Howard County Elementary General Music Lesson Plan

Lesson Title: Lesson 1: "Train Is A-Comin'" ("Making Music" 3rd Grade book/red, Page48-49)
Grade Level: 3 Time required: 60 minutes

Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.3.c Demo sequences of mvmt in musical games The student will 1.2.g Perform ostinato to support given melodies The student will 1.2.c Perf short melodic rhythmic patterns 2.0 Historical, Cultural & Social Context: The student will 2.1.b Listen/perf folk comp music from var trad The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will 3.2.c Comp use trad notation w/ostinatos

Materials: (List of all materials that will be needed for the lesson) Making Music Book Grade 3, recording of Train is a-coming, Drums Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Have the students listen to Train is A-Comin and respond to the beat by tapping their legs. -Listen to the song again and have the students respond to the beat and the form by follow the teachers motions. For the introduction, the bridges, and the coda tap the beat on your legs. For the verse do a four beat pattern of tap your knees, clap, snap, and snap. Repeat the song and the clapping patterns at least one more time. -The objective is to have the students count the number of beats and number of times they do the pattern in the song. During the introduction and the bridge have the students count the beats when they tap their legs, by counting up to eight and starting back at one each time. The introduction and coda have two counts of eight and the bridges only have one count of eight. During the verse have the students count the number of times they do the four beat pattern by changing the number each time they tap their knees. For each verse have the students start back at one. -Ask the students what the magic number is that they count up to each time? Guide them to the number eight. -Play a game to determine if the students understand how to count the beats and patterns in their head. Have the students do the four beat pattern eight times (as they do on each verse) without counting out loud. Ask them to stop after completing the pattern two times. Change up when the students have to stop the pattern. This will show which students are counting the pattern in their heads. -To reinforce the students counting the patterns in their heads have them perform the pattern on the drums. The drums will be set up with four on each side of the music rug. Two risers of four students will come and perform at a time. They will hit the drum instead of hitting their knees then they will clap, snap, and snap. Assign each student a number one through eight. The students will stop playing the drum pattern after the number they were assigned. Repeat this until all students

July 2007

Howard County Elementary General Music Lesson Plan

have had the opportunity to perform on the drums. - Do the beat and the patterns with the recording. With the reinforcement of the counting the students should be able to change the patterns without the teachers help. Have two risers at a time perform the beat and the pattern on the drums.During the introduction, the bridge, and the coda they will be hitting the drum on the beat and during the verse they will hit the drums, then clap, snap, and snap. Repeat this until every student has had the opportunity to play the drums. - Ask the students how many beats are in the pattern (knees, clap, snap, snap)? Guide them to four beats by putting four dashes/lines on the board and putting the beat number above it. Point to beat one and ask them what they do on this beat. Write underneath the line knees. Do this for all four beats. - Ask the students how many times we did the pattern each verse? Guide the students by reminding them of our magic number eight. -On the board draw four phrases (four separate rows) of two measures, and each measure has four beats represented by four dashes/lines. Have the students help count all the beats in the verse as the teacher points to each beat. This will help reinforce the difference between the beat and the pattern. - Tell the students that you will be making it harder on them. Have them listen to the recording and clap only on the oh yes. The teacher can help them by only singing on the oh yes. - Have two risers at a time perform the "oh yes" pattern on the drums. Make it a game by having a student get out if they play the drums at the wrong time. When a student gets out they sit back down at their riser. - Have the students focus their attention back to the iconic notation on the board. Ask them which beats the oh yes goes on. Have them come up to the board and point. Guide them to the answer by singing verse one as you point to the beats on the board. Draw over the dashes/line where oh yes goes with a blue marker. - Ask the students which phrase is different. Guide them by numbering each phrases (row) and asking them what the numbers represent. Guide them to the word phrase. -Play the music and have the students point from their seat to the notation on the board. Stop the music on the eighth beat of phrase one. Have a student tell you the phrase we stopped on and the beat in that phrase (each phrase only has eight beats). Start the recording again and stop the music at a different part in verse one. Make it a game by keeping a talley on the board. When the students give the correct phrases and beat they get a point. When the students give the wrong phrase and beat or they are talking out of turn the teacher gets a point. -Make it harder by stopping the music somewhere in verse two. Ask the students what verse we stopped on. Guide them by asking them how many times have we sung through the four phrases on the board. Have them tell you the phrase number and the beat in that phrase we ended on. Repeat this by stopping the music at different spots and having the students give you the verse, phrase, and beat in the phrase where the music stopped. Closure: Have the students return to their seats before having them line up one riser at a time. As the students line up have them sing the first verse and clap on "oh yes".

