1-EntireDigitalNotebook

Virginia Baptist College
Student Teaching Digital Notebook
Virginia Newman
September 19 – November 18, 2016

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Contents
Schedules & Forms…………………………………………………………………………………………………………………………… p. 4
Bulletin Board………………………………………………………………………………………………….………………………………… p.7
Teaching Unit………………………………………………………………………………………………………….………………………… p. 8
Lesson Plans……………………………………………………………………………………………………………………………………… p. 16
Observations……………………………………………………………………………………………………………………………..……… p. 81
Handouts and Projects………………………………………………………………………………………………………………………p. 115
Reports………………...…………………………………………………………………………………………………………………………… p. 124
Conferences and Meetings…………………………………………………………………………………….……………………….. p. 147
Student Teaching Fun…………………………………………………………………………………….……………………………….. p. 152
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Before
School:
7:30-
8:10
1 st
8:25 –
9:12
Student Teaching Schedule – Fall 2016
Heritage Christian School
Monday Tuesday Wednesday Thursday Friday
Elementary
Strings
5 th Grade
Bible
High School
Strings
5 th Grade
Bible
High School
Strings
Elementary
Strings
Beginner
Strings
5 th Grade Bible 5 th Grade
Bible
2 nd
9:14 –
10:01
3 rd
10:04 –
10:44
4 th
10:46 –
11:31
5 th 11:
34 –
12:20
6 th
12:45 –
1:31
Chapel
11:25 1 st grade
7 th Grade
Boys
Handchimes
11:30 K5 music
12:00 1 st grade
12:45 6 th grade 8 th Grade
Boys
Handchimes
11:30 K5 music
12:00 2 nd grade
Chapel
Elementary
Chapel
11:15 3 rd grade
11:45 2 nd grade
7 th Grade
Girls
Handchimes
11:00 – 3 rd
grade
12:45 6 th grade 8 th Grade
Girls
Handchimes
7 th
1:34 –
2:20
8 th
2:23 –
3:05
High School
Band
1:35 5 th grade
1:55 4 th grade
High School
Choir
High School
Band
1:35 5 th grade
1:55 4 th grade
High School
Choir
High School
Band
After
School:
3:15-
Elementary
Band
Beginner
Band
Beginner
Strings
Elementary
Band
Beginner
Band
3:45
4

Teaching Schedule/ Layout for Mrs. Cormican’s 5 th Grade class
5

Class Rosters for Mr. Gilbert’s Music Classes:
6

Bulletin Board
What makes us
Pop
7

Teaching Unit
This is a teaching unit from my classes on Monday, November 7, 21 06
Bible Lesson Plan and Visuals:
Monday: Lesson 9, p. 52-53
Songs (8:35-8:40)
o Alive, Alert, Awake Enthusiastic
o Deep & Wide
o Work on Your Attitudes
o Clap De Hands
Sword Drills (8:40-8:45)
o Favorite Holiday: Christmas, Thanksgiving, Easter
o Chocolate vs. Vanilla (or Chocolate, Vanilla, Strawberry)
Lesson 9 p.51-52 (8:45-9:10)
o Review the 10 Commandments and hand motions with the PowerPoint.
• move down the 10 Commandment list one at a time having the students recite
the commandment and perform the hand motions with me.
o The Law: God’s Mirror
• Use a quick object lesson to teach the life principle.
“Realize” I forgot to tell/give Mrs. Cormican something. Then give her a
cupcake. Mrs. Cormican takes a bite of the cupcake, leaving some
frosting on her face. I will tell her there’s a mess on her face, to which
she will reply, “oh it’s fine” and wipe off the frosting, while actually
smearing/spreading it over more of her face. “No really, look how bad it
is on your face”—I hand her a mirror to check out how messy her face
looks, then I say “maybe you need to go and clean that off.”
“I want us to learn something from the funny mess we just saw Mrs.
Cormican make on her face. Did she realize just how messy her face
looked before I showed her that mirror? Did the mirror fix her problem,
or show her just how bad her problem was? (it revealed the problem) -
Put up the life principle on the PowerPoint – Today we need to learn
that the law is God’s mirror to show us how sinful we are.”
• Pencil #1 – In the 10 Commandments…
are the 10 Commandments basically expecting perfection?
o Yes! they’re basically saying “don’t’ do anything bad!”
Put James 2:10 on the PowerPoint
8

o
o
Read this verse in your head as I read it aloud. What is this verse
saying? How much are we guilty of when we sin against just
one?
Read the answer to the blank
Put up 10 Commandments on Pwpt
o Can you count just how many of these you have broken?
o Have you ever…
• said “oh my…” and finished that phrase with God’s name? Or
not been respectful of the name of God/Jesus?
• lied, or deceived someone, tricking them into believe
something that’s not true?
• taken something that’s not yours, including someone’s
schoolwork or answers?
• disrespected yoru parents?
• made something in your life more important that God?
• been unsatisfied with something in your life or wanted
something that was someone else’s?
Pencil #2 – read to the class and ask the whole class to answer.
Pencil #3 – put the first sentence up on the PowerPoint
o doesn’t that seem unfair? it’s impossible to keep them all!
o put the second and third sentences up
o put up Romans 3:20
o why was the law given to us? (to show us that we are sinners)
o can we keep the law? (no-not perfectly)
o what does the law show us that we need? or Who (a/the Savior)
put up the two sentences after the life principle on the PowerPoint.
o The law (part of which is what class? – the ten commandments)
cannot cleanse us from our sin, but it does show us that we have
a problem. What did the mirror show Mrs. Cormican? It can
show the dirty problem, but it cannot wash the problem clean.
We have a big problem in our lives – we are sinners, the 10
Commandments show us that. The Bible tells us that sin has to be
punished and paid for and that sin cannot be in heaven. That problem is
very serious, and clearly shows us that we are hopeless without a Savior.
Objectives:
o The students will be able to recite the Ten Commandments with corresponding hand
motions.
o The students will demonstrate an understanding of the purpose of God’s law by reciting
the life principle and answering questions in the “The Law: God’s Mirror” section of their
Bible books.
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10

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Music 6 Lesson Plan and Visuals:
6 th /Grade Music– Lesson Plan
Monday, November 7, 2016
Objectives: (the student will be able to…)
Sing measures 35-42 with pitch and rhythm accuracy.
o begin by singing through this section, playing both parts along with them on the piano
o workshop m. 35-38
• sing the tenor part and clap the rhythm, opening my hands on the rest at the
end of the phrase.
• have them repeat after me, clapping and singing just like I did
• once the tenors have it down, add the sopranos on top of them
o workshop m. 39-42
• sing and play the soprano part for them, clapping on the rest and counting out
the beats for the sustained whole notes
o
have them repeat after me
• follow the same procedure with the tenors
• once they have their individual parts down, have them sing them together as I
play them on the piano
sing through measure 35-42 a capella, to ensure accurate pitches and rhythm
Learn measures 45-53 and be able to sing them (the sopranos and tenors together) with me
applying their parts on the piano.
o begin with the tenors – play and sing their part, have them read along in their music (2x)
• after singing and playing it for them, have them sing the section with me, then
have them sing the section to me.
o have the tenors follow the same procedure
Sing through all of Colonel Bogey’s Grand Old Flag with the piano accompaniment and accurate
pitch, rhythms, diction, and entrances, using visuals for verse two.
Christmastime Lyrics – 4 th /5 th /6 th grade
Ring Christmas bells, ring them loud with a message bringing
Peace on the earth, tidings of good cheer!
Come, car-ol-ers, come and join with the angels singing,
“Joy to the world!” Christmas time is here!
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Children, gather around and listen.
You’ll hear the sound—Of angels
Filling the sky
Telling everyone – Christmastime is
(tenor): Here!
(sop./alto): Ring Christmas bells, ring them loud with a message bringing
Peace on the Earth tidings of good cheer!
(All): Come, car-ol-ers, come and join with the angels singing,
“Joy to the world!” Christmas time is here!
Loved ones close to our hearts and strangers (rest)
In lands afar—together sharing the joy:
Emmanuel (Go, tell the world!)
He has come to dwell (The time is here!)
With one voice, let the world rejoice!
Ring Christmas bells, ring them loud with a message bringing
Angels we have heard on high
Peace on the earth, tidings of good cheer!
Sweetly singing o’er the plains,
Come, car-ol-ers, come and join with the angels singing,
And the mountains in reply
“Joy to the world!” Christmas time is here!
Echo back their joy-ous strains.
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High School Band Lesson Plan and Visuals:
HCS High School Band – Lesson Plan
Monday, November 7, 2016
Objectives:
Prepare the Thunderer and American Exultant for performance on November 18.
Demonstrate knowledge of the proper articulation, rhythm, and dynamics in Crazy…Christmas.
Demonstrate knowledge of accurate notes and rhythms in Three Minute Nutcracker #1, 4, 5, 6.
Begin with Prayer
Play through The Thunderer
Tune (quickly—2 minutes)—2:25
Concert is next week!
Exultant
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o play m. 9-42 in two sections – slowly for precision, then quickly and precise
o give trumpets a call-in specifically for their soli sections?
o workshop the “My Country ‘tis of Thee” section
• single out the melody and have the other sections clap their rhythms
The Nutcracker
o Start with #2
• workshop slowly, in sections (have other sections clap the beat with me?)
o Connect #1 and #2 once #2 is smoothed out
o Move to #3 and workshop, then #4
o Play through #1-4
The Thunderer
o Begin with call-in section (m. 69-end)
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o Play through again, stopping whenever they forget dynamics, tempo, or have a
continuous rhythm/pitch problem and drill that section 3-5 times.
Crazy Christmas
o Play through the whole piece
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Band Rehearsal Layout
(This is the document I would project onto the whiteboard for the band to see .)
Reminders:
Call-ins due by midnight!
Please come to me as soon as possible
if you have any needs or questions
Thunderer
Exultant
Thunderer
Crazy Christmas
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Lesson Plans
HCS High School Band – Lesson Plan
Friday, September 23, 2016
Warm ups: Ab scale and arpeggio
tongued and slurred
scale in quarter notes; scale in eighths; try in dotted rhythms [explain trying
scales in dotted rhythms to help with accuracy]
Reminders for Quiz: due by midnight on Wednesday, Sept. 28
o metronome tempo: 72 bpm
o play scale and arpeggio tongued, then slurred
The Thunderer
m. 37-87
o play through together listen for correct rhythms
o try in sections (have the other instrumentalists clap rhythms while one
section is playing)
o Play from the beginning
m. 37-53 counter mel.
o Focus on Baritone/Tenor Sax—play several times
o Play with entire group, (maybe asking counter melody to play above
others as a practice technique?)
America Exultant
m. 1-36 – listen for correct pitches and rhythms
o play through together and in sections
o
m. 9-36 – workshop the slurs
o together count and clap (maybe have them repeat after me together?)
o work through in phrases, slowly
An American Spectacular
m. 1-27/53-65 – listen for correct pitches and rhythms
m. 27ff – fix percussion rhythms
Play through sections. Listen for correct rhythms and notes. Count and clap
rhythms.
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4 th /5 th Grade Music– Tuesday, September 27, 2016
Grand Old Flag:
o review the first verse
• play their part with them on the piano
• try it a capella
o if there are pitch problems, try the problem section row by row or, dividing the group
into two sections, try to sing every other word (checking for pitch accuracy)
“Colonel Bogey’s”—Kazoo part
o review buzzing the first page with the pitch on the piano
o workshop the correct articulation
• slurs (m. 3, 5)
define slur-smooth and attached
illustration?—passing something from person to person—smoothly
passing it,
• staccatos (m. 3-7)
define staccato-detached (not touching)
illustration?—touch your shoulders (legato) now separate from each
other—that’s what staccatos are like (not shorter note values [like
eighth notes] but separated from each other—the sounds aren’t
touching
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HCS High School Band – Lesson Plan
Wednesday, September 28, 2016
Partial Rehearsal: 2:23-2:50
Begin with Prayer/ask about their week, games, etc. (mention going to watch Faith)
Tune (quickly)
Scales (5 mins) – ask them about the quiz specifics (72 bpm, tongued, slurred, arpegg)
o Ab tongued: quarter notes; eighth notes
• try staccato for super crisp tonguing
o Ab slurred: quarter notes & half notes (listen for intonation)
o Arpeggios: focus on intonation of top pitch
The Thunderer (10 mins)
o start with everyone from the beginning
o workshop (m. 37-68)
• clarinets (53->)
• trumpets (37->)
• *as I listen to sectionals, other band members need to clap and count their parts
(silently, but I want to see your mouths move)
o try someplace new! (87-94)
2:45 pm FINISH
Objectives:
o
o
play scales with clean, together attacks
• demonstrated by one solid downbeat, not several people playing
the downbeat in a staggered manner
clean up the rhythms of the m. 37-68 section
• demonstrated by accuracy in each section as we play together
HCS Elementary Band – Lesson Plan
Wednesday, September 28, 2016
Partial Rehearsal: 3:15-3:30
Tune (quickly)
Scales: Bb and Eb (as written in score)
Run pieces from Standard of Excellence
*listen/focus on articulation and dynamics
o #13
o #8
o #9
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6 th / 5 th / 4 th Grade Music – Lesson Plan
Thursday, September 28, 2016
Objectives:
Begin with Prayer
“Colonel Bogey’s”—Kazoo part
o Begin by buzzing the first page (with piano)
o Review terms: staccato and legato (slurs)
• staccato: detached (not touching)
• legato: smooth and connected
o Buzz the first page with no piano
o Workshop the correct articulation if needed
• slurs (m. 3, 5)
• staccatos (m. 3-7)
o Learn the second page:
• buzz it for them, one phrase at a time, having the class listen to my example
(watching the part on their music), then repeat it (basically by rote)
Grand Old Flag:
o review the first verse
• try it a capella
o if there are pitch problems, try the problem section row by row or, dividing the group
into two sections, try to sing every other word (checking for pitch accuracy)
o If time allows, connect the 1 st verse with the beginning of the 2 nd verse (kazoo part)
Learn one more page of kazoo part.
Connect the first verse with the first kazoo verse
HCS Elementary Band – Lesson Plan
Thursday, September 29, 2016
Partial Rehearsal: 3:15-3:30
Tune (quickly)
Scales: Bb and Eb (as written in score)
Run pieces from Standard of Excellence
*listen/focus on articulation and dynamics
o #13
o #8
o #9
Listen to scale tests
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5 th Grade Bible – Lesson Plan
Friday, September 30, 2016
Objectives:
Begin with Alive, Alert, Awake, Enthusiastic
Ask for suggestions
Review “Boomerang Song”
Lead song time successfully, keeping the students engaged and energetic.
8 th Grade Girls’ Handchimes– Lesson Plan
Friday, September 30, 2016
workshop m. 5-20 (beat 2?)
Begin with finding the melody
o Sing the first phrase together?
o remember what “melody” means (the “main idea” of the music)
o Play the melody only (m. 5 -> )
Start at measure 5 with the treble clef parts, then the bass clef parts
Objectives:
Ensure that the girls know their pitches
Demonstrate knowledge of the melody by playing the melody out and not covering it up with the
harmony chords.
o the “main idea”
Ideas for next time:
faster-pace
try to get through more!—drill it!
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HCS High School Band – Lesson Plan
Wednesday, September 28, 2016
Partial Rehearsal: 2:23-2:50
Begin with Prayer/ask about their week, games, etc. (mention going to watch Faith)
Tune (quickly)
Scales (5 mins) – Db (quiz Wednesday, Oct. 5)
o Tongued: quarter notes; half notes; eighth notes
• try staccato for super crisp tonguing
The Thunderer (10 mins)
o start with everyone from m.53 ->
• listen for saxophones (count it to them if necessary)
o try someplace new! (87-94)
• competition?
2:45 pm FINISH
Objectives:
o
o
o
upper woodwinds
play scales with clean, together attacks
• demonstrated by one solid downbeat, not several people playing
the downbeat in a staggered manner
clean up the rhythms of the m. 37-68 section
demonstrated by accuracy in each section as we play together
21

