Berklee fe ‘Name: Adam Alves | Date: 12/15/2019 Grade: 3 Jae ay asa 1. Meagyrable Objectives) Students will play dough the first 4 meatfes of “Imagineeyy the Iaginoers on recorder. Stygents will synthesize their own short rhythmic and melodie phrases using solfege and rhythmic solfefe of dude | 2. Required Prior Knowledge and Skills: ofthe direction of pitch (up and down) asic fingerings on a recorder (G-B), sense of pulse, sense 3. Review Needed: Solfege of do-so, rhythmic syllables du and de, fingering ona recorder from G-D | 4. Materials, Repertoire, Equipment need |= Recorders | Simagineer" music + White board 7 + rhythm/pitch cards + stim oy, + Breathing + Recorders + Imagineer!6. Lesson Sequence [A Brief Opening: B. Learning Activities: | 1 The teacher will sing a short phrase (2-3) notes ong using syllables from do to sol, | and students will sing back the phrase tothe teacher. Students will then be encouraged | to come up with their own short phrases for the class to sing, 13min | 2. The teacher will solfege a short chythiic phrase using du-de syllables, and students | 2.3 min. 4/ will sing back the phrase tothe teacher. Students will then be encouraged to come up | ‘with their own short phrases forthe class to rhythmically solfege to. 3. The students wit now to asked to breathe rhythmically on “too” or “tub,” to emulate | 3.2 min breathing on a recorder. The teacher will solfege a short chythmic phrase with different articulations, and students will echo the teacher. | 4, Students will review rest position and playing position of recorders, then they will | 4.2 min. receive recorders in rest positon to avoid distractions. | ‘5, Students will review fingerings from G to D, pressing their fingers on the holes and 5. 3 min. not playing the instruments yet. 6. Students will receive “Imaginoer” by the Imagineers and they will write the notes in. | 6. 5 min forthe first 4 measures ofthe song. | 7. Students will play through first2 measures ofthe piece slowly, then the next 2 7.10min. 7 | measures slowly, then all 4 measures together. . Sadents will eave the pice fora second and play different melodic and rhythmic | 8.5 min, cone measure phrases provided by the teacher. Some phrases will resemble the piece and thers will not. | | 9. Students will play through the frst 4 measures of “Imagineer” again. (9.5min. | a) (C- Asseasment Listen to stadents pitch and rythm wien singing, Isten for pitch and | | | ae | rhythm on recorders, observe rest position and play position, walk around room and see | whac the students have written for letter names above the notes, Listen to see if there is, {improvement with “Imagineer” through the whole-part-whole method. |D. Closing Wrap-up: [7, Accommodations: | Special Needs - Student may have recorder where itis casir to find the holes (such as using binder _ reinforces) othe melodies may be writen onthe board/in packet forthe student withthe letter names | above them. | ELL- Speak slowly and clearly, making the connections between the fingerings and the notes on the | paper clear through teacher demonstration. at |'8. Teacher Reflection/Self-Evaluation:19, National Standards: | | Creating, J -MU:Cr1.1.3b - Generate musical ideas (such as rhythms and melodies) wi meter ‘given tonality and/or Performing ‘MU:Pr4.2.3b - When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation MU:Pr5.1.3b - Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges, | Connecting | MU:Cn10.03a~- Demonstrate how interests, knowledge, and skills relate to personal choices and intent | when creating, performing, and responding to music. 0. State Standards: | +11 Sing independently, maintaining accurate intonation, steady tempo, | rhythmic accuracy, appropriately-produced sound (timbre), clear diction, | and correct posture + 2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 44), and. | rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests | + 22 Use a system (syllables, numbers, of letters) to read and sing at sight simple pitch notation | inthe treble elef + 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and | independently on rhythmic, melodic, and harmonic classeoom instruments | +441 Improvise “answers” in the same style to given rhythmic and melodie phrases + 5.1 Perceive, deseribe, and respond to basic elements of music, including beat, tempo, rhythm, ‘meter, pitch, melody, texture, dynamies, harmony, and form