Sept 20 – HS All-Region Auditions, Sulphur Springs ready to leave at 715
Oct 18 – MS Auditions
Nov 8 – Region Concert & Workshop, Mount Pleasant
Nov 13 – Pre-Area Auditions, Mount Pleasant
Dec 11 – Tentative Christmas Concert – this will probably have to change due to UIL conflicts
Jan 11 – Area Auditions, SFA
Feb 7 – Tentative Solo & Ensemble
Mar 4 – Concert & Sightreading, Mount Pleasant HS

 

September 15 – September 18 2025 Lesson Plans

 

Monday – teacher workday

 

Tuesday – Friday

Varsity Choir

Intense Prep for Auditions on Saturday

All Region Songs

Continue Writing in Sol Feg for Let There Be Peace

Begin The Lord Bless YOu and Keep You if time – have new students write in sol-feg

 

⅞ Grade Choir

Sightreading – emphasize key of F

Collect Form for All region try outs.  Form is on Google Classroom if needed

 

6th Grade Choir

Prepare for Pep Rally THursday

New 

Cold Snap

Let There Be Peace

Review Elijah and continue with Oh Beautiful

 

Sept 20 – HS All-Region Auditions, Sulphur Springs
Oct 18 – MS Auditions
Nov 8 – Region Concert & Workshop, Mount Pleasant
Nov 13 – Pre-Area Auditions, Mount Pleasant
Dec 11 – Tentative Christmas Concert – this will probably have to change due to UIL conflicts
Jan 11 – Area Auditions, SFA
Feb 7 – Tentative Solo & Ensemble
Mar 4 – Concert & Sightreading, Mount Pleasant HS

Lesson Plans September 8-12

 

6th Grade

Review Major/Minor

Chords/Quarter note/Quarter Rest

New Names of the treble clef lines and spaces

Songs

Golden

Elijah Rock

Oh Beautiful

 

7th and 8th Grade

Sight Reading Daily

Key of F

All REgion Songs  

Alternate DAys with Teacher  Girls or Guys

 

Varsity

All Region Songs

Review Navarro Notes

Individual Critiques

Prepare for Contest

 

On the Agenda – T-shirt orders

 

IMPORTANT DATES

Sept 6 – Navarro College All-Region Clinic
Sept 20 – HS All-Region Auditions, Sulphur Springs
Oct 18 – MS Auditions
Nov 8 – Region Concert & Workshop, Mount Pleasant
Nov 13 – Pre-Area Auditions, Mount Pleasant
Dec 11 – Tentative Christmas Concert – this will probably have to change due to UIL conflicts
Jan 11 – Area Auditions, SFA
Feb 7 – Tentative Solo & Ensemble
Mar 4 – Concert & Sightreading, Mount Pleasant HS

Middle School

• October 18 Sulphur Springs – would love a parent volunteer to come with us

      All Region Workshop and  All-Region Concert – November 8 (Evening)

 

Varsity Choir

Break down each song

Tuesday:

Lesson Plan: Teaching “Son de la Loma”
Grade Level: Middle/High School Choir
Time: One class period (45–50 minutes)
Song: Son de la Loma – Miguel Matamoros

TEKS Alignment

High School (Level I/II):

• 117.315 (c)(1)(A): Perform with accurate intonation and rhythm, individually and in ensembles.

• 117.315 (c)(2)(B): Interpret music through appropriate stylistic performance practices.

• 117.315 (c)(3)(A): Compare and contrast music representing diverse cultures.

• 117.315 (c)(4)(B): Evaluate musical performances, offering constructive feedback.

Learning Targets

• I can perform rhythms using the Cuban clave pattern.

• I can pronounce Spanish text clearly and accurately.

• I can sing the melody of Son de la Loma with correct rhythm and intonation.

• I can demonstrate stylistic features of Cuban son music.

Objective

Students will perform the first section of Son de la Loma with accurate rhythm, clear Spanish diction, and stylistic authenticity, demonstrating understanding of its cultural context.

Lesson Procedure

1. Anticipatory Set (5 min)

• Play a short authentic recording.

• Ask: “What makes this music feel alive? What instruments do you hear?”

• Share brief cultural context: Cuban son, clave rhythm, dance origin.

2. Rhythm Foundation (10 min)

• Teach 3–2 son clave by clapping: CLAP — clap — clap | — clap —.

• Half class claps clave while others tap quarter notes.

• Speak rhythm of first phrase in syllables (la la la), then sing on neutral syllable.

3. Language Work (10 min)

• Speak text slowly: “De alto Cedro voy para Marcané…”.

• Focus on pure vowels and rolled r.

• Speak entire verse in rhythm before adding pitch.

4. Melody Teaching (15 min)

• Sing phrase 1 on neutral syllable, then add text.

• Build phrase by phrase, combine into full section.

• Encourage light movement for groove.

Wednesday Dixit Domminus

Lesson Plan: Teaching Dixit Dominus

Lesson Plan: Teaching Dixit Dominus

Grade Level: High School Varsity Choir
Class Length: 50 minutes

TEKS Alignment

• 117.315 (c)(1)(B): Read and interpret standard music notation.

• 117.315 (c)(2)(A): Sing independently or in groups, demonstrating accurate intonation, rhythm, and diction.

• 117.315 (c)(3)(B): Demonstrate appropriate performance etiquette.

• 117.315 (c)(4)(A): Analyze and describe music representing diverse styles, periods, and cultures.

Objective

Students will rehearse and develop accurate rhythm, Latin diction, and ensemble balance on the opening section of Dixit Dominus.

Lesson Sequence

1. Opening (5 minutes)

• Vocal Warm-Up:

• Use ascending sequences in D minor.

• Include articulation drills for clear consonants: “di-xit do-mi-nus.”

• Introduce the lesson objective and give brief historical context (Handel, 1707, Baroque style).

2. Text & Rhythm (10 minutes)

• Write “Dixit Dominus Domino meo” on the board with IPA:
  [ˈdiːksit ˈdɔ.mi.nus ˈdɔ.mi.no ˈmɛ.o]

• Speak text in rhythm while clapping the beat.

• Chant text in rhythm only (no pitches) to internalize meter.

3. Teach Melody in Layers (20 minutes)

• Start with Soprano Subject:

• Sing slowly, then up to tempo.

• Add Alto, then Tenor, then Bass.

• Use call-and-response for tricky melismas.

• Check intervals with piano before combining voices.

• Combine parts gradually before full tutti.

4. Ensemble Balance & Expression (10 minutes)

• Run section with dynamics and text stress.

• Emphasize entrances of the subject and countersubject.

• Play a recording and have students identify fugue entries.

Thursday

High School Choir Lesson Plan: “To Propagate a Home” by Eugene Butler

Grade Level: High School
Duration: 1–2 class periods (can be adjusted)
Materials Needed: Choir folders, scores, piano/keyboard, recording device (optional)

Learning Objectives

Students will:

• Demonstrate accurate pitch, rhythm, and intonation while performing To Propagate a Home.

• Analyze the text for meaning, diction, and phrasing to convey the emotional intent of the piece.

• Collaborate in sectionals and full choir to achieve blend and balance.

• Apply expressive dynamics and stylistic interpretation in performance.

TEKS Alignment

High School Choir (Music, Grades 9–12)

• §117.311. Music, High School:

• (b)(2)(A): Sing independently, with accurate intonation, rhythm, and diction.

• (b)(2)(B): Interpret and perform music with expression, dynamics, and stylistic characteristics.

• (b)(3)(A): Analyze musical works, including text and compositional elements.

• (b)(3)(C): Rehearse and refine music to achieve performance quality.

• (b)(4)(B): Demonstrate ensemble skills including blend, balance, and collaboration.