5 th Grade Bible – Lesson Plan
October 3, 2016
Objectives:
Song Time
o Begin with Alive, Alert, Awake, Enthusiastic
o Ask for suggestions
o Review “ Boomerang Song” – Sing it in rounds
Sword Drills
o teams?
• cereal vs pancakes
• chips vs popcorn
Lead song time successfully, keeping the students engaged and energetic.
Review the songs we learned last week: Deep and Wide feet version; Boomerang Song; Alive,
Alert, Awake
6 th Grade Music – Lesson Plan
Monday, October 03, 2016
Begin with Prayer
Housekeeping: behavioral objectives (remind them that once they are in the classroom, they are on music
time. Expected to behave with self-control and not to disturb others or talk when I am teaching.)
Review the entire song that the class has learned so far. (will be sightreading the bottom part of
the second page)
o workshop whatever any area that is struggling by a capella parts practice
Teach the Tenor part for verse 1
“Colonel Bogey’s”—Kazoo part
o Review the second page:
• buzz it for them, one phrase at a time, having the class listen to my example
(watching the part on their music), then repeat it (basically by rote)
Objectives:
Learn the rest of the kazoo part.
Connect the first verse with the first kazoo verse.
Learn the first half of the men’s tenor part.
For Thursday:
review and focus on what I didn’t complete
entire tenor part for verse 1
22

HCS High School Band – Lesson Plan
Monday, October 3, 2016
Objectives:
Begin with Prayer/ask about their week, games, etc.
Housekeeping: when you are here and the bell has rung you are on band time, not your time
o Respect our time and I will respect your time
o Be in your seat like you are expected to be and be ready or getting your instrument ready
o In order for me ( and Mr. Gilbert) to help you sound better, we need our allotted amount of time
Tune (quickly—2 minutes)
Scales (Db & F) – finish by 2:30
o Remind them of scale quizzes: Oct. 5 & Oct. 19
• details?: scale and arpeggios both tongued and slurred
o Db scale in quarter notes and arpeggios in half notes
• remind them to listen for tuning on each arpeggio pitch
o F scale quarter notes and eighth notes
Exultant – finish by 2:40
o start from the beginning (try to play through to the end)
o workshop m. 53-63
listen for who has the “America” melody
• section 1: bass cl., sax’s, euph., perc.
• section 2: fl, cl, tr
The Thunderer (10 mins)
o start from the beginning (try to play through to the end)
o for trumpets and drums: m. 53 – 68
o m. 87 – 101
o Introduction
o competition
• Sections: flutes/oboe; clarinets; saxophones and baritone; trumpets; percussion
• Maybe give them several sections that I may quiz them on:
2:50 pm FINISH
m. 87 – 101
the introduction
Baritone & tenor sax: counter melody (m. 21-36)
Alto sax: m. 37- 52
Trumpets, clarinets, flutes: m. 102 – end
Bass clarinet and oboe get a pass on the extra sections
Encourage the students to work harder on learning certain portions of the Thunderer by
involving them in a competition.
Play through the entirety of these two pieces this week, with little issue in rhythm and pitch
accuracy.
23

HCS Beginner Band – Lesson Plan
Monday, October 3, 2016
Objectives:
The student will be able to…
Correctly tune their instrument with my help.
o Spend a few minutes tuning the instruments quickly.
Play the F major scale with correct rhythm.
Play exercise #13 and 14 with accurate rhythm and articulation.
o #13: divide for the duet?
• start everyone on the first part
• play with correct, together attacks
• count out loud for the first run-through, then ask the students to count in their
heads in and watch my conducted beats.
• have everyone try the second part together
o #14: try to get the rhythm as accurate and together as possible!
• start by clapping and counting the exercise
• play it together, isolating parts if necessary
24

5 th Grade Bible – Lesson Plan
Tuesday, October 4, 2016
Objectives:
Song Time
o Begin with Alive, Alert, Awake, Enthusiastic
o Ask for suggestions
o Review “ Boomerang Song” – Sing it in rounds
Sword Drills
o teams?
• cereal vs pancakes
• chips vs popcorn
o let Mrs. Cormican participate for chips team?
o Maybe do 1 more sword drill…maybe try them by rows?
Lead song time successfully, keeping the students engaged and energetic.
Lead sword drill time successfully, the students will stay engaged and participate evenly.
Review the songs we learned last week: Deep and Wide feet version; Boomerang Song; Alive, Alert,
Awake
25

8 th Grade Handchimes
Tuesday, October 4, 2016
Objectives:
Begin with Prayer
Oversee quiz
How Deep the Father’s Love for Us
o Direct in a faster four pattern (not 2/2 as written)
o Have the students count and play
o Separate bass clef and treble clef
• while the others are playing aloud, have them gentle tap their chimes to the correct
rhythm of the sections being rehearsed
Play through the first page of “How Deep…” with accurate rhythm and pitches
4 th /5 th Grade Music
October 4, 2016
*5 th grade: move Rocco and …
Objectives:
Begin with Prayer
Housekeeping: behavioral objectives (remind them that once they are in the classroom, they are on music
time. Expected to behave with self-control and not to disturb others or talk when I am teaching.)
Review the entire song that the class has learned so far. (will be sightreading the bottom part of
the second page)
o workshop whatever any area that is struggling by a capella parts practice
Teach the Tenor part for verse 1
“Colonel Bogey’s”—Kazoo part
o Review the second page:
• buzz it for them, one phrase at a time, having the class listen to my example
(watching the part on their music), then repeat it (basically by rote)
Learn the rest of the kazoo part.
Connect the first verse with the first kazoo verse.
Learn the first half of the men’s tenor part.
Ideas:
Focus on first notes
Diction (can I hear what you’re saying?)
Watch the proper sitting
fix entrances
fix attack and breath at m. 15
26

High School Choir
Tuesday October 4, 2016
Introduce myself: Ms. Newman, student teaching here this semester in your music programs
o Grew up and graduated from Faith; so I would always go to nationals in band, but I would often
see choirs from Heritage do pretty well in competitions. So feel free to impress me ;)
Begin with Prayer
At the Cross
o warm-up; fix big issues, but don’t major on them
A Cradle Carol
o go to end of page 5, then skip to page 7
Be Thou My Vision
o emphasize beauty
Breath of Heaven
A Mighty Fortress
*workshop whatever any area that is struggling by a capella parts practice (maybe next time I run
rehearsal)
5 th Grade Bible – Lesson Plan
Wednesday, October 5, 2016
Objectives:
Sword Drills
o teams?
• chips vs popcorn
o let Mrs. Cormican participate for chips team?
Lead sword drill time successfully, the students will stay engaged and participate evenly.
27

6 th /4 th /5 th Grade Music
Thursday, October 6, 2016
Begin with Prayer
Review the kazoo part.
o Start from m. 15 to the end
o workshop whatever any area that is struggling by a capella parts practice
Diction work
o Good diction means I can hear clearly the words you’re saying when you’re singing.
o Consonants (“Brag” / “Flag” / “Grand” / forgot)
• what is a vowel? – a/e/i/o/u (sometimes y)
• what is a consonant? – all of the other letters (give me an example)
• find some words that end in consonants in verse one…
•
o Connecting the words (flag-and/ land-I / etc.)
o “heart-beats”: separate slightly
Try to sing through
Objectives:
Sing through the entire first and second verse seamlessly.
Finish learning the entire kazoo part.
Sing and buzz accurate articulation.
Fix entrances.
Fix attacks and breaths at m. 15 (start breathing a little earlier
Remind them of diction (can I hear what you’re saying?)
o Consonants (“Brag” / “Flag” / “Grand” / forgot)
o Connecting the words (flag-and/ land-I)
• “heart-beats”: separate slightly
Watch the proper sitting
Next Week: Start verse three-dividing boy/girls
finish tenor part
reiterate rhythm
28

High School Choir
Thursday October 6, 2016
Begin with Prayer
Housekeeping: talking that Pastor Sousa allows is a privilege, not a right. Don’t make me have to be the
one to take away that privilege from you during this rehearsal.
Blessings
o warm-up; fix big issues, but don’t major on them-just focus on moving through it
Be Thou My Vision
o Try to emphasize parts and the continual movement of the musical line
A Cradle Carol
o go to end of page 5, then skip to page 7
A Mighty Fortress (spend the most time here)
o Spend a considerable amount of time on.
o stand?
o Emphasize fullness and dynamics.
Jericho—end (have fun)
*workshop whatever any area that is struggling by a capella parts practice (maybe next time I run
rehearsal)
Objectives:
Keep the students engaged and actively participating in singing every piece.
Solidify correct pitches and rhythms.
29

HCS High School Band – Lesson Plan
Friday, October 07, 2016
bring a pencil up with you!
Begin with Prayer/ask about their week, games, school, etc.
o ask about call-ins
Tune (quickly—2 minutes)—2:25
Scales (Concert F)—2:27
o Remind them of scale quizzes: Oct. 19
• This is how a scale quiz call in should go:
o F scale (4 times)
• in whole notes
• in quarter notes; eighth notes – two notes per pitch
• arpeggios in half notes
Play through The Thunderer -2:32
o no repeats
o objective: stay with me, stay crisp on your rhythms!
Play through Exultant – 2:36
Competition
o explain the expectations/ grading rubric
• Posture
• Steady beat
• Correct Rhythm
• Correct Pitches
• Articulation
o Flutes/Oboe: Exultant m. 9-25; 26- 42
o Clarinets: Exultant m. 9-25; 26- 42
o Sax & Baritone: Thunderer m. 102 – end
o Trumpet: Thunderer m. 5 – downbeat of 20 / Spectacular: m. 53-60
Finish at 2:55
Objectives:
Carry out the playing competition
o Flutes/Oboe
o Clarinets
o Sax & baritone
o Trumpets
Play through the entirety of these two pieces this week, with little issue in rhythm and pitch
accuracy, staying collected.
Ideas:
Monday- mention black binders
30

HCS 8 th Grade Girls Handchimes– Lesson Plan
Friday, October 07, 2016
Objectives:
o administer test
o use any extra time to rehears the first page or two of “O How I Love Jesus”
Administer Test
“O How I Love Jesus”
o try to play through the first page, finishing the phrase out on the second page if possible
o count and clap beats/rhythms together (instead of playing)
31

5 th Grade Bible – Lesson Plan
Monday, October 10, 2016
Objectives:
Lead Singing
Sword Drills—Marines v. Army v. Navy Seals
Lead song time successfully, the students will stay engaged and participate evenly.
Lead sword drill time successfully, the students will stay engaged and participate evenly.
6 th Grade Music– Lesson Plan
Monday, October 10, 2016
Solidify tenor part
have girls hum their part with boys
Combine verse 1 and 2
For next class:
- review verse 1 and 2 combined (without piano)
32

HCS High School Band – Lesson Plan
Monday, October 10, 2016
bring a pencil up with you!
Begin with Prayer
o figure out who needs to make up call-ins
• Andrew Tabor – said he tried before church and got cut off, then got home late (9)
• Quin: only played slurred scale/arpeggio; listen to tongued
• Ashley: poor phone quality (listen again)
• Veronica: attentive to crisp fingering (during the slur)
• Alex: needs 2 octaves; issues voicing the low Eb
Tune (quickly—2 minutes)—2:25
Scales (Concert F)
o F scale (4 times)
• in whole notes; quarter notes; eighth notes
• arpeggios in half notes
Exultant
o play through once
o workshop “My Country Tis of Thee” section (m. 51-62/63-78)
• anyone who starts measure 51/63 with whole note
• bring out the melody; tone down the embellishment parts
o sure up pitches and rhythms (m. 9-25)
• try dotted rhythms for accuracy
The Thunderer
o work the dynamics and up the tempo
o start with introduction:
• workshop the crescendo at regular tempo, then at an increased tempo
• make sure they reset their dynamics at m. 5 (down two dynamic levels)
o next, work to increase the tempo at the first section (m. 5-21)
Finish at 2:55
Objectives:
Increase the tempo of The Thunderer, one section at a time.
Demonstrate a change in dynamics.
Bring out the “My Country Tis of Thee” section in m. 51-62/63-78 of Exultant.
Ideas:
Monday- mention black binders
33

5 th Grade Bible – Lesson Plan
Tuesday, October 11, 2016
Objectives:
Lead Singing
Sword Drills—Marines v. Army v. Navy Seals
Lead song time successfully, the students will stay engaged and participate evenly.
Lead sword drill time successfully, the students will stay engaged and participate evenly.
5 th /4 th Grade Music– Lesson Plan
Tuesday, October 11, 2016
Workshop the end of the kazoo part (connecting m. 15 to the measures right ahead of it)
write the measures on the whiteboard for a visual
Combine verse 1 and 2
Try verse 3
For next class:
- verses 1 and 2 (suring up the pitches)
- introduce Christmas music
34

5 th Grade Bible – Lesson Plan
Wednesday, October 12, 2016
Objectives:
Lead Singing
o New Song? –
o I’m in the Lord’s Army
o Clap De Hands
Sword Drills—Marines v. Army v. Navy Seals
Lead song time successfully, the students will stay engaged and participate evenly.
Lead sword drill time successfully, the students will stay engaged and participate evenly.
35

HCS High School Band – Lesson Plan
Wednesday, October 12, 2016
bring a pencil up with you!
Begin with Prayer
o figure out who needs to make up call-ins
• Andrew Tabor – said he tried before church and got cut off, then got home late (9)
• Quin: only played slurred scale/arpeggio; listen to tongued
• Ashley: poor phone quality (listen again)
• Veronica: attentive to crisp fingering (during the slur)
• Alex: needs 2 octaves; issues voicing the low Eb
• Zach Haynes: muffled b/c the bell was too close to the phone
Tune (quickly—2 minutes)—2:25
Scales (Concert F)
o F scale (4 times)
• in whole notes; quarter notes; eighth notes
• arpeggios in half notes
Exultant
o play through once
o workshop “My Country Tis of Thee” section (m. 51-62/63-78)
• anyone who starts measure 51/63 with whole note
• bring out the melody; tone down the embellishment parts
o sure up pitches and rhythms (m. 9-25)
• try dotted rhythms for accuracy
The Thunderer (work the dynamics and heighten the tempo)
o start with introduction:
• Tempo: 88 bpm (play)
listen to 96 bpm – sing parts (on a “da”)
• Dynamics – gradual (try to think of it as each measure is a little louder than the first)
we need to work together as a team - beware of overblowing
o next, work to increase the tempo at the first section (m. 5-21)
• make sure they reset their dynamics at m. 5 (down two dynamic levels)
•
Finish at 2:45
Objectives:
Increase the tempo of The Thunderer, one section at a time. (intro; m. 1-21; m. 22-37)
o 88 bpm
o 96 bpm
Demonstrate a change in dynamics.
Bring out the “My Country Tis of Thee” section in m. 51-62/63-78 of Exultant.
36

