Third 2/21-24

Objective (I Can) Blooms Level/Rigor

-identify note values (# of beats) -Remember
-perform beat vs. rhythm -Understand
-play instruments to fit a song -Apply
-perform and label 16th notes -Analyze
-move creatively in positive and negative space
-improvise movement

Key Questions Assessment of Learning

-Why do we warm up our voices? -Observe movement to pulse
-How do we turn random noises like a clap or stomp into -Hear individuals sing
music? -Observe students leading movement
-How can we make the music sound like the text? -Define intro/coda/interlude
-How do we describe minor vs. major?

Activities
Hook/Building Background
-Follow Me
-Good News (Sung)
-So Glad Im Here

Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
1. Rhythm Game
a. Beat vs.
2.Rocky Mountain
Rhythm
b. Identify 2.Notate Sixteenth Notes-if time
Sing Thru/Echo Teach
note names
Add body Percussion
Demonstrate Instrument Parts Practice writing notes and
rhythms
2.Rocky Mountain

Perform with body percussion

Perform with instruments

3.Fee-Fo
Echo leader
Students improvise movement
during echo
Ask for leaders

4. Movement

Note the difference between

positive and negative space
Partners

5. Star-Spangled Banner-review
Sing Through
Sing through other patriotic
songs

Lesson Closure
Hey Goodbye Song
-line-up procedure (practice as needed)

Differentiation
3 line vs. 5 line staff for writing solfege

Key Vocabulary
Pulse
Solo
Melody
Rhythm
Quarter Note
Quarter Rest
Eighth Notes
Half Notes
Sol/Mi/La
Whole Notes
Mi/Re/Do
Ostinato
Coda
AB Form
Staff
Rondo Form
Pentatonic
Half Notes
Whole Rest
Half Rest
Major vs. Minor
Crescendo/Decrescendo
Introduction
Interlude

Friday Stations

1. Listening-Tubby the Tuba

2. Rhythm-16th note, 8th note, and quarter note-drumming
3. Computer-Game
4. Form review
5. rhythm patterns with instruments
6. Assessment-form