Name: Kevin Tarpley Date:

2/27/2017

Choir: JV Mixed Choir, SAB

Objective(s): The students will be able to identify and write down given key
signatures on the treble and bass clefs.

The students will be able to sing through a three part sightreading using modified
UIL sightreading procedures.

The students will be able to sing through all of Festival Sanctus on words with the
given phrasing and dynamics.

TEKS: 117.210(1)C- demonstrate knowledge of musical elements of rhythm,

including whole notes, half notes, quarter notes, paired and single eighth notes,
sixteenth notes, syncopated patterns and corresponding rests, and varied meters,
using standard terminology

117.210c(2)E- sight-read unison, homophonic, and polyphonic music using the

appropriate clef in a variety of keys and meters

Materials: Piano, sightreading example, Festival Sanctus sheet music, music

stand, rhythm example, white board, expo markers, and projector

Warm-Up:
1. T. starts humming exercise (do-so-do-so-do) on C MAJOR and goes up
2. T. has the students do ng, ee, ah to work on placement for singing
3. T. leads the students in oo exercise (so, fa, mi, re, do)

Procedures:
1. T. has students look at the different key signature examples written on the board
2. T. will have the students write down the answers on their own sheet of paper
3. T. asks the students if they have any questions, and help people individually
4. T. has individual students come up and write down the key signatures
5. T. picks different individuals for each example
6. T. goes over each problem with the class to clarify
7. T. has students look at a given sightreading example
8. T. asks what key it is in and what solfege they start on
9. T. leads the students as they chant through the example
10. T. goes over trouble spots
11. T. has students chant the example once again
12. T. has students go over trouble spots
13. T. has the students sing the tonic triad
14. T. leads the students as they sing through the example
15. T. goes over trouble spots with the class
16. T. has the students sing the example one more time
17. T. has students put the sightreading away and get out Festival Sanctus
18. T. has the students sing through mm. 1-30 on words
19. T. goes over trouble spots with the choir (mainly mm. 22-26)
20. T. has students sing mm. 1-30 again
21. T. has students sing mm. 30-end with Mrs. Vader on the piano
22. T. goes over each part once to clarify pitches
23. T. has students look at dynamics and point them out
24. T. has students sing mm. 30-end again with dynamics
25. T. has the class sing the entire piece with dynamics that they went over with
Mrs. Vader on the piano

Assessment:
1. T. has the students give the answers to the key signatures
2. T. has the class sing through the sightreading after fixing trouble spots, checking
for understanding
3. T. has the class sing Festival Sanctus all the way through on words with the
given dynamics and phrasing
Name: Kevin Tarpley Date:
2/28/2017

Choir: JV Mixed Choir, SAB

Objective(s): The students will be able to write down, speak, and identify through
listening, given rhythms on the board.

The students will be able to sing through a three part sightreading using modified
UIL sightreading procedures.

The students will be able to sing through all of In Stiller Nacht on words with
correct rhythms, pitches, and starting to implement dynamics and phrasing.

TEKS: 117.210(1)C- demonstrate knowledge of musical elements of rhythm,

including whole notes, half notes, quarter notes, paired and single eighth notes,
sixteenth notes, syncopated patterns and corresponding rests, and varied meters,
using standard terminology

117.210c(2)E- sight-read unison, homophonic, and polyphonic music using the

appropriate clef in a variety of keys and meters

Materials: Piano, sightreading example, In Stiller Nacht sheet music, music stand,
rhythm example, white board, expo markers, and projector

Warm-Up:
1. T. starts humming exercise (do-so-do-so-do) on C MAJOR and goes up
2. T. has the students do zip zip zo zo zo (do, mi, so, mi, do) starting on C MAJOR
and going up
3. T. leads the students in oo exercise (so, fa, mi, re, do)

Procedures:
1. T. has students look at the different rhythm examples written on the board
2. T. will have the students write down rhythms on their own sheet of paper
3. T. will speak rhythms and have students guess which example is being spoken
4. T. has individual students answer which ones are being said
5. T. picks different individuals for each example
6. T. has class count through all the rhythm examples
7. T. has students look at a given sightreading example
8. T. asks what key it is in and what solfege they start on
9. T. leads the students as they chant through the example
10. T. goes over trouble spots
11. T. has students chant the example once again
12. T. has students go over trouble spots
13. T. has the students sing the tonic triad
14. T. leads the students as they sing through the example
15. T. goes over trouble spots with the class
16. T. has the students sing the example one more time
17. T. has students put the sightreading away and get out In Stiller Nacht
18. T. leads the students as they speak through the German text on mm. 1-8
19. T. has students speak German text on the given rhythm
20. T. has the students sing mm. 1-8 on the German text
21. T. has the students point out the spots where the dynamics change
22. T. has students give ideas for other phrase shapes appropriate for this section
23. T. has the students try and implement these phrase shapes and pick the best
one
24. T. leads the students in speaking the German text in mm. 9-17
25. T. has the students speak the text on the given rhythm
26. T. has the students sing mm. 9-17 on the German text
27. T. has students point out dynamic changes in this section
28. T. has students point out different phrases appropriate for this section
29. T. has the class implement them and pick the best one
30. T. has the class sing the entire song, with emphasis on dynamics and newly
found phrases
31. Mr. Tarpley goes over trouble spots with Mrs. Vader on the piano
32. T. has the class sing through the piece once again

