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Preparation: (lead-in/hook/preparatory set/link to prior

knowledge)


Teacher will show picture of various clocks ask to show what
they can describe about each of the pictures. How are they
different from one another?

Teacher will then play just A section of piece, and have them
identify what they hear. What instruments are being played?
Students and teacher will discuss what characteristics they
heard that spoke to them. (Dynamics, instruments involved,
tempo, articulation) to establish the returning theme.


Time



5
mins
Teaching Sequence:

After students have described each of the clocks and their differences
and identifying section A.

Teacher will play song entirely and have students will walk around the
room and create movements to each section. Teacher will instruct that
the A section that both students and teacher establish will stay the same.
Students will be asked to make up movements for the subsequent parts.

Teacher will then do this for both the B & C section and have student
describe characteristics of each.

As students interpret each section, teacher will identify each of them as
sections A, B & C.

Students in groups will listen to this a third time. This time with a
listening lesson sheet. Students in groups will construct the listening
lesson.

Teacher and students will listen to the piece one more time to make
sure that they have dictated the form correctly.

Teacher will show the form in correct order. Students and teacher will
discuss that this is called rondo form.


Culmination: (consolidation of lesson)

What are the significant characteristics that make up rondo form?
How did the music help us understand rondo form?
What music clues could you hear in this piece that helped you
understand the return of A?

Small ending activity: Students, using any category they choose will
come up with a word pattern that would be indicative of rondo form.
Ex: (A) Pancake (B) Butter (A) Pancake (C) Syrup (A) Pancake (D)
Bananas Coda: Whip cream.


Notes/Extension:

Students will form groups and using instruments students will
come up with a class composition on instruments in rondo form.




Musical Focus: concepts/skills to
emphasize
Singing Melody
Rhythm Harmony
Timbre Form
Movement Creating
Playing instruments
Expressive Qualities
Objectives: Learners will
Be able to (behavioral): Students will
accurately be able to analyze and interpret
rondo form from listening map and
discussion.

. Understand the characteristic of rondo
form and distinguish it amongst other
musical forms.

Students will construct listening map when
given the various clocks that represent
each section.

Change/add value (critical):

Materials:

Syncopated clock, powerpoint

Mp3 recording of The syncopated
clock by Leroy Anderson.

Listening map clocks manipulatives


National Standard(s) Addressed:
alone & with others, a
varied repertoire of music
Performing on instruments,
alone & with others, a varied
repertoire of music
and
accompaniments
Composing & arranging music
within specific guidelines
tating music
Listening to, analyzing, and
describing music
performances
between music, the other arts, &
disciplines outside the arts
to history and culture
Assessment:
Written Informal
Individual Performance
Group Other:


Name: Gina DiPalermo Date: March 3
rd
2014
Grade: 5
th
grade general music Title: The syncopated clock, Rondo form.