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Orchestra Grade 6
Week 1
Unit of Study: Orchestra Introduction
TEKS “(Content) “
 1 B – Use standard terminology in explaining intervals, music notation, musical
instrument or voices, and musical performances.
Vocabulary
Resources
Essential Elements
2000 for Strings, Book
1 2001-02 Edition
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:




Page(s) 1-3
Orchestra Class
Handbook
Examine orchestra class handbook
Show and examine instrument nomenclature and history
Evaluate playing postures
Guide student work
So that the student will:
College Prep
Word Wall
 orchestra
 instrument
 Violin
 Viola
 Cello
 String Bass
 Da Salo
 Amati
 Stadivari
First Grading Period
TEKS (Skills and Processes)
 1 B – Use standard terminology in explaining intervals, music notation, musical instrument or voices,
and musical performances.





Become aware of class rules and expectations
Recognize the different parts of the instruments. (1B)
Gain an awareness of where our modern instruments are derived.
Demonstrate proper playing position.
Reconstruct the parts of the instrument. (1B)
How to Teach
Key Questions


Rigor
A
Relev ance


1. Who created our modern
instruments?
2. Can you hold the instrument
properly?
3. Can you describe how to hold
the bow correctly?
4. Describe a music staff and
what it is used for.
Student Behaviors
Getting the Big Ideas
 Learn the history of string instruments
 Begin playing with proper posture and bowing mechanics
 Learn and play exercises to find correct pitches and
rhythms
 Reproduce instrumental warm-ups
 Play correct rhythms and pitches
 Produce proper sounds
 Begin learning and playing basic repertoire
 Start exploring careers
Strategies






Guided Reading
Explanation
Explicit Teaching
Demonstrating
Drill & Practice
Observation
Assessment




Students demonstrate musical understanding of music production
Students will show how to hold instrument correctly.
Students will demonstrate understanding of the history of string instruments.
Students will understand the contents of class handbook and return their contracts.
Before: Engage: What is the difference between violins, violas, cellos, and basses?
Have students: List the differences and similarities between the instruments.
During: Explore and Evaluate
Have students: read and study the history of their instruments, read and examine the Orchestra class handbook, say
and identify the names of the different parts of the instruments, distinguish between the different playing positions
of each instrument, preview illustrations, and predict content.
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 1 of 18
Have students manipulate and touch actual instrument parts that are no longer being used on an instrument.
After: Summarize:
Have students create a drawing of their instruments, labeling the different parts of the instrument.
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources http://lrs.ed.uiuc.edu/students/r-muel/stringed/home.html
Smart Music, http://www.smartmusic.com
Written Notes- Terms with Definition
Provide word cards for each term and appropriate illustrations
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 2 of 18
Orchestra Grade 6
Week 2
Unit of Study: Basic Notation
TEKS (Content)
 2 A – Perform independently, with accurate intonation and rhythm, demonstrating
fundamental skills and basic performance techniques.
College Prep
Vocabulary
Word Wall
 Beat
 Metronome
 Quarter Note
 Quarter Rest
 Pizzicato
 Music Staff
 Bar Lines
 Measures
 Treble Clef
 Alto Clef
 Bass Clef
 Time Signature
 Double Bar
 Repeat Sign
Resources
Essential Elements
2000 for Strings, Book
1 (2001-02 Edition
Page(s) 4-5
Stereo Sound System
Metronome
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Demonstrate the process of musical notation
Facilitate music reading exercises
Clarify the concept of a steady beat
so that the student will:



