K Mosiman: Block 2 - 2/8/16

TIME
9:27

NOTES
Teacher playing warmup Ss still talking about
Superbowl halftime show. Bringing it back in 5, 4.
Teacher playing piano for warmup Why do we do lip
trills..
Teacher demonstrating as well Separate your back
teeth
One student in chari not participating

9:32

How much air do you usually use when you do this?

How much air do you usually use when you do this?
Can you try to get a thumbs up?
Throw a dart to center the pitch
Create a warm up for the class sections group up.
Directions given
1 more minute prompt given
Must have melody, physical motion --

9:36

9:45

9:49

Does she usually come with an associate? Could she

participate at the same level?

What are you wanting students to learn from this

exercise?
Do students understand why these items are
connected?

Ss seem to be more centered on pitch when you are

not playing why do you think that is?
Did all groups model their warmup if not why not?

Remembering what.
Solfege warmups intervals
Student leaving with a peer to get more water -Beginning first piece
Stopped Ss to share reflections with them and ask
questions about what they heard and how to improve.
Ss are able to answer the questions for the most part -That was better with intonation
What are we singing about
Would someone be able to share what that means to
them on a more personal level..
how can we show that through music

9:54

What happens here at the top of this page..

9:58

New piece started

Sopranos sining other sections whispering text
Working on text and notes
Notes on solfege Ss struggling with pitches
girls you know this.we did this on Friday

10:03
10:03

Ss responding nicely

Teacher roving around room checking in with groups.

Soprano I going first jumping octaves
Students demonstrating in front of group
Lots of different vowels in this phrase
Ss modeling it for the group
This warmup has a lot of different vowels which of
the vowels do we need to focus on ? You are all so
smart
Can you model it for us.
what is this helping us do

9:41
9:44

QUESTIONS/COMMENTS

Sections on solfege and then put together as group

Altos measure 18

With a concert in a week or so are the pieces where

you had hoped they would be?

When Ss dont remember- what can we do to

engage the brain at a higher level to re-engage prior
learning?

10:09

Second half coming in..

How does the size of the group change how you plan
for instruction?
Be thinking about the plan for the day --- and ask
yourself Why did I choose to do this? What is the
intended outcome and did the plan help achieve that?

When we meet for the post-conference have

reflected on the questions posed in this table and
below. Also, come to the conference with the rubrics
marked for where you have assessed yourself in each
component.
Take a look at the Components in your Danielson book as you reflect on levels of performance during this lesson. Also,
please reflect on the Danielson rubrics and bring them with you to the post-conference.
1. Component 1c: Do you believe the students could verbalize what the intended outcomes were for today?
2. Component 1f: What data did you collect today that will help you plan for tomorrow?
3. Component 3b: What planning goes into questioning? Feedback? Discussion? How can this help us achieve the
intended learning target?
4. Component 4c: How have you communicated to parents dates for concerts coming up? Learning targets? Would
families be able to know where to get needed information if they need it?