July 2007

Howard County Elementary General Music Lesson Plan

Assessment: (Review of Post-tests; BCRs; Quizzes; Tests; Projects; Essays; Performance Assessments, etc.)

-Informally assess the students understanding of the beat and the patterns by allowing them to do it on their own with the recording. -Informally assess the students understanding of the pattern by having them play on the drums only on "oh yes". -Informally assess the students understanding of beat by having them point to the beat on the board. -Informally assess the students ability to track the iconic notation by stopping the music in the middle of the verse and have them tell you the verse, the phrase, and the beat in that phrase.
Enrichment: (Extension) Add in the other two ostinatos patterns and have the students play all the ostinatos at the same time. - Have the students create their own ostinato patterns. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.

Have the students change up what they are doing in the lesson, whether it be pointing to the notation on the board or playing the drums.

July 2007

Howard County Elementary General Music Lesson Plan

Lesson Title: Lesson 2: "Train Is A-Comin'" ("Making Music" 3rd Grade book/red, Page48-49)
Grade Level: 3 Time required: 60 minutes

Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.3.c Demo sequences of mvmt in musical games The student will 1.2.g Perform ostinato to support given melodies The student will 1.2.c Perf short melodic rhythmic patterns 2.0 Historical, Cultural & Social Context: The student will 2.1.b Listen/perf folk comp music from var trad The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will 3.2.c Comp use trad notation w/ostinatos

Materials: (List of all materials that will be needed for the lesson) "Making Music" Book Grade 3, recording of "Train is a-coming", rhythm sticks, drums, music notation cards in an envelope for each student (only quarter notes and quarter rests) , one set of music notation cards that are bigger so they can be used on the board, musical notation game board Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) The object is to review and see what the students remember. Start by playing the recording and having the students respond to the beat and form. During the introduction, the bridges, and the coda they will tap the beat and during the verse they will do the four-beat pattern (knees, clap, snap, snap). - As the students perform the motions draw the iconic notation on the board (just the phrases and the beats). - Have the students help finish the iconic notation by having pointing to which beats oh yes goes on. The teacher will color over those beat lines with a blue marker. - Listen to the music and have the students point to the notation from their seats. Stop the music and have the students give what verse, phrase, and beat in the phrase we stopped on. Repeat this a few times to make sure that the students are tracking the music. - Have the students open the red "Making Music" book to page 48. The books are stacked in the center of each riser. Play the music and have the students track the music by pointing along to the words. -Ask the students to point to verse one. Check to make sure that all students are pointing to the correct verse. Have them point to verse two and three. This will reinforce the students understanding of the musical notation and ensure that they understand where to point in the music when listening to the recording. - Listen to the recording and have the students track by pointing to the musical notation.