Lesson Outline

1. Warm-Up (10–15 minutes)

• Vocal exercises focusing on:

• Vowel clarity

• Dynamic control

• Smooth legato lines

• Rhythm clapping and solfege review to prepare for piece

2. Introduction to the Piece (5–10 minutes)

• Discuss Eugene Butler and the compositional style

• Read through the text, discuss meaning and emotional intent

• Highlight tricky diction: propagate, home, phrasing cues

3. Sectional Work (20 minutes)

• Divide into voice parts Practice:

• Pitch accuracy

• Difficult intervals

• Rhythmic precision

• Address challenging entries and harmonies

4. Full Choir Rehearsal (20 minutes)

• Combine sections, focusing on:

• Blend and balance

• Dynamics and expression

• Phrase shaping and textual emphasis

5. Reflection & Interpretation (10 minutes)

• Discuss emotional and stylistic interpretation

• Optional: record and listen to rehearsal to identify areas for improvement

 

Friday Review all and prepare for Navarro Workshop Saturday

 

⅞ Grade Choir

 

Day	Objective	Activities	TEKS Alignment	Assessment
Monday	Introduce weekly repertoire and reinforce proper vocal technique	1. Warm-Up: Breathing exercises, lip trills, 5-note scales, posture check (10 min) 2. Review Previous Songs: Focus on tone, pitch, diction (10 min) 3. New Repertoire: “Cool Moon” first section, rhythm clapping then pitch (15 min) 4. Sight-Reading: Short melodic pattern from “Ad Astra” (10 min) 5. Reflection/Exit Ticket: One thing learned/challenging (5 min)	b2A, b2B, b3B, b5A	Teacher observation, exit tickets
Tuesday	Focus on rhythmic accuracy and ensemble balance	1. Warm-Up: Vocal slides, solfege, resonance (10 min) 2. Rhythm Practice: Clap/count rhythms for “Cool Moon” & “Ad Astra” (10 min) 3. Sectional Rehearsal: Practice parts separately then blend (15 min) 4. Full Ensemble: Emphasize dynamics, phrasing, balance (10 min) 5. Reflection/Exit Ticket: Rhythmic challenge overcome (5 min)	b2A, b2B, b3B, b4A, b5A	Teacher observation of rhythm accuracy
Wednesday	Develop music reading and sight-singing skills	1. Warm-Up: Solfege, pitch-matching exercises (10 min) 2. Sight-Reading: “Ad Astra” excerpt, unison then harmony (15 min) 3. Improvisation: Small groups improvise melodies/rhythms over drone (10 min) 4. Ensemble Rehearsal: “Cool Moon,” focus on articulation & expression (10 min) 5. Reflection/Exit Ticket: Describe expressive element used (5 min)	b2A, b2B, b3A, b3B, b4A, b5A	Accuracy in sight-reading, participation in improvisation
Thursday	Refine ensemble performance and musicality	1. Warm-Up: Vowel shaping, resonance, scales in 3 parts (10 min) 2. Sectional Rehearsal: Focus on challenging measures of “Cool Moon” (10 min) 3. Full Rehearsal: Emphasize dynamics, tempo, phrasing, blend (20 min) 4. Peer Evaluation: Partners give feedback on phrasing/tone (5 min) 5. Reflection/Exit Ticket: Note one improvement (5 min)	b2A, b2B, b4A, b5A	Peer evaluation, teacher observation
Friday	Demonstrate performance readiness and self-assessment	1. Warm-Up: Breathing, scales, articulation exercises (10 min) 2. Rehearse Repertoire: Full run-through of “Cool Moon” & “Ad Astra” (20 min) 3. Performance Simulation: Sing as if in concert, focus on stage presence (10 min) 4. Self-Assessment & Reflection: Rubric on pitch, rhythm, expression (5 min) 5. Wrap-Up & Goal Setting: Personal goals for next week (5 min)	b2A, b2B, b4A, b5A	Self-assessment rubric, teacher observation

 

 

