Ruth McEntire (Music Teacher)

Lawrence D. Varela-Halbert Jr. (Student Teacher)

Music Lesson Plan I
2014-2015
Grade Level: Fifth
Date: March 9th, 2015
Focus: Rhythm

Melody

Unit: Rhythm
Lesson: Singing
Playing

Harmony

Singing

Listening

Style Form

Vocabulary: Rest, Beat, Quarter Note, Quarter Rest, Half Note

Objectives:
Students will keep a steady beat with 100% accuracy.
Students will demonstrate appropriate audience and performer behaviors with 100% accuracy.
Students will identify and perform quarter rests with 90% accuracy.
Students will identify and perform half, quarter, and eighth notes with 90% accuracy.
Students will perform simple recorder melodies with 100% accuracy.
Students will sing simple melodies with 100% accuracy.

TEKS
5.1A. distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices;
5.1B. distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
5.1C. use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound, to explain
musical sounds presented aurally; and
5.1D. identify and label small and large musical forms such as abac, AB, and ABA; rondo; and theme and variations presented aurally in simple songs and larger works.
5.2A. read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;
5.2B. read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and
5.2C. identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound.
5.3A. sing and play classroom instruments independently or in groups with accurate intonation and rhythm;
5.3B. sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups;
5.3C. move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
5.3D. perform various folk dances and play parties;
5.3E. perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies; and
5.3F. interpret through performance new and previously learned music symbols and terms referring to tempo, including accelarando and ritardando; dynamics; articulation; and meter, including simple and compound.
5.4A. create rhythmic phrases through improvisation and composition;
5.4B. create melodic phrases through improvisation and composition; and
5.4C. create simple accompaniments through improvisation and composition.
5.5A. perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America;
5.5B. perform music representative of Texas and America, including "The Star Spangled Banner";
5.5C. identify and describe music from diverse genres, styles, periods, and cultures; and examine
5.6A. exhibit audience etiquette during live and recorded performances;
5.6B. identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;
5.6C. describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary;
5.6D. respond verbally and through movement to short musical examples;
5.6E. evaluate a variety of compositions and formal or informal musical performances using specific criteria; and
5.6F. justify personal preferences for specific music works and styles using music vocabulary.

Activities:
Games/Songs
Recorder Football

Notes:

Procedures: (Student Teacher)

I.

Games/Songs
a. Recorder Football
i. T. Alright class, we are going to play recorder football for the remainder of the class. I will pick two
team captains based on who has passed off the most songs and we will have a draft of who is on what
team. I will decide if anyone is left over where they will go. Here are the rules of the game:
1. Each team will have a have the ball and either play or sing a recorder melody.
2. You may play a recorder melody
a. Depending on the difficulty of the song, that will determine the amount of yards you get
on your play.
i. White-Orange = 10 yards.
ii. Green Blue
= 20 yards
iii. Red and Brown =30 yards
iv. Black
= 40 yards
3. You may also come up and sing any melody from the book but, it will only qualify as a 10 yard
play.
4. If you perform a wrong note, rhythm, or substantially fall off the beat, that will be a loss of a
down.
a. Three downs and then your team will be forced to punt to the other team.
i. If your team makes it to the yard line that the next person may make the ball go
to the end zone, the next person may attempt to play their song to get a 3 point
field goal.
ii. Otherwise, the game ball switches over to the other team.
5. A game of football wouldnt be complete with out some possibilities for flags/penalties.
a. Talking on your teams turn
=Interception to the other team!
b. Playing out of turn or talking on opposing team =loss of 10 yards.
6. When a team reaches the end zone, they score 6 points and have an opportunity for getting an
extra point conversion.
a. Playing/Singing a white-green belt
= extra point
b. Playing a purple-black belt
= extra 2 points.
7. The team with the most points, wins! Any questions?
a. T. will answer any questions regarding the games rules.
8. T. Then let us play. After we select teams, I will have the teams sit on separate portions of the
room. Each student will sit in their section of chairs and be called up to the snap, one at a time.
a. T. will guide students in the drafting process based on who the team captains are,
further bases off who has completed the most recorder karate belts.
b. S. will come up one at a time in chair order, to perform their song.
c. T. observes and evaluates students performances and guides those whom struggle.

Assessments
I.

II.

III.

IV.

Steady Beat (Recorder Football)

a. T. Class, please keep a steady beat as we sing this next song.
b. S. students sing the song in a steady beat.
c. T. observes students accurately singing in a steady beat and guides students whom are struggling.
Audience and Performer Behavior (Recorder Football)
a. T. Class, please listen and be silent if you are not performing.
b. S. are silent and listening attentively.
c. T. observes students accurately demonstrating performer/audience behavior while teacher guides students
whom are struggling.
Rests (Recorder Football)
a. T. Class, please raise your hand during the portion of the song that has rests in it.
b. S. raises hands in rest recognition/performance.
c. T. observes students accurately recognizing/performing rests and guides students whom are struggling.
Note Values (Recorder Football)
a. T. Class, who can raise their hand, tell me what note value [student at bat] didnt perform well, AND clap the
correct rhythm using correct syllables?
b. S. raises hands, speaks and claps the rhythm the performing student didnt perform well.

V.

VI.

c. T. observes students responses for accuracy.

Perform on Recorder (Recorder Football)
a. T. Alright, play your selected melody for recorder baseball.
b. S. performs melody on recorder using proper technique.
c. T. observes and evaluates students performance for accuracy and subsequently guides students whom are
struggling.
Sing (Recorder Football)
a. T. Alright, sing your selected melody for recorder baseball.
b. S. sings melody using proper singing technique.
c. T. observes and evaluates students performance for accuracy and subsequently guides students whom are
struggling.