Assessment:
1. T. has the students speak the rhythm after going through the trouble spots,
checking for understanding
2. T. has the class sing through the sightreading after fixing trouble spots, checking
for understanding
3. T. has the class sing In Stiller Nacht on words while listening for correct diction,
words, dynamics, and phrasing
Name: Kevin Tarpley Date:
3/1/2017

Choir: Varsity Mixed Choir

Objective(s): The students will be able to sing through all of their pieces with correct
pitches, rhythm, text, and dynamics with the given piano tracks.

TEKS: 117.312C(1)c- The student is expected to demonstrate mature, characteristic

sound
appropriate for the genre

Materials: Piano, CD with tracks, Zum Gali Gali sheet music, Festival Gloria
sheet music, Esto Les Digo sheet music, music stand, and sound equipment

Warm-Up:
1. T. starts lip trill exercise up and down the scale
2. T. has the students do zee eh, zee ah, zee oh ho ho ho exercise to get the
legato and staccato feel with lots of support
3. T. has the students sing mi, me, ma, mo, moo to work on matching vowels

Procedures:
1. T. has students get out the sheet music for Esto Les Digo
2. T. gives the starting pitches and has them sing through the piece
3. T. reviews trouble spots and has them look at the given dynamics
4. T. has them sing it once again with the dynamics that were reviewed.
5. T. has the class get out the sheet music for Zum Gali Gali
6. T. reviews mm. 38-64, the trickiest part of the whole piece
7. T. fixes problems within this section
8. T. has the class sing this piece with the given piano track
9. T. goes over any trouble spots in the piece and reviews the given dynamics
10. T. has the class sing through the piece once again
11. T. has the class get out Festival Gloria
12. T. goes over mm. 39-93
13. T. goes over the trouble spots in the piece
14. T. talks through the dynamics of the piece and has the class identify them
15. T. has the class sing through the entire piece with the given piano track
16. T. fixes any issues in the run through
17. T. has the class sing through the piece once again, fixing the trouble spots from
the first run through
Assessment:
1. T. assesses how well the students know Esto Les Digo in the final run through
2. T. assesses how well the students know Zum Gali Gali in the final run through
3. T. assesses how well the students know Festival Gloria in the final run through
Name: Kevin Tarpley Date:
3/1/2017

Choir: Varsity Mixed Choir

Objective(s): The students will be able to sing through all of their pieces with correct
pitches, rhythm, text, and dynamics with the given piano tracks.

TEKS: 117.312C(1)c- The student is expected to demonstrate mature, characteristic

sound
appropriate for the genre

Materials: Piano, CD with tracks, Keep Your Lamps sheet music, Cantate Domino
sheet music, A la nanita nana sheet music, music stand, and sound equipment

Warm-Up:
1. T. starts lip trill exercise up and down the scale
2. T. has the students do zee eh, zee ah, zee oh ho ho ho exercise to get the
legato and staccato feel with lots of support
3. T. has the students sing mi, me, ma, mo, moo to work on matching vowels

Procedures:
1. T. has students get out the sheet music for Cantate Domino
2. T. gives the starting pitches and has them sing through the piece
3. T. reviews trouble spots and has them look at the given dynamics
4. T. has them sing it once again with the dynamics that were reviewed
5. T. has the class get out the sheet music for Keep Your Lamps
6. T. reviews mm. 37-59, the trickiest part of the whole piece
7. T. fixes problems within this section
8. T. has the class sing this piece with the given piano track
9. T. goes over any trouble spots in the piece and reviews the given dynamics
10. T. has the class sing through the piece once again
11. T. has the class get out A la nanita nana
12. T. goes over mm. 23-31 to fix the tricky rhythms the alternate
13. T. goes over the trouble spots in the rest of the piece
14. T. talks through the dynamics of the piece and has the class identify them
15. T. has the class sing through the entire piece with the given piano track
16. T. fixes any issues in the run through
17. T. has the class sing through the piece once again, fixing the trouble spots from
the first run through
Assessment:
1. T. assesses how well the students know Cantate Domino in the final run through
2. T. assesses how well the students know Keep Your Lamps in the final run
through
3. T. assesses how well the students know A la nanita nana in the final run through
Name: Kevin Tarpley Date:
3/1/2017

Choir: JV Mixed Choir, SAB

Objective(s): The students will be able to write down and speak the rhythm provided
using the 1 e and a system at a tempo of 60 for the quarter note.

The students will be able to sing through a three part sightreading using UIL
sightreading procedures.

The students will be able to identify different rhythms and letter names on the
treble and bass clefs through the game trashketball.