6 th /5 th /4 th Grade Music– Lesson Plan
Thursday, October 13, 2016
Objective:
Sing verse 1 and 2 solidly (absolute correct pitches)
Sing verse 3: girls sing; boys kazoo
Next Week:
Add tag
o Decide which class will go up to the D (5 th grade)
o 4 th /6 th grade stay on B
o All boys on kazoo part
Start with verse 3
3 rd Grade Music– Lesson Plan
Thursday, October 13, 2016
Objectives:
Sing through “I Love America” with proper rhythms and pitches.
Sing the new ending with proper rhythms and pitches.
Lesson Book
o p. 16-17: listen to the piece
o workbook p. 8: listen to the piece and circle the instrumental timbres/style of playing
37

5 th Grade Bible – Lesson Plan
Friday, October 14, 2016
Objectives:
Lead Singing
o Review New Songs for the Week:
• I’m in the Lord’s Army
• Clap De Hands
Sword Drills—Marines v. Army v. Navy Seals
Lead song time successfully, the students will stay engaged and participate evenly.
Lead sword drill time successfully, the students will stay engaged and participate evenly.
8 th Grade Girls Chimes– Lesson Plan
Friday, October 14, 2016
Objectives:
Review “Come Thou Fount”
Learn the rest of “O, How I Love Jesus”
o write count in their music (page 2-3), circling the beat numbers where they play
• have bass clef players play first, while the treble clef players write count in
• then swap (treble clef girls play; bass clef girls write)
o play one page at a time, asking the girls to play and say only the beat numbers where
they play
• begin by just counting and clapping rhythms
• then play on the chimes
38

5 th Grade Bible Lessons Week 5
Bible – 30 minutes (end around 9:10-15)
Monday: Lesson 7, p. 40
“God Calls A Leader” (student will…read Scriptures pertaining to this lesson; correctly answer
questions from the verses read)
o Intro paragraph– read Exodus 1:22 together – ask workbook question
o Paragraph 2 – “Boys, imagine back to the day your mom had you, if there was a terrible
decree that all baby boys had to be taken and throw into a river, wouldn’t you want your
mom to find any ways she could to keep you alive?!”
• Moses’ mom put him in a basket and into the river. Miriam, his sister watched
over him – “I don’t know about you, but that doesn’t seem entirely safe to me!” Think about
o
o
o
o
what you could find in a river, specifically in Egypt – rapids, rocks, big fish, snakes, crocodiles
• All sorts of things could have gone wrong, but God worked out His plan perfectly.
• Read Ex. 2:5-10 (pick names out of the popsicle stick bucket)
Page 41 – Ask for raised hands to answer the questions.
• Who saw the boat…
• who volunteered…
• Whom did she get…
• what did these answers mean? Moses was raised in his own family!
What if Moses’ mom hadn’t done her part in sending him away?
Think of how incredible it would be to his mom to have been willing to
send her baby away in order to save him, then to have gotten him back
to raise him for his first few years of life!
• what do you think…
Paragraph 2 – go down a row, one student reading one line each, through the paragraph
Fill in the blanks – give students 2 minutes to read the passage and fill in the blanks
Moses’ three life periods: when I stop reading, you say the next word
“Conformed to Christ’s Likeness”
o think about how long 40 years is!
o ”turn to Romans 8” – what verses in Romans have we been studying?
• ask questions on bottom of p. 41/top of p. 42
o
“Sometimes we get anxious to know God’s plans right now. (What if your mom was planning a surprise
birthday party for you….for when you turn 16. Now, that’s years away from right now, and first of all, if you
tried to get her to tell you all about her plans for your surprise birthday party it would first of all ruin what? –
the surprise! But also, as she watches you grow and watches your wants and wishes throughout the years,
she sees what you like the best. If you asked her to reveal all of the details and plans for your party right
now, it might not even be all that exciting sounding to you right now because, by the time you turn 16, there
are going to be some things in your life, some interests that are different, some things you discover that you
like better than the things you like now!
o Pull two names out of the bucket – Psalm 27:14 & Psalm 32:8
• everyone turn to the first reference and read along
39

eview vocab
Tuesday: Lesson 7, p. 42
• answer question in their own words in the blank
• then I will list/explain them to the class
Review vocab – make PowerPoint Presentation go row by row, each row saying one word of the
definition
“Conformed to Christ’s Likeness”
o think about how long 40 years is! some of your parents are 40 or older; how many of you are
10? that’s like living as long as you’ve lived 4 times
o ”turn to Romans 8” – what verses in Romans have we been studying?
• ask questions on bottom of p. 41/top of p. 42
o
“Sometimes we get anxious to know God’s plans right now. (What if your mom was planning a surprise
birthday party for you….for when you turn 16. Now, that’s years away from right now, and first of all, if you
tried to get her to tell you all about her plans for your surprise birthday party it would first of all ruin what? –
the surprise! But also, as she watches you grow and watches your wants and wishes throughout the years,
she sees what you like the best. If you asked her to reveal all of the details and plans for your party right
now, it might not even be all that exciting sounding to you right now because, by the time you turn 16, there
are going to be some things in your life, some interests that are different, some things you discover that you
like better than the things you like now!
o Pull two names out of the bucket – Psalm 27:14 & Psalm 32:8
• everyone turn to the first reference and read along
• answer question in their own words in the blank
• then I will list/explain them to the class
“The Character of Moses”
o put them into teams of 2 or 3 and turn to these verses to find the character traits
o rows 1 and 2 will pair up; rows 3-5 will group in pairs and threes
Review Game
o Teams Ideas:
• Between the Rows (Ask questions to one student in each row. “When my hand
hits the stand, you may stand”)
• Use same sword drill teams
o Un-Wheel of Fortune: This is Wheel of Fortune without the wheel. Have a phrase for
the students to solve (preferably a key term or concept you are studying). Divide the
class into two teams and ask questions to each student, going back and forth between
the teams. Tally points for each team as follows: If the student answers correctly, give
one point and allow him to choose a letter. Award additional points for each time the
letter appears. (For example, if Gavin guesses E and there are 3 E‘s, he gets 4 points: 1
for the correct answer and 3 for the 3 E‘s.) The student can then try to guess the puzzle.
Award 5 points to the team that solves the puzzle.
o Phrase: Forty years in the desert.
• Glorified – made like Jesus Christ in heaven
40

o
Questions:
• What word in Romans 8 means “declared free from blame or guilt”?
justified
• Who found the baby Moses at the river?
Pharaoh’s daughter
• What was God’s purpose for Moses during the years he lived in Pharaoh’s
palace?
to learn the ways of the Egyptians and receive a good education
• What word means: the title of a ruler in ancient Egypt? Pharaoh
• Whom did Moses’ sister get to be the baby’s nurse?
Moses’ mother
• What word means “to have known personally beforehand”? - Foreknew
• Moses’ life can be divided into three periods of 40 years each. Give me one.
40 years in Egypt
40 years in the desert of Midian
40 years as the leader of Israel
• Give me this lessons Life Principle: we must always remember that God’s primary
purpose is to develop the inner character of His Son, Jesus Christ, in us.
• According to this lesson’s Life Principle, what is God’s primary purpose for us?
to develop the inner character of Christ in us
• True or False: Psalm 27:14 and 32:8 tell us to that in trusting God we are to wait
for Him?
• What is the definition for predestined?
“foreordained by divine decree”
• Why did Moses’ mother have to hide him after he was born?
Pharaoh had said that all Hebrew baby boys were to be thrown into
the Nile
• What word in Romans 8 means “made like Jesus Christ in heaven”?
glorified
41

Wednesday
Thursday
Administer Bible Test
o “Clear your desks of everything but a cover sheet”
o Pass out their tests by row.
o Explain any questions that may seem confusing.
o Give them 10-15 minutes to take the test. Walk through the rows of students as they
take their tests, making sure they are focused and behaving.
o Those who finish early may take out a book and read, but nothing else.
After the test, let the students finish the group exercise “The Character of Moses” that they
started and did not all get to finish yesterday.
“Conquering the Enemy” (after the test)
Chapel - No Bible Class
Friday: No School
Next verse: Col. 3:8
Ideas:
reading some sections out loud together
42

6 th Grade Music– Lesson Plan
Monday, October 17, 2016
Objectives: (the student will be able to…)
Sing through verse 1 and 2, singing the correct parts and pitches.
o I will play the tenor part on the piano for the first run-through.
o I will lead the second run-through, a capella, listening for confidence in the tenor part.
Sing through verse 3 in two parts, staying with the steady beat and correct rhythms.
o (boys on kazoo part; girls on vocal part)
o I will play the boys’ part while the girls and boys sing together.
o I will listen to the boys buzz their kazoo part while the girls hum their vocal part.
(Add tag)
o The 5 th grade girls will go up to the D
o 4 th /6 th grade girls will stay on B
o All boys will remain on the kazoo part
Ideas/Questions:
What can I do about the boys who “drone”?
43

HCS High School Band – Lesson Plan
Monday, October 17, 2016
Objectives:
Prepare them for their scale quiz on Wednesday. Play through the scales and arpeggios in eighth
notes, up to tempo, both tongued and slurred
Play the trills and grace notes in the m. 1-36 section clean, crisp, and together.
Increase the tempo of The Thunderer, one section at a time
Demonstrate a change in dynamics in both Thunderer and Exultant.
Ideas:
Can they have a call-in due over the weekend?
Begin with Prayer
Tune (quickly—2 minutes)—2:25
Scales (Concert F)
o F scale (4 times)
• in whole notes; quarter notes; eighth notes
• arpeggios in half notes
The Thunderer
o Trills – m. 5, 9, 11, 13, 17, 21, 25, 27, 29, 33
• first practice the grace notes on the downbeat of the next measures
• then trill into the grace notes slowly (make it a straight 16ths rhythm)
o m. 53 – Try to workshop Wyatt’s part with Aaron /Austin playing too
• Workshop Austin/Aaron’s part
o begin with clapping a steady beat at 96 bpm
o then start at the intro and play through m. 21, staying with that tempo and adding
dynamics.
o continue in sections (intro; m. 1-21; m. 22-37)
o Maybe have certain sections play while others clap a steady beat for them, to help us
increase the tempo together.
Exultant
o m. 9 / 26 (16 ths ) – try painfully slowly
Finish at 2:50
44

8 th Grade Hand Chimes– Lesson Plan
Tuesday, October 18, 2016
Objectives
Play through the entirety of “How Deep the Father’s Love…” without stopping.
Play chords together, as one, avoiding a rolled chord sound.
5 th /4 th Grade Music– Lesson Plan
Tuesday, October 18, 2016
Objectives: (the student will be able to…)
Sing through verse 3 in two parts, staying with the steady beat and correct rhythms.
o (boys on kazoo part; girls on vocal part)
o Sing through entire verse
• Explain before they begin, that the girls start on beat 4, and the boys start one
beat after (on beat 1 of the next measure.)
• I will play the boys’ part while the girls and boys sing together.
o I will listen to the boys buzz their kazoo part while the girls hum their vocal part.
Introduce Tag (m.
The 5 th grade girls will go up to the D; 4 th /6 th grade girls will stay on B; All boys will remain on the kazoo part
o
o
o
Sing the new part to them, while playing it on the piano.
Then, say and clap the rhythm to them, first the girls, then the boys.
• For the boys, I will stomp the downbeat so they know there is a rest there that
they should not play on or blaze through.
Then, try to sing the parts separately, then together.
Sing through the entire song, singing the correct parts and pitches.
Christmas Music
Ideas/Questions:
What can I do about the boys who “drone”?
45

HCS High School Band – Lesson Plan
Wednesday, October 19, 2016
Objectives:
Prepare them for their scale quiz on Wednesday. Play through the scales and arpeggios in eighth
notes, up to tempo, both tongued and slurred
Increase the tempo of The Thunderer, one section at a time
Demonstrate a change in dynamics in both Thunderer and Exultant.
Ideas:
Can they have a call-in due over the weekend?
Begin with Prayer
Tune (quickly—2 minutes)—2:25
Scales (Concert F)
o F scale (4 times)
• eighth notes
o G scale – in quarter notes
The Thunderer
o begin with clapping a steady beat at 96 bpm
o then start at the intro and play through m. 21, staying with that tempo and adding
dynamics.
o continue in sections (intro; m. 1-21; m. 22-37)
o Maybe have certain sections play while others clap a steady beat for them, to help us
increase the tempo together.
Exultant
o start at the beginning, mark (circle/highlight) all dynamic markings in the piece.
• ask them what dynamic markings they see
o work in sections, playing one section at a time, focused on changing dynamics when
applicable, and sustaining proper dynamics
o work trills?
Finish at 2:50
46

6 th /5 th /4 th Grade Music– Lesson Plan
Thursday, October 20, 2016
Objectives: (the student will be able to…)
Sing through verse 3 in two parts, staying with the steady beat and correct rhythms.
o Begin with the tag at the end of verse 3
• play parts slowly with the choir
• if needed, workshop parts separately
Sing through verse 1 and 2, singing the correct parts and pitches.
o I will play the tenor part, if needed, on the piano for the first run-through.
o I will explain some musical form in verse 2: ABAC
• I will sing through verse two, pointing to the letter that matches the section of
the verse (A when I’m singing the A section, then to the B section, etc.)
• I will then have them sing through verse two, pointing to each section as
Sing through verse 3 in two parts, staying with the steady beat and correct rhythms.
o Sing through the entire verse 3
o The 5 th grade girls will go up to the D
o 4 th /6 th grade girls will stay on B
o All boys will remain on the kazoo part
Ideas/Questions:
What can I do about the boys who “drone”?
47

5 th Grade Bible Lessons Week 6
Bible – 30 minutes (end around 9:10-15)
Monday: No Class – field trip
Tuesday: Lesson 8, p. 45-46
Vocabulary
Plagues Upon Egypt
Objectives:
o The students will be able to define each vocabulary word .
o The students will complete half of the “Plagues Upon Egypt” exercise, reading the verses
and filling in the blanks with the correct answers.
Wednesday: Lesson 8, p. 46-48
Plagues Upon Egypt
The Purpose of The Plagues
Objectives:
o The students will complete half of the “Plagues Upon Egypt” exercise, reading the verses
and filling in the blanks with the correct answers.
o The students will complete the “Purposes of the Plagues” answering some questions as
a class, and looking up some questions in their Bible’s and answering on their own.
Thursday: Chapel – No Bible Class
Friday: Lesson 8, p.48-49
The Passover
Israel’s Deliverance From Egypt
Objectives:
o The class will read Exodus 12:1-33 one student at a time, then continue, filling in the
blanks, one student at a time.
o The students will identify places on the map in their workbook.
48