July 2007

Howard County Elementary General Music Lesson Plan

-Have the students put the books away. Take out a set of music notation cards that are bigger and can be used on the board. These cards have the iconic notation on one side (i.e., long line and an X) and the musical notation that corresponds with it on the other side (i.e., quarter notes and a rest). On the board put up only one quarter note and quarter rest cards (there are eight of each) and have them showing the musical notation. -Have the students look at the first phrase. The objective is to put a musical notation card on each beat for the four-beat pattern (knees, clap, snap, and snap). Guide the students by making a key on the board. Next to the cards that show the musical notation put an equal sign and another one of the cards showing the iconic notation sign. - Have a student come up and put one of the musical notation cards on each beat of the first phrase. For the four-beat pattern there should be a quarter note on each beat. - Have the students do the four-beat pattern as the teacher points to the musical notation on the board. - Take the music notation cards away. Sing the verse and have the students only clap on the oh yes. Over emphasize the beats that the students are not making a sound (resting) by having them put both hands out to their sides. - Have the students help you put a musical notation card on each beat of phrase one for the pattern oh yes. Guide them by asking what beats they clap on and what beats they do not clap on. There should be a quarter note on beats five and six of phrase one and a quarter rest on all the other beats. - Have the students sing and clap only on the oh yes as the teacher points to the musical notation on the board. -Give each student a set of musical notation cards, which are placed in individual envelopes, and the musical notation game board. This game board has two measures of four beats. Have the students look through the cards. - Clap a four beat pattern using only quarter notes and quarter rests. Have the students notate that pattern using their cards. They will use a book as a flat surface on their laps. Check every students notation and have one student put it on the board using the bigger musical note cards. Have the students clap the pattern while looking at the musical notation. Repeat this a few times by changing up the pattern. -Have the students create their own pattern using the musical notation cards. Have them create an eight beat pattern only using the quarter notes and the quarter rests. - Have the students perform their created pattern for the other students on their riser. Go around the room and have each student clap their eight-beat pattern for the class. - Play the song and have one student perform their pattern during the verse using a drum. They will need to repeat their pattern four times (once for each phrase). Have a different student play on each verse. Repeat this so that each student has the opportunity to perform his or her pattern (ostinato) for the class.

Closure: Have the students return to their seats before having them line up one riser at a time. As they line

July 2007

Howard County Elementary General Music Lesson Plan

up at the door have them all clap their rhythmic ostinatos at the same time. Assessment: (Review of Post-tests; BCRs; Quizzes; Tests; Projects; Essays; Performance Assessments, etc.)

-Informally assess what the students remember by having them perform the beat and four-beat pattern without the teachers help. -Informally assess the students understanding of tracking the music by having them point to the words as they listen to the song. -Informally assess the students understanding of quarter notes and quarter rests by having them notate a clapped pattern using the musical notation cards. -Informally assess the students understanding of ostinatos and rhythmic values by having them create and perform their own ostinato patterns.
Enrichment: (Extension) Have the students play the rhythmic pattern of the words on rhythm sticks. Iconically notate this pattern using lines/dashes. Use the musical notation cards to notate the rhythmic pattern of the words on the board. Give the students the individual musical notation cards and have them now use the eighth note cards. Clap a four beat pattern using quarter notes, quarter rests, and eight notes and have the students notate it using their musical notation cards. Have the students create an eight beat pattern using quarter notes, quarter rests, and eighth notes. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.

Have the students change up what they are doing in the lesson, whether it be pointing to the notation on the board and playing the drums. If a student is having trouble creating an ostinato pattern have them only create a four beat pattern that they will repeat.

July 2007

Howard County Elementary General Music Lesson Plan

Lesson Title: Lesson 3: "Tie Me Kangarroo" ("Making Music" grade 4/ orange Pg. 36-37)
Grade Level: 3 Time required: 60 minutes

Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.2.c Perf short melodic rhythmic patterns The student will 1.2.g Perform ostinato to support given melodies The student will 1.3.c Demo sequences of mvmt in musical games 2.0 Historical, Cultural & Social Context: The student will 2.1.c Listen to ex from various world cultures The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will Choose an objective

