Week 26–Feb. 25, 2008

• Warm-up Rehearse/learn voice/theory/sight-reading from method book (p. 1-4)
• Rehearse Firefly, Alleluia, Seasons, Sit Down, Seasons of Love, Wakati Wa Amani
• Sight-read any new music go over announcements 
• SIPs: 1.2 Continue developing the fundamentals of correct vocal production; 1.3 Demonstrate diction appropriate to the style of selected literature; 5.4 Demonstrate ability to notate vocal parts using standard symbols, signs, and formats.

6th Grade Music

• Warm-up:  Describe the sounds you would hear if you walked through a rain forest.  5 sentences or more.
• Lesson: Musical Family Tree Project (part 4)–continue working on project–Project due next week!!!
• Skills: 6a–describe specific music event; 8b–relate music to other disciplines taught in school; 9b–-compare the functions of music in diverse cultures.

6th Grade Computer

• TSW will progress in Typing Program

Week 25–Feb. 18, 2008

• Warm-up Rehearse/learn voice/theory/sight-reading from method book (p. 1-4)
• Rehearse Firefly, Alleluia, Seasons, Sit Down, Seasons of Love, Wakati Wa Amani
• Sight-read any new music go over announcements 
• SIPs: 1.2 Continue developing the fundamentals of correct vocal production; 1.3 Demonstrate diction appropriate to the style of selected literature; 5.4 Demonstrate ability to notate vocal parts using standard symbols, signs, and formats.

6th Grade Music

• Warm-up:  Describe 3 sounds in detail.  5 sentences or more!
• Lesson: Musical Family Tree Project (part 3)–continue working on project
• Skills: 6a–describe specific music event; 8b–relate music to other disciplines taught in school; 9b–-compare the functions of music in diverse cultures.

6th Grade Computer

• TSW will progress in Typing Program

Week 24–Feb. 11, 2008

**I’m working on finding the lessons for Week 23.  I thought I posted them, but now they’re nowhere to be found.  I’ll work on this.** Choir TSW:

• Warm-up Rehearse/learn voice/theory/sight-reading from method book (p. 1-4)
• Rehearse Firefly, Alleluia, Seasons, Sit Down 
• Sight-read any new music go over announcements 
• SIPs: 1.2 Continue developing the fundamentals of correct vocal production; 1.3 Demonstrate diction appropriate to the style of selected literature; 5.4 Demonstrate ability to notate vocal parts using standard symbols, signs, and formats.

6th Grade Music

• Warm-up:  Do you like to listen to music while you study? Why or why not?
• Lesson: Musical Family Tree Project (part 2)
• Step 1:–Record your thoughts about how music has helped to shape the person you are. What is your earliest musical memory? Did someone sing to you as a child? Did you attend fun musical performances, take lessons in music, enjoy listening to the radio? What important ceremonies have you attended that built musical memories for you? For each idea you have link it to an important person or event in your life. 
• Step 2: Consider the role of patriotic music in your childhood and youth. Interview some older people who have been important in your life. Which songs did they teach you? how do the songs celebrate your beliefs and culture? As you gather the names of songs and other musical experiences for your musical family tree, think about how you will organize and present the information to your class. you might create a poster, a scrapbook, or a bulletin board display, for example. 
• Step 3: Which songs would you include as celebrating the person you are today? Which songs inspire your hopes and dreams for the future? For each song you identify, be able to use musical terms to describe how it has affected you. Which songs will you be sure to pass on to the next generation? Think about your values, cultural background, and beliefs. How can music help you keep those alive? Start putting together your musical family tree into the final format you will use to present it. Step 4: Create the final version of your musical family tree. Practice the words you will use to present it. Remember to use musical terms and to explain just how many generations your tree actually represents. When you are ready, present the project to the class. 
• Materials: Resource Master 8-1
• Vocabulary page: RHYTHM– Add to vocab page in notebook/binder. This week’s word is “call and response”. Student will turn in vocab page at end of 9 weeks for a grade.
• Finish work from last week.
• Prepare for Elements of Music lessons–students may bring in CDs of songs that have appropriate language and content
• Skills: 6a–describe specific music event; 8b–relate music to other disciplines taught in school; 9b–-compare the functions of music in diverse cultures.

6th Grade Computer

• Letter Writing and Formatting
• TSW: format and type an informal letter 
• Use their information and information of their friends to complete the letter print and sign their letter when finished turn in letter at end of class. 
• Begin typing program when finished.

