Unit: Singin in the Rain

Grade: Sixth
Class: General Music
Instructional Goal: Through
viewing the Singin in the Rain,
students will explore expression
through music and dance.
Created by: Mrs. LeNoir

UNIT: Exploring music, cultural, and artists of the 1920s

Concepts:
Expression through music and dance.
Song
meaning
emotion
story
Dance
movement
expression
Theatre
scenery
colors
mood
1920s culture and historical events

Students will be able to:

answer questions about Singin in the
Rain.
answer essential questions using RARE.
discuss and describe songs meaning,
story, and emotion song is conveying.
discuss and describe dance movements
and how it relevant to expressing the
music
discuss and describe how the scenery
and background colors sets the mood for
a scene, music, and lines being spoken
or sung
define characteristics of a musical.
describe the difference between a play
and musical.
describe how music and movement tell
the story.
describe and explain facts about the
1920s culture.
describe and explain 1920s historical
events.

Created by: Mrs. Danielle LeNoir

Unit Music Standards and Grade Level Expectations

Music Standard VII: Evaluating music and musical performances
Music Standard VIII: Making connections between music, the other arts,
and other curricular areas
Music Standard XI: Understanding music in relation to diverse cultures,
times, and places
Theater Standard VI: Comparing and integrating art forms.
Theater Standard VIII: Understanding theatre works in relation to cultures,
times, and places
Dance Standard III: Understanding dance as a way to create and
communicate meaning
Dance Standard VII: Making connections between dance and other
disciplines

New Music Standards

#MU:Re7.1
Process Component: GMS-Select - Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and
purposes.
Essential Question: How do individuals choose music to experience?
Grade 6
MU:Re7.1.6a
Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose
MU:Re7.2
Process Component: GMS-Analyze - Analyze how the structure and context of varied musical works inform the response.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and
performers manipulate the elements of music.
Essential Question: How does understanding the structure and context of music inform a response?
MU:Re7.2.6
a.Describe how the elements of music and expressive qualities relate to the structure of the pieces
b.Identify the context of music from a variety of genres, cultures, and historical periods.
#MU:Re8.1
Process Component: GMS-Interpret - Support interpretations of musical works that reflect creators/performers expressive intent.
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their
expressive intent.
Essential Question: How do we discern the musical creators and performers expressive intent?
MU:Re8.1.6
Describe a personal interpretation of how creators and performers application of the elements of music and expressive quali ties,
within genres and cultural and historical context, convey expressive intent.
TH:Cn11.1
Process Component: Interrelate
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world
may be understood.
Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions
about theatre and the purpose of their work?
TH:Cn11.1.6
a. Identify universal themes or common social issues and express them through a drama/theatre work.
TH:Cn11.2
Process Component: Research
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and
productions to inform their own work.
Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama
process or production is understood?
TH:Cn11.2.6
b. Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
TH:Pr4.1
Process Component: Select
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Theatre artists make strong choices to effectively convey meaning.
Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?
Grade 6
TH:Pr4.1.6
a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
Process Component: Evaluate
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
Essential Question: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

TH:Re9.1.6
Identify a specific audience or purpose for a drama/theatre work.
DA:Cn10.1
Process Component: Synthesize
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and
contexts are integrated and synthesized to interpret meaning.
Essential Question: How does dance deepen our understanding of ourselves, other knowledge,
and events around us?
DA:Cn10.1.6
a.Observe the movement characteristics or qualities observed in a specific dance genre. Describe
differences and similarities about what was observed to ones attitudes and movement preferences.
DA:Cn11.1
Process Component: Relate
Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to
deepen understanding.
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about
societal, cultural, historical, and community contexts.
Essential Question: How does knowing about societal, cultural, historical and community
experiences expand dance literacy?
DA:Cn11.1.6
a.Interpret and show how the movement and qualities of a dance communicate its cultural,
historical, and/or community purpose or meaning.
DA:Cr1.1
Process Component: Explore
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform
concepts and ideas into movement for artistic expression.
Essential Question: Where do choreographers get ideas for dances?
DA:Cr1.1.6
a.Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for
example, music, observed dance, literary forms, notation, natural phenomena, personal
experience/recall, current news or social events).
#DA:Re8.1
Process Component: Interpret
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic
expression as communicated through the use of the body, elements of dance, dance technique,
dance structure, and context.
Essential Question: How is dance interpreted?
DA:Re8.1.6
a.Explain how the artistic expression of a dance is achieved through the elements of dance, use of
body, dance technique, dance structure, and context. Explain how these communicate the intent of
the dance using genre specific dance terminology.
DA:Re9.1
Process Component: Critique
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures.
Essential Question: What criteria are used to evaluate dance?
DA:Re9.1.6
a.Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement
practice and develop artistic criteria to critique the dance using genre-specific dance terminology.

