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Pre-assessment for a "brand" new Grade 8 students on the Unit…

- - - - Differentiation activities
        
        DICTIONARIES: Students can use their dictionaries for translation if necessary especially ELL students. This can be for checking in on clarifying terms such as pitch, treble clef, bass clef, soprano, alto, tenor bass, syllable, high, low, interval and melody. Students may insert on their e-portfolio the translation of each term with a visual aid next to the word.
        
        FLASHCARDS WITH SOLFEGE HAND SIGNS. Students will be able to use flashcards with one side the pitch on a musical staff and the other the solfege syllable with the visual representation of the the pitch in kodaly hand sign. This activity would be supported by the teacher.
        
        GUESS MY PITCH GAME? Students would be able to go onto the course Haiku page where they can onto the New York Philharmonic Game Room and play game of guessing the pitch. This activity would be supported by the teacher.
        
        https://www.nyphilkids.org/index.html
        
        READING GAMES: COMPARE TWO SOUNDS Students would work altogether and play a game of Solfege Bowl where students go into teams of 2 and one student is the host and they hear an audio recording of 2 pitches and the first pair that knows the answer pushes the button. Students must talk to each other and work together. They have visual aids and the audio can be repeated. This activity would supported by the teacher.
        
        ONGOING ASSESSMENT AND ONGOING PROGRESS MONITORING WILL BE CONSISTENTLY UTILIZED.
      - Differentiated activities
        
        Special Needs and ELL
        
        AUDIO FILES AND VISUAL AIDS are uploaded on the Haiku course page for students to work on at their own pace supported by the teacher.
        
        LEVELED READERS: Students read solfege syllables aloud through sound and poetry teaching students on prosody. Students identify rhythm and solfege syllables in order to connect to a musical piece. Students who are leveled readers could help those who would need assistance particular on terms for the topic of "Sight Reading"
        
        PRACTICAL LISTENING ACTIVITIES: using musical elements such as tempo, poetry sound through simple lyrics and phonics. Then slowly connecting these to the application of solfege to a simple nursery rhyme from student/s home country.
        
        PLEASE NOTE: In other countries solfege is used to decode pitch e.g. Do, Re Mi, in other parts of the world note reading of Musical Note such as C, D, E. Students can use their own decoding system that makes sense to them. The teacher knows both systems. Students in the Asian Continent know both systems, in South America the Solfege system is prominently used.
        
        ONGOING ASSESSMENT AND ONGOING PROGRESS MONITORING WILL BE CONSISTENTLY UTILIZED.
        
        Classroom Environment in terms of rotation stations and having intimate space where students feel they can excel is crucial.
        
        PROJECTS: Students can create their recorded given set of pitches between e.g. 3-6 pitches and students would create a composition using only those pitches. They would those pitches to create a melody of their choice and are given supported audio for them to decode the pitches into solfege syllables. Students would be composing small musical pieces which are then recorded either on Soundtrap or Garageband. Students would upload their composition on their Smart Music E-portfolio to receive immediate peer and teacher feedback.
        
        ONGOING ASSESSMENT AND ONGOING PROGRESS MONITORING WILL BE CONSISTENTLY UTILIZED.
      - ONGOING ASSESSMENT AND ONGOING PROGRESS MONITORING WILL BE CONSISTENTLY UTILIZED.