Week 22–January 28, 2007

Choir TSW:

1.  Warm-up
2. Rehearse/learn voice/theory/sight-reading from method book (p. 1-4)
3. Rehearse Firefly, Alleluia, Seasons, Sit Down
4. Sight-read any new music
5. go over announcements

SIPs:  1.2 Continue developing the fundamentals of correct vocal production;  1.3 Demonstrate diction appropriate to the style of selected literature;  5.4 Demonstrate ability to notate vocal parts using standard symbols, signs, and formats.6th Grade MusicWarm-up:  What song would make a good theme song for your life? Explain why.Journals–3rd QuarterLesson:  Musical Family Tree Project 

1. Step 1:–Record your thoughts about how music has helped to shape the person you are.  What is your earliest musical memory?  Did someone sing to you as a child? Did you attend fun musical performances, take lessons in music, enjoy listening to the radio?  What important ceremonies have you attended that built musical memories for you?  For each idea you have link it to an important person or event in your life.
2. Step 2:  Consider the role of patriotic music in your childhood and youth.  Interview some older people who have been important in your life.  Which songs did they teach you?  how do the songs celebrate your beliefs and culture?  As you gather the names of songs and other musical experiences for your musical family tree, think about how you will organize and present the information to your class.  you might create a poster, a scrapbook, or a bulletin board display, for example.
3. Step 3:  Which songs would you include as celebrating the person you are today?  Which songs inspire your hopes and dreams for the future?  For each song you identify, be able to use musical terms to describe how it has affected you.  Which songs will you be sure to pass on to the next generation?  Think about your values, cultural background, and beliefs.  How can music help you keep those alive?  Start putting together your musical family tree into the final format you will use to present it.
4. Step 4:  Create the final version of your musical family tree.  Practice the words you will use to present it.  Remember to use musical terms and to explain just how many generations your tree actually represents.  When you are ready, present the project to the class.  
5. Musical Family Tree Planning Worksheet

Materials: Resource Master 8-1Vocabulary page:  call and response   Vocabulary Page–3rd Quarter Add to vocab page in notebook/binder.  This week’s word is “call and response”.  Student will turn in vocab page at end of 9 weeks for a grade.Skills:   6a–describe specific music event; 8b–relate music to other disciplines taught in school;  9b–-compare the functions of music in diverse cultures.6th Grade ComputerLetter Writing and FormattingTSW:

1. format and type an informal letter 
2. Use their information and information of their friends to complete the letter
3. print and sign their letter when finished
4. turn in letter at end of class.
5. Begin typing program when finished.

Week 21 (Jan. 22)

Choir TSW:

1.  Warm-up
2. Rehearse/learn voice/theory/sight-reading from method book (p. 1-4)
3. Rehearse Firefly, Alleluia, Seasons, Sit Down
4. Sight-read any new music
5. go over announcements

SIPs:  1.2 Continue developing the fundamentals of correct vocal production;  1.3 Demonstrate diction appropriate to the style of selected literature;  5.4 Demonstrate ability to notate vocal parts using standard symbols, signs, and formats.6th Grade MusicWarm-up:  What song would make a good theme song for your life? Explain why.Journals–3rd Quarter Lesson:  Musical Family Tree Project

1. Step 1:–Record your thoughts about how music has helped to shape the person you are.  What is your earliest musical memory?  Did someone sing to you as a child? Did you attend fun musical performances, take lessons in music, enjoy listening to the radio?  What important ceremonies have you attended that built musical memories for you?  For each idea you have link it to an important person or event in your life.
2. Step 2:  Consider the role of patriotic music in your childhood and youth.  Interview some older people who have been important in your life.  Which songs did they teach you?  how do the songs celebrate your beliefs and culture?  As you gather the names of songs and other musical experiences for your musical family tree, think about how you will organize and present the information to your class.  you might create a poster, a scrapbook, or a bulletin board display, for example.
3. Step 3:  Which songs would you include as celebrating the person you are today?  Which songs inspire your hopes and dreams for the future?  For each song you identify, be able to use musical terms to describe how it has affected you.  Which songs will you be sure to pass on to the next generation?  Think about your values, cultural background, and beliefs.  How can music help you keep those alive?  Start putting together your musical family tree into the final format you will use to present it.
4. Step 4:  Create the final version of your musical family tree.  Practice the words you will use to present it.  Remember to use musical terms and to explain just how many generations your tree actually represents.  When you are ready, present the project to the class.  

Materials: Resource Master 8-1Vocabulary page:  call and responseJournals–3rd Quarter Add to vocab page in notebook/binder.  This week’s word is “call and response”.  Student will turn in vocab page at end of 9 weeks for a grade.Skills:   6a–describe specific music event; 8b–relate music to other disciplines taught in school;  9b–-compare the functions of music in diverse cultures.6th Grade ComputerLetter Writing and FormattingTSW:

1. format and type an informal letter 
2. Use their information and information of their friends to complete the letter
3. print and sign their letter when finished
4. turn in letter at end of class.
5. Begin typing program when finished.

Week of Jan. 7 Assignments

Just click on the links below to open up the assignments in a Word document. 6th Grade Music Vocabulary List6th Grade Music Journal

Week 20 (Jan. 14)

Choir

 TSW:

1. Review Rules and Procedure
2.  Warm-up
3. Sight-read new music
4. go over announcements

SIPs:  1.2 Continue developing the fundamentals of correct vocal production;  1.3 Demonstrate diction appropriate to the style of selected literature;  5.4 Demonstrate ability to notate vocal parts using standard symbols, signs, and formats.