IMPORTANT DATES

Aug 23 – LeTourneau University All-Region Workshop
Sept 6 – Navarro College All-Region Clinic
Sept 20 – HS All-Region Auditions, Sulphur Springs
Oct 18 – MS Auditions
Nov 8 – Region Concert & Workshop, Mount Pleasant
Nov 13 – Pre-Area Auditions, Mount Pleasant
Dec 11 – Tentative Christmas Concert – this will probably have to change due to UIL conflicts
Jan 11 – Area Auditions, SFA
Feb 7 – Tentative Solo & Ensemble
Mar 4 – Concert & Sightreading, Mount Pleasant HS

Middle School

• October 18 Sulphur Springs – would love a parent volunteer to come with us

      All Region Workshop and  All-Region Concert – November 8 (Evening)

• Workshop during the day; parents attend the evening performance. Students will ride the bus to the event in the morning, then ride home with their parents after the concert. If a parent cannot attend, please let me know in advance who will be responsible for transportation home.Christmas Concert – December 11

   

  •  

• Middle School Choir – Region Audition & Concert Literature Lesson Plans

  Focus: Preparing All-Region Audition & Concert Literature
  Grade Level: 6th–8th (Treble & TB)
  Week: [Insert Date]

  Objectives

  • Students will demonstrate proper vocal technique in SSA and TB repertoire.

  • Students will identify key signatures, rhythms, and expressive markings in assigned pieces.

  • Students will apply sight-reading strategies according to UIL guidelines.

  • Students will refine tone, blend, balance, and diction for performance readiness.

  Materials

  • Octavos:
    • MS Treble: Come at Dawn (Eugene Butler), Cool Moon (Richardson Williamson), Ad Astra (Jacob Narverud)

    • MS Tenor/Bass: Black Riders Came from the Sea (Paul David Thomas), I Think My Love So Fair (Laura Farnell), Bring Me Back to My Heart (Jim Papoulis)

  • Sight-reading materials

  • Keyboard or piano

  • Audio recordings (if available)

  Procedures & Activities

  Day 1 – Warm-Up & Key Analysis

  • Warm-Ups: Focus on breath support and vowel unification.

  • Discuss the key signature, time signature, and form for each piece.

  • Sing through sections using solfege and rhythm syllables.

  Day 2 – Part-Specific Work

  • Split by section (Treble/TB) for targeted rehearsal.

  • Treble: Begin with Come at Dawn, emphasize phrasing and dynamics.

  • TB: Begin with Black Riders Came from the Sea, focus on articulation and tempo.

  Day 3 – Sight-Reading & Interpretation

  • UIL Sight-Reading Practice: Rhythmic and melodic patterns.

  • Discuss text meaning and emotional intent for interpretation.

  Day 4 – Blend & Balance

  • Combine sections, focus on intonation and blend.

  • Practice staggered breathing and shaping phrases musically.

  Day 5 – Run-Through & Evaluation

  • Full run-through of all pieces.

  • Peer and teacher feedback using rubric (tone, diction, dynamics, accuracy).

  Assessment

  • Formative: Daily participation, sectionals, sight-reading checks.

  • Summative: Performance evaluation using Region audition rubrics (pitch, rhythm, tone, diction, interpretation).

  Aligned TEKS (Texas Essential Knowledge and Skills) – Middle School Choir

  • 117.114. Music, Middle School 1–3 (Grades 6–8), Adopted 2013
  • (1) Foundations: Music literacy
    • (A) Read, write, and reproduce rhythmic and melodic patterns using standard notation.

    • (B) Interpret music symbols and terminology.

  • (2) Creative expression
    • (A) Sing literature in unison and parts, demonstrating correct intonation and rhythm.

    • (B) Demonstrate vocal technique: posture, breathing, tone quality, diction.

  • (3) Historical and cultural relevance
    • (A) Perform a varied repertoire of music representing diverse styles and cultures.

  • (4) Critical evaluation and response
    • (A) Evaluate musical performances and articulate constructive feedback.

    • (B) Analyze musical elements and interpret expressive qualities.

  Would you like me to:
  ✅ Create separate lesson plans for Treble and TB groups with piece-specific objectives and strategies, or
  ✅ Keep them combined in one master plan like above?

