First 3/13-17

Objective (I Can) Blooms Level/Rigor

-move to pulse -Remember
-move to a story -Understand
-label ABA form -Apply
-Explore sounds with my voice -Analyze
-make my voice match the text
-connect rhythm to text
-play instruments correctly

Key Questions Assessment of Learning

-How does solfege relate to music? -Observe moving to pulse
-What is the timbre of the music? -Small group high and low voices
-How do we identify dynamics? -Observe students leading rhythm and movement
-listen to students sing sol/mi pattern

Activities
Hook/Building Background
-Follow Me
-Good News (Sung)

Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
1. Move to a Story
2. A Kite Have students create
Speak text movement as a story is told
Demonstrate a wind middle
section 2. A Kite
Sing the song Students sing
Label the parts Students create wing on the
(Song/Wind/Song) instruments
ABA Use cards to notate the ABA
form
6. One, Two, Three
Count rhythms 3. Irish Washerwoman-movement
Discuss how instruments are
classified 4. Vocal exploration
Speak rhyme pointing to Together
rhythms If time, create own

5 Jack and Jill

Explore image with our voice
Add a syllable to sing
Add text
Add B movement
Add instruments

6. One, Two, Three

Identify rhythms teacher claps
Play instruments on our
rhythm

7 Tricky Leprechaun
If time

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

Key Vocabulary
High vs low
Steady Beat
Rhythm
Pulse
Critique
Quarter Note (TA)
Sound vs Silence
Loud vs soft
Eighth Note (TiTi)
Phrase
Introduction

Friday Station
1. Listening Station-Tubby the Tuba
2. Rhyming Words Clips
3. Rhythm patterns with instruments
4. Meet with Mrs. Harkema-Rhythm Assessment/practice solfege
5. Computer-game