Materials: (List of all materials that will be needed for the lesson) Recording of "Tie Me Kangaroo", rhythm sticks, drums, "Making Music" book grade 4, projection of the music Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Students will listen to Tie me Kangaroo and respond to the beat and form of the song by: waving their hands to the beat during the introduction and instrumental bridges; tapping the beat on their legs during the verse; and tapping their legs then clapping during the chorus/refrain. As the students listen and do the motions have them get rhythm sticks, which they will tap together instead of clapping. The rhythm sticks are in three separate buckets set in front of every two risers, call up one riser at a time. As they are listening sing the chorus/refrain each time so that they hear it as a separate section and get more familiar with it. Listen to the song a second time and continue to help the students with the patterns and when to change. As the students do the patterns say the actions in rhythm (wave, beat, or heavy/light). -The third time the students listen to the song assess them by having them do the motions on their own without the teachers help. Watch them and make sure that they are changing the patterns at the correct times. If there are a few students who really understand when to change the pattern have them come to the front of the room to lead the class. Repeat this step until the students are comfortable with when to change the motions. Ask the students what the three patterns are for this song. Write the patterns on the board (wave, beat, heavey/light, wave). Wave is used two times because it was used to represent the introduction and the bridges. Ask the students what form section each pattern represents? Guide them to form words by having the brainstorm the words they know for musical form. Put the form words on the board as a list and then have the students connect the form words to the patterns. Under the words for the patterns put the sections: under wave put the word intro in a rectangle, under beat put the word verse in a triangle, under the words heavey/light and up put the word refrain in a circle, and under the second wave put the word bridge under an arch. -Have the students listen to the song and perform the patterns as the teacher points to the section

July 2007

Howard County Elementary General Music Lesson Plan

that they are doing. Have a student come and conduct the class by pointing with a rhythm stick. Try to get a few students up there to conduct the piece at a time. Have two risers of students perform the patterns using the drums. Arrange the drums so that there are four on each side of the rug, and have one riser go to each side. The students have to perform the patterns on the verse and refrain. As they are playing have a student conduct by pointing on the board to the section we are hearing. The students who are sitting down should be doing the patterns on rhythm sticks and saying the patterns to the beat (wave, beat, and heavey/light) Have the students look at the music in the orange book, which is in the middle of each riser. Have them follow along by pointing to the words. They will get lost since the refrain is under all of the verses. Stop the music and have the students find the word refrain and point to it. On the board have a projection of the music so that the teacher can point along with them as they listen. Start the music over and have the students follow and point. Assess them by walking around and seeing if they are pointing to the correct spot in the music. If they are struggling guide them by pointing in their book with them. If a student shows understanding by following along and have them point to the music that is projected on the board. -If students are struggling to track the music have them focus on the projection of the music on the board. Ask one student to come and point to the word refrain on the board and circle it with a blue marker. Ask the students how many verses there are and trace over the numbers with a black marker. For each stanza number the verses and put an arrow pointing to the refrain. This will help the students understand that when tracking verse one they have to follow it through each stanza. There are six verses and six risers, have each riser sing one verse and refrain by them selves. This will help assess who is following the music. -Put the books away. Tell the students that you are going to make it harder for them. Sing the refrain and have them do the pattern that goes along with it (knees, sticks). As they are doing that use the rhythm sticks and tap the rhythm of the words rhythm sticks (syllables). On phrase two and four during the rest stomp and put both arms out, so that they do not hit the sticks. Have two risers at a time perform the rhythmic pattern of the words on the drums. Assess them by making sure they are only playing on the verse and also that they are not playing the drums on the rest. While they are playing have a few students point to the sections on the board. The students who are sitting at their risers should be doing the patterns using their rhythm sticks. Have one riser on the drums perform beat patterns that we started with druing each section and the other riser perform the rhythmic pattern of the words only on the verse. Have a student conduct on the board by pointing to the section they are on. Repeat this until every student has had the opportunity to be involved in performing on the drums and pointing on the board.

Closure: -Have the students return to their seats before lining up by riser. Have the students sing the verse of the song.

July 2007

Howard County Elementary General Music Lesson Plan

Assessment: (Review of Post-tests; BCRs; Quizzes; Tests; Projects; Essays; Performance Assessments, etc.)

-Informally assess that the students are playing the correct patterns and changing at the right times. This can be assessed when they use the rhythm sticks and the drums. - Informally assess the students understanding of form by having them tell you what sections the patterns correspond to. Then have a student point on the board to the section that we are hearing in the music. - Informally assess how the students are following the musical notation, by having them point in the music as they follow along. This will give me a clear idea of who understand how to track the music and who is struggling. The students will also be assessed by having one riser sing one verse, this shows me who is following and tracking the music.

