Second 4/24-28

Objective (I Can) Blooms Level/Rigor

-label and apply bar lines -Remember
-describe tempo -Understand
-apply dynamics -Apply
-improvise movement -Analyze
-classify barred instruments
-create an 8 beat rhythmic phrase
-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. Label Bar Lines
Read Rhythms
Define bar lines and measure
3. Five Little Monkeys
Speak Through
Demonstrate movement
Define tempo/review
dynamics
Guided Practice (We DO) Independent Practice (You DO)
1.Riding the Rails
Listen to the song
Discuss
Add movement
Add train movement if time
2. Label Bar Lines
Practice drawing bar lines

5. A Thousand Hungry Savages 3. Five Little Monkeys

Lead students to create 8 beat Students perform
lunch word chain Decide tempo that fits text
Echo teach poem and dynamics
Add body percussion
4. Follow the Leader
Students lead movement
during song

5. A Thousand Hungry Savages

Class speaks rhythmic pattern
Perform poem with body
percussion
Add instruments to poem.

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