  Lesson Plans  August 25-29

  MOnday – Detailed plans for sub

  Tuesday – Friday

  6th Grade

  Review Golden

  Go over sol Feg

  Pick new Song

  Written Sol Feg

  New Rhythm Pattern

  Begin Elijah Rock

  7th/8th

  Go over all Girls and Boys Songs

  MS Region Audition & Concert Literature

  MS Treble:

  Come at Dawn Eugene Butler SSA

  Cool Moon Richardson Williamson SSA

  Ad Astra Jacob Narverud SSA

  MS Tenor/Bass:

  Black Riders Came from the Sea Paul David Thomas TB

  I Think My Love So Fair Laura Farnell TB

  Bring Me Back to My Heart Jim Papoulis TB

  Varsity

  Warm Ups

  Focus on one All Region Song each Day

  Sightreading in the Key of F

  Discuss what we learned at LeTourneau Vocal Workshop

  Start Registering for All Region Auditions

  I will work with one part individually each day Tuesday Tenors

  Wednesday Sopranos

  Thursday Bass

  Friday Alto

IMPORTANT DATES

Aug 23 – LeTourneau University All-Region Workshop
Sept 6 – Navarro College All-Region Clinic
Sept 20 – HS All-Region Auditions, Sulphur Springs
Oct 18 – MS Auditions
Nov 8 – Region Concert & Workshop, Mount Pleasant
Nov 13 – Pre-Area Auditions, Mount Pleasant
Dec 11 – Tentative Christmas Concert – this will probably have to change due to UIL conflicts
Jan 11 – Area Auditions, SFA
Feb 7 – Tentative Solo & Ensemble
Mar 4 – Concert & Sightreading, Mount Pleasant HS

Middle School

• October 18 Sulphur Springs – would love a parent volunteer to come with us

      All Region Workshop and  All-Region Concert – November 8 (Evening)

• Workshop during the day; parents attend the evening performance.

• Students will ride the bus to the event in the morning, then ride home with their parents after the concert. If a parent cannot attend, please let me know in advance who will be responsible for transportation home.

  Christmas Concert – December 11

 

 

August 18–22 Lesson Plans

ALL CLASSES

Focus: Review procedures, organization, and vocal foundations
Objectives:

• Reinforce classroom expectations and choir procedures.

• Prepare all necessary supplies and materials for rehearsal.

• Develop vocal tone, posture, and breath support through daily warm-ups.

Activities:

• Daily: Vocal warm-ups, posture check, breath exercises

• Review classroom rules, choir procedures, and expectations

• Ensure all students have music folders and pencils

TEKS Alignment:

• MS: 117.112 (b)(1)(A)(B)(C), (b)(3)(A)(B), (b)(4)(A)

• HS: 117.315 (c)(1)(A)(B), (c)(2)(A)(B), (c)(3)(A)(B)(C)
  (Addresses: Foundations of music literacy, Creative expression, Historical/cultural relevance, Critical evaluation.)

VARSITY (High School Advanced Choir)

Focus: All-Region & Pre-Area Repertoire + Music Literacy
Objectives:

• Begin sectional rehearsals and full ensemble work on All-Region music.

• Strengthen sight-reading skills and tonal memory.

• Review key signatures and tonal centers.

Activities by Day:

• Warm-Up: Finish Key of C, introduce major/minor scale variations

• Sight-Reading: Daily exercises in varying meters

• Key Signature Drill: Daily practice recognizing signatures in current music

Repertoire Schedule:

• Monday: Dixit Dominus

• Tuesday: To Propagate a Home

• Wednesday: Son De La Loma

• Thursday: Stabat Mater / The Fire Dance of Luna

• Friday: Patterns on the Snow

TEKS Alignment (HS):

• 117.315 (c)(1)(A)(B)(C): Read, write, and reproduce standard music notation and rhythms

• 117.315 (c)(2)(A)(B): Perform literature representing different styles and cultures

• 117.315 (c)(3)(A): Expressive performance with accurate intonation and phrasing

• 117.315 (c)(4)(A)(B): Critical evaluation and reflection on performance quality

6TH GRADE (Beginning Choir)

Focus: Solfege Basics & Introduction to Ensemble Singing
Objectives:

• Learn and practice the solfege scale with hand signs.

