Grade Level:

High School

Subject: Music

Prepared By: Diana Lambert

Unit Rhythm/Body Percussion Lesson Objectives/Aim/Goal

Vocabulary/Concepts to be learned or reinforced 1. Quarter note 2. Eighth note

Students will read rhythmic patterns consisting of both quarter 3. Tempo notes and eighth notes. Students will become comfortable 4. Rhythm layering these rhythms together using body percussion and ultimately create a short rhythmic piece.
Essential Question/Questions 1. How do we read quarter notes and eighth notes? 2. How long do quarter notes and eighth notes last? 3. How do we stay on our part and not jump to another sections rhythm? Students will demonstrate the ability to: 1. Read both quarter notes and eighth notes 2. Read and play several rhythmic patterns 3. Play these patterns together and stay steady on their specific part

5. Blending

Education Standards Addressed

1. Performing on instruments, alone and with others, a varied repertoire of music. 2. Listening to, analyzing, and describing music. 3. Reading and notating music.

What do the students know? Review:

Literacy Connections Interdisciplinary Connections

Materials Needed

Student accommodations

Students know how to play B, A and G Writing out the music with title on recorder and possibly lyrics Students know one beat, two beat, three beat and four beat notes Review how to handle instruments and materials

Recorder Mallet instruments Music Book Piano

Extra recorder worksheets and activities are available for students who are struggling.

Lesson Development 1. Begin with singing How Can I Keep From Singing? (Review from last year) 2. Seat students at instruments in pairs and have them bring their recorders over with them 3. Take off small C and big F (Two hands!) 4. Explain/Review how to hold mallets/strike the bars 5. Teach short song with clapping/sliding hands and saying pitches before playing the instruments at all. (This song has a few jumps from B to G to help students gain comfort with that switch. 6. Move this song onto the mallet instrument (one part at a time). Have student join once they are comfortable. 7. One student in pair plays on recorder (Play through once just recorder then second with mallets) 8. Demonstrate Hot Cross Buns 9. Let them experiment and learn Hot Cross Buns part by part. 10. (If there is time) Dictate Hot Cross Buns

Listening Experiences (Attentive, Engaged, Enactive) 1. How Can I Keep From Singing? 2. B, A, G Song (recorder and mallets) 3. Listening to B, A, G songs rhythm first 4. Hot Cross Buns

Total Participation Techniques Partner participation on song with recorder and mallet instrument Singing How Can I Keep From Singing? Clapping/Sliding rhythm of song

Summary, closure Reviewing our three pitches and our new jump by playing Hot Cross Buns together.

Assessments Looking at each student play both the recorder and mallets during the songs and assessing if they are keeping up with the class.

Resources Music included How Can I Keep From Singing

Enrichment/follow-up Review Dictation New song with same pithes but new jump/ struggle point