Enrichment: (Extension) Video tape the students when they are playing the drums, doing the patterns on rhythm sticks, and pointing to the sections on the board. Have them watch their performance and respont do how they think they did. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.

For students who are ahead allow them to conduct the piece by pointing to the section the hear on the board. If a student is having trouble following the musical notation in the book help them by pointing with them in their book or have a student who understands how to follow the music help them.

July 2007

Howard County Elementary General Music Lesson Plan

Lesson Title: Lesson 4: "Tie Me Kangaroo" ("Making Music" grade 4/orange pg. 36-37)
Grade Level: 3 Time required: 60 minutes

Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.2.c Perf short melodic rhythmic patterns The student will 1.2.g Perform ostinato to support given melodies The student will 1.3.c Demo sequences of mvmt in musical games 2.0 Historical, Cultural & Social Context: The student will 2.1.c Listen to ex from various world cultures The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will Choose an objective

Materials: (List of all materials that will be needed for the lesson) Recording of "Tie Me Kangaroo", rhythm sticks, drums, "Making Music" book grade 4, form cards in an envelope, tambourine, drumsticks Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Begin the class by reviewing what the students have learned already. Do this by having the recording on as the students enter the room. As the students sit down have them get rhythm sticks, which will be placed in one of three buckets in front of every two risers. For the verse have them start by doing the heavy/light pattern. Then have the students do the rhythmic pattern of the words in the verse. As they are doing that put the words introduction, verse, refrain/ chorus, and bridge on the board in the same shapes as they were presented in the previous lesson. - Have the students perform the patterns on the drums by having one riser perform the beat patterns (wave, beat, heavey/light) and the other riser playing the rhythm pattern of the words only on the verse. During this time have some students pointing to the sections on the board. -Have the students open their books to pg. 36. This is where the ostinato patterns are that we will begin to add to the song. - Play the "keep cool" bass drum pattern on the drum, without saying the words. Have the students look at their books and figure out which pattern was played. Repeat the ostinato until the students are able to figure out which pattern it is in the book. Have a students say the words for the ostinato pattern as they clap it. Have the class repeat that ostinato pattern by using their rhythm sticks and saying the words. - Play the "cockatoo cool" temple block pattern on the drum (without saying the words) and have the students point to the pattern in their books. Repeat the pattern until the students find the pattern. Have a student say the words that go with the ostinato. -Have the students repeat the "cockatoo cool" pattern on their rhythm sticks, now saying the words that go along with the pattern. As the students continue to repeat that pattern play the "keep cool" pattern on the drums while saying it.

July 2007

Howard County Elementary General Music Lesson Plan

- Have two risers perform the "keep cool" pattern on the drums. As the students sitting down keep doing the "cockatoo cool" pattern on rhythm sticks. As the students do this the teacher will play the "cockatoo cool" pattern on a tambourine. -Add the recording of the music and have the students only play the ostinato patterns on the refrain/chorus. For the other sections they will keep the beat as they did in the previous lesson. This will continue to reinforce the form of the song. - After repeating the pattern on the tambourine a few times, begin to hand out the tambourines (there are enough for two risers). The students that do not have a tambourine or a drum will be adding the rhythmic pattern of the words. Have them start by using the rhythm sticks and then hand out the drumsticks, which have a higher timber and will be heard better. - Alternate who is playing what pattern on the instruments that correspond to that pattern. Repeat until each student has had an opportunity on each pattern. Also have students point to the form on the board as everyone is playing. - The objective is to notate the rhythm of the two ostinato patterns on the board (keep cool and cockatoo cool). Have the students open the orange Making Music book to page 36, where the ostinato patterns are. Have the students look at the cockatoo cool pattern. Ask them how many measures they see and how many beats are in each measure. Guide them by drawing two vertical lines on the board and telling them that what is in between is one measure. There are two measures followed by a repeat sign, draw the repeat sign on the board. Ask the students what the sign means and guide them to the answer (repeat sign). -Ask the students how many beats are in each measure. On the board draw four dashes/lines to represent the beat in each measure. -On the board have the four musical notation cards (quarter note, quarter rest, two eighth notes, and half note). Have the students clap each notation card and count the beats. -Have the students fill in the beats on the board by using the musical notation card. Have one student at a time come and move one musical notation card at a time to the beat it goes with. -Have them clap and say the pattern as you point on the board. -Repeat this process with the keep cool pattern. Guide the students to understand that there are two beats for each half note. This means that each beat (line/dash) will not get a separate musical notation card. There will be a half note on beats 1 and 3. -Hand out the individual musical notation cards, which are in envelopes, the game boards. Have them use the notation cards and create their own eight beat ostinato pattern. The students will use a textbook as a flat surface. - Give the students time to create and check in on them by having them clap what they have created for you. This will ensure that the students actually understand the rhythms that they are using. -Have the students perform their ostinato patterns for their risers. -Go around the room and have each student clap their ostinato pattern for the class. - Play the recording and have one student at a time perform their ostinato pattern either on drums, drumsticks, or a tambourine. The students will only perform their ostinato pattern on the chorus/refrain and there are six refrains. Have a different student perform on each refrain. Repeat this until each student has had the opportunity to perform his or her ostinato pattern.

