Molly Secord

Observation 1

Ensemble/class: 6th Grade Chorus Materials needed: Piano, sheet music, projector
Objectives Standards

Musical:
MU:Pr6.1.6
1. Students will be able to use correct hand signs
correlated to the solfege they are singing a. Perform music with stylistic expression, technical accuracy, and
interpretation.
2. Students will understand the difference between a “skip”
and a “step” using solfege MU:Cn11.1.6

b. Use technological resources to preserve musical ideas from

3. Students will sing correct rhythm/pitches
varied musical styles and repertoire as appropriate to the musical
tradition.
4. Students will understand how to navigate repeat signs
located within a musical piece MU:Pr4.2.6

a. Explain and demonstrate how the structure and the elements of

music are used in music selected for performance.

Academic Language:

Solfege, repeat sign, rhythm, pitch

Piece/Activity Steps/Process Assessment

Do Now 1. This will be up on the board. Students always have a do now when Informal: Teacher
they enter class. Today they are going to be signing up for solo observes to make
auditions that will be happening later on in the week. sure students have
their chromebook
open and are filling
out the sign-up sheet

Warm ups 1. Zingamama Informal:

a. Review the hand motions
(5-10 minutes) b. Sing through warm-up using hand motions Teacher observes
c. Have altos and sopranos take time singing alone ensemble responding
d. Finish the warm-up singing all together to verbal feedback
2. Skip-up, Step-down(Review) during warm ups
a. Do-Mi, Re-Fa, Mi-Sol, Fa-La, So-Ti, La-Do, Ti-Re, Do
b. Remind students to look up on the board if they need extra help Informal:
knowing what solfege comes next
T watches to see
c. Pick 2 pointer people to point to the solfege on the poster while
which students
students sing and use hand signs
correctly use correct
3. Skip-down, Step-up(New)
solfege hand sign
a. Do-La, Ti-Sol, La-Fa, Sol-Mi, Fa-Re, Mi-Do, Re-Ti, Do
syllables
b. Slowly using the poster as guidance have students go through the
skips and steps going down the solfege scale
 c. Sing it once for students to hear it first
d. Have 2 pointer people come up and have students sing through the
skip-down, step-up warmup

Sleigh Ride 1. Review C-section of Sleigh Ride Informal:

a. Check for understanding of the repeat sign- we learned this last class
(10-20 minutes) and they should already know but review just to be sure T watches to see if
i. “What measure do we return to after singing Pop, pop, pop?” students are
ii. “After we sing measure 64, what measure do we jump to sing responding and
the second ending?” connecting to reading
iii. “After the second ending, who sings next?” music
b. Tell students we are going to sing through the C-section and continue
on to the A section Informal:
i. Remind them it is the same as the very beginning of the song
T listens for accuracy
so they should already know it (we went over this last class)
of all rhythms and
ii. Sing from C-section all the way to measure 89
pitches
c. Learning the ending
i. Teach the ending from measures 90-99
ii. Play just alto part on piano while singing while students listen
iii. Have altos sing their part while I play their notes (this step Formal:
may need to happen more than once)
1. Go over trouble spots if any T listens to see if
iv. Play the soprano part on piano while singing while students students are able to
listen sing in 2 part harmony
v. Have sopranos sing their part while I play their notes (this step in their sections
may need to happen more than once)
1. Go over trouble spots if any
vi. Put both parts together (repeat this step 2-3 times depending
on their accuracy)
 d. Backup to measure 84 and have students sing from 84-end Formal:
2. Rough run-through of entire song(with accompaniment recording)
a. Have students circle up in their section T listens for accuracy
b. Have students sing along to the track while I walk around helping of all rhythms and
each section as needed pitches as they sing
through the piece

Wrap Up: 1. Have students go back to their seats

2. Tell students we have officially learned the entire song!
(1 minute) 3. Transfer the class back over to Sarah