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Rebecca Hoare February 14th, 2013 Name:________________________________ Date:____________________

5th Grade Cup Game Part Two Grade:__________ Title:_________________________________________

Musical Focus : concepts/skills to emphasize Playing instruments Timbre Singing Harmony Melody Creating Rhythm Movement Expressive Qualities Form

Preparation: (link to prior knowledge or “jump start”)



Musical Objective: Turning the cup game into a musical composition made by the class which will be in canon
Process & Personalization: (teaching sequence & student participation)


Red Plastic Cups smart board document barred instruments Staff paper
National Standard(s) Addressed:

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Once we have played the cup game (look at previous lesson) have students break into groups to play the game and figure out the rhythm Give the class about 7 min to figure it out in their groups using the words and playing the game to figure out the rhythm using du du de and du te de ta Have the groups perform and say what they think the rhythm is using the rhythm syllables, see if all of the groups agree (assessment group and informal refer to assessment part of lesson) Turn to the smart board file and pull up the document and see if they decoded it correctly Then have students write the rhythm on staff paper so they have it to reference it Once we have decoded the rhythm correctly then play it once on the cups again only saying the rhythm syllables Designate one students to get the cups and send the rest to the barred instruments to continue to part three of the lesson (refer to part three)

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Singing, alone & with others, a varied repertoire of music Performing on instruments, alone & with others, a varied repertoire of music Improvising melodies, variations and accompaniments Composing & arranging music within specific guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music & music performances Understanding relationships between music, the other arts, & disciplines outside the arts Understanding music in relation to history and culture

Learning Styles: I II Why What



Perform: (consolidation of lesson)

Objectives: Learners will…
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Be able to (behavioral): Understand (cognitive): Encounter (experiential): Change/add value (critical):

decipher rhythm from playing the game
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that games have hidden rhythms
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Assessment: When each group is demonstrating what the rhythm is look and listen to see that they are using the rhythm syllables correctly.

group collaboration

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Informal Performance Other:

NJ Core Curricular Standards Met: 1.1.5.B.1 Identify the elements of music in response to aural prompts and printed musical notation