Dixie State University - Secondary Education UNIT PLAN TEMPLATE

Teacher Candidate: Keith Goodrich. Mentor Teacher: Kelly DeHaan Grade: 10-12 Subject: Choir/Voice Class: Beginning Vocal Education

Stage 1 DESIRED RESULTS

Content Standards & Goals
Standard 1: Perform Students will use body, voice and instruments as means of musical expression.
Objective C: Demonstrate notational literacy. Correctly write and respond to standard notation symbols in music. Sight-sing melodies fluently in unison on progressive levels of music in any key and time signature.

Transfer
Students will be able to use their voice to produce a beautiful consistent sound. Students will learn basic music notation which will enable them to read solo vocal sheet music Students will learn singing kinesthetic (i.e. How to stand, breath, etc). Students will learn to select appropriate music for themselves Students will learn basic musician ship and be able to sing in an expressive manner enabling them to perform comfortably and successfully.

Standard 3: Listen/Analyze/Evaluate Students will expand music listening skills and use music vocabulary to analyze and evaluate music.
Objective C: Document personal growth as a musician. Evaluate strengths and weaknesses in personal performance.

Meaning
UNDERSTANDINGS:
Basic solo singing musician ship skills. Singing with sheet music not just by ear. Match singing, ear training and sight singing skills. Students will be able to speak music (understand musical vocabulary and notation) Identify incorrect singing technique and rectify poor singing Successfully warm themselves up How to practice.

ESSENTIAL QUESTIONS
Why is it important to be able to read music? Why is in important to correctly identify poor singing Why is it important to understand basic music theory Why is it important to independently sing Why is it important to follow proper performance etiquette Why time signatures and key signatures make a difference in musical notation Why understanding music makes me a batter musician. How to develop ear training and sight singing skills how to overcome nerves while performing

Acquisition

Students will know

Quarter notes, half notes, Eighth notes, whole notes,. Corresponding rests. They will understand the key of C and function in that key on the piano. Will be able to count rhythm as well as identify pitch. Solfedge sight singing Basic musical terms Basic musical notational

Students will be skilled at

Reading musical notation Understand how to control their own voice. Singing powerfully with their core Sight singing basic soloist melodies. Performing before their peers Listening critically to music

Stage 2 EVIDENCE
PERFORMANCE TASK(S): Students show they understand by: Sight singing practices performed in class. Out of the sight singing book and as I introduce new literature to them. Increased skill at producing a beautiful tone on command as they perform in class Proficiency in rhythmic practices in class As they get better at practicing their own music in class PERFORMANCE TASK(S) CRITERIA: Are to be evaluated: Myself and the class every second Friday as they sing solos in class. Written evaluations to be graded by myself. Rhythm practices and evaluations done in class. Themselves as I record them singing and ask them to evaluate themselves Each other, every two weeks during our in class concerts grading rubrics will be provided to help guide students in evaluating properly.

OTHER EVIDENCE: Performance based. This is a performance class in every meaning of the word. They actually perform songs in the class that help develop skills as well as show skills developed. Every two weeks students perform a different solo for the class I expect each student to make marked improvement every two weeks as they perform. I understand students will progress at different speeds and some may excel in different areas.

Stage 3 LEARNING PLAN

Lesson 1- students will discuss what experience they have in music, we will discuss what they expect out of this class, we will learn basic standing and breathing technique and do strengthening practices, warm up together and sing At last I see the Light Lesson 2- Students will sing I see the Light and review the skills learned in lesson 1. We will asses which skills transferred and review if needed. Warm up. Strength activity. Students will learn to read whole, half, quarter notes Lesson 3- Students will have solo music for first performance we will discuss who to practice. Learning to read notes on the key board. Review note values from lesson 3 Lesson 4- Class recital and performance. Students will perform their solos and evaluate themselves and each other. Students will learn performance etiquette. Master class setting.

Lesson 5- students will learn eight notes. Dotted notes and rests that correspondent with note values. And learn how to use the piano as a tool to help them learn music. Match pitch will be introduces in ear training practice. We will also pick new music for the next performance class.

Lesson 6- Warm up. Strength builder, rhythm practice. Student will continue to learn note names, note values, correct singing technique. Students will receive a copy Homeward Bound we will practice good singing together with this song and perform it in class. Students will be videoed and evaluate themselves.

PRE-ASSESSMENT: per assessment by discussing musical background. I am not planning on building upon any foundation that may exist.

MAJOR LEARNING EVENTS:

Specifically students will be able to sight sing all the examples found on page 12 of our sight singing book. They will also learn to sing a completely unfamiliar song and perform it for the class. Class performances will be the most obvious form of assessment and students will learn most form these performances

PROGRESS MONITORING:
Most the work is done in class but they are expected to practice their song outside of class. Progress is checked every time students come to class. Every two weeks students will perform new songs either they have chosen or that I have chosen for them. I expect marked improvement each time they perform in class. In class quizzes, activities, assignments and discussions

Source: Wiggins, G, & McTighe, J. (2010). The Understanding by Design Guide to High-Quality Units. Alexandria, VA: ASCD.