Pirates of the Caribbean

Level: ​6th Grade WW​ Teacher: ​Ms. Jackson

Objectives:
1. Students will perform measure 4 to measure 12 with correct notes, rhythms, and
balance.
2. Students will assess themselves and others using criteria given by the teacher.

Standards Being Addressed:

MU:Pr4.2.E.la​ Demonstrate, using music reading skills where appropriate, how compositional
devices employed and theoretical and structural aspects of musical works impact and inform
prepared or improvised performances.

MU:Pr4.3.E.la ​Demonstrate an understanding of context in a varied repertoire of music through

prepared and improvised performances.

MU:Pr5.3.E.la ​Develop strategies to address expressive challenges in a varied repertoire of

music, and evaluate their success using feedback from ensemble peers and other sources to refine
performances.

MU:Pr6.1.E.la ​Demonstrate attention to technical accuracy and expressive qualities in prepared

and improvised performances of a varied repertoire of music representing diverse cultures,
styles, and genres.

MU:Re7.1.E.la ​Apply criteria to select music for specified purposes, supporting choices by
citing characteristics found in the music and connections to interest, purpose, and context.

MU:Re9.1.E.la ​Evaluate works and performances based on

personally-or-collaboratively-developed criteria, including analysis of the structure and context.

Materials of Instruction:
● Warm-Up:
https://docs.google.com/presentation/d/1knrRszlBMLG6mMITuR6DLs1p7MsauSYoK9I
DVDlt5kE/edit?usp=sharing
● Spotify
● Clarinet
Warm-Up

Tabata Breathing / Long Tones

https://docs.google.com/presentation/d/1knrRszlBMLG6mMITuR6DLs1p7MsauSYoK9IDVDlt
5kE/edit?usp=sharing
● “These are the only two notes you are allowed to play.”
● “There are eight rounds, with breaks in between each round, the music counts off each
round, on the board is what you do for each round. ​It always starts with breathing!”
● Throughout the exercise, T: “I want to hear very clear beginnings.”, “I want to hear clear
ends of notes.” “listen to each other, do you sound good together”, “listen to the music,
does it sound good with your playing?”

Rhythm:
● T writes measure 5 on the board.
● T: “how would you count this rhythm, can someone write on the board how we would
count this?” S writes the counting on the board.
● T says the rhythm.
● T: “say that rhythm”

Sequence:

M. 4 - M. 8 Melody (read Clarinet music)

● T: “looking at just measure 4 to measure 8, if you think you have the melody count what
you play.”
● T: “this time count, like you mean it”
● T: “count and listen as I play”
● T: “finger along as I play”
● T: “play it with me”
● T: “without me this time”
● T: “it’s getting better”

M. 4 - M. 8 Harmony (read Tenor Sax music)

● T: “low woodwinds your turn, count what you play from measure 4 to measure 8.”
● T: “this time count, like you mean it”
● T: “count and listen as I play”
● T: “finger along as I play”
● T: “play it with me”
● T: “without me this time”
● T: “it’s getting better”
M.4 - M. 8 Put it Together
● T: “Play from measure 4 to measure 8”
● T: “Low WWs can you hear the melody? Then play softer!”

Assessment / Criteria for moving forward: Using both student self assessment and teacher
listening assessment
● Correct notes and rhythms
● Everyone playing the same tempo with steady beat
● Balance

M.9 - M. 12 Melody
● T: “looking at just pick-ups to measure 9 to measure 12, melody count what you play.”
● T: “this time count, like you mean it”
● T: “count and listen as I play”
● T: “finger along as I play”
● T: “play it with me”
● T: “without me this time”
● T: “back to measure 4 up to here”
● T: “who plays it better, low WWs you are going to be our judge, flutes first, then
clarinets, then altos”
● T: “who played it better, only low WWs are voting, raise your hand if you think flutes
played it the best, clarinets? , Altos?”
● T: “since________ played it the best everyone needs to listen to them as they play”
● T: “play it again and listen to _______”
● T: “did that sound better? Thumbs up or down, I think it’s getting better”

M.9 - M.12 Harmony

● T: “low woodwinds your turn, count what you play from measure 9 to measure 12”
● T: “this time count, like you mean it”
● T: “count and listen as I play”
● T: “finger along as I play”
● T: “play it with me”
● T: “without me this time”
● T: “back to measure 4 up to here”
● T: “upper woodwinds what do you think, thumbs they sound good or thumbs down they
need to play it again, why do they need to play it again? (they need to play together)”
● T: “play it again and work on playing together.”
● T: “melody play with us this time?”
 ● T: “thumbs up we can go on or thumbs down they need to do it again?”

M. 4 - M. 12 Put it ALL Together

Assessment / Criteria for moving forward: Using both student self assessment and teacher
listening assessment
● Correct notes and rhythms
● Everyone playing the same tempo with steady beat
● Balance

Pack-Up
T: “ Put your instruments away and come back to your seats! Remember, I can only dismiss you
if you’re in your seat at a level 0!!”