Grade One Unit Plan

Fall celebrations: Thanksgiving and Halloween October 2016 8 classes

Generative Topic: October is all about taking the basics that were explored in
September and expanding upon them to begin understanding the broader world
of music. This will be done through pieces involving the sentiments of the
season: Thanksgiving and Halloween. We will expand upon the pulse and beat
that we worked on in September to begin to examine the difference between
beat and rhythm and how to notate both. Furthermore, through rote learning,
the basics and beginnings of melody were internalized, now we will begin to
learn how to notate melody through sol-fa and the finger staff. Discovering
sounds in our world will also play parts with examining the difference between
musical and non-musical sounds and how we can use our bodies and voices to
create sound effects.
Unit Title: Fall celebrations: Thanksgiving and Halloween
Big Idea: The beginnings of musical literacy
Essential Questions:
1.
2.

How can we see the notes that we are performing?

What is the difference between beat and rhythm and what role does
each play?
3. What sounds do we experience, musical and non-musical, and how can
we use our bodies and voices to recreate them?
Concepts Taught:
Curricular Outcomes:
R3 music is made up of long sounds, short sounds,
Environmental sounds (musical and
and silences
non-musical)
R5 Long sounds, short sounds, and silences may be
Create sound effects
grouped to form rhythm patterns. (Ta, Ti-ti)
So-mi
E5 The human voice has different tonal qualities
E6 Music reflects our feelings about holidays,
Tah/ti-ti written
seasons, our country, and cultural heritage.
Rhythm/beat
L1 Distinguish environmental sounds: school, home,
Introduce finger staff

weather, animals, machines

M1 mime animals, machines, and other sounds
M2 Move to the beat in music through walking,
running, hopping, galloping, and skipping as
appropriate to the pyschomotor development of the
students
S1 Distinguish between childs speaking and singing
voices
S2 Respond to tone matching and echo games
S3 Respond to so-mi hand signals
PI4 Echo rhythm patterns
RW1 Recognize ta and ti-ti rhythm patterns
RW3 Echo clap and chant written rhythm patterns
RW4 draw stick rhythm patterns on paper
RW6 Respond to hand signals and staff notation of

so-mi

Activities:
- Follow the Leader
- Two Little Apples
- Thanks A Lot
- Im the Fastest Turkey
- Gobble, Gobble
- Nows the Time
- Five Fat Turkeys
- Stirring My Brew
- Big Black Cats
- Magic Spell
- Legs and All

Materials Needed:

Lesson Summary
Fall Celebrations: Thanksgiving and Halloween October 2016 8 classes

Less
on
1

By the end of the

lesson, students
will be able to
Demonstrate
rhythmic accuracy
through speaking.
Sing a melodic
pattern by
imitation.

Say whether a note

is high or low by
looking at the
finger staff.
Match pitch for so
and mi

Use their finger

staff while singing
a simple tune on
so-mi
Match pitch for so
and mi

Assessment/
Evaluation

Activities

Observation
Checklist
- Rhythmic
accuracy
- Following
a
melodic
outline

Follow the Leader

(2 min)
Two Little Apples
(5 min)
Thanks a Lot
(15min)
Im the Fastest
Turkey (8 min)
- Talking
about
turkey
noises
Follow the Leader
(2 min)
Thanks a Lot (10
min)
Gobble Gobble (12
min)
- Introduce
finger staff
- Works on
so-mi
Im the Fastest
Turkey (6 min)
Follow the Leader
(2 min)
Nows the Time
(10 min)
Gobble Gobble
(12 min)
- Using So
Mi
- Using finger
staff
- Beat (1/2

Observation
Checklist
- Obtainin
g the
concept
of the
finger
staff
- So-mi
accuracy

Observation
Checklist
- Using the
finger
staff
- SM
singing

Resources

Game Plan
4
Music Play
17
Music Play 10

Music Play
17
Game Plan
34

Music Play 10

Game Plan
33
Game Plan
34

Use their finger

staff while singing
a simple tune on
so-mi
Match pitch for so
and mi

Use voices and

body actions to
demonstrate the
difference between
loud and soft.
Use their body
actions to
demonstrate an
understanding of
rhythm (vs. beat)
Draw the pulse on
the board while the
students enforce
through body
percussion.
Differentiate
between rhythm
and beat.

Observation
Checklist
- SM
singing
(S)
- Finger
Staff (S)

Observation
Checklist
- Loud/soft
(from
Sept)
- Moving
to the
rhythm

Observation
Checklist
- Notate
pulse
and ta
- Differenc
e
between
ta and titi
Rhythm/beat
worksheet

class on
1,2,3,4)
- Rhythm
(1/2 class
saying
poem)
discuss
difference
Five Fat Turkeys (8
min)
Follow the Leader
(2 min)
Gobble Gobble (8
min)
- Play game
to assess so
mi
Nows the Time (5
min)
5 Fat Turkeys (5
min)
Thanks A Lot (10
min)
(Im the Fastest
Turkey)
Follow the Leader
(2 min)
Stirring My Brew (3
min) (loud/soft)
Big Black Cats (20
min)
Magic Spell (5 min)
- Start
learning
words
Follow the Leader
(2 min)
Legs and All (7
min)
- Learn poem
- Notate
pulse
Big Black Cats (8
min)
Magic Spell (8 min)
Old Mother Witch
(5 min)

Music Play 20

Game Plan
34

Game Plan
33
Music Play
20
Music Play
17
Music Play 10

Game Plan
20
Game Plan
17
Music Play 21

Game Plan
15&24
Game Plan
21
Music Play
21
Music Play 22

Use their body

actions and
understanding of ta
to describe that ti-ti
is equal to two
notes inside of one
ta.
Use their finger
staff while singing
a simple tune on
so-mi
Match pitch for so
and mi

Observation
Checklist
- Differenc
e b/t ta
and ti-ti
- So mi
(Old
Mother
Witch)

Demonstrate
through body
notation and a
worksheet what is
a ta and what is a
ti-ti.
Use their finger
staff while singing
a simple tune on
so-mi
Match pitch for so
and mi

Observation
Checklist
- So Mi
- Ta/ti-ti
Ta/ti-ti
worksheet

Follow the Leader

(2 min)
Stirring My Brew (3
min)
Legs and All (10
min)
- Review
- Speak and
notate ta
- Some beats
have one
note some
have two
Old Mother Witch
(15 min)
- Review
singing
- Talk rhythm
and beat
- Play game
Follow the Leader
(2 min)
Big Black Cats (15
min)
- Body
notation
Magic Spell (5 min)
Old Mother Witch
(5 min)

Game Plan
20
Game Plan
24

Music Play 22

Game Plan
21
Music Play
20
Music Play 22