check of ALL Spring Show Music
2. Essential Question/Learning Goal
a. How do we refine music once it is memorized?
b. What are the final stages of getting music ready for a concert?
c. What does the text mean? How can we better convey its meaning?
3. Formal/Informal Assessments
a. Informally assess through random questioning about rhythm and solfege
b. Ask students to analyze difficult sections in the music throughout class
c. Ask students to give input about what can be improved
d. Ask students to rate themselves on the sight-reading exercises
4. Instructional Activities
a. Warm Up
i. Physical
ii. Breathing exercises
iii. Vocal exercises
b. Repeat this process below for all current songs in the repertoire
i. Build confidence in the memorization
ii. Add some emotion and style to the piece
1. More character, more facial expressions
iii. Do we sound as mature as possible?
1. How can we sound more mature?
2. What vowels need to improve?
3. What words do we still fumble over?
iv. What does the text mean?
1. Students will share examples of how we properly convey text
2. Tone quality
v. Extreme attention to detail on the following items:
1. Diction - can we hear every word and every consonant?
2. Dynamics - are we singing soft enough?
3. Breathing - we must do it together
4. Phrasing - are we singing note to note? Or singing the entire phrase?
5. Connection to Prior Knowledge/Real World
a. Building upon basic music reading skills
b. Reinforcing the Key of Bb major, Ab major, F major, C major
c. Using solfege to learn new music
d. Solfege for sight-reading success
6. Differentiation
a. Kinesthetic emphasis through warm ups, solfege hand signs, and keeping time
b. Auditory emphasis through ear training, call and response
c. Visual emphasis through sight-reading off the Dell TV/sheet music
7. Homework - None
Concert Choir, Bella Voce, Women’s Chorale, Men’s Chorale - Period 2, 3, 4, 5

1. Student Objectives
a. Performance Quality/Memory Check of all Fall Concert Repertoire
i. CC - Hold Me, Some Nights, And So it Goes, Loch Lomond
ii. BV - True Colors, The Bones, Stand in the Light
iii. MC - Shotgun, Gone, Cover Me With the Night
iv. WC - Stitches, Lift Every Voice and Sing, Before You Go
2. Essential Question/Learning Goal
a. How do we refine music once it is memorized?
b. What are the final stages of getting music ready for a concert?
c. What does the text mean? How can we better convey its meaning?
3. Formal/Informal Assessments
a. Informally assess through random questioning about rhythm and solfege
b. Ask students to analyze difficult sections in the music throughout class
c. Ask students to give input about what can be improved
d. Ask students to rate themselves on the sight-reading exercises
4. Instructional Activities
a. Warm Up
i. Physical
ii. Breathing exercises
iii. Vocal exercises
b. Sight-reading
i. Sight reading example - Past UIL examples
c. Repeat this process below for all current songs in the repertoire
i. Build confidence in the memorization
ii. Add some emotion and style to the piece
1. More character, more facial expressions
iii. Do we sound as mature as possible?
1. How can we sound more mature?
2. What vowels need to improve?
3. What words do we still fumble over?
iv. What does the text mean?
1. Students will share examples of how we properly convey text
2. Tone quality
v. Extreme attention to detail on the following items:
1. Diction - can we hear every word and every consonant?
2. Dynamics - are we singing soft enough?
3. Breathing - we must do it together
4. Phrasing - are we singing note to note? Or singing the entire phrase?
5. Connection to Prior Knowledge/Real World
a. Building upon basic music reading skills
b. Reinforcing all Major Keys
c. Solfege for sight-reading success
6. Differentiation
a. Kinesthetic emphasis through warm ups, solfege hand signs, and keeping time
b. Auditory emphasis through ear training, call and response
c. Visual emphasis through sight-reading off the Dell TV/sheet music