CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text
Objective- You will be able to understand the meanings of the words used as the indicators of different sections of a musical form.
Introduction- I will show the following video as an introduction to Sonata form, http://www.youtube.com/watch?v=FZbXDDvYw1Q
Model- I will take a musical vocabulary word and show students how to use affixes, root-words and prefixes to determine the meaning of words. For instance, I would use the word “symphony” and show that it is comprised of two different root words, “sym” and “phono.” The root “sym” means together and “phono” means sound. There the word “symphony,” derived from its roots, means “sounds together,” which is a great definition for both usages of the word, either the piece of music where different sounds are made together, or the ensemble of different instruments that make sounds together.
Guided Practice- I will work with you to find the meanings of different musical vocabulary words, both in English and, because music frequently has markings in other languages, languages that music frequently has words from, especially Italian (most music is written with Italian words such as ritardando and crescendo to describe the music).
Independent Practice- You will take the different words that describe the parts of a musical form and break them down into their root-words and affixes. They will also select musical words of their choice and do the same exercise.
Assessment- You will bring in their homework and we will have a class discussion and each of you will present your own choice words to the class, where I can assess how well you understood the concept.
Objective- You will be able to understand the meanings of the words used as the indicators of different sections of a musical form.
Introduction- I will show the following video as an introduction to Sonata form, http://www.youtube.com/watch?v=FZbXDDvYw1Q
Model- I will take a musical vocabulary word and show students how to use affixes, root-words and prefixes to determine the meaning of words. For instance, I would use the word “symphony” and show that it is comprised of two different root words, “sym” and “phono.” The root “sym” means together and “phono” means sound. There the word “symphony,” derived from its roots, means “sounds together,” which is a great definition for both usages of the word, either the piece of music where different sounds are made together, or the ensemble of different instruments that make sounds together.
Guided Practice- I will work with you to find the meanings of different musical vocabulary words, both in English and, because music frequently has markings in other languages, languages that music frequently has words from, especially Italian (most music is written with Italian words such as ritardando and crescendo to describe the music).
Independent Practice- You will take the different words that describe the parts of a musical form and break them down into their root-words and affixes. They will also select musical words of their choice and do the same exercise.
Assessment- You will bring in their homework and we will have a class discussion and each of you will present your own choice words to the class, where I can assess how well you understood the concept.