Unit Music Essential Question

In what ways does music and

dance enhance the story line
of a musical?

Singin in the Rain Agenda Day 1

Students need their folder, learning log, paper, and a pencil.
WARM UP: In your learning log, students will write the following question and
then complete the comparison chart: What are the differences between a musical
and a movie?
Essential Question: How are thoughts expressed through music and dance?
Daily Assignment:
Students will :
watch Singin in the Rain 1-20.
complete the Singin in the Rain Character Chart.
complete Singing in the Rain Viewing Guide Questions 1-7.
Students will:
write the following question and then complete the comparison chart: What are the differences between a
musical and a movie? (activating strategy).
review essential question: How are thoughts expressed through music and dance?(instructional activity).
watch Singin in the Rain 1-20 (instructional activity).
complete the Singin in the Rain Viewing Guide Questions 1-7 (summarizing activity).
answer the following question in their learning log: How were thoughts expressed through music and dance in the
musical Singin in the Rain.? (summarizing activity).

Singin' in the Rain Day 1 Activating Strategy

Directions: In your learning log, students

will write the question and then complete
the comparison chart:

What are the

differences
between a
musical and a
movie?

Singin' in the Rain Day 1 Essential

Question

How are thoughts

expressed through
music and dance?

Singin' in the Rain

Singin' in the Rain Day 1: Watch Singin' in the Rain

Instructional Strategy

Directions:
Students will :
watch Singin' in the Rain 0-20.
complete the Singin' in the Rain Character
Chart.
complete Singin' in the Rain Viewing Guide
Questions 1-7.

Singin' in the Rain DAY 1

Summarizing Strategy Think-Write-Share

Direction #1: Students will answer the

following question in their learning log: How
were thoughts expressed through music and
dance in the musical Singin in the Rain?
Direction #2: Students will complete any
portions of their Singin' in the Rain
Character Chart or Singin' in the Rain
Viewing Guide Questions 1-7.

Singin' in the Rain Agenda Day 2

Students need their folder, learning log, paper, Singin' in the Rain Character Chart, Singin' in the Rain
Viewing Guide, and a pencil.

On your Singin in the Rain Character Chart, students need to

complete the character description for Don Lockwood and Cosmo
Brown.

WARM UP:

Essential Question: Who is Donald Lockwood and Cosmo Brown and how would you describe them? How
would describe Don Lockwood and Cosmos Brown relationship?
Daily Assignment:
Students will :
watch Singin' in the Rain 21-50.
complete the Singin' in the Rain Character Chart.
complete Singin' in the Rain Viewing Guide Questions 8-13.
Students will:
complete the character description for Don Lockwood and Cosmo Brown.(activating strategy).
determine where or not the following statement is true or false: Don Lockwood worked for Monumental Pictures as a stunt man and
then became an actor.(activating strategy).
review unit essential question: Who is Donald Lockwood and Cosmo Brown and how would you describe them? How would
describe Don Lockwood and Cosmos Brown Relationship? (instructional activity).
watch Singin' in the Rain 21-50 (instructional activity).
complete the Singin' in the Rain Viewing Guide Questions 8-13 (summarizing activity).
discuss the follow question with their table partner: How would describe Don Lockwood and Cosmos Brown Relationship?
(summarizing activity).

Singin' in the Rain Day 2 Character Chart

Activity Strategy

Direction #1: On your Singin in the Rain

Character Chart, students need to
complete the character description for
Don Lockwood and Cosmo Brown.
Direction #2: Thumbs up for True Thumbs
down for False: Don Lockwood worked for
Monumental Pictures as a stunt man and
then became an actor.

Singin' in the Rain Day 2 Essential

Questions

Who is Donald Lockwood and

Cosmo Brown and how would
you describe them?
How would describe Don
Lockwood and Cosmos Brown
relationship?

Singin' in the Rain

Singin' in the Rain Day 2: Watch Singin' in the Rain

Instructional Strategy

Directions:
Students will :.
watch Singin' in the Rain 21-50.
complete the Singin' in the Rain Character
Chart.
complete Singin in the Rain Viewing Guide
Questions 8-13.