8 th Grade Hand Chimes– Lesson Plan
Tuesday, October 25, 2016
Objectives
Next Class:
Play through the entirety of “How Deep the Father’s Love…” without stopping.
o Begin class with playing through the whole song as far as possible.
o Work bass clef first – having treble clef clapping their rhythms and saying the beat
• Have them say and play the note name
• Have them say and play the rhythm/beat number
• Then alternate and work the treble clef in like manner (having bass clef clap)
Play chords together, as one, avoiding a rolled chord sound.
o pick one chord (at a time-gradually get to all the chords that are unison playing) and
have each student play it precisely together with me, one at a time—then in twos or
threes—then together as a whole.
o Play through all of the together, whole-note chords in the piece, having the class count
and coming in precisely together.
Do more of this specific lesson plan (as this lesson, I was given a Christmas piece I thought I
needed to run through, but I misunderstood)
Vocabulary quiz?
Joy to the World
49

5 th /4 th Grade Music– Lesson Plan
Tuesday, October 25, 2016
Objectives: (the student will be able to…)
Next Class:
Sing through verse 3 in two parts, staying with the steady beat and correct rhythms.
o begin with the second “A” section of verse 3, going into the tag – sing through twice
• play the girls section once with them, then play the boys section with them
Sing through the entire song, singing the correct parts and pitches with the accompaniment.
Sing their different parts in “Christmastime” with the help of myself and the piano.
Sing verse one without the piano or their music.
o Begin on m. 1-12
• sing 2-3 times with me and the piano
• clap rhythm in necessary
• sing 2-3 times a capella
teacher note: analyze the students’ diction and breathing: what words
do they need to sing clearer? what consonants and vowels need to be
enunciated? where might we have breathing issues?
o Move to m. 13-20
• sing through in like manner as above
• workshop:
4 th grade: start with boys on diction
o “loud-with”
work Christmastime
o diction
o rhythm and 5 th intervals
skips of a 5 th (m. 13, 15, 17)
o pause/stop breath briefly before the skip down
o emphasize their diction: tongue should be making the “L” sound
before the pause—when we connect the two notes, the “L”
sound should finish right as we move down to the Eb
syncopated rhythm (m. 18-19)
o clap it for them, while stomping the beat, several times – have
them imitate the clapped rhythm
50

HCS High School Band – Lesson Plan
Wednesday, October 26, 2016
Objectives:
Prepare them for their scale quiz on Wednesday. Play through the scales and arpeggios in eighth
notes, up to tempo, both tongued and slurred
Increase the tempo of the Thunderer and over-emphasize dynamics.
Increase the tempo of Exultant, emphasize dynamics, and precision.
Prepare the students for a call-in over the weekend.
Begin with Prayer
Tune (quickly—2 minutes)—2:25
Scales (Concert C) – call-ins! – 2:27
o give out rubric for scale quiz
The Thunderer – 2:30
o continue increasing the tempo by sections
o stop and emphasize dynamics at each section
o m. 21-36
• have the band play – I will clap the tempo for the band
• listen for sections (low brass, trumpets?) that may need work with keeping up
with the tempo – if needed, isolate those sections and have them play while the
rest of the band claps the steady beat with me
o m. 37-52
• raise your hand and be ready to tell me what your dynamics look like for this
section
• have the mp sections play and have the f sections play
o m. 53-68
• be ready to tell me when your section changes to ff
o m. 69 – tell me when you see the next drastic dynamic change
• what else changes about this section? some sections’ rhythms, and note values
change - the mood becomes more lyrical/ballroom dance-like, not as march-like
o play from m 37 – 86 1 st ending
• stay with my tempo! – I’m going to be watching to see which section I see
looking up at me the most
• I’m not going to remind you of dynamic changes, you’ve highlighted them, and I
would like for you to make the changes as you play.
51

Exultant – 2:37
o start at the beginning, mark (circle/highlight) all dynamic markings in the piece.
• ask them what dynamic markings they see
o workshop the “My Country ‘tis of Thee” section
• single out the melody and have the other sections clap their rhythms
o workshop rhythm precision
• work in sections, having the non-playing sections count out loud, with eighth
note subdivisions (“1 and 2 and”)
• percussion; upper woodwinds; tenor sax-low brass-bass clarinet
Call – in – 2:45
o Exultant: m. 9-42
o Thunderer: m. 53-86
o Concert in three weeks!
Crazy Christmas – 2:45
o try to sightread the whole piece
o workshop the first few sections
52

6 th /5 th /4 th Grade Music– Lesson Plan
Thursday, October 27, 2016
Objectives: (the student will be able to…)
Sing their different parts in “Christmastime” with the help of myself and the piano.
Sing verse one without the piano or their music.
o Begin on m. 1-20
• sing 2-3 times with me and the piano
• clap rhythm in necessary
• sing 2-3 times a capella
teacher note: analyze the students’ diction and breathing: what words
do they need to sing clearer? what consonants and vowels need to be
enunciated? where might we have breathing issues?
address sections that need specific diction work
o Sing examples of how I would like them to pronounce the
words and have them repeat after me in rows (girls & boys
together)
• workshop:
skips of a 5 th (m. 13, 15, 17)
o pause/stop breath briefly before the skip down
o emphasize their diction: tongue should be making the “L” sound
before the pause—when we connect the two notes, the “L”
sound should finish right as we move down to the Eb
syncopated rhythm (m. 18-19)
o clap it for them, while stomping the beat, several times – have
them imitate the clapped rhythm
o Learn m. 20-28
• Tenor part –play in actual octave, count and hold out whole notes. rest m. 23-24
o
play tenor part separately m. 25-28
• Soprano part – add once the tenors have learned their part, playing both parts
on the piano – explain m. 21-24 will just be the girls on that part
Don’t move on to m. 29-34 until m. 13-20 skips and rhythms are learned well.
Sing through the entire “Colonel Bogey”, singing the correct parts and pitches with the
accompaniment.
Next Class:
4 th grade: start with boys on diction
5 th grade: start with boys on ?
53

5 th Grade Bible Lessons Week 6
Bible – 30 minutes (end around 9:10-15)
Monday: Lesson 8, p. 47-48
Objectives:
The students will continue completing the “Plagues Upon Egypt” exercise, reading the verses and filling in the blanks
with the correct answers.
The students will complete the “Purposes of the Plagues” answering some questions as a class, and looking up some
questions in their Bible’s and answering on their own.
The students will sing enthusiastically during song time.
The students will participate in sword drills.
Song Time (8:45-8:53)
o teach new song:
• Fishers of Men
• A B C D E F G Jesus died for You and Me
• I Will Call Upon the Lord
• The Things I Used to Do
• My God is so BIG
Sword Drills (8:53-9:00)
o Pick new teams: Fall/Winter/Spring/Summer?
Plagues Upon Egypt (9:00 – 9:10)
o Review Vocabulary – use powerpoint
• Powerpoint presentation where there are words missing from the definitions
• Have the students take turns reading out the definition and filling in the missing
words
by row? (one word at a time)
individually (hand/stand; popsicle sticks)
o Remind them of the boils?
o Read Exodus 9:22-35
• *Use Powerpoint to read the passage together as a class (The class reads the
red words; I read the white words.)
• Describe the plague & ask “the response” questions , giving the correct answers
o the livestock plague and the boil plague and the hail plague all included animals
• a few explanations could be made
the livestock plague could have only affected the animals “of the field”
there might have been enough time between the plagues for the
Egyptians to acquire new animals from elsewhere
54

ut the bottom line is that the Bible says animals died in all of these
plagues – that means there had to have been animals present to die,
and that surely suggests that the Egyptians lost a whole lot!
o Read Exodus 10:12-20
• Choose students to read at random with popsicle stick basket.
• Show Powerpoint pictures
o Read Exodus 10:21-27
• Choose students to read at random with popsicle stick basket.
The Purpose of The Plagues (9:10-9:15)
o Read through the questions and paragraphs – ask for answers from the class.
o Three purposes:
• Have them read the Powerpoint and draw their own conclusions for each
question. Ask them to explain what they think.
• Read them the solid answers from the book.
o Emphasize the Life Principle, having them read it from the PowerPoint
review over what they should have highlighted so far
55

Tuesday: Lesson 8, p. 48
Song Time (8:35-8:42)
Sword Drills (8:43-8:46)
The Purpose of The Plagues (8:47-8:55)
o Read through the questions and paragraphs – ask for answers from the class.
o Three purposes:
• Have them read the PowerPoint and draw their own conclusions for each
question. Ask them to explain what they think.
• Read them the solid answers from the book.
o Emphasize the Life Principle, having them read it from the PowerPoint
review over what they should have highlighted so far
The Passover (8:55-9:05)
o read Exodus 12:1-33 on the PowerPoint as done the past few lessons (alternate
between the class reading and me reading – class reads the verses in red, I read those in
white)
o Go through the paragraph, filling out the blanks. Start with row one and have the class
read the paragraph, stopping at the blank. Go down the row, having one student at a
time give the answer as we reach each blank.
o read the paragraph after, reminding them to highlight
o show the definition of Passover on the PowerPoint
Review Vocabulary – use PowerPoint (9:05-9:08)
o Powerpoint presentation where there are words missing from the definitions
o Have the students take turns reading out the definition and filling in the missing words
• by row? (one word at a time)
• individually (hand/stand; popsicle sticks)
56

Wednesday: Lesson 8 Test
Review Game
o begin class with a review game: ZONK
• Put zonk pieces on the whiteboard in a square-ish section (use magnets or sticky
tack to adhere them to the board)
• Use sword drill teams as the review game teams. (Have them move seats so that
the teams are sitting together?)
Test
o
o
o
o
o
o
Sword Drills
questions will be for four people at a time (one student from each
sword drill team)
use Mrs. Cormican’s method of reading the question aloud, letting the
students answer whenever they figure it out, and stopping my reading
as soon as the first student begins to answer.
Instruct the students to clear their desks of everything but a pencil and a cover sheet.
Pass out tests by rows.
Explain the different types of questions: put a check mark in the box to the left of the
correct answer to the multiple choice questions; write the answer in the blanks or fill in
the phrase wherever you see blanks; circle “true” or “false” for the true/false question
• you must have all the blanks correct for the life principle in order to get credit
For the bonus section: write the correct letter for the definition that matches the
vocabulary word on the left.
Walk around the classroom while they are taking their test to make sure they are
focusing and using their cover sheets.
Collect the tests by number (1-29), reminding them to only come up if they are finished,
and if I pass their number they need to come up after I’ve finished reading out the rest
of the numbers.
Song Time
o Just sing a few that the students suggest.
o Definitely sing “Fruits of the Spirit” and “Work on Your Attitudes”, using PowerPoint.
Thursday: Chapel – No Bible Class
57

Friday:
Songs
Sword Drills
Lesson 9
o Have them read the introduction on the PowerPoint, one student at a time, beginning
with the end of row 5 and working backwards.
• Slide 1: how long is 400 years? when was our country founded? (1776) that’s
almost twice as long as our country has been around!
• before Slide 3: everyone here lives with someone – what kind of rules do you
have at your house?
o
o
we need rules in order to live well with each other and in favor with
God.
“The Ten Commandments”
• Teach them the hand symbols for the 10 Commandments
1 – no other God’s before me (wag finger side to side)
2 – don’t bow down to graven images (hold the other hand sideways
and curl two fingers over it)
3 – don’t take God’s name in vain (cover mouth with three fingers)
4 – go to church (hold up 4 fingers and move them in front of your body
like a car and say”vvrooom”)
5 – honor you father and your mother (hold right hand as a salute)
6 – do not kill (hold up one finger of one hand and make the other hand
into a gun, shooting down the one finger and saying “aghhh”)
7 – do not commit adultery (one man, one woman together for life –
put two fingers on top of the opened palm of the other hand, as a cake
topper)
8 – do not steal (take one hand and grab three fingers of the other
hand)
9 – do not lie (“4 is not 5”)
10 – do not covet (“gimmee gimmee gimmee” – grab with hands)
Do the “Ten Commandments” Exercise
• have the class read the passages from the PowerPoint and then answer the
questions individually.
58

6 th /5 th /4 th Grade Music– Lesson Plan
Monday, October 31, 2016/ Tuesday, November 1, 2016
Objectives: (the student will be able to…)
Sing through page 6 of Christmastime with confidence in pitches and rhythm.
o begin with tenors
• m. 20 playing their part through measure 28
• play through and sing their part with them several times, then let them sing a
capella
o move to sopranos
• work transition from m. 20 -21 (play and sing it with them. have them repeat
after me)
o Sing m. 20-28 with both parts, playing the tenor part for them.
• try it a capella, singing the tenor part for them if needed
• emphasize the eighth rests (m. 24-sop. / m.27 – both)
sing those measures to them, setting the example, and have the class
sing it back by rows
o m. 29-34
• Sing and play, both parts unison
• Work diction: pronounce the word “our” (not sounding like “are”)
Sing through all of Colonel Bogey’s Grand Old Flag with the piano accompaniment and accurate
pitch, rhythms, diction, and entrances.
59

HCS High School Band – Lesson Plan
Monday, October 31, 2016
Objectives:
Prepare them for their scale quiz on Wednesday. Play through the scales and arpeggios in eighth
notes, up to tempo, both tongued and slurred
Increase the tempo of the Thunderer and over-emphasize dynamics.
Increase the tempo of Exultant, emphasize dynamics, and precision.
Demonstrate knowledge of the proper articulation, rhythm, and dynamics in Crazy…Christmas.
Demonstrate knowledge of accurate notes and rhythms in Three Minute Nutcracker #1, 4, 5, 6, 7.
Begin with Prayer
Tune (quickly—2 minutes)—2:25
Concert is in two weeks!
Scales (Concert C) – call-ins!
o give out rubric for scale quiz
o explain expectations (write it in as an assignment; explain if there will be grace given or
not)
Exultant
o Start from the section where we had our call-in, play with repeats.
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o
The Thunderer
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o Play through again, stopping whenever they forget dynamics, tempo, or have a
continuous rhythm/pitch problem and drill that section 3-5 times.
Exultant
o start at the beginning, mark (circle/highlight) all dynamic markings in the piece.
• ask them what dynamic markings they see
o workshop the “My Country ‘tis of Thee” section
• single out the melody and have the other sections clap their rhythms
o workshop rhythm precision
• work in sections, having the non-playing sections count out loud, with eighth
note subdivisions (“1 and 2 and”)
• percussion; upper woodwinds; tenor sax-low brass-bass clarinet
Crazy Christmas
o try to sightread the whole piece
o workshop the first few sections
60