• Explore tone production and ensemble awareness.

• Begin simple unison and 2-part music.

Activities:

• Monday–Thursday:
  • Learn solfege scale (Do–Do) with Curwen hand signs

  • Practice “Your Ways Better” (student-selected)

  • Teacher-selected beginner piece for pitch matching and phrasing

• Friday: Choir community day – games and talent showcase

TEKS Alignment (MS):

• 117.112 (b)(1)(A)(B): Develop singing posture, breath control, tone production

• 117.112 (b)(2)(A)(B): Identify music symbols and apply solfege to melodies

• 117.112 (b)(3)(A): Perform in groups demonstrating ensemble skills

• 117.112 (b)(4)(A)(B): Evaluate music performances

7TH & 8TH GRADE (Intermediate Choir)

Focus: Solfege Application & All-Region Preparation
Objectives:

• Review and apply solfege in major and minor scales.

• Begin written solfege notation exercises for literacy.

• Introduce All-Region repertoire by voice part.

Activities:

• Monday–Thursday:
  • Solfege drills (with notation)

  • Written exercises: Identify pitch names and syllables

  • Start All-Region songs:
    • Soprano/Alto: Ad Astra

    • Tenor/Bass: Black Riders

    • If time, introduce third competition piece

• Friday: Sectional review and singing check-ins

TEKS Alignment (MS):

• 117.113 (b)(1)(A)(B): Refine vocal technique and musical literacy

• 117.113 (b)(2)(A)(B)(C): Read standard notation and apply to performance

• 117.113 (b)(3)(A): Perform music expressively with dynamics and phrasing

• 117.113 (b)(4)(A)(B): Self-assessment and peer critique

Week 1 – All Classes

Lesson Focus: Getting to Know You, Rules & Procedures, Beginning Warm-ups, Intro to Sightreading

Grade Level(s): Middle School (6–8) & High School (Varsity)

Objectives

• Build classroom community and establish procedures.

• Demonstrate proper posture, breathing, and tone during warm-ups.

• Begin developing sightreading skills using solfège and rhythm counting.

Activities

• Day 1: Getting to Know You (Icebreaker activity, music preferences)

• Day 2: Review Rules & Procedures (discussion, practice entering/exiting, rehearsal etiquette)

• Day 3: Beginning Warm-ups (focus on posture, breath, resonance)

• Day 4: Intro to Sightreading (simple melodic/rhythmic patterns)

• Day 5: Reflection & Goal Setting (students share personal goals for choir)

Materials

• Seating chart

• Warm-up patterns (projected or printed)

• Sightreading sheets (Level 1)

• Student handbook for rules

TEKS Alignment

Middle School (§117.208):

   – (1)(A) Identify voices and instruments; demonstrate good posture and breathing.

   – (2)(A) Read and write rhythmic/melodic patterns in simple meters.

   – (3)(A) Perform with accurate pitch and rhythm during warm-ups and exercises.

   – (4)(A) Discuss personal and cultural music connections in “Getting to Know You.”

   – (5)(A) Evaluate individual and group performance during sightreading practice.

High School (§117.312):

   – (1)(A) Refine tone, intonation, and breath control during warm-ups.

   – (2)(A) Sight-read melodic and rhythmic exercises with accuracy.

   – (2)(B) Perform warm-ups and exercises with expression and proper style.

   – (3)(A) Discuss historical and cultural influences on students’ music preferences.

   – (4)(A) Reflect on ensemble balance and tone quality during sightreading.

Assessment

• Formative: Teacher observation of participation in warm-ups and icebreakers; accuracy in simple sightreading.

• Summative: Reflection sheet (student goals + self-assessment of participation).

