Choir 6
In choir, there are no set “units”, rather it is specific songs that we will be looking at; you will notice that I
have adjusted the format of my unit plans accordingly.
September QUO’s (Questions, Understandings and Outcomes):
Desired Results
General Outcomes (in full):
Perform/Listen
● develop skills in listening, performing and using notational systems
● strive for musical excellence and positive attitudes individually and as members of groups.
Value
● understand, evaluate and appreciate a variety of music.
Create
● develop self-expression, creativity and communication through music.
Research
● be aware of the history of music and the implications of music in our society.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the outcomes These address more specifically how you will
Students will understand that... achieve the big picture/ideas (max. three)
1. Theory knowledge and practice greatly aids in all areas 1. Why is understanding music
of choir, not just in reading music theory important for singing in
2. Sight singing and Solfege practice is a vital part of choir choir?
1. How does daily sight singing and
working with solfege help in reading
music?
2. Does the way you stand affect
your singing? How?
Specific Outcomes (in full): Repertoire and Focus:
Students will be able to… ● Homeward Bound Marta Keen/arr.
• understand the use and care of the vocal instrument Jay Althouse- For Festival and for
• develop proper breath control spring concert
• demonstrate properly formed vowels and consonants ● Touch the Sky from Brave arr. Mac
• recognize when the voice is in tune with other voices or Huff - for spring concert
instruments
• demonstrate accurate attacks and releases • develop an
awareness of balance, blend and texture within the ensemble
• understand and demonstrate musical phrasing
• successfully perform his or her part in canon or unison with Where does this lead? (Future outcomes in
descant the same course, following grade-level classes,
• produce a good vocal tone etc.)
• match pitches ● All outcomes in Junior high choir are
• identify any harmonic interval by number repeated and built upon in senior high
• identify, after two hearings, the following melodic intervals: M2,
M3 ascending and descending, m3, P4, P5, P8 ascending
• identify by letter name the notes of the treble and bass staff
• identify the white keys of the piano by letter name
October QUO’s (Questions, Understandings and Outcomes):
Desired Results
General Outcomes (in full):
Perform/Listen
● develop skills in listening, performing and using notational systems
● strive for musical excellence and positive attitudes individually and as members of groups.
Value
● understand, evaluate and appreciate a variety of music.
Create
● develop self-expression, creativity and communication through music.
Research
● be aware of the history of music and the implications of music in our society.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve
outcomes the big picture/ideas (max. three)
Students will understand that... 1. How does daily sight singing and working with
1. Sight singing and Solfege practice is solfege help in reading music?
a vital part of choir 2. Why is understanding music theory important
2. Music characteristics change with for singing in choir?
different cultures 2. How does Celtic music reflect the culture that
it is from?
Specific Outcomes (in full): Repertoire and Focus:
Students will be able to… ● Homeward Bound Marta Keen/arr. Jay
All as stated in September as well as: Althouse- For Festival and for spring concert
● recognize and interpret: ● Touch the Sky from Brave arr. Mac Huff - for
− a steady beat at a slow and fast spring concert
● Do You Want to Build a Snowman arr. Mark
tempo Brymer - For Christmas Concert
● Its beginning to Look a lot Like Christmas arr.
− rest and note values including
Mark Hayes - For Christmas Concert
dotted notes and rests
Where does this lead? (Future outcomes in the same
− simple time signatures 2 3 4 444 course, following grade-level classes, etc.)
− rhythmic patterns associated with ● All outcomes in Junior high choir are repeated
and built upon in senior high
the literature being used
− the tie, fermata and anacrusis
● recognize and understand the musical
form employed in studied repertoire
November QUO’s (Questions, Understandings and Outcomes):
Desired Results
General Outcomes (in full):
Perform/Listen
● develop skills in listening, performing and using notational systems
● strive for musical excellence and positive attitudes individually and as members of groups.
Value
● understand, evaluate and appreciate a variety of music.
Create
● develop self-expression, creativity and communication through music.
Research
● be aware of the history of music and the implications of music in our society.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the outcomes These address more specifically how you
Students will understand that... will achieve the big picture/ideas (max.
1. Sight singing and Solfege practice is a three)
vital part of choir 1. How does daily sight
singing and working with
solfege help in reading
music?
2. Why is understanding
music theory important for
singing in choir?