5 th /4 th Grade Music– Lesson Plan
Tuesday, November 1, 2016
4 th /5 th : boys-alto
Objectives: (the student will be able to…)
Sing through page 6 of Christmastime with confidence in pitches and rhythm.
o begin with alto part
• m. 20 playing their part through measure 28
• play through and sing their part with them several times, then let them sing a
capella
o move to sopranos
• work transition from m. 20 -21 (play and sing it with them. have them repeat
after me)
o Sing m. 20-28 with both parts, playing the tenor part for them.
• try it a capella, singing the tenor part for them if needed
• emphasize the eighth rests (m. 24-sop. / m.27 – both)
sing those measures to them, setting the example, and have the class
sing it back by rows
o m. 29-34
• Sing and play, both parts unison
• Work diction: pronounce the word “our” (not sounding like “are”)
Sing through all of Colonel Bogey’s Grand Old Flag a capella with accurate pitch, rhythms,
diction, and entrances.
High School Choir– Lesson Plan
Tuesday, November 1, 2016
Objectives:
Warm-up with Mr. Grinch – capture attention and start the choir thinking musically.
Solidify accuracy in parts on “Behold Our God” by singing through verses 1 and 2 a capella.
Sing “A Mighty Fortress” with accurate entrances, cutoffs, and dynamics.
o Sing through one time with the music, counting out the beat preceding their entrances
as well as during their sustained notes, holding them out until they should be cutting off
61

8 th Grade Hand Chimes– Lesson Plan
Tuesday, November 1, 2016
Objectives: (the student will be able to…)
Take their vocabulary quiz.
o remind them of the difference between D.S. al coda & D.C. al fine
• I will show visual examples of the two terms on the whiteboard
• I will explain was D.S. means: dal segno or “from the sign”
PowerPoint Slide 1
what sign is this referring to?
PowerPoint Slide 2
the player is to return to the spot earlier in the score that’s marked by
the sign
• I will explain what D.C. means: da capo “from the head”
here you are supposed to return to the beginning of the piece.
• So, for D.S. al coda you return to where in the music? (the sign)
then you play from that point on to the point in the music where you
see the coda sign
from that point, you move on the section in the music (usually at the
end) where you see the same coda sign, indicated where the coda
section is.
Demonstrate a comprehension of new terms by explaining/reciting them back to the teacher.
Play through verse 1 of How Deep the Father’s Love… with correct rhythms and precisely in time
with the conductor.
o
Play through measure 15 in Joy to the World with accurate rhythms and pitches.
62

HCS High School Band – Lesson Plan
Wednesday, November 2, 2016
Objectives:
1. Prepare them for their scale quiz on Wednesday. Play through the scales and arpeggios in eighth notes, up to tempo,
both tongued and slurred
2. Increase the tempo of the Thunderer and over-emphasize dynamics.
3. Increase the tempo of Exultant, emphasize dynamics, and precision.
4. Demonstrate knowledge of the proper articulation, rhythm, and dynamics in Crazy…Christmas.
5. Demonstrate knowledge of accurate notes and rhythms in Three Minute Nutcracker #1, 4, 5, 6, 7.
Begin with Prayer
Tune (quickly—2 minutes)—2:25
Concert is in two weeks!
Scales (Concert C) – call-ins! -2:27-2:30
o give out rubric for scale quiz
o explain expectations (write it in as an assignment; explain if there will be grace given or
not)
o scale quiz due at midnight! – no grace given after the fact – if you have a serious
excuse or question, come to me first thing on Thursday – or else it will be a zero
Crazy Christmas: 2:30
o play through the whole piece – sway from side to side during the clapping section
o workshop the first few sections
• drill several times, emphasizing tempo – have woodwinds clap rhythm with me,
while brass plays, then vice versa (double check percussion parts)
• Intro to m. 16: brass play, everyone else clap the beat with me (do twice)
• m. 16-22: fl, oboe, sax, clarinets, tuba play, everyone else clap the beat w/ me
• m.22-26 – everyone play, painfully slowly – workshop the gliss
• try everyone clapping the beat with me m.1-26 , percussion play
Exultant: 2:37
o Start from the section where we had our call-in, play with repeats.
• emphasize the need to crisply observe the rests
• play painfully slowly – woodwinds (anyone with the eight notes/runs)
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
The Thunderer: 2:45
o Call-in
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o Play through again, stopping whenever they forget dynamics, tempo, or have a
continuous rhythm/pitch problem and drill that section 3-5 times.
*evaluate what things to focus on in Friday’s rehearsal – what section of the patriotic pieces
Nutcracker: 2:53
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o play to m. 58, then workshop #4 – then #1
• have clarinets play, while the band claps the tempo with me
• have trumpets, low brass, and sax play while band claps the tempo with me
• have percussion play while band claps the tempo with me
o slow down trouble sections – expect pitch and rhythm perfection, then gradually
increase the tempo in a couple of increments
Stop at 3:00 and give the band members cookies!
o Listen to their Crazy Christmas (before they put away their instruments) and listen for
tempo and dynamic changes as they follow along in the music
4 th / 5 th /6 th Grade Music– Lesson Plan
Thursday, November 3, 2016
Objectives: (the student will be able to…)
Sing through page 6 of Christmastime with confidence in pitches and rhythm.
o (5 th /4 th only) – sing from the beginning until measure 25 twice, observing what they
remember, and what they are shaky on
• circle the consistent problem parts in the music that we need to fix, then work
through them quickly, one at a time – playing and singing it correctly and having
them echo me (in rows in necessary)
o 6 th – begin at measure 20 with both parts – play until m. 35
• play both parts and sing the tenors part with them from the piano (2-3 x)
• let girls take the A on measure 33—it’ll be their special part
• try it a capella away from the piano
o introduce new material! m. 35-41
• Girls
• Boys
play and sing the girls’ part for them twice
have the girls sign with me, one row at a time (2x per row)
have them sing without me once, then without me and the piano once
play and sing the boys’ part for them twice
have the boys sign with me, one row at a time (2x per row)
have them sing without me once, then without me and the piano once
start from “strangers, in lands afar” and remind them when they jump
down an octave, showing my visuals (the up/down arrows) when their
line jumps down an octave
o give several boys an opportunity to stand in front of the class
and hold up the visuals at the appropriate times
64

for 5 th / 4 th grade boys
o start from m. 20 and remind them when they jump down to the
lower part (alto), showing my visuals (the up/down arrows)
when their line jumps down to alto
o give several boys an opportunity to stand in front of the class
and hold up the visuals at the appropriate times
Sing through all of Colonel Bogey’s Grand Old Flag with the piano accompaniment and accurate
pitch, rhythms, diction, and entrances.
o If time, sign once a capella before bringing in accompaniment
o Use visuals – have two girls, two boys come up and hold up the correct letter per section
for verses 2 and 3
Ideas for next week:
o Sing through all that we have learned so far (m. 5-28)
• Remind them of what we’ve corrected:
interval of a 5 th (chil-dren; lis-ten; an-gels)
syncopation (filling the sky-telling everyone: m.18)
rests (clap on the rests so they know where they are)
*make a visual to show on the PowerPoint – scan the music and circle the sections that
we’ve corrected (m. 13, 15, 17; 18-19; 11, 15, 18, 24, 27)
65

8 th Grade Hand Chimes– Lesson Plan
Friday, November 4, 2016
Objectives: (the student will be able to…)
Take their vocabulary quiz.
o remind them of the difference between D.S. al coda & D.C. al fine
• I will show visual examples of the two terms on the whiteboard
• I will explain was D.S. means: dal segno or “from the sign”
PowerPoint Slide 1
what sign is this referring to?
PowerPoint Slide 2
the player is to return to the spot earlier in the score that’s marked by
the sign
• I will explain what D.C. means: da capo “from the head”
here you are supposed to return to the beginning of the piece.
• So, for D.S. al coda you return to where in the music? (the sign)
then you play from that point on to the point in the music where you
see the coda sign
from that point, you move on the section in the music (usually at the
end) where you see the same coda sign, indicated where the coda
section is.
Demonstrate a comprehension of new terms by explaining/reciting them back to the teacher.
Play through verse 1 of Oh How I Love Jesus … with correct rhythms and precisely in time with
the conductor.
Play Come Thou Fount with accurate rhythms and pitches.
66

HCS High School Band – Lesson Plan
Friday, November 4, 2016
Objectives:
1. Prepare them for their scale quiz on Wednesday. Play through the scales and arpeggios in eighth notes, up to
tempo, both tongued and slurred
2. Increase the tempo of the Thunderer and over-emphasize dynamics.
3. Increase the tempo of Exultant, emphasize dynamics, and precision.
4. Demonstrate knowledge of the proper articulation, rhythm, and dynamics in Crazy…Christmas.
5. Demonstrate knowledge of accurate notes and rhythms in Three Minute Nutcracker #1, 4, 5, 6, 7.
Begin with Prayer
Play through American Exultant- 2:25
Tune (quickly—2 minutes)—2:27
Concert is in two weeks!
Nutcracker: 2:29
o Workshop #1
• have clarinets play, while the flutes claps the tempo with me (everyone else-rhythm)
• have trumpets, low brass, and sax play while clarinets claps the tempo w/me “
• have percussion play while trumpets/brass/sax claps the tempo with me
o slow down trouble sections – expect pitch and rhythm perfection, then gradually
increase the tempo in a couple of increments
Exultant: 2:40
o Start from the section where we had our call-in, play with repeats.
• emphasize the need to crisply observe the rests
• play painfully slowly – woodwinds (anyone with the eight notes/runs)
The Thunderer: 2:45
o Call-in
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o Play through again, stopping whenever they forget dynamics, tempo, or have a
continuous rhythm/pitch problem and drill that section 3-5 times.
Crazy Christmas: 2:55
o play through the whole piece – sway from side to side during the clapping section
o workshop the first few sections
• drill several times, emphasizing tempo – have woodwinds clap rhythm with me,
while brass plays, then vice versa (double check percussion parts)
• Intro to m. 16: brass play, everyone else clap the beat with me (do twice)
• m. 16-22: fl, oboe, sax, clarinets, tuba play, everyone else clap the beat w/ me
• m.22-26 – everyone play, painfully slowly – workshop the gliss
• try everyone clapping the beat with me m.1-26 , percussion play
67

5 th Grade Bible Lessons Week 8
Bible – 30 minutes (end around 9:10-15)
Monday: Lesson 9, p. 52-53
Songs (8:35-8:40)
o Alive, Alert, Awake Enthusiastic
o Deep & Wide
o Work on Your Attitudes
o Clap De Hands
Sword Drills (8:40-8:45)
o Favorite Holiday: Christmas, Thanksgiving, Easter
o Chocolate vs. Vanilla (or Chocolate, Vanilla, Strawberry)
Lesson 9 p.51-52 (8:45-9:10)
o Review the 10 Commandments and hand motions with the PowerPoint.
• move down the 10 Commandment list one at a time having the students recite
the commandment and perform the hand motions with me.
o The Law: God’s Mirror
• Use a quick object lesson to teach the life principle.
“Realize” I forgot to tell/give Mrs. Cormican something. Then give her a
cupcake. Mrs. Cormican takes a bite of the cupcake, leaving some
frosting on her face. I will tell her there’s a mess on her face, to which
she will reply, “oh it’s fine” and wipe off the frosting, while actually
smearing/spreading it over more of her face. “No really, look how bad it
is on your face”—I hand her a mirror to check out how messy her face
looks, then I say “maybe you need to go and clean that off.”
-or- Ask Mrs. Cormican to come take part in a game where someone
stands behind her and feeds her a cupcake from behind, while she is
blindfolded. Then I will tell her there’s a mess on her face, to which she
will reply, “oh it’s fine” and wipe off the frosting, while actually
smearing/spreading it over more of her face. “No really, look how bad it
is on your face”—I hand her a mirror to check out how messy her face
looks, then I say “maybe you need to go and clean that off.” Have the
class give her a round of applause for letting me mess up her face, and
draw the conclusion from the object lesson.
I want us to learn something from the funny mess we just saw Mrs.
Cormican make on her face. Did she realize just how messy her face
looked before I showed her that mirror? Did the mirror fix her problem,
or show her just how bad her problem was? (it revealed the problem) -
68

Put up the life principle on the PowerPoint – Today we need to learn
that the law is God’s mirror to show us how sinful we are.
• Pencil #1 – In the 10 Commandments…
are the 10 Commandments basically expecting perfection?
o Yes! they’re basically saying “don’t’ do anything bad!”
Put James 2:10 on the PowerPoint
o Read this verse in your head as I read it aloud. What is this verse
saying? How much are we guilty of when we sin against just
one?
o Read the answer to the blank
Put up 10 Commandments on Pwpt
o Can you count just how many of these you have broken?
o Have you ever…
• said “oh my…” and finished that phrase with God’s name? Or
not been respectful of the name of God/Jesus?
• lied, or deceived someone, tricking them into believe
something that’s not true?
• taken something that’s not yours, including someone’s
schoolwork or answers?
• disrespected yoru parents?
• made something in your life more important that God?
• been unsatisfied with something in your life or wanted
something that was someone else’s?
Pencil #2 – read to the class and ask the whole class to answer.
Pencil #3 – put the first sentence up on the PowerPoint
o doesn’t that seem unfair? it’s impossible to keep them all!
o put the second and third sentences up
o put up Romans 3:20
o why was the law given to us? (to show us that we are sinners)
o can we keep the law? (no-not perfectly)
o what does the law show us that we need? or Who (a/the Savior)
put up the two sentences after the life principle on the PowerPoint.
o The law (part of which is what class? – the ten commandments)
cannot cleanse us from our sin, but it does show us that we have
a problem. What did the mirror show Mrs. Cormican? It can
show the dirty problem, but it cannot wash the problem clean.
We have a big problem in our lives – we are sinners, the 10
Commandments show us that. The Bible tells us that sin has to be
punished and paid for and that sin cannot be in heaven. That problem is
very serious, and clearly shows us that we are hopeless without a Savior.
69

