Third 4/17-21

Objective (I Can) Blooms Level/Rigor

-read rhythms -Remember
-read and play rhythms -Understand
-sing with good tone -Apply
-sing and lead others -Analyze
-describe the job of conductor
-Identify/perform rondo form
-perform in canon
-hear major/minor

Key Questions Assessment of Learning

-Why do we warm up our voices? -Observe movement to pulse
-How do we turn random noises like a clap or stomp into -Hear individuals sing
music? -Observe students leading movement
-How can we make the music sound like the text? -Define intro/coda/interlude
-How do we describe minor vs. major?
-How is Q/A similar to conversations?

Activities
Hook/Building Background
-Follow Me
-Good News (Sung)
-So Glad Im Here

Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
1.Pizza Pizza 1.Pizza Pizza
Sing Through Sing Through
Teach class echo part Solo Singers
Teach movement 2. Rhythm Cards
Teach solo part
3.Conductors

Discuss what a conductor 4.Scotlands Burning

does Divide and perform for each
Practice how to conduct other
Perform in Canon
4.Scotlands Burning
Sing Through
Label Low Sol 5.Review Major/Minor
Add body Percussion
Use Cards to determine
Major/Minor songs

6. Leprechauns, Giants, and Wizards Game (if time)

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

Differentiation
3 line vs. 5 line staff for writing solfege

Key Vocabulary
Pulse
Solo
Melody
Rhythm
Quarter Note
Quarter Rest
Eighth Notes
Half Notes
Sol/Mi/La
Whole Notes
Mi/Re/Do
Ostinato
Coda
AB Form
Staff
Rondo Form
Pentatonic
Half Notes
Whole Rest
Half Rest
Major vs. Minor
Crescendo/Decrescendo
Introduction
Interlude

Friday Stations

1. Listening-Tubby the Tuba

2. Rhythm-16th note, 8th note, and quarter note-drumming
3. Computer-Game
4. Form review
5. rhythm patterns with instruments
6. Assessment-form