Second 4/17-21

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
-sing in 2 parts
-hear A and B section

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)
2. Mouse Mousie
Sing Through SML patterns
Add text to song
Speak part B
Demonstrate how to create a
melody using SML
3. I Hear the Train A-Comin
Sing Through Part 1
Teacher sings Part 2
Discuss the difference
between parts
Guided Practice (We DO) Independent Practice (You DO)
5.Vamos a la Mar
1.Rhythmic Improve If time, small groups create
Student leaders and present pattern
2. Mouse Mousie
Sing Through as Class
Have students lead the
creation of the melody for the B Section
3. I Hear the Train A-Comin
Divide class in two-perform
Add drums for train sound
Move as trains around room
while singing

4. Riding the Rails

Listen to the song
Discuss
Add movement
Add train movement if time

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