Objectives:
o The students will be able to recite the Ten Commandments with corresponding hand
motions.
o The students will demonstrate an understanding of the purpose of God’s law by reciting
the life principle and answering questions in the “The Law: God’s Mirror” section of their
Bible books.
Tuesday: No School – Election Day
Wednesday:
Song Time (8:35-8:42)
o Ask for leaders, and ask for suggestions
o Teach a new song: I’m Workin’ Out; Did You Ever Talk to God Above; ?
Sword Drills (8:43-8:46)
Clarify some questions from last class: 1 st and 2 nd commandment -
Lesson 9, p. 52 (8:47-9:15)
o The Golden Calf
• Go back to page 51 and let’s read the third paragraph on that page together.
You read in your heads while I read out loud.
highlight “Moses went up to Mt. Sinai for three days”
• What kind of miracles and amazing things had the Israelites seen God do up to
this point? (deliverance from Egypt; coming out of Egypt with great possessions;
the incredible plagues; the Passover; their leader-Moses; the parting of the Red
Sea; care in the desert-cloud to lead and protect them every day; pillar of fire to
lead and protect them every night; God gave them manna and quail in the
desert and brought water out of a rock!)
• put illustrations on the Powerpoint of several of the great things God had
done for the Israelites at this time in their lives
• Put the third paragraph on the PowerPoint: It would seem that they would
have great faith in God by this time, but as soon as Moses went up to Mt. Sinai
to receive God’s law, the people reverted to their old ways once again.
It can be easy for us to think “wow they saw so many amazing things,
how could they go back to their old ways of not trusting Him or
worshiping other things?!” – but it’s human nature, and I’ve done the
same thing after experiencing God’s amazing work in my life. (share
illustration of hos God has provided – Nicaragua, camp, housing)
• Read Exodus 32:1-4 in our Bibles – I will read the odd numbers, they will read
the even numbered verses
ask for explanations of what the people did (by a raise of hands)
ask the second question: Which of the commandments had been
broken by their actions?
70

o
(maybe give them the list of commandments up again on the
PowerPoint-then circle the one that had been broken)
Review The Ten Commandments, showing the list on the PowerPoint, and having them
go through the list on p. 51 in their book. Ask them which number in the exercise
correlates to the correct commandment on the list. (ex: number one says “Never tell a
lie. That would be commandment number what, class?”)
Thursday: Chapel – No Bible Class
Friday: No School – Veteran’s Day
71

6 th /Grade Music– Lesson Plan
Monday, November 7, 2016
Objectives: (the student will be able to…)
Sing measures 35-42 with pitch and rhythm accuracy.
o begin by singing through this section, playing both parts along with them on the piano
o workshop m. 35-38
• sing the tenor part and clap the rhythm, opening my hands on the rest at the
end of the phrase.
• have them repeat after me, clapping and singing just like I did
• once the tenors have it down, add the sopranos on top of them
o workshop m. 39-42
• sing and play the soprano part for them, clapping on the rest and counting out
the beats for the sustained whole notes
o
have them repeat after me
• follow the same procedure with the tenors
• once they have their individual parts down, have them sing them together as I
play them on the piano
sing through measure 35-42 a capella, to ensure accurate pitches and rhythm
Learn measures 45-53 and be able to sing them (the sopranos and tenors together) with me
applying their parts on the piano.
o begin with the tenors – play and sing their part, have them read along in their music (2x)
• after singing and playing it for them, have them sing the section with me, then
have them sing the section to me.
o have the tenors
Sing through all of Colonel Bogey’s Grand Old Flag with the piano accompaniment and accurate
pitch, rhythms, diction, and entrances.
72

HCS High School Band – Lesson Plan
Monday, November 7, 2016
Objectives:
Prepare the Thunderer and American Exultant for performance on November 18.
Demonstrate knowledge of the proper articulation, rhythm, and dynamics in Crazy…Christmas.
Demonstrate knowledge of accurate notes and rhythms in Three Minute Nutcracker #1, 4, 5, 6.
Begin with Prayer
Play through The Thunderer
Tune (quickly—2 minutes)—2:25
Concert is next week!
Exultant
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o play m. 9-42 in two sections – slowly for precision, then quickly and precise
o give trumpets a call-in specifically for their soli sections?
o workshop the “My Country ‘tis of Thee” section
• single out the melody and have the other sections clap their rhythms
The Nutcracker
o Start with #2
• workshop slowly, in sections (have other sections clap the beat with me?)
o Connect #1 and #2 once #2 is smoothed out
o Move to #3 and workshop, then #4
o Play through #1-4
The Thunderer
o Begin with call-in section (m. 69-end)
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o Play through again, stopping whenever they forget dynamics, tempo, or have a
continuous rhythm/pitch problem and drill that section 3-5 times.
Crazy Christmas
o Play through the whole piece
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HCS High School Band – Lesson Plan
Wednesday, November 9, 2016
Objectives:
Prepare the Thunderer and American Exultant for performance on November 18.
Demonstrate knowledge of the proper articulation, rhythm, and dynamics in Crazy…Christmas.
Demonstrate knowledge of accurate notes and rhythms in Three Minute Nutcracker #1, 4, 5, 6.
Begin with Crazy Christmas
Pray and Tune (quickly—2 minutes)—2:25
Concert is next week!
Exultant
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o play m. 9-42 in two sections – slowly for precision, then quickly and precise
o give trumpets a call-in specifically for their soli sections?
o workshop the “My Country ‘tis of Thee” section
• single out the melody and have the other sections clap their rhythms
The Thunderer
o Begin with call-in section (m. 69-end)
o Start from the beginning and play through the end – remind them to keep an upbeat
tempo and pay attention to dynamics.
o Play through again, stopping whenever they forget dynamics, tempo, or have a
continuous rhythm/pitch problem and drill that section 3-5 times.
The Nutcracker
o Play through #1-4
o try #5, 6, 7 individually
• clap through rhythms first (and count the rhythms)
• play through slowly, then closer to a tempo
• separate and drill it with specific sections when necessary
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4 th / 5 th 6 th /Grade Music– Lesson Plan
Thursday, November 10, 2016
Objectives: (the student will be able to…)
Sing through all of Colonel Bogey’s Grand Old Flag a capella with accurate pitch, rhythms,
diction, and entrances.
o receive the 4 th / 5 th / 6 th grade students in the gym and begin lining up the girls tallest to
shortest while Mr. Gilbert lines up the girls.
o Divide the girls into four rows and line them up alongside of the boys in a performance
position.
o Run through the piece several times, singing the starting pitch for the students then
counting the introduction and bringing them in.
o Once we have run through the piece two or more times, keep the students in their lines
and move them from the gym to the music room one row at a time.
Sing through m. 5-34 of Christmastime with proper rhythm and pitches.
o play parts with them on the piano
o m. 20-28
• play and sing the soprano part with them, then alto, then tenor
o m. 29-34
• play and sing the soprano part with them, then alto, then tenor
Learn the pitches and rhythms of m. 35-42
o m. 35-38
• play and sing the soprano part with them, then alto, then tenor
o m. 39-42
• play and sing the soprano part with them, then alto, then tenor
o sing through all parts, playing them on the piano with the students
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5 th Grade Bible Lessons Week 9
Bible – 30 minutes (end around 9:10-15)
Monday: Lesson 9, p. 52-53
Songs (8:35-8:40)
o Alive, Alert, Awake Enthusiastic
o ask for suggestions
Sword Drills (8:40-8:45)
o Team Ideas: Pilgrims vs. Indians; Christmas vs. Birthday;
• have them close their eyes and raise their hands at which they’d prefer
Lesson 9: The Tabernacle p.52-53 (8:45-9:10)
o Define the tabernacle (pwpt slide 1)
o What sin had the Israelites just been guilty of? false worship
o What had happened? Describe Moses’ departure to the Mt. Sinai and the Israelites’
choice to make an idol from their golden jewelry.
o From the classic telling of that story what did God give to Moses on Mt. Sinai? the ten
commandments in stone – but God shared more than just those ten commandments
with him: He gave Him instructions that included the plan for this (show pwpt slide 2)
o The tabernacle itself was inside a large tent with a large outer courtyard. How many
entrances were there to this courtyard? (only one)
o When you first enter the courtyard, you could approach a bronze altar (pwpt slide 2.2-3)
• what was that there for? (pwpt slide 2.3)
• pick student to read definition
o Next you would see a bronze basin (pwpt slide 2.4-5)
• pick student to read definition
o Then you would arrive at the actual tabernacle – look in your book and you see it is
divided into how many portions? (two)
• Holy Place – pick student to read definition
• Most Holy Place –pick student to read definition
• If you’re moving from the bottom of the picture in your book to the top, which
portion of the tabernacle do you reach first? (the Holy Place)
o Have students read the third paragraph of page 53 with me.
o Test them on the parts of the tabernacle:
• use the four things circle on the powerpoint:
1. bronze basin
2. Holy of Holies
3. Altar
4. Holy Place
• Ask the letters from the diagram on p. 53
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D. golden table
C. golden lampstand
E. altar of incense
F. ark of the covenant
o Review the definitions of each item on the diagram in their books (putting the
definitions up on the board) and give them 2 minutes to complete the chart under
pencil #1 .
o Ask questions by pencil #2.
• allow for several answers
• read aloud the printed answer
• think about it – we saw in the book of James that if we break just one
commandment, we are guilty of breaking them all – that means we have no
access to God or heaven on our own. There is only one way to Him.
Objectives:
o The students will understand what the tabernacle is and what it contains.
o The students will demonstrate an understanding of the correlation between the
tabernacle and the work of Jesus Christ by correctly filling out the chart on p. 53 in their
Bible books.
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Tuesday: Lesson 9 Review
Song Time (8:35-8:42)
o Happy All the Times
o Work on Your Attitudes
o Clap de Hands
Sword Drills (8:43-8:46)
Review
Finish any of “The Tabernacle” that may need to be finished.
o Test them on the parts of the tabernacle:
• use the four things circle on the powerpoint:
1. bronze basin
2. Holy of Holies
3. Altar
4. Holy Place
• Ask the letters from the diagram on p. 53
D. golden table
C. golden lampstand
E. altar of incense
F. ark of the covenant
o Review the definitions of each item on the diagram in their books (putting the
definitions up on the board) and give them 2 minutes to complete the chart under
pencil #1 .
o Ask questions by pencil #2.
• allow for several answers
• read aloud the printed answer
• think about it – we saw in the book of James that if we break just one
commandment, we are guilty of breaking them all – that means we have no
access to God or heaven on our own. There is only one way to Him.
o Make sure to review what they should have highlighted in their books
o Review the 10 Commandments on the PowerPoint, with the motions
o Review Game – zonk
• even and odd numbers
• favorite sword drill teams since I’ve been here (Special Forces; FF/LuckCharms;
chocolate/vanilla; etc)
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Wednesday: Test
Song Time (8:35-8:42)
o Ask for leaders, and ask for suggestions
o Teach a new song: I’m Workin’ Out; Did You Ever Talk to God Above; ?
Sword Drills (8:43-8:46)
Test (8:47-9:05)
Conquering the Enemy: p. 53-54 (9:05-9:15)
o complete on their own
Thursday: Chapel – No Bible Class
Friday: Last Day – No Lesson
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6 th Grade Music
Tuesday, November 15, 2016—10:00-10:20 am
Objectives:
Review Colonel Bogey’s Grand Old Flag, ensuring accurate pitches in the tenor part and accurate,
precise rhythms in the kazoo part.
o Play and sing through the tenor part with the sixth grade boys once, then have them sing
it on their own.
o Buzz and clap through the rhythms of the kazoo part with both girls and boys.
Learn the precise pitches and rhythms in m. 35-42 of Christmastime.
o Play and sing the girls’ part with them, then allow the girls to sing it without me but with
me playing their part on the piano.
o Play and sing the boys’ part with them on page 6, holding up visuals to remind them to
start on a lower pitch in measure 37.
o Play and sing the boys’ part with them on page 7, letting them sing it along with me and
the piano.
o Let the boys sing their part a capella, then let the girls and
Sightread m. 45-52: girls will sing the soprano part on “ring Christmas bells…” and boys will sing
the tenor part on “angels we have heard on high…”.
o Let the students use their music, beginning at measure 45
• Alternatively: Have their music up on the PowerPoint? A few lines at a time?
o Point out the movement in the tenor part in beats 3 and 4 of m. 48 and 52
• Have this part circled in red on the PowerPoint
o Emphasize the rests – asking the students where they see the rests and what kinds of
rests they are. (measures 48, 51, and 52 – eighth rests)
• Does anyone see something significant about the eighth rest in measure 51? (it’s
only in the girl’s part-boys don’t rest)
Learn the correct pitches and rhythms in m. 53-58 by rote (no music).
o Clap and sing the tenor part for the tenors. Have them listen once or twice, then have
them clap and sing with me
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Observations
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Handouts & Projects
Bischoff, Allison 0
Brady, Quinlan
Call-in Quiz Grades – November 2, 2016
Concert C Major Scale
Cut off midway through (only heard the first scale and half
of the arpegg.)
Bryan, Jonathan X ------------
Burton, Adam X ------------
Carr, Lauren
A couple of times the notes didn’t voice right away, and the
98
second scale was twice as fast as the first.
Cox, Veronica
A couple of time where the voicing was slightly slow,
98
especially in the higher register.
Ford, Alexander
Had a difficult time voicing some of the notes of the
97
scale/arpeggios (they need to be equally voiced)
Gayneaux, Michelle 98
Goodknight, Austin
97
Goodknight, Wyatt
Haynes, Zachary
95
95
A few flubs between notes – coming down from arpeggios,
flubbed a note
Slowed down in the middle of some scales/arpegg. Needs a
steadier beat.
Flubbed a couple of notes – why did you hold out the top
note of the arpeggio?
Herriot, Leyanah 0
Juarez Ottoniel 0
Kidd, Chloe X ------------
Magtalas, Nathan 99
Meersman, Michael X ------------
Mitchell, Aaron 96 Squeaked note at the end of arpeggio – a couple of restarts
Moore, Anna 97 Restarted arpeggios - needs to all be in eighth notes
Mount, Ashley 95 Needs work on going over the break (that slowed her down)
Mulach, Benjamin 95 Got cut off after the first ascending scale
Mullins, Joshua
X
Sachse, Lucas 0
Sins, Mason 0
Tabor, Andrew 0
Winterrowd, Tyler X -------------
Ideas/Comments:
please say your name clearly and slowly so I know for sure who you are
needs to be a steady beat, no matter the rhythm you are playing
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Various Portions
Bischoff, Allison
Brady, Quinlan
Bryan, Jonathan X ------------
Burton, Adam X ------------
Carr, Lauren
Cox, Veronica
X
Ford, Alexander
Gayneaux, Michelle 98
Goodknight, Austin
Goodknight, Wyatt
Haynes, Zachary
Herriot, Leyanah
Juarez Ottoniel
Kidd, Chloe X ------------
Magtalas, Nathan
Meersman, Michael X ------------
Mitchell, Aaron
Moore, Anna
Mount, Ashley
Mulach, Benjamin
Mullins, Joshua
X
Sachse, Lucas
Sins, Mason
Tabor, Andrew
Winterrowd, Tyler
Ideas/Comments:
Rubric:
(100 points)
90 points – completion of the task (call in The Thunderer m. 69-end with repeats)
5 points – 3-5 errors in pitch/rhythm accuracy
5 points – steady beat
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Lesson 8 Test – The Plagues and the Passover
Name Date Score
Fill in the blank, check the correct answer, or circle true/false.
1. How many plagues did God send upon Egypt?
2. What was involved in the first plague?
blood frogs gnats
3. Who said that one of these plagues must be the “finger of God”?
Pharaoh Moses the magicians
4. What happened to Pharaoh’s heart after most of the plagues?
It was __________ _
5. During one of the plagues, what covered all Egypt for three days?
6. During one of the plagues, what devoured everything growing in the fields and the fruit on the
trees?
7. Whose blood was put on the doorframe of the Israelite’s’ houses?
Moses’ blood the blood of the firstborn a lamb’s blood
8. What Jewish feast was celebrated in connection with the tenth plague?
9. Fill in the blanks for this lesson’s life principle?
__________
_______________ truly ________________ the _________________
10. The Israelites were spared from all of the plagues that God sent to Egypt. True / False
Bonus Section:
Match the correct definition to the term
Hyssop
Lice / Gnats
Locust
Blemish / Defect
Yeast / Leaven
A. Small insect-type parasites on men and
animals
B. A fault or imperfection
C. Any substance that causes dough to rise
D. One who claims to foretell the future
E. A fragrant plant of the mint family
F. A large insect related to the grasshopper
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Answer Key
Name Date Score
Fill in the blank, check the correct answer, or circle true/false.
11. How many plagues did God send upon Egypt?
ten
12. What was involved in the first plague?
X blood frogs gnats
13. Who said that one of these plagues must be the “finger of God”?
Pharaoh Moses X the magicians
14. What happened to Pharaoh’s heart after most of the plagues?
It was hardened __________ _
15. During one of the plagues, what covered all Egypt for three days?
darkness
16. During one of the plagues, what devoured everything growing in the fields and the fruit on the
trees?
locusts
17. Whose blood was put on the doorframe of the Israelite’s’ houses?
Moses’ blood the blood of the firstborn X a lamb’s blood
18. What Jewish feast was celebrated in connection with the tenth plague?
Passover
19. Fill in the blanks for this lesson’s life principle?
__________ God’s _______________ power truly ________________ controls the _________________
universe
20. The Israelites were spared from all of the plagues that God sent to Egypt. True / False
Bonus Section:
Match the correct definition to the term
E
A
F
B
C
Hyssop
Lice / Gnats
Locust
Blemish / Defect
Yeast / Leaven
G. Small insect-type parasites on men and
animals
H. A fault or imperfection
I. Any substance that causes dough to rise
J. One who claims to foretell the future
K. A fragrant plant of the mint family
L. A large insect related to the grasshopper
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Test 8 Review Game Questions
5 th Grade Bible – Plagues and the Passover
1. True or false – during one of the plagues locusts ate everything growing in the fields and fruit on the
trees? (true)
2. When the swarms of flies came, they did what to the land? (ruined it)
3. How many plagues did God send to Egypt before the Passover? (nine)
4. What was the first plague? (all bodies of water turned to blood)
5. What happened to Pharaoh’s heart after most of the plagues? (it was hardened)
6. During one of the later plagues, what covered all of Egypt for three days? (darkness)
7. After the plague of the gnats/lice, the magicians said that it must have been the what of God? (finger)
o Who said this? (the magicians)
8. Give me the correct term for “small insect-type parasites on men and animals” (lice/gnats)
9. What Jewish feast was celebrated in connection with the tenth plague? (Passover)
10. How many plagues were there total? (ten)
11. Whose blood did the Israelite’s put on the doorframe of their houses? (a lamb’s blood)
12. Give me the correct term for “one who claims to foretell the future.” (soothsayer)
13. What is this lesson’s life principle? (God’s power truly controls the universe)
14. What does “blemish or defect” mean? (a fault or imperfection)
15. Hyssop is in what plant family? (mint)
16. Locusts are larger or smaller than a grasshopper? (larger)
17. Any substance that causes dough to rise? (yeast/leaven)
18. True or false –The Israelites had to experience all of the plagues that God sent (false)
19. Why did God case the plagues to happen in Egypt? (we gave three reasons)
o so the Israelites could leave with great possessions
o so the Israelites could be free to worship God
o to show God’s power and proclaim His name in all the earth
20. The shed blood of the lamb on the doorframes meant that God would pass over the house and not
strike down who with death? (the firstborn)
21. How any Israelites left Egypt? (I will give you three options: thousands; millions; hundreds) (millions)
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Test 9 Review Game Questions
5 th Grade Bible – The Tabernacle
1. Hold up three fingers – What is this commandment and hand sign? (Don’t use God’s name in vain)
2. True or false – the law expects perfection (true)
3. Finish the statement: The law is God’s mirror to show us how… (sinful we are)
4. Hold up five fingers – What is this commandment and hand sign? (Honor your father and mother)
5. Name a miracle that the Hebrews has witnessed by God so far…
o the ten plagues
o the Passover
o the Red Sea
o the pillar of fire and cloud
6. What sin were the Israelites guilty of when Moses was gone? false worship
7. Which commandment had they broken? the second commandment
8. Hold up seven fingers – What is this commandment and hand sign? (one man, one woman, together
for life)
9. The law was given to show us that we are what? sinners
10. True or false – we can keep all of God’s law (false)
11. Finish the description of the commandment: Respect your… (parents)
12. What is the tabernacle? a sacred tent and its furniture
13. What was the tabernacle’s purpose? to meet the needs of the nation for sacrifice and worship
14. Hold up four fingers – What is this commandment and hand sign? (Go to church)
15. When the Israelites were guilty of false worship, what did they make? (a golden calf)
16. What did they make it out of? (their own golden earrings)
17. The golden lampstand show us that Jesus is… (the light of the world)
18. What happens when we sing against God’s law in just one point? (we are guilty of breaking it all)
19. Hold up one finger – What is this commandment and hand sign? (No other gods before me)
20. The golden table shows us that Jesus is… (the bread of life)
21. Hold up two fingers – What is this commandment and hand sign? (Do not worship idols)
22. Hold up nine fingers – What is this commandment and hand sign? (Do not lie)
23. Moses received the 10 Commandments on Mount… (Sinai)
24. The bronze basin shows us that Jesus… (cleanses us from sin)
25. Who would not run on a Sunday? (Eric Lidell)
26. Who was in charge when Moses was up on the mountain? (Aaron)
27. What event did Eric Lidell miss out on running because it was held on a Sunday? (100 m)
28. Who was able to obey all the law? (Jesus Christ)
29. What event did God allow Eric Lidell to win and set a world record in? (400 m)
30. What is the only way to God? (through Jesus Christ – not through keeping the law)
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These were some visuals I used in 4 th /5 th /6 th grade music:
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Reports
WEEKLY PROGRESS REPORT - FORM A
(WEEK 1, 2, 3, 4)
Virginia BAPTIST COLLEGE
Name Virginia Newman Week # 1 Date (Monday) September 19, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the College each Friday of Week 1, 2, 3, 4.
(Copy – Digital Notebook)
Week 1: Please include a class schedule or your own schedule for a typical day.
1. Summarize of your instructional experience this week.
2 nd year band: tuning and conducting with Mr. Gilbert
8 th period high school band I taught all of rehearsal with the students that were not a part of the mission’s
conference rehearsal. (About 10 students)
o We started rehearsal with prayer, then tuning. The euphonium began our base pitch, then the rest
of the instruments played their concert Bb pitch. Mr. Davidson and I made sure each was in tune.
o Then we moved to an Ab scale warm-up. I reminded them about their upcoming scale quiz, then
proceeded to work through the scale, tongued and slurred in quarter notes and eighth notes. After
the scale, we played the Ab arpeggio. After playing through it several times in quarter notes, I had
the group hold out the top pitch of the arpeggio, to make sure they were playing that fully in tune.
o We began rehearsing “The Thunderer” first, playing from the beginning until we reached some
rough patches in measure 37. We then worked a lot of sections separately, trying to keep the
students involved by clapping their parts while others played theirs.
o “America Exultant” came next, and I worked on a lot of rhythm accuracy there.
o Finally, we played through some beginning sections of “An American Spectacular.”
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2. List the methods, strategies, techniques or materials you used for the first time.
Word Document projected onto the screen to list the order of rehearsal.
Rehearsal technique: having the other instrumentalists clap their rhythms while one section rehearsed the
same section on their instruments.
3. What was your most significant accomplishment of the week? State your rationale.
Running my first band rehearsal on my own.
4. What is your number one goal for next week?
A more organized approach and to learn more students’ names than I did this week.
5. Remarks or concerns.
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WEEKLY PROGRESS REPORT - FORM A
(WEEK 1, 2, 3, 4)
Virginia BAPTIST COLLEGE
Name Virginia Newman Week # 2 Date (Monday) September 26, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the College each Friday of Week 1, 2, 3, 4.
(Copy – Digital Notebook)
Week 1: Please include a class schedule or your own schedule for a typical day.
1. Summarize of your instructional experience this week.
This week I lead singing with the fifth graders during their Bible period, during which I taught them several
new songs. I conducted the first half of high school band rehearsals, rehearsing their warm-up scales and one piece
of music (“The Thunderer”). I also taught a portion of 4 th , 5 th , and 6 th grade music/choir classes, introducing new
parts of their song, “Colonel Bogey’s Grand Ole Flag.” Finally, I taught a portion of elementary band rehearsals,
helping to warm them up with scales and a few pieces from their Standard of Excellence books.
2. List the methods, strategies, techniques or materials you used for the first time.
I used a powerpoint to teach the fifth graders the lyrics to a new Bible song.
In order to teach the upper elementary a lesson on staccatos, I used several different examples of smooth
and connected behavior (passing a “baton” from person to person, joining hands) to illustrate the difference
between legato sounds (touching) and staccato sounds (separate).
3. What was your most significant accomplishment of the week? State your rationale.
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In upper elementary music rehearsals, I considered it an accomplishment to have taught clearly the meaning
of staccatos, and I saw their understanding in that they were able to explain it back to me as well as accurately
demonstrate it in the music.
4. What is your number one goal for next week?
Think of creative ways to make band rehearsals more enjoyable and intriguing.
5. Remarks or concerns.
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WEEKLY PROGRESS REPORT - FORM A
(WEEK 1, 2, 3, 4)
Virginia BAPTIST COLLEGE
Name Virginia Newman Week # 3 Date (Monday) October 3, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the College each Friday of Week 1, 2, 3, 4.
(Copy – Digital Notebook)
Week 1: Please include a class schedule or your own schedule for a typical day.
1. Summarize of your instructional experience this week.
I lead sword drills in 5 th grade this week.
I taught two-thirds of each band period. (Monday, Wednesday, Friday)
I ran the full rehearsals of high school choir this week (Tuesday and Thursday).
I ran most of rehearsal in 8 th grade boys’ and girls’ handchimes.
I taught most of the full class times for 4 th , 5 th , and 6 th grade general music/choir.
2. List the methods, strategies, techniques or materials you used for the first time.
I used the whiteboard to write out and explain rhythms
I used a competition between several sections in band to encourage students to workshop specific portions
of the music.
I used a Powerpoint to reveal results for the above band competition
I used a rubric to grade the band competition.
3. What was your most significant accomplishment of the week? State your rationale.
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This week I would consider it most significant that the band responded well to the competition that I set up
to encourage specific areas of practice. The band members were ready for it when it came time to repeat, and they
took it seriously, trying their best to play with good posture and accuracy.
4. What is your number one goal for next week?
Encourage the students more. Find specific things to tell them that they are doing well.
5. Remarks or concerns.
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WEEKLY PROGRESS REPORT - FORM A
(WEEK 1, 2, 3, 4)
Virginia BAPTIST COLLEGE
Name Virginia Newman Week # 4 Date (Monday) October 10, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the College each Friday of Week 1, 2, 3, 4. (Copy
– Digital Notebook)
1. Summarize of your instructional experience this week.
I lead singing and sword drills in 5 th grade this week.
o During song time, I introduced several new songs or new versions of familiar songs. (In the Lord’s
Army; Clap De Hands)
I taught 4 th , 5 th , and 6 th grade general music and choir rehearsal, covering their piece “Colonel Bogey’s
Grand Ole Flag.”
During Monday’s band hour, I was able to take part in a percussion sectional, during which I helped one
percussionist one-on-one with her mallet parts.
I ran band rehearsal on Wednesday.
I taught 8 th grade girls hand chimes and 8 th grade boys hand chimes.
2. List the methods, strategies, techniques or materials you used for the first time.
This week in 6 th grade’s rehearsal, I added the piano accompaniment for the first time, as well as having the
girls hum their part (melody) while I finished teaching the boys the tenor part.
For the 4 th and 5 th grade’s rehearsal, I projected a staff system on the whiteboard and wrote out a section of
their music on it in dry erase marker. (I used this to isolate a section of the music that the choir was having a
hard time with.)
3. What was your most significant accomplishment of the week? State your rationale.
This week I was able to combine two different parts in the 4 th , 5 th , and 6 th grade choir piece for the final
verse of the song. The boys sang the kazoo part while the girls sang the vocal line. This was significant because each
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part had to stand on their own and fit together along with the steady beat. They weren’t perfect, but they sang the
verse together, confident in their sections’ parts.
4. What is your number one goal for next week?
Make faster progress in the children’s choir, not getting bogged down in explaining different parts of the
song, and having a more solid plan and approach to teaching specific aspects of the music.
5. Remarks or concerns.
I’m not sure if I should be taking on any other teaching responsibilities in the next few weeks, like the lower
elementary music classes or high school choir or 7 th grade girls and boys hand chimes.
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WEEKLY PROGRESS REPORT - FORM B
(WEEKS 6, 7, 8, 9)
VIRGINIA BAPTIST COLLEGE
Name Virginia Newman Week # 6 Date (Monday) October 24, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the Office each Friday of Week 6, 7, 8, 9. (Copy – Digital
Notebook)
1. Write a summary of one of this week's unique instructional or school related experience.
This week I had the opportunity to chaperone a field trip to the National Zoo with the fifth grade. This
field trip involved not just a trip to the zoo, but a photo scavenger hunt at the zoo. Not only did I participate as a
chaperone, but I was able to be involved as a leader of one of the groups in the scavenger hunt. I, with one other
chaperone, had five fifth grade boys in our group, and were responsible to find the right people, places, things, and
situations to photograph as we meandered through the zoo.
2. What creative strategy or technique did you use this week?
Objective: The students will be able to understand the magnitude of God’s power over the universe.
Description: This week, in introducing a lesson on the plagues of Egypt in fifth grade Bible, I showed a
YouTube video on solar flares. This video was just over about a minute long and explained and illustrated
the intensity of these flares. Then I showed some pictures of the Northern Lights on a PowerPoint and
explained how that display is possible because the earth’s atmosphere absorbs the harmful energy emitted
by solar flares.
Result: (What was the students' reaction and what did they learn?) They were engrossed in the video and
learned how God not only protects our planet from the harmful energy released by the sun, but that He also
creates beauty out of it.
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3. State one significant ingredient for teaching that you learned this week.
No matter how you plan, there is always a possibility that something will change the plan you’ve set.
Because you can’t plan for everything, stay flexible.
4. What can you do with this knowledge in this class next week?
I can react better when something comes up that changes my plan, I can adjust my lesson to fit whatever
glitch or delay that comes up.
5. Remarks or concerns.
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WEEKLY PROGRESS REPORT - FORM B
(WEEKS 6, 7, 8, 9)
VIRGINIA BAPTIST COLLEGE
Name Virginia Newman Week # 7 Date (Monday) October 31, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the Office each Friday of Week 6, 7, 8, 9. (Copy – Digital
Notebook)
1. Write a summary of one of this week's unique instructional or school related experience.
This week I had the opportunity to assign and grade a call-in for band, where the band members called the
school and left a voicemail for me, playing a section of their piece, American Exultant. I listened to each voicemail,
and jotted down notes on their playing, rating them with a very general grading rubric, and assigning a grade.
2. What creative strategy or technique did you use this week?
In teaching the 4 th , 5 th , and 6 th grade choirs their piece Christmastime, I spent some time emphasizing the
rests - their importance and how to observe and “play” them as we sang the song. I wrote out the two rests that we
saw in the music on the board, and asked several students to come circle them one at a time and explain what they
meant. When we saw eighth rests in the music, I instructed them to just stop their voices and/or take a breath
(depending on the context). When we encountered quarter rests, however, I asked the students to clap the quarter
rest, while singing the rest of the music. It was very effective, for they were able to make a concrete connection to
stopping their voices when they clapped on the rest.
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3. State one significant ingredient for teaching that you learned this week.
It is ok to be open to conversation with the class, allowing a moment or two for a fun comment or
conversation, to keep the class’s attention or just build relationships with the students.
4. What can you do with this knowledge in this class next week?
I should be serious and focused on my lesson and objectives, but relaxed enough to allow lighthearted
moments to take place, not being so harsh.
5. Remarks or concerns.
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WEEKLY PROGRESS REPORT - FORM B
(WEEKS 6, 7, 8, 9)
VIRGINIA BAPTIST COLLEGE
Name Virginia Newman Week # 8 Date (Monday) November 7, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the Office each Friday of Week 6, 7, 8, 9. (Copy – Digital
Notebook)
1. Write a summary of one of this week's unique instructional or school related experience.
This week I was able to lead a combined rehearsal of the fourth, fifth, and sixth grade choirs. We met in the
gym, where the performance will take place, and I worked with Mr. Gilbert to line up the ninety-plus students by
height, then into a performance order. Mr. Gilbert gave us a starting pitch, and I rehearsed the song with them, a
capella. I used my visuals for verse two and three, the kazoo part to remind them of the rhythm and pitch
differences in the four phrases of that part. We sang through the song twice in the gym, doing our best to
concentrate despite distractions from the P.E. class, and once we finished rehearsing, I lead them back into the
music room, one row at a time.
2. What creative strategy or technique did you use this week?
To rehearse Christmastime with the combined fourth, fifth, and sixth grade choirs I projected the lyrics onto
the whiteboard in the music room. I used colors to specify which lyrics pertained to which students’ parts. When the
choir sand unison, I put up black lyrics. When they split into parts, singing two different lines, I changed the
soprano/alto lyrics to red and the tenor lyrics to blue. I changed the lyrics to purple when the choir sang the same
line but in three different parts
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3. State one significant ingredient for teaching that you learned this week.
Perseverance – Even when my best-laid plans did not go as well as I’d hoped or my ensembles just weren’t
getting something in their music, or we just weren’t playing well together, giving up on the lesson or the piece was
not the answer. Sometimes the class period ended in an unresolved, unsuccessful-feeling way, but there was always a
next class to look forward to and improve on.
4. What can you do with this knowledge in this class next week?
When something doesn’t go right or things are not looking like they’re working out great, I keep pushing—
in that class period, to find another way to get the concept across, or in the next class period, thinking through what
went wrong, why it went wrong, and how to better approach the problem next class.
5. Remarks or concerns.
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WEEKLY PROGRESS REPORT - FORM B
(WEEKS 6, 7, 8, 9)
VIRGINIA BAPTIST COLLEGE
Name Virginia Newman Week # 9 Date (Monday) November 14, 2016
School Heritage Christian School City Woodbridge, VA
This form is to be completed by the student teacher and sent to the Office each Friday of Week 6, 7, 8, 9. (Copy –
Digital Notebook)
1. Write a summary of one of this week's unique instructional or school related experience.
This week I used a PowerPoint to teach the fifth grade about the Tabernacle. I used it in a slightly different
way as I put a picture of the tabernacle layout up on the screen, circling the notable items and pulling up their
definitions alongside of the picture. I later called on individuals to name the circled items.
2. What creative strategy or technique did you use this week?
Objective: Sight read m. 45-52: girls will sing the soprano part on “ring Christmas bells…” and boys will
sing the tenor part on “angels we have heard on high…”.
Description: I used the projector to project the students’ music onto the whiteboard and used arrow
animations to show the boys and girls where their separate lines of music were.
Result: (What was the students' reaction and what did they learn?) The students found it funny to see the
arrows pop up, and they were able to follow along in the music easily. They learned the new part in the
music with little-to-no hassle.
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3. State one significant ingredient for teaching that you learned this week.
Patience, a lighthearted attitude, integrity (even when I’m not feeling well)– when I was teaching on Monday
and Tuesday, I was dealing with some pain, and it made it more difficult at times to focus and to have a
good attitude.
4. What can you do with this knowledge in this class next week?
I can do my best to not depend on feelings, choosing to have a good, peppy attitude especially on those
days that I am not “feeling it.”
5. Remarks or concerns.
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FIVE WEEK SELF EVALUATION – Student Teacher
Note: This form is to be completed by the Student Teacher at the five-week point of student teaching placement. The student
teacher should endeavor to have a balance in his/her evaluation – neither too hard nor too easy. Comments made to the
student teacher by the cooperating teacher and the college supervisor should help. A copy of the form is to be sent to the
Office.
Student Teacher Virginia Newman Year Senior 2016
School Heritage Christian School City Woodbridge State VA
Cooperating Teacher(s) Kevin Gilbert / Melissa Cormican
Grade Level/Subject Elementary Music, High School Band, 5 th grade Bible
5 – Excellent 3 – Average 1 – Very Deficient
4 – Very Good 2 – Somewhat Weak N – Insufficient evidence to judge accurately
Standard #1: Knowledge of Subject Overall Rating 12
Understands the central concepts of the subject(s)………………………………….……. 5 4 3 2 1 N
Is familiar with the accepted tools of inquiry…………………………………….………. 5 4 3 2 1 N
Creates meaningful learning experiences for students………………………….………… 5 4 3 2 1 N
Standard #2: Knowledge of How Children Grow Overall Rating 11
Exhibits understanding of how children grow and mature………………….……………. 5 4 3 2 1 N
Provides learning activities appropriate to age/maturity……………………………..…… 5 4 3 2 1 N
Provides learning activities that support intellectual, social,
and personal development of students…………………………….…………………….. 5 4 3 2 1 N
Standard #3: Knowledge that Children Learn Differently Overall Rating 6
Understands how children differ in their approaches to learning……….…………………5 4 3 2 1 N
Creates learning opportunities that are adapted to diverse learners………………………. 5 4 3 2 1
N
Standard #4: Knowledge of How to Teach Overall Rating 21
Understands and uses a variety of instructional strategies…………………………….….. 5 4 3 2 1 N
Encourages critical thinking and problem solving……………………………………….. 5 4 3 2 1 N
Promotes student participation/involvement…………………………………………….....5 4 3 2 1 N
Responds resourcefully to student questions…………………………………………….... 5 4 3 2 1 N
Uses media/technology appropriately…………………………………….………………. 5 4 3 2 1 N
Standard #5: Knowledge of Classroom Management Overall Rating 22
Creates a classroom atmosphere conducive to learning………………………….……….. 5 4 3 2 1 N
Encourages positive social interaction………………………………………………….… 5 4 3 2 1 N
Promotes active student engagement in learning…………………………….…………… 5 4 3 2 1 N
Encourages student self-motivation……………………………………………….……… 5 4 3 2 1 N
Has a good classroom presence…………………………………………………………… 5 4 3 2 1 N
Standard #6: Ability to Communicate Well Overall Rating 22
Effectively communicates verbally……………………………………………………..…. 5 4 3 2 1 N
Uses appropriate body language…………………………………………………. ……….. 5 4 3 2 1 N
Effectively uses media communication………………………………………….. ……….. 5 4 3 2 1 N
Encourages active inquiry, collaboration, and supportive interaction
in the classroom……………………………………………………………..…………… 5 4 3 2 1 N
Writes legibly and with correct spelling and grammar………………………………..….. 5 4 3 2 1 N
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Standard #7: Ability to Plan Instruction Overall Rating 16
Plans instruction based upon knowledge of subject matter, students,
the community, and curriculum goals…………………………………………………….5 4 3 2 1 N
Develops adequate lesson plan……………………………………………………………..5 4 3 2 1 N
Coordinates the availability and use of media/technology
and other elements involved in daily lessons………………………………………….… 5 4 3 2 1 N
Plans for reasonable student assignments………………………………………………… 5 4 3 2 1 N
Standard #8: Knowledge of Assessment Procedures Overall Rating 10
Understands and uses informal assessment strategies………………………………….… 5 4 3 2 1 N
Develops adequate formal assessment tools and uses them appropriately…………….5 4 3 2 1 N
Understands how assessment can be used to evaluate and ensure the
continuous intellectual, social, and physical development of the learner……………5 4 3 2 1 N
Standard #9: Ability to Evaluate Self Overall Rating 8
Reflects on the effects of his/her choices and actions on others………………………….. 5 4 3 2 1 N
Seeks out opportunities to grow professionally…………………………………………… 5 4 3 2 1 N
Standard #10: Connection with other Teachers and the Community Overall Rating 14
Fosters relationships with school colleagues……………………………………………... 5 4 3 2 1 N
Works well with parents…………………………………………………………. ………. 5 4 3 2 1 N
Utilizes the resources of the community………………………………………………….. 5 4 3 2 1 N
Standard #11: Integration of Biblical Principles with Teaching Overall Rating 21
Exhibits a genuine concern for meeting the needs of the students……………………….. 5 4 3 2 1 N
Demonstrates consistency in implementing his/her philosophy in
lesson content and methodology……………………………………………….. ……….. 5 4 3 2 1 N
Demonstrates appropriate personal characteristics: reliability, punctuality,
cooperation, and initiative……………………………………………………… ……….. 5 4 3 2 1 N
Exhibits courtesy, tact, and general personal maturity………………………….. 5 4 3 2 1 N
Is well prepared for each class………………………………………………….………… 5 4 3 2 1 N
What do you see as your strengths?
rapport with the students
enthusiasm and interest in the subject matter
What do you consider as your weaknesses?
effective planning
clearly communicating my objectives and such
What have you done to remediate your weaknesses? If some weaknesses need long -term attention, what are
your extended plans for remediation?
I’ve talked to a few people about my weaknesses to get ideas on them.
I plan to ask regularly what areas I can improve on. I plan to implement some ideas that I’ve
already by given (making each lesson as good as possible, as if I’m to be observed each time; adding
extra details to lesson plans – specific timeframes and objectives)
Overall Rating (using the 5-pt. rating scale) 3.5
Signature Virginia Newman
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FINAL REPORT
Virginia Baptist College
Name Virginia Newman Date of Assignment: September 19, 2016 to November 18, 2016 # Weeks: _9
School Heritage Christian School City Woodbridge State VA Zip 22193
Administrator:_Dr. Brian Kosa
This form is to be completed by the student teacher for each placement and signed by the primary supervising teacher and
will become a part of the student's permanent College file. A copy should be kept by the student teacher in the Digital Notebook.
First day in school: Date 09/19/16 Day Monday Time 7:30 AM
Last day in school: Date 11/19/16 Day Friday Time 7:45 AM
Total days in school: 44 Total absences: _3
Supervising Teacher (1) Kevin Gilbert
Supervising Teacher (2) Melissa Cormican
Supervising Teacher (3) Dale Davidson
Grade/Subject Music: 4 th /5 th /6 th – 8 th grade handchimes – high school band
Grade/Subject 5 th grade Bible
Grade/Subject K5/1 st /2 nd /3 rd grade music
Please indicate the number of times you have done the following during your student teaching experience: (These kinds of statistics are valuable
for interview and portfolio purposes.)
18 observe various classrooms
0 observe or teach an art class
0 observe or teach a gym class
0 observe a parent-teacher conference
0 observe a computer activity or class
2 prepare a unit plan
38 prepare detailed lesson plans
0 prepare an emergency lesson plan
2 prepare a quiz
2 prepare a test
0 utilize block layout planning
2 develop a sequence of questions
15 develop a visual teaching tool (chart, map, diagram)
0 develop or utilize concretes or manipulatives
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3 develop a game type activity
0 develop a notebook for each class (secondary)
0 prepare a learning center
1 prepare and display a bulletin board
4 prepare a cooperative learning activity
0 prepare for a class party
1 supervise clean-up activities
0 gather enrichment materials for students (books, films, etc.)
1 assist with a fair or contest
0 assist a student with a project or research
6 work with individual students
5 read to a class
1 plan or participate on a field trip
Conduct procedures:
attendance records
grade papers/calculate grades
maintain grades in a record book
collect or record, monies, etc.
0 direct pledges
0 provide dictations
0 supervise hallways
0 supervise recess
1 supervise restroom breaks
0 supervise study halls
0 supervise or assist with standardized tests
0 direct library or media center activity
2 write a letter or communication to a parent
4/5 regulate classroom physical environment
5 attend an athletic event
1 attend a student function (play, concert, etc.)
20+ attend a school assembly
Use of media-related equipment:
30? utilize the overhead projector
2, not including the above? utilize video or visual projection
2 utilize computer generated media
? utilize computer displayed media
10 copy machine
3 laminator
0 opaque projector
Professional development:
2 formal conference with supervisor
10 attend faculty meetings
0 tape (video or audio) and analyze yourself
0 read professional journals or articles
0 keep a journal of day-to-day experiences
1 develop a personal professional portfolio
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Conferences & Meetings
Notes from meetings with Mrs. Cormican:
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Notes from meetings with Mr. Gilbert:
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Heritage Christian School
November 7-1 November 11
Music Lesson Objective/Goals
1. Music 4-6
a. Christmastime Review pages 1-6
b. Christmastime learn and sing parts together pages 7-8
c. Review Colonel Bogey’s Grand Old Flag – Concert Nov. 18
d. Give Daily Grades
2. HS Band
a. Concert G Scale & Arpeggios
b. The Thunderer & American Exultant (Balance & Blend) performance is in the gym –
percussion music stay under the brass and woodwinds
c. Crazy Christmas
i. Articulation, Dynamic, Rhythmic accuracy
d. Three Minute Nutcracker
i. #3-7 rhythmic and note accuracy ready
ii. #1 Rhythm & Articulation
e. Grade Call ins
f. Daily Grades
3. Elementary Band
a. Scales Ab, g natural and harmonic minor
b. Standards of Excellence Vol 2
i. Warm Up #40
ii. #41-44; #45-50
c. Ding Dong Merrily on High
i. Dynamic and Rhythm accuracy
4. Beginner Band
a. Solid Foundations
b. Nothing But the Blood
c. When the Saints Go Marching In
d. F Major Scale
e. Standard of Excellence vol. #11-15
f. Daily Grades
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Student Teaching Fun
Here are a few pictures of the fun times I was able to have with the students and
staff at Heritage Christian School, in the classroom and out!
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