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Second 3/27-31

Objective (I Can) Blooms Level/Rigor


-move and speak in pulse -Remember
-explore phrases -Understand
-create a rhythmic B section -Apply
-discuss music -Analyze
-Sing MRD patterns

Key Questions Assessment of Learning


-How can our bodies make music? -identify forte and piano sounds
-Isnt stomping just noise? How do we make it music? -identify single eighth notes
-What does a good singing tone sound like? How do we -read rhythm patterns
make our sound better?
-How do we use solfege to read music?
-How do dynamics affect how the music sounds?
-What words can we use to describe the music?
-What can we learn from a Spanish song?

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

Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
5.Vamos a la Mar
1. Hey Mister Rabbit 1.Hey Mister Rabbit If time, small groups create
Sing Through Students sing and present pattern
Sing MRD Patterns Play guessing game
Teacher leads first-student
3. Daddy Fishing leader takes over
Speak
Keep steady pulse 2. Peter Cottontail
Demonstrate adding new fish Sing/Dance
name
3. Daddy Fishing
5. Vamos a la Mar Students speak
Sing Through Student leaders speak solo
Text in english word

4. Explore Phrases
Move to pulse
Change direction on pause

5. Vamos a la Mar
Students sing
Add guiro
Create an 8 beat fish pattern

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

Key Vocabulary
Pulse
Solo
Melody
Rhythm
Quarter Note
Quarter Rest
Eighth Notes
Sol
Mi
La
Half Notes
Ostinato
Unpitched Percussion
AB form
Flagged eighth notes
Contour
Forte/Piano
Major/Minor
Coda
Tie
Half Note

Stations:
1. Listening-Tubby the Tuba
2. Rhyming Words
3. Solfege writing
4. Computers-Note Game
5. Assessment