Understand basic music notation.
Perform with accurate rhythm and intonation. (2A)
Evaluate individual and ensemble performance.
How to Teach
Key Questions
Rigor
A
Bilingual Word
Wall
First Grading Period
TEKS (Skills and Processes)
 2 A – Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills
and basic performance techniques.
 1. Can you describe how to produce
proper intonation?
 2. Describe playing proper tone.
 3. Can you identify the key that the
music is in?
Relev ance
Student Behaviors
Getting the Big Ideas
 Begin playing with proper posture and bowing
mechanics
 Learn and play exercises to find correct pitches
and rhythms
 Perform instrumental warm-ups
 Play correct rhythms and pitches
 Produce proper tone quality
 Read and write basic music notation
 Continue learning and playing basic repertoire
Strategies






Explanation
Explicit Teaching
Demonstration
Drill & Practice
Observation
Review and re-teach
Assessment



Students demonstrate understanding of music production and music theory by playing correct notes and rhythms
Students will show how to produce proper intonation.
Student will demonstrate ability to perform assigned music.
Before: Engage:
What is the language of music or How do musicians communicate?
List student responses on the board and have students preview page 4.
During: Explore and Evaluate:
Have students predict a system of notation, read simple quarter note and quarter rest rhythms, introduce the
sound of a metronome, clap with the beat, and perform various exercises.
After: Summarize
Have students: call out different terms of notation
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 3 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation.
Page 4 of 18
Orchestra Grade 6
Week 3
Unit of Study: Hand Shapes
TEKS (Content)
 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics
(manuscript or computer generated)
Vocabulary
Word Wall
 Sharp
 Natural
 Interval
Resources
Essential Elements 2000
for Strings, Book 1
(2001-02 Edition
Page(s) 6-7
Stereo Sound System
Metronome
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
 Demonstrate proper hand position
 Guide and demonstrate hand shapes to perform notes on D string
 Clarify the concept of F# as a note
so that the student will:




Explain the shaping of the left and right hand.
Compare the shapes of right hand to pictures.
Identify and interpret which notes are and are not sharp. (3B)
Learn to perform notes on the D string
How to Teach
Key Questions
College Prep
First Grading Period
TEKS (Skills and Processes).
 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics (manuscript or computer
generated)
 1. How would you identify & count
required rhythms
Rigor
 2. Can you describe how to produce
intonation?
C  proper
3. Describe the proper positioning for
Relev ance
the instrument you are playing.
Student Behaviors
Getting the Big Ideas
 Continue playing with proper posture and
bowing mechanics
 Learn and play exercises to find correct pitches
and rhythms
 Perform instrumental warm-ups
 Play correct rhythms and pitches
 Produce characteristic tone quality
 Read and write basic music theory
 Continue learning and playing basic repertoire
Strategies






Explanation
Explicit Teaching
Demonstration
Drill & Practice
Observation
Review and re-teach
Assessment
 Students demonstrate understanding of proper instrument positioning and performance
 Students will show how to produce proper intonation.
 Student will demonstrate ability to perform assigned music.
Before: Engage:
What are the different shapes that a musician makes with their body while playing their instrument? Demonstrate
playing and have students identify straight lines, curves, and angles in your own posture.
During: Explore and Evaluate:
Have students: Preview the illustrations on pages 6-7, demonstrate the different steps in forming the correct
pencil hold, identify the names of the different left hand fingers and perform the notes on the D string.
After: Summarize
Have students: Perform the various ensemble exercises
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 5 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation.
Page 6 of 18
Orchestra Grade 6
Week 4
Unit of Study: D String Notes
TEKS (Content)
 5 A – Describe aurally-presented music representing diverse styles, periods, and
cultures.
Vocabulary
Word Wall
Bilingual Word
Wall
First Grading Period
TEKS (Skills and Processes)
 5 A – Describe aurally-presented music representing diverse styles, periods, and cultures.
Resources
Instructional Guidelines
Essential Elements 2000
for Strings, Book 1 (200102) Edition
Page(s) 8-9
The teacher will use resources and Before, During, and After strategies to:
Stereo Sound System
so that the student will:
College Prep
Metronome






Teach pencil exercises
Inquire about the importance of differing cultures (5A)
Guide ensemble performance
Perform the different bow builder exercises.
Explore the relevance of folk music. (5A)
Perform musical excerpts.
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
 1. Can you identify music
notation?
 2. Describe how to produce a
Rigor
steady tone.
Identify flat and sharp
C  3.
signs.
Relev ance







Continue playing with proper posture and improve
bowing mechanics
Learn and play exercises to find correct pitches and
rhythms
Perform instrumental warm-ups
Play correct rhythms and pitches
Produce characteristic tone
Read and write basic music notation
Continue learning and playing basic repertoire
Strategies






Explanation
Explicit Teaching
Demonstration
Drill & Practice
Observation
Review and re-teach
Assessment
 Students demonstrate musical understanding of tone production and music theory by playing correct notes and rhythms
 Students will show how to produce proper intonation.
 Students will aurally identify major and minor scales.
Before: Engage:
Using the titles of the workouts and bow builders found on page 8-9, have students predict subject matter of
“Finger Taps, Pull Aways, and Folk Music”
During: Explore:
Have Students: demonstrate bow builder two, bow builder three, and finger workouts. Read and discuss the
History paragraph on Folk music. Perform various 5-note tunes as an ensemble.
After: Summarize
Students will demonstrate individually and in groups the different pencil exercises/workouts and perform a
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 7 of 18
folksong.
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music www.smartmusic.com
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Written Notes- Terms with Definition
Provide word cards for each term and appropriate illustrations
Page 8 of 18
Orchestra Grade 6
Week 5
Unit of Study: A String Notes
TEKS (Content)
 4 A – Create rhythmic and melodic phrases.
Vocabulary
Word Wall
 Scale
 Shifting
Resources
Essential Elements 2000
for Strings, Book 1 200102 Edition
Page(s) 10-11
Bilingual Word
Wall
Stereo Sound System
Metronome
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Demonstrate the notes using the left hand fingers on the A string
Organize musical examples of One Octave D’s
Extend the simple tetra chord on each string
so that the student will:



Memorize the notes on the A string.
Discern how to read notes with the same name.
Assemble Major scales. (4A)
How to Teach
Key Questions
College Prep
First Grading Period
TEKS (Skills and Processes)
 4 A – Create rhythmic and melodic phrases.
 1. How would you identify & count
required rhythms
 2. Describe a good bow hold.
Rigor
C
Relev ance
Student Behaviors
Getting the Big Ideas
 Begin playing with proper posture and
bowing mechanics
 Learn and play exercises to find correct
pitches and rhythms
 Reproduce instrumental warm-ups
 Play correct rhythms and pitches
 Produce proper tone
 Read and write basic music notation
 Begin learning and playing basic repertoire
Strategies






Explanation
Explicit Teaching
Demonstration
Drill & Practice
Observation
Review and re-teach
Assessment


Students demonstrate understanding of tone production and music notation by playing correct notes and rhythms with
characteristic tone quality
Students will show how to produce proper intonation.
Before: Engage:
Have students make predictions about how the notes on the A-string will be played. Have students make predictions about
the name of the notes.
During: Explore:
Have students: perform the different exercises using the notes on the A-String, read sequences involving octave D’s, and
diagram a musical scale using ladders or steps.
After: Summarize
Ask students to call out the names of the notes on the A-String as you finger/pizzicato each note on an instrument.
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 9 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music www.smartmusic.com
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation.
Page 10 of 18
Orchestra Grade 6
Week 6
Unit of Study: Bow Builders
TEKS (Content)
 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics (manuscript
or computer generated)
Vocabulary
Word Wall
 Down Bow
 Up Bow
 Rosin
 Shadow
Bowing
Bilingual Word
Wall
Resources
Essential Elements 2000
for Strings, Book 1 200102 Edition
Page(s) 12-13
Stereo Sound System
Metronome
First Grading Period
TEKS (Skills and Processes)
 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics (manuscript or computer
generated)
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Examine hand shapes
Evaluate bow directions
Guides composition process
so that the student will:



Participate in forming bow holds.
Demonstrate knowledge of bowing symbols.
Spell words using note names. (3B)

College Prep
How to Teach
Key Questions

Rigor
B

1. How would you identify notation
for up bow and down bow.
2. Describe a whole note and a whole
rest
Student Behaviors
Getting the Big Ideas







Relev ance
Begin playing with proper posture and
bowing mechanics
Learn and play exercises to find correct
pitches and rhythms
Performs instrumental warm-ups
Play correct rhythms and pitches
Produce proper tone
Read and write basic music notation
Begin learning and playing basic
repertoire
Strategies






Explanation
Explicit Teaching
Demonstration
Drill & Practice
Observation
Review and re-teach
Assessment


Students demonstrate individually and in groups understanding of music production and music notation by playing correct
notes and rhythms
Students will show how to produce proper intonation.
Before: Engage:
Have students: write words using musical notation on a staff or thru exercise #35.
During: Explore:
Have students: use their right hand to match the hold of an early bow hold on pg.12; demonstrate the process of
shadow bowing; read definitions to bowing symbols; perform simple shadow bow exercises involving bow
direction.
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 11 of 18
After: Summarize
Have students write a descriptive summary of an early bow hold.
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music www.smartmusic.com
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation.
Page 12 of 18
Orchestra Grade 6
Week 7
Unit of Study: True Notation
TEKS (Content)
 4 A – Create rhythmic and melodic phrases.
 4 B – Arrange rhythmic and melodic phrases.
Vocabulary
Word Wall
 Key
Signature
 D Major
 Mozart
Resources
Essential Elements 2000
for Strings, Book 1
(2001-02 Edition
Page(s) 14-15
Stereo Sound System
Bilingual Word
Wall
Metronome

First Grading Period
TEKS (Skills and Processes)
 4 A – Create rhythmic and melodic phrases.
 4 B – Arrange rhythmic and melodic phrases.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Direct oral response from the ensemble
Observe note sets
Guide a music writing activity
so that the student will:



Recognize the names of the notes.
Apply knowledge of key signatures.
Construct notes on a staff. (4A) (4B)
How to Teach
Key Questions
College Prep

Rigor
B


Can you demonstrate a quality sound
on your instrument?
Can you identify Music signs?
How do you read simple rhythms?
Student Behaviors
Getting the Big Ideas



Relev ance
Demonstrate fundamental
performance techniques
Demonstrate performance etiquette
in rehearsal/ concert setting
Demonstrate appropriate audience
etiquette
Strategies






Demonstrations
Compare & Contrast
Drill & Practice
Teacher Questions
Observation
Review and Re-teach
Assessment


Students demonstrate proper concert etiquette.
Students evaluate and rate a taped performance using performance criteria.
Before: Engage:
What is the purpose of a key? How does a key work?
During: Explore:
Have students: Read and discuss “Key Signature-D Major”; Complete a diagram chart showing the notes of D
Major (Changing F’s to F#’s and C’s to C#’s); Write notes on a staff that completes ending of an 4 measure phrase.
After: Summarize
Have students: Perform various musical exercises involving notes of a 1-octave D Major Scale in any order.
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 13 of 18
Special Education
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
Have the students complete the assignments using Finale “Notepad” or another music notation
software.
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation.
Page 14 of 18
Orchestra Grade 6
Week 8
Unit of Study: Concert Preparation
TEKS (Content)
 2 C Demonstrate appropriate small and large-ensemble performance techniques
during formal and informal concerts.
 6 C Exhibit concert etiquette as an informed, actively involved listener during varied
live performances.
Vocabulary
Word Wall
Concert
Resources
Instructional Guidelines
Essential Elements 2000
for Strings, Book 1
(2001-02 Edition
The teacher will use resources and Before, During, and After strategies to:
Page(s) 2-15 (Review)
so that the student will:
Stereo Sound System
Metronome
College Prep
Bilingual Word
Wall
First Grading Period
TEKS (Skills and Processes)
 2 C Demonstrate appropriate small and large-ensemble performance techniques during formal and
informal concerts.
 6 C Exhibit concert etiquette as an informed, actively involved listener during varied live performances.