Itinerary and Info for State Solo Ensemble

 

Room 1                           

Kenna Stewart

Add Morris

Lexi Morris

Mykey Feldhauser

 

Room 2Carrington Watson

Allison Pendleton

Brylie Stone

Claira Burkett

 

Boys

Nathan Watson

Connor Hidalgo

Phoenix Turner

Cole Jordan

 

Monday am – meet at school at 6:00 a.m. 

Go straight to Hendrickson HIgh School

19201 Colorado Sand Dr, Pflugerville, TX 

Contest from 1:00 – 4:00

Bring your nice audition clothes on the bus!

We will stop at about 10 am and have breakfast/lunch so bring snacks if you want.   You may not want to eat until after you sing. I’m sure there will be concessions at the high school

 

We are staying at Residence In  Palmer Tech Ridge

12401 North Lamar Boulevard, Austin, Texas, USA, 78753

 5:00 plm.Check in hotel – vote to swim or go eat or eat and go swim – Your choice

Be in rooms by 10 p.m.

Tuesday

You may sleep in but I think breakfast ends at 9

Waterpark opens at 11  It closes at 6.  We will get there when it opens and stay til about 4.

Load up from the waterpark and head home!

Water Park Info  Typhoon Texas

18500 TX-130 Service Rd, Pflugerville, TX 78660

What to Bring/What to Check

*Check your music before Friday May 16  It needs to be in the box with your sheet – all ensemble members must put eyes on music

*Nice clothes for audition – no shorts, no denim with holes etc Correct shoes

*Bathing suit(s) Towel/Sunscreen/ Water shoes

Pjs

Toiletries

Clothes for dinner Monday night 

Clothes to change into after waterpark

Money for extras like souvenirs or food

Residence Inn Austin Parmer/Tech Ridge 12401 North Lamar Boulevard Austin, Texas 78753 USA +1-512-977-0544

 

IMPORTANT DATES

March 21 7/8th Grade Solo Compitiion at White Oak – Wear business casual – no sweats, shorts, etc.  You may bring clothes if you would like to change.

April 2 Varsity Clinic with Dr. Harrison from Navarro College. 8:30 – Lunch – Tentative Time (discuss)

April 3 – Fine Arts Night – All 6th Grade will perform Lion King Medley

Select 7/8 Grade

Select Varsity

April 4 –  Varsity @Trinity Episcopal Church for Contest in Concert/Sightreading

May 8 – Spring Concert

This week in class

6th Grade

Sight reading worksheet 8

Introduce sharps

Review Flats

Sing All Program Songs – Lion King Matilda A whole New World

7/8

Sight Reading

Review sharps /Introduce flats

Finalize The Greatest Showman solos – start memorizing

Choose 2nd song for concert.

Varsity

This week solo/outside work will be look at your critique sheets form contest and work on improving them.  Send me a recording and text what you worked on that is evident in the recording

We will also start peer reviews this week

Besame Mucho in groupsFinalize memorization of Danny Boy. Sound Forth

Choose songs for Art Extravaganza

6th Grade

Focus – Complete Choreography for Lion King Medley

Work on Matilda and A Whole New World

Sight Reading

Games to Review Sharp Key Signatures

7/8

Assign all Solos For This is the Greatest Show

Begin Memorization and Movements

2 Days of Solo Work

Sight Reading

Test on Sharp Key Signatures

Varisty

Finish all sectionals for Besame Mucho

Sight reading in 3 Parts  Goal to get through whole song.

Identify and Transition to Key of Aflat

Review Stand Forth and Danny Boy – Began memorization

Solo and Extra Work Explanation and Assignment

Week 1

TMEA – detailed plans for sub

Week 2/3

6th Grade

A Whole New World Emphasis

Continue Lion King Matilda

Sight Reading

Varsity

Week 13/14 Sightreading

Danny Boy /Shenandoah

Polish Sound Forth

New:  Besame Mucho – part work

Valentine Party

Assign State Solo/Ensemble Requirements

Enrichment

Finish The Sound of Music

7/8 Grade

Emphasis THe Greatest Showman

Sight Reading

Sharp Key Signatures

Flashcard Game with Key Signature

Prep Solos