6th Grade Music

Warm-up:  Describe examples of music used in important ceremonies in your life or your family’s history, such as christenings, birthdays, graduations, weddings.  Write at least 5 complete sentences.

Lesson:  Rhythm and Body Percussion (Spotlight on Music, Unit 3, Lesson 2)

Objectives:  (1) create and improvise rhythmic accompaniments on percussion instruments, (2) accurately perform and notate rythmic patterns

Materials:  textbook, CD, cymbals, hand drums, rattles, unpitched percussion instruments, pencil, Resource Master 3-6 and 3-8.  

Master 3-8 will be turned in as classwork and counted as a grade.

Vocabulary page:

 Add to vocab page in notebook/binder.  This weeks words are unpitched percussion, pitched percussion and percussion.  Student will turn in vocab page at end of 9 weeks for a grade.

Skills:  1c–sing music from diverse cultures; 1d–sing music written in two parts; 2c–perform music representing different cultures; 6a–describe specific music event; 8b–relate music to other disciplines taught in school;  9b–-compare the functions of music in diverse cultures.

6th Grade Computer

Del.icio.us–Being linked into others.

TSW:

1. complete their Del.icio.us webpage, including 10 of their favorite website links. 
2. add other students in the classroom to share each others links
3. students will tag one website from each of their classmates’ websites.
4. comprise and type list of their website to turn in to teacher

Week 19 Lesson Plans (Jan. 7)

Choir TSW:

1. Review Rules and Procedure
2.  Warm-up
3. Sight-read new music
4. go over announcements

SIPs:  1.2 Continue developing the fundamentals of correct vocal production;  1.3 Demonstrate diction appropriate to the style of selected literature;  5.4 Demonstrate ability to notate vocal parts using standard symbols, signs, and formats.

6th Grade MusicWarm-up:  Describe your favorite song.  Why is it your favorite.  What makes it so special? Write at least 5 complete sentences and turn in.Lesson:Heritage Festivals (Spotlight on Music, Unit 3, Lesson 1)Objectives:  (1) accurately perform rhythmic and harmonic patterns, (2) perform movement to experience musical contrast.Materials:  textbook, CD, cymbals, hand drums, keyboard, pencil, Resource Master 3-4 and 3-5.  Have students divide into two groups depending on their Resource Master number.  Each group will have one leader and everyone will present one fact to the class about their worksheet.  Worksheets will be turned in during class and will be a grade for classwork.Vocabulary page:  Start a vocab page in notebook/binder.  Add words to it each week.  This weeks words are mixed meter and A B Form.  Student will turn in vocab page at end of 9 weeks for a grade.Skills:2c–perform music representing different cultures; 6a–describe specific music events; 8a–relate music to art; 8b–relate music to other disciplines taught in school;  9a–describe distinguishing characteristics of music.6th Grade ComputerDel.icio.us–Being linked into others.TSW:

1. complete their Del.icio.us webpage, including 10 of their favorite website links. 
2. add other students in the classroom to share each others links
3. students will tag one website from each of their classmates’ websites.
4. comprise and type list of their website to turn in to teacher

Week 18 (Week of Dec. 10)

ChoirAll choir classes will be watching DVDs of various choirs.  The students will compare/contrast and critique the performances, rehearsal techniques and selection of music.  All students will turn in the worksheets at the end of the day.SIPs: 6b, 7b, 8b 6th Grade MusicTSW:  Complete the following warm-up–”Watch the performance of ‘Praise His Holy Name’, a choral standard”.  Describe what you saw and heard by telling WHO WHAT WHEN WHERE and WHY.TSW: 

•  Sing a blues song with expression
• Accurately perform rhythmic patterns
• Complete Master 1-10, “Write a New Verse”

SIPS: 1a, 1c, 6b, 8b ComputerTSW:Complete registration for Delicious (Web2.0).  Add 10 sites to their delicious account  

Week 18 (Week of Dec. 10)

ChoirAll choir classes will be watching DVDs of various choirs.  The students will compare/contrast and critique the performances, rehearsal techniques and selection of music.  All students will turn in the worksheets at the end of the day.SIPs: 6b, 7b, 8b 6th Grade MusicTSW:  Complete the following warm-up–”Watch the performance of ‘Praise His Holy Name’, a choral standard”.  Describe what you saw and heard by telling WHO WHAT WHEN WHERE and WHY.TSW:

•  Sing a blues song with expression
• Accurately perform rhythmic patterns
• Complete Master 1-10, “Write a New Verse”

SIPS: 1a, 1c, 6b, 8bComputerTSW:Complete registration for Delicious (Web2.0).  Add 10 sites to their delicious account