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

5th Grade Cup Game part 3 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 by the class which will be in canon
Process & Personalization: (teaching sequence & student participation)
One students have completed parts one and two (refer to lessons one and two) then they are ready to start composing on the barred instruments Having already deciphered the rhythm from lesson two we go over the rhythm of the poem of the cup game Break the class again into the groups they were in before for the rhythm portion and give them the guide lines in composing for their song Break the rhythm of the poem into chunks so that they work on a small part of the poem at a time Put the barred instruments into F pentatonic and have the groups come up with tunes to fir the rhythm that we have discovered together (assessment to see if students can compose in the guidelines provided) Have students vote on the melody that they like best and practice it as a group (repeat this for every section of the poem) Once the whole song is created on the barred instruments practice playing the class composition on the barred instruments to really lock in the melody (teacher will play a bordun or an ositinato underneath for tonality) Then perform the piece in canon (try for three parts) Then give out staff paper and tell them to write in music notation the song that they have created using proper steming, barlines, rhythms and notes (this will be handed in for a grade) (written assessment graded out of 100 points) Once they notate it and everyone has handed it in have some students play the cup game with the cups while the rest of the class plays the class composition to create more of a dynamic effect Students will then have to sing their composition in solfege and be able to sing and play at the same time, then they will insert the words instead of the solfege Once all students have completed their compositions create an ostinato that will be played and have students play their compositions while other students actually play the cup game with the cups to bring a percussive sound to their song.


Red plastic cups staff paper barred instruments smart board file
National Standard(s) Addressed:

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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):

Assessment 1: To see if student groups can compose in the guidelines provided Assessment 2: students have to notate the class composition for a grade using correct steming, rhythm, and notes it will be out of 100 points
NJ Core Curricular Standards Met: 1.3.5.B.3 Improvise and score simple melodies over given harmonic structures using traditional instruments and or computer programs 1.1.5.B.2 Demonstrate the basic concepts of meter rhythm tonality intervals chords and melodic and harmonic progressions and differentiate basic structures

Compose in F pentatonic
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The process of creative composing
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working in groups
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ownership of their music
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Written Individual Group

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Informal Performance Other: