Lesson Plan for an Elementary Class Session

Ms. Cordell’s 5th Grade Class – 10/26/2022

25 minutes (short periods on Wednesday)

PART I: DECODING 6/8 RHYTHMS – LET’S LEARN OUR FIRST PIECE OF MUSIC!

Objectives:
Students can adhere to classroom procedures and fully participate and engage with the lesson.
Students can sing a seasonal song demonstrating knowledge of rests and their ability to sing
high/low without extreme volume fluctuation.
Students will be able to aurally decode 6/8 rhythms to a steady beat using Gordon syllables.
Students will be able to visually decode 6/8 rhythms to a steady beat using Gordon syllables.

Lesson Overview: This lesson is Part 1 of a multi-lesson plan. The goal is to allow the young
musicians to learn a piece of music for the FIRST time reading the rhythms, then pitches, then
text, then marry them all together. The 5th grade students will be looped into the fact that all the
songs they have learned thus far have been taught by rote – and will be celebrated upon the final
completion. Today will be primarily rhythm focused. The lesson opens with a physical warmup
as the students are often half asleep at 9:15. We segway into a Halloween song we have been
singing to get their minds and voices energized for the class. Through a series of rhythmic
exercises (aural and visual decoding), it will prepare us to decode the rhythms of our new song.
Students will take the first step today to achieve the goal of learning their first song by reading
the music!

Standards Being Addressed:

2.RL TLW read unfamiliar 6/8 rhythms using syllables. Step 6-8 C.S. Unit 3
(2.TL TLW decode DRM melodies. Steps 10-12 C.S. Unit 4) – NEXT TIME in PART II/III

Materials of Instruction:
TV, Computer, Speaker, 6/8 flashcards

Lesson Sequence:

Entry Activity: Stretches w/ Music, 7s exercise

Activity #1: Halloween Vocal Warm-Up – Sing “Dry Bones” – We have sung through
twice before.
1. Hand out music, instruct students we will be using our singing voice. Do a brief
call/response of the opening lines. Demonstrate the snap to indicate our rests.
2. Run through whole song. Listening and watching for participation.
3. Assess any major problem areas – but will not allot too much time. Only a
warm-up!
 Assessment: Informal assessment for participation, on-pitch singing, and general
behavior. Song does not need to be perfect – but needs to get their brains awake.

Transition: T: Today, we’ll continue our work on our standard “Reading

unfamiliar 6/8 rhythms using syllables.” We’ll then tie it all together with our
decoding DRM melodies standard – Day 1.

Drop my “phat” beat. Ask students to sit.

Activity #2: Aural call/response, aural dictation to Gordon syllables (Du, Du Da Di, Du
Di). This is meant to serve as a rhythm warm-up. Getting the syllables in their mouths
and ears. Aural dictation is not necessarily a part of this lesson.

1. Instruct students to use fingers to keep beat. Give 3-4 examples aurally using
Gordon syllables – call/response style. Assess and break down as needed to
correct mistakes.
2. Give 3-4 examples on a neutral syllable (ba) – they will then decode together
speaking the Gordon syllables. Assess and break down as needed to correct
mistakes.

Assessment: Can students aurally decode 2 bars of 6/8 rhythms? Informally assess
before moving on.

Transition: T: Great job. Next! Visual Dictation.

Activity #3: Visual dictation on Gordon syllables. (Du, Du Da Di, Du Di).

1. Get out notecards. Do a quick quiz, pointing to each figure. “What is this?”
2. Lead students in 4-8 flashcards of rhythmic dictation on Gordon syllables.
Assess as needed and break down. For variation – ask one side to do it, have
