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MU:Re8.1.E.8a Identify and support interpretations of the expressive intent and meaning of
musical works, citing as evidence the treatment of the elements of music, contexts, and (when
appropriate) the setting of the text.
MU:Re7.2.E.8a Describe how understanding context and the way the elements of music are
manipulated inform the response to music.
MU:Cn11.0.T.8a Demonstrate understanding of relationships between music and the other arts,
other disciplines, varied contexts, and daily life.
MU:Pr5.3.E.8a Develop strategies to address technical challenges in a varied repertoire of
music and evaluate their success using feedback from ensemble peers and other sources to refine
performances.
Warm Up Strategy No.

“Let Freedom Ring” Word Cloud (Technology Integration)

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[Teacher begins class with Mentimeter word cloud displayed on the overhead
projector]
T: Alright class, to start off our new block of music for the semester we are going to
Listen to one of new pieces. If you look at the board, there is a code you can access
through your phones. As we listen, I would like you to respond to the prompt about how
the music makes you feel and what your takeaways are. You must answer at least once
but you can answer as many times as you need to. Just don’t put down the same answer
twice and KEEP IT APPROPRIATE!!!
[Teacher plays “Let freedom Ring” while projecting the results of the word cloud
poll, while making verbal notes regarding some of the more ear catching responses]
Take a few minutes to allow responses to come in + allow light conversation.
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[After song playing is over]

[Teacher discussion questions] Turn to a partner and discuss the following:
T: What are some responses that interested you?
T: What submission did you input and why did you pick it?
T: Why might some words be bigger than others? (Related to # of times)
T: How can music portray a specific idea? (Country, person, place, thing)
Now that we’ve become familiar with this new music, lets try to read it down!

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Now that you all have received your sheet music lets look at it with the STARS
system.

Can you write what sharps or flats you have to play, in the margin of
your music?

T: Can you write how many strong beats are in each measure at the top of
your page? Are there any tempo markings or tempo changes such as
accelerando or ritardando?

T: Do you see any extra accidentals which are NOT in the key signature?
[Highlight them if you have a highlight with you.]
R: Rhythms and Rests
T: Take a minute and look for any tricky rhythms that might trip you up,
finger through them really quick.

T: Lasty, Lets look at dynamics. There’s lots of em! Where do we see

some dynamic changes? Highlight those marking with a different color!!
Alright Class, hold up your papers so I can see the marking you’ve
made!!
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: Very Good Class, Lets read this piece down!!

Lets stop at this measure, think about something which you want to improve
on for 30 seconds, GO! Now turn to a partner and share what you want to
improve on, After you’ve both shared, share one way you think your partner
could overcome that challenge.

Im passing out a handful of scrap paper, I would Like you to right one concept
of measure that you think you need to work on and the I would like you to leave
that in the red bucket by the door on the way out. You do not need to put your
name on these slips

Really great job reading down this piece today class. Keep up the great work next
class and we will have this piece under our belt in No Time!!

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BDA Strategies Implementation
Before Strategy: Word Cloud ( Mentimeter)
Before Receiving the texts, students will collaborate in the classroom and create a word
cloud of their interpretation of the music text prior to interpreting the visual text. The
process of creating the Word Cloud will help
During Strategy: STARS Sightreading System
The STARS system helps students process the text in real time with the assistance of
student led marking of the text with the aim of setting students up for efficient and
successful sightreading.
After Strategy: Exits Slips
Students will submit an anonymous exit slip on their way out which allows them to
reflect on ways they can improve while allowing me to adjust my curriculum to cater to
what they need musically.