TEKS: 117.210(1)C- demonstrate knowledge of musical elements of rhythm,

including whole notes, half notes, quarter notes, paired and single eighth notes,
sixteenth notes, syncopated patterns and corresponding rests, and varied meters,
using standard terminology

117.210c(2)E- sight-read unison, homophonic, and polyphonic music using the

appropriate clef in a variety of keys and meters

Materials: Piano, sightreading example, music stand, rhythm example, white board,
expo markers, and projector

Warm-Up:
1. T. starts humming exercise (do-so-do-so-do) on C MAJOR and goes up
2. T. has the students do zip zip zo zo zo (do, mi, so, mi, do) starting on C MAJOR
and going up
3. T. leads the students in oo exercise (so, fa, mi, re, do)

Procedures:
1. T. has students look at the different rhythm examples written on the board
2. T. will have the students write down rhythms on their own sheet of paper
3. T. asks the students if they have any questions, and help people individually
4. T. has individual students come up and write down the rhythm counts
5. T. picks different individuals for each example
6. T. goes over each problem with the class to clarify
7. T. has students look at a given sightreading example
8. T. asks what key it is in and what solfege they start on
9. T. leads the students as they chant through the example
10. T. goes over trouble spots
11. T. has students sing the example after the tonic triad is played
12. T. has students go over trouble spots
13. T. has the students sing the tonic triad
14. T. leads the students as they sing through the example
15. T. goes over trouble spots with the class
16. T. has the students sing the example one more time
17. T. has students split into two teams
18. T. has different rhythm examples and notes written on the white board
19. T. has the students come up two at a time (one on each team) and answer the
questions asked
20. T. the students who answer correctly, get to shoot two shots
21. T. repeats this step as many times as necessary
22. T. explains for any students who do not understand
23. T. counts the points to determine the winning team

Assessment:
1. T. has the students speak the rhythm after going through the trouble spots,
checking for understanding
2. T. has the class sing through the sightreading after fixing trouble spots, checking
for understanding
3. T. checks for understanding as the students answer their assigned question
Name: Kevin Tarpley Date:
3/2/2017

Choir: JV Mixed Choir, SAB

Objective(s): The students will be able to identify notes by letter name on the treble
and bass clef, as well as different key signatures.

The students will be able to sing through a three part sightreading using modified
UIL sightreading procedures.

The students will be able to sing through The River Sleeps Beneath the Sky on
words with correct rhythms, pitches, and starting to implement dynamics and
phrasing.

TEKS: 117.210(1)C- demonstrate knowledge of musical elements of rhythm,

including whole notes, half notes, quarter notes, paired and single eighth notes,
sixteenth notes, syncopated patterns and corresponding rests, and varied meters,
using standard terminology

117.210c(2)E- sight-read unison, homophonic, and polyphonic music using the

appropriate clef in a variety of keys and meters

Materials: Piano, The River Sleeps Beneath they Sky sheet music, music stand,
white board, expo markers, and projector

Warm-Up:
1. T. starts with lip trills (do up to sol and back down)
2. T. has the students do mi me ma mo moo to focus on matching vowels
3. T. leads the students in ng, ee, ah exercise to get the right placement for
singing

Procedures:
1. T. has students look at the notes written on the white board
2. T. asks students to write the note names of these examples on their own paper
3. T. helps students who need help
4. T. has students come to the board and write the note names
5. T. goes over the problems with the class and explains
6. T. has the students look at the different key signature examples on the board
7. T. reminds the class that the last sharp it ti, go up one and that is do, and the
last flat is fa
8. T. has students work on these examples quietly
9. T. walks around and helps individuals as needed
10. T. calls on different students to answer each example
11. T. explains the examples to clarify for the class
12. T. has students look at a given sightreading example
13. T. asks what key it is in and what solfege they start on
14. T. leads the students as they chant through the example
15. T. goes over trouble spots
16. T. has students chant the example once again
17. T. has students go over trouble spots
18. T. has the students sing the tonic triad
19. T. leads the students as they sing through the example
20. T. goes over trouble spots with the class
21. T. has the students sing the example one more time
22. T. has the students take out The River Sleeps Beneath the Sky
23. T. has the students look at mm. 22-36
24. T. ask the students to give ideas on what words to emphasize
25. T. has the class try some of the examples
26. T. has gets the students opinions and pick the best one (already predetermined
by the teacher)
27. T. has the students sing this section with the given phrasing
28. T. has the students do it again to make sure they get used to the given phrasing
29. T. has the students look at mm. 36-51
30. T. has students give ideas for other phrase shapes appropriate for this section
31. T. has the students try and implement these phrase shapes and pick the best
one
32. T. has students sing mm. 36-51 with the given phrasing
33. T. goes over spots that could be improved (phrasing and note wise)
34. T. has students sing this section again and record it
35. T. plays the recording and has the students listen and pick out what can be
improved
36. T. has the students sing mm. 36-51 again, implementing the ideas they came up
with
37. T. has the class sing through the entire piece on words, including phrasing and
dynamics

Assessment:
1. T. has the students speak note names out loud and looks at their papers,
checking for understanding
2. T. has the class answer and fill out the answers for the key signature examples on
their paper and on the board
3. T. has the class say pick where appropriate phrase shaping should be in The
River Sleeps Beneath the Sky
4. T. listens for phrasing and dynamics as the students do a final run through of
The River Sleeps Beneath the Sky