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Grade1

EssentialExperiencein:Melody

UnitTitle:LetsSingPart1

UnitFocus:Singingintheheadvoice 29October26November

MyvoiceisaninstrumentthatIcanusetoexpressmyself. CentralIdea Whatisourpurpose? Thesimilaritiesanddifferencesbetweenthespeakingand LinesofInquiry


Whatdowewanttolearn?

singingvoice. Howthevoicecanbeexpressive.

KeyMusicConcepts:
MELODY

AssociatedSkills:
Differentiatethedifferencebetweenhighandlow. ExperienceUp/Down. Demonstratecontour. Differentiatebetweenloudandquiet.

PYPElements: LearnerProfile RiskTakers Thinkers(whichvoice?)

PYPAttitudes Cooperation

Timbre Differentiatebetweenvocalqualities(speak,sing,whisper,shout). Form Identifyphrase. TuningIn: Studentssinghelloatthebeginningofclasseachday.IwilltrytoseeifIcanhavethemsinginMama,Papa,Baby. IwillalsotrytoseeifIcangetthemtosinghighvs.low. ConceptsandSkillsarelearnedandassessedthroughthefollowingLearningExperiencesinListening,CreatingandPerforming Listening Creating Performing:Singing MaterialsNeeded Studentswilllistento Ifpossible,studentswill Dailysinginghellowillactas SoundFilesreadyiniTunes acousticinstrumentsand createtheirownhighlow ourwarmup. playlist. decideiftheyheardamelody sentencesforeachother. Duringthisunit,wewillfocus Grade1Chart#5. goingupordown. onsinging3songswith Studentswilllistentoeach recordedmusicinthe othersvoicesanddecideif background:TimetoSing, theyhearMamaBearor SingaLittleSong,andBest PapaBear. Friends. Wewillfocusononeteacher accompaniedpiece:Gobble Gobble. AssessmentTarget Howwillweknowwhat hasbeenlearned? SummativeAssessment: Performing:Singing:ThestudentswillbeabletosingGobbleGobbleintheirhighvoicesandonthecorrectpitch. Listening:WrittenAssessment#1fromP.29toquicklyassesssupordown.

AssessmentTools: TeacherChecklist WrittenAssessmentcopiedfromGrade1GamePlancurriculum

UnitedStatesNationalStandardsforMusicEducationCovered
1.Singing,aloneandwithothers,avariedrepertoireofmusic. 6.Listeningto,analyzing,anddescribingmusic.

Reflection PositiveConceptualConnections NextYear