Specific Outcomes (in full): Repertoire and Focus:
Students will be able to… ● Do You Want to Build a Snowman arr.
All as stated in September and October as well as: Mark Brymer - For Christmas Concert
● identify and perform phrases, achieving musical ● Its beginning to Look a lot Like
sensitivity through stylistic practices: Christmas arr. Mark Hayes - For
Christmas Concert
− demonstrating the function of onomatopoeia,
● The Chipmunk Song arr. Audrey
dynamics and varied articulation as devices in Snyder- For Christmas Concert
word colouring ● Believe from Polar Express arr.
Mark Hayes
− using nuance and facial expression as aids in
● Holiday Film Festival arr. Alan
storytelling and picture painting in songs Billingsley
− developing intensity; e.g., tension and release
Where does this lead? (Future outcomes
− adding flexibility of tempo; i.e., rallentando, in the same course, following grade-level
rubato, accelerando classes, etc.)
− adding dynamic contrast to repeated phrases ● All outcomes in Junior high choir
are repeated and built upon in
or figures and extended passages or selections
senior high
● analyze performance problems and take
appropriate measures to resolve them
November QUO’s (Questions, Understandings and Outcomes):
Desired Results
General Outcomes (in full):
Perform/Listen
● develop skills in listening, performing and using notational systems
● strive for musical excellence and positive attitudes individually and as members of groups.
Value
● understand, evaluate and appreciate a variety of music.
Create
● develop self-expression, creativity and communication through music.
Research
● be aware of the history of music and the implications of music in our society.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the outcomes These address more specifically how you
Students will understand will achieve the big picture/ideas (max.
1. Sight singing and Solfege practice is a vital part three)
of choir 1. How does daily sight singing and
2. How to take care of yourself as a singer before working with solfege help in reading
a big performance music?
2. How can singers take care of
themselves before a big
performance?
Specific Outcomes (in full): Repertoire and Focus:
Students will be able to… ● Do You Want to Build a Snowman arr.
All as stated in all other months Mark Brymer - For Christmas Concert
● Its beginning to Look a lot Like
Christmas arr. Mark Hayes - For
Christmas Concert
● The Chipmunk Song arr. Audrey
Snyder- For Christmas Concert
● Believe from Polar Express arr.
Mark Hayes
● Holiday Film Festival arr. Alan
Billingsley
Where does this lead? (Future outcomes
in the same course, following grade-level
classes, etc.)
● All outcomes in Junior high choir
are repeated and built upon in
senior high
Assessment
Assessments (Percentages Calculated Over Full Year NOT 4 months)
Title Goal Daily Sight Daily Ear Theory Theory Sight Singing Ear Training Singing Tests
Setting Singing Training Workbook Quizzes Tests Tests
Sheet Exercises Exercises
Type Formative Formative Formative Formative Summative Summative Summative Summative
(Formative/
Summative)
0% 0% 0% 0% 20% 20% 20% 40%
Weight
Assessment Tool Descriptors
Assessment Tool Brief Description Assessment FOR Assessment OF Learning
Learning
Goal Setting Sheet ● Just as the name suggests- students
create goals for themselves to meet ✔
throughout the year. Every now and
again, I will refer to their goals. They are
to make another goal setting sheet for the
following semester
Daily Sight Singing ● Taken from the program S-Cubed-
Exercises students will go through various exercises ✔
to make them master sight singers in a
super fun way. Through games such as
follow the hand, forbidden pattern, and
chaos, students will learn the basics of
sight singing.
Daily Ear Training ● This happens on Mondays and
Exercises Wednesdays. Just a short exercise where ✔
I sing a piece of a song that matches an
interval. They learn the intervals through
songs
● Also there is a section for singing in tune
Theory Workbook ● Every Tuesday students are given various
worksheets that will deal with various ✔
theory topics.
Theory Quizzes ● Goes over everything that they have done
in their theory workbook ✔
Sight Singing Tests ● Essentially students are given one of the
melodies that directly link back to the ✔
intervals present in their S-cubed sight
reading exercises. Because of the nature
of S-cubed, this will not start until
November for Grade 6 unless I assess
that they are progressing faster than
expected
Ear Training Tests ● These go over the intervals. It is a written
test where I play the interval on the piano ✔
and they have to write the name of the
interval
Singing Test ● Students are given phrases from their
music to learn. They are marked on ✔
rhythm, pitch accuracy, and attention to
markings.
