Compile an ever-growing bank’ of vocabulary terms; ‘word utilize flash cards to drill terms. Utilize the WTSBOA select band list for titles: Language Arts: Vocabulary CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Acquire and use accurately a of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Evaluate the quality of a III Formative and summative Evaluating Books: composition using basic music performance self and peer Nilo Manual, pages 9-10, “Balance”’ vocabulary and following assessments of studied music Websites: parameters. selections utilizing the Secondary Wind Performance Assessment Examine criteria to evaluate a live or Rubric, Page 69, from Denese recorded musical performance using Odegaard’s Music Curriculum Pre-distribute and discuss the self-evaluation form with the appropriate music vocabulary and Writing 101 students to promote clarity of expectations. following teacher-provided Recognize the appropriate sound for Distribute the Wind Performance Assessment” “Secondary parameters. a balanced ensemble rubric to students to assessment; discuss and clarify rubric Perform instruments in a way that expectations for best preparation and performance from the Evaluate and improve personal promotes a balanced ensemble students. performance by comparison with an Define expectations for peer review
Compile an ever-growing ‘word bank’ of vocabulary terms; utilize flash cards to drill terms. Utilize the WTSBOA select band list for titles: Language Arts: Vocabulary CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Acquire and use accurately a of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Evaluating Evaluate the quality of a III composition using basic music vocabulary and following parameters. Examine criteria to evaluate a live or recorded musical performance using appropriate music vocabulary and following teacher-provided parameters. Evaluate and improve personal performance by comparison with an Formative and summative performance self and peer assessments of studied music selections utilizing the Secondary Wind Performance Assessment Rubric, Page 69, from Denese Odegaard’s Music Curriculum Writing 101 Recognize the appropriate sound for a balanced ensemble Perform instruments in a way that promotes a balanced ensemble Define expectations for peer review Books: Nilo Manual, pages 9-10, “Balance”’ Websites: Pre-distribute and discuss the self-evaluation form with the students to promote clarity of expectations. Distribute the “Secondary Wind Performance Assessment” rubric to students to assessment; discuss and clarify rubric expectations for best preparation and performance from the students.
HS%20Band%20I-IV%202015.docx