Singin' in the Rain DAY 2 Summarizing Strategy PairShare

Direction #1: Students will discuss the

following question with their table partner:

How would describe Don

Lockwood and Cosmos Brown
relationship?
Direction #2: Students will complete any
portions of their Singin' in the Rain
Character Chart or Singin' in the Rain
Viewing Guide Questions 8-13.

Singin' in the Rain Agenda Day 3

Students need their folder, learning log, paper, Singin' in the Rain Character Chart, Singin' in
the Rain Viewing Guide, and a pencil.
WARM UP: In your learning log, students will write question and answer the following
question: How would you describe a silent movie?

Essential Question: What is the difference between a silent film and a talking picture?
Daily Assignment:
Students will :
watch Singin' in the Rain 51-110.
complete the Singin' in the Rain Character Chart.
complete Singin' in the Rain Viewing Guide Questions 14-24.
Students will:

write question and answer the following questions using complete sentences: How would you
describe a silent movie?
(activating strategy).
review unit essential question: What is the difference between a silent film and a talking picture? (instructional activity).
watch Singin' in the Rain 51-110 (instructional activity).
complete the Singin' in the Rain Viewing Guide Questions 14-23(summarizing activity).
Discuss the following question with their table partner:What is the difference between a silent film and a talking picture?
(summarizing activity).

Singin' in the Rain Day 3 Learning Log Activity

Strategy

Directions: In your learning log, students

will write and answer the following
questions using complete sentences:

How would you describe a silent

movie?

Singin' in the Rain Day 3 Essential

Question

What is the difference

between a silent film
and a talking picture?

Singin' in the Rain Day 3: Watch Singin' in the Rain

Instructional Strategy

Directions:
Students will :
watch Singin' in the Rain 50-110.
complete the Singin' in the Rain Character
Chart.
complete Singin' in the Rain Viewing Guide
Questions 14-24.

Singin' in the Rain DAY 3 Summarizing Strategy PairShare

Direction #1: Students will discuss the

following question with their table partner:
What is the difference between a silent film
and a talking picture?
Direction #2: Students will complete any
portions of their Singin' in the Rain
Character Chart or Singin' in the Rain
Viewing Guide Questions 14-23.

Singin' in the Rain Agenda Day 4

Students need their folder, learning log, paper, Singin' in the Rain Character Chart, Singin' in the Rain
Viewing Guide, and a pencil.
WARM UP: In your learning log, students will write question and answer the following question:
During the performance of Singin in Rain, how is song and dance used to enhance Don, Kathy, and
Comsos feelings and ideas ?
Essential Question: What idea is Donald Lockwood trying to explain to his boss R.F. in the song The Old
Broadway?
Daily Assignment:
Students will :
watch Singin' in the Rain 110-end.
complete the Singin' in the Rain Character Chart.
complete all Singin' in the Rain Viewing Guide Questions.
Students will:

write question and answer the following questions using complete sentences: (activating
strategy) During the performance of Singin in Rain, how is song and dance used to

enhance Don, Kathy, and Comsos feelings and ideas ?

review unit essential question: What idea is Donald Lockwood trying to explain to his
boss R.F. in the song The Old Broadway? (instructional strategy).
watch Singin' in the Rain 121-end (instructional activity).
complete all Singin' in the Rain Viewing Guide Questions (summarizing activity).
answer the following question in their learning log: (summarizing activity).

Day 4: Learning Log: Activity Strategy

Directions: In your learning log, students
will write and answer the following
question using complete sentences:

During the performance of Singin in

Rain, how is song and dance used to
enhance Don, Kathy, and Comsos
feelings and ideas ?

Singin' in the Rain Day 4 Essential

Question

What idea is Donald

Lockwood trying to
explain to his boss R.F.
in the song The Old
Broadway?

Singin' in the Rain Day 4: Watch Singin' in the Rain

Instructional Strategy

Directions:
Students will :
watch Singin' in the Rain 121-end.
complete the Singin' in the Rain Character
Chart.
complete all Singin' in the Rain Viewing Guide
Questions.

Singin' in the Rain DAY 4 Summarizing Strategy PairShare

Direction #1: Students will discuss the

following question with their table partner:
What idea is Donald Lockwood trying to
explain to his boss R.F. in the song The
Old Broadway?
Direction #2: Students will complete any
portions of their Singin' in the Rain
Character Chart or Singin' in the Rain
Viewing Guide Questions.