July 2007

Howard County Elementary General Music Lesson Plan

-Have two students perform their ostinato patterns at the same time. Allow them to choose what instrument they perform on (drums, drumsticks, and tambourines). Repeat this so that each student has the opportunity to perform with someone else. If the students are really successful have the three students perform their ostinato patterns at a time.

Closure: -Have the students return to their risers before lining up one riser at a time. As the students are lining up have them say and clap the ostinato patterns ("keep cool", "cackatoo cool") while the teacher sings the refrain. Assessment: (Review of Post-tests; BCRs; Quizzes; Tests; Projects; Essays; Performance Assessments, etc.)

-Informaly assess the students ability to read rhythm by seeing if they can hear a rhythmic pattern and find that pattern notated in their book. -Informally assessing the students understanding of rhythmic notation and ostinato patterns by having them create a eight beat ostinato pattern using musical notation cards.
Enrichment: (Extension) Video tape the students when they are playing the drums, doing the patterns on rhythm sticks, and pointing to the sections on the board. Have them watch their performance and respont do how they think they did. -- Assess the students understanding of the ostinatos by having three students perform, each student will perform one ostinato pattern ("keep cool" on the drums, "cockatoo cool" on the tambourine, and rhythmic pattern of the words on the drumsticks) with the recording. They should only be playing their patterns on the refrain/chorus and the other sections doing what they have been doing (keep the beat on the verse and wave on the intro and bridge). - Assess the students understanding of the form of "Tie Me Kangaroo". Have the students sit at their seats as the teacher passes out the form cards. These form cards have the words intro, verse, refrain/ chorus, and bridge; and they are in the same shapes that they have seen on the board. They are also color-coded. As the students listen to the whole piece have them place the cards on a textbook board in order. The boards will serve as a table for the cards so that they do not end up all over the place.

Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.

If a student is having trouble with one of the harder patterns have them perform the "keep cool" pattern.

July 2007

Howard County Elementary General Music Lesson Plan

Lesson Title: "Sister Rosa"
Grade Level: 5 Time required: 60 minutes

Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.1.d Describe sounds heard w/attn to tone/int The student will 1.2.f Sing/play repertoire of diverse genre The student will Choose an objective 2.0 Historical, Cultural & Social Context: The student will 2.1.e Use verbal/written language to describ music The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will Choose an objective