Teach performance etiquette
Teach & polish music for concert
Evaluate overall performance
Restate good peformance characteristics for a formal concert. (2C)
Analyze good performance characteristics. (6C)
Interpret different parts of a performance.

Rigor
B
Relev ance


How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
Can you leave out one criterion for
performance and still have a musical
performance? Why not?
Organize criteria for evaluating
performances.
Why is it necessary to have
appropriate audience etiquette?





Learn concert repertoire by
memory
Demonstrate fundamental
performance techniques in
rehearsal/concert-setting
Demonstrate performance
etiquette in rehearsal/concertsetting
Evaluate rehearsals/performance
with basic criteria
Demonstrate appropriate
audience etiquette
Strategies







Demonstrations
Compare & Contrast
Drill & Practice
Teacher Questions
Dress Rehearsal
Observation
Review & Re-teach
Assessment


Students demonstrate appropriate concert etiquette.
Students rate a recorded performance using performance criteria.
Before: Engage: Have you ever seen a good performance by a musician or music group? Describe what you
saw.
During: Explore:
Have students: list good performance characteristics, dissect some of those characteristics by diagramming the
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 15 of 18
steps needed to create a good performance, and discuss reproductions of their performance in class.
After: Summarize
Have students demonstrate proper stage entrance, starts, endings, and exits of a performance.
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
Record their performances using MP3 or other devices for recording.
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation.
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 16 of 18
Orchestra Grade 6
Week 9
Unit of Study: Concert Performance
TEKS (Content)
 2 C Demonstrate appropriate small and large-ensemble performance techniques
during formal and informal concerts.
 6 C Exhibit concert etiquette as an informed, actively involved listener during varied
live performances.
Vocabulary
Word Wall
Bilingual Word
Wall
Resources
Essential Elements 2000
for Strings, Book 1 200102 Edition
Page(s) 2-15 (Review)
Stereo Sound System
College Prep
Metronome
First Grading Period
TEKS (Skills and Processes)
 2 C Demonstrate appropriate small and large-ensemble performance techniques during formal and
informal concerts.
 6 C Exhibit concert etiquette as an informed, actively involved listener during varied live performances.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Teach and polish concert music
Teach performance etiquette
Evaluate overall performance
so that the student will:



Restate good peformance characteristics for a formal concert. (2C)
Analyze good performance characteristics. (6C)
Interpret different parts of a performance.
How to Teach
Key Questions

Rigor
B

Relev ance
Can you demonstrate expression
in the music?
Why is it necessary to have
appropriate concert group
etiquette?
Student Behaviors
Getting the Big Ideas





Learn concert repertoire by memory
Demonstrate fundamental performance
techniques in rehearsal/ concert setting
Demonstrate performance etiquette in rehearsal/
concert setting
Evaluate rehearsals/ performance with basic
criteria
Demonstrate appropriate audience etiquette
Strategies






Demonstrations
Compare & Contrast
Drill & Practice
Teacher Questions
Observation
Reflection
Assessment



Students demonstrate concert etiquette.
Students rate a taped performance using performance criteria.
Students use a rubric to reflect on 1st 9 weeks performance.
Before: Engage:
How do you think a musician feels after they have completed a good performance?
During: Explore:
Have students: Record their own performances, generate lists of what they did and did not like, and develop plans
for improvement.
After: Summarize
Write a page summary of the your performance.
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Page 17 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
Record themselves performing using MP3 or other devices for recording
SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1)
Written Notes- Terms with Definition
Provide word cards for each term and appropriate illustrations
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