Singin' in the Rain Agenda Day 5

Students need their folder, learning log, paper, Singin' in the Rain Character Chart, Singin' in the Rain
Viewing Guide, and a pencil.
WARM UP: In your learning log, students will write question and answer the following question using
complete sentences: What was an important scene from yesterdays class and how would describe it?
Essential Question: How would you describe the conclusion of the musical Singin' in the Rain?
Daily Assignment:
Students will :
finish watching Singin' in the Rain if not does so already.
complete the Singin' in the Rain Character Chart.
complete all Singin' in the Rain Viewing Guide Questions.
Review for Singing in the Rain Quiz

Students will:
write question and answer the following questions using complete sentences: What
was an important scene in the movie from yesterday? (activating strategy).
review unit essential question: How would you describe the conclusion of the musical
Singin' in the Rain? (instructional strategy).
finish watching Singin' in the Rain if not done so already (instructional activity).
review for Singin' in the Rain Quiz or create a quiz and provide the answers.
(instructional activity)
complete all Singin' in the Rain Viewing Guide Questions (summarizing activity).
answer the following question in their learning log (summarizing activity).

Day 5: Learning Log: Activity Strategy

Directions: In your learning log, students
will write question and answer the
following question using complete
sentences:
What was an important scene from
yesterdays class and how would
describe it?

Singin' in the Rain Day 5 Essential

Question

How would you describe

the conclusion of the
musical Singin' in the
Rain?

Singin' in the Rain Day 5: Watch Singin' in the Rain

Instructional Strategy

Directions:
Students will :
finish watching Singin' in the Rain if not done
so already.
complete the Singin' in the Rain Character
Chart.
complete all Singin' in the Rain Viewing Guide
Questions.

Singin' in the Rain DAY 5 Summarizing Strategy PairShare

Direction #1: Students will discuss the

following question with their table partner:

How would you describe the conclusion

of the musical Singin' in the Rain?
Direction #2: Students will complete any
portions of their Singin' in the Rain
Character Chart or Singin' in the Rain
Viewing Guide Questions.

Singin' in the Rain Day 5: Review for Quiz Summarizing Strategy

Directions (Option #1): Students will review for

Singin in the Rain Quiz
Directions (Option #2): Students will create a 10 question
quiz and will provide answer to their quiz.
Requirements:
5 multiple choice questions with four answers (make
sure one is the correct answer and circle it)
2 true and false questions with correct answers
3 short answer questions. (answer to question
should be answered it using complete sentences)

Singin' in the Rain Agenda Day 6

Students need their folder, learning log, paper, Singin' in the Rain
Character Chart, Singin' in the Rain Viewing Guide, and a pencil.
WARM UP: Study for Singin' in the Rain Quiz
Essential Question: How would you describe the conclusion of the musical
Singin' in the Rain?
Daily Assignment:
Students will :
complete the Singin' in the Rain Character Chart.
complete all Singin' in the Rain Viewing Guide Questions.
complete quiz or finish creating their own Singing in the Rain Quiz.

Students will:
Study for Singin' in the Rain quiz(activating strategy).
review as a class for Singin' in the Rain quiz(instructional strategy).
take Singin' in the Rain Quiz or finish creating their own Singin in the Rain
Quiz (summarizing activity).

Singin' in the Rain Day 5: Review for Quiz Summarizing Strategy

Directions (Option #1): Students will review for

Singin in the Rain Quiz
Directions (Option #2): Students will create a 10 question quiz and
will provide answer to their quiz.
Requirements:
5 multiple choice questions with four answers (make sure
one is the correct answer and circle it)
2 true and false questions with correct answers
3 short answer questions. (answer to question should be
answered it using complete sentences)

Singin' in the Rain Day 6: Singin' in the Rain Quiz

Summarizing Activity

Option 1 students will take the Singin in

the Rain Quiz
Option 2 students will create a 10 question
Singin in the Rain Quiz.

Singing in the Quiz

Name:________________________________________________ Period:__________________
Singin in the Rain Quiz

Date:____________________

Directions: Students will answer the following questions on a separate piece of paper. (Students do not need to write the
question.)
1. Where does Don Lockwood first meet Kathy Seldon?
2. What is the name of the company that Don, Lina, and Cosmo work for?
3. How would you describe Don Lockwood and Lina Lamonts relationship?
4. How would you describe Don Lockwood and Kathy Seldons relation in the beginning of the musical?
5. What challenge is Lina faced with when R.F. decides to create a talking pictures/musical?
6. What is the name of the talking picture/musical that featured and Don and Lina but used Kathys voice?
Directions: Students will answer the following question using complete sentences and use evidence/examples to support
their answer.
7. n what ways does music, dance, and scenery play an important role in telling a story in a musical? (give examples for
each category)