Materials: (List of all materials that will be needed for the lesson) Recording of Sister Rosa, youtube music video: http://www.youtube.com/watch?v=JKCsZc37esU, drums, form cards Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Review the beat and form motions of "Tie Me Kangaroo" using rhythm sticks. -Give each riser one envelope with form cards. There will be four cards- an introduction, verse, chorus/ refrain, and bridge. Have each student on the riser have one card. If there are only three students on the riser one of them will have two cards. Have the students hold up the form card for the section that they hear in the music. This will reinforce the students understanding of form of the song. - Have the students put the cards back into the envelope. Tell the students that you have a new song for them. Students will watch the youtube music video of "Sister Rosa". -Ask the students what they know about Rosa Parks and have them raise their hands to tell the class. Give them some more information about Rosa. Guide them to understand who she was and what she did that was so important. - Watch the video one more time and see if they can notice anymore facts about Rosa Parks from the lyrics. - On the board write facts from the lyrics (i.e., dates, names, bus rules) and facts about the music (i.e., rap, singing, style). Ask the students to make a list for each. - While listening to the recording of "Sister Rosa" the students will perform the beat by following the teacher's motions. The motions will be different for the introduction, bridge, verse (rap) and the refrain (singing). During the introduction and the bridge bend your knees on beat two and four, during the verse have them bend their knees and snap their fingers on beat two and four, and during the refrain have them step, touch and alternate sides.

July 2007

Howard County Elementary General Music Lesson Plan

-The objective is for students to change the beat pattern without guidance from the teacher. Repeat multiple times until they are comfortable with when to change the patterns. If there are students who really know when to change have them lead the class at the front of the room. -Add different instruments to each section. The students will play the maracas on beats two and four on the introduction and the bridges, the drums on beat two and four during the verse, and the tambourines on beat two and four while step touching during the chorus/refrain. Repeat this multiple time so that every student has the opportunity to play each instrument. - While the students are playing have one student conduct the group by having them point to which group of instruments should play at what time. Change up who conducts each time. -Some students will have trouble emphasizing the off beats. On the board draw four lines/dashes to represent the beat. Above each line write the beat (i.e.,1, 2, 3, 4) and under the line put an "x" on beats 2 and 4. Have the students play their instruments on beats 2 and 4 as the teacher counts the beats and points to the board. Now above the lines/dashes and the numbers but an "x" over beats 1 and 3. The students that 1 and 3 are the beats we usually stress. Have the students play their instruments on beats 1 and 3 as the teacher counts and points on the board. -Have the students play only on beats 2 and 4 and stress the fact that for the style of "Sister Rosa" this is more appropriate. -Return to playing the instruments on the correct sections. -Assess the students understanding of the form of "Sister Rosa." -Each student will get an envelope that contains four form cards: an introduction, a verse, a chorus/ refrain, and a bridge. While listening to the recording the students will order the cards and point to the sections as they hear it in the song. They will use a textbook as a flat surface. -This will really assess the students understanding of form since we have not used the form words for "Sister Rosa" yet. They will be using their understanding and knowledge of the form words that they learned and reviewed during the previous lessons. -Stop the recording in different places in the song and check if each student is pointing to the correct section. Then start the recording in different spots in the song and check to see if the students are able to figure out what secton they hear.

Closure: Have the students all clean up their form cards. Have one riser line up at a time.

July 2007

Howard County Elementary General Music Lesson Plan

Assessment: (Review of Post-tests; BCRs; Quizzes; Tests; Projects; Essays; Performance Assessments, etc.)

-Informally assess the students understanding of the form of "Tie Me Kangaroo" by having them hold up form cards as they hear the section in the music. -Informally assess the students understanding of the form by seeing if they are changing the rhythm patterns when the music section changes. -Informally assess the students understanding of form by having them play different instruments for each section of the song. The objective is to have the students know when to start and stop playing their instrument. -Formally assess the students understanding of the form of "Sister Rosa" by having them each order and point to form cards.
Enrichment: (Extension) Continue with another protest song "We Shall Over Come." Connect the history to that of "Sister Rosa" and explain how "We Shall Over Come" is considered the anthem for the Civil Rights Movement. Play different versions of the song that represent different styles (i.e., folk, classical, electronic music, instrumental, boys choir) and have the students describe the music, style, timber, and instrumentation of each recording. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.

If someone is unable or reluctant to do the motions have them play the drum to the beat of the song. Also have some students pointing to the form on the board and dancing. So all students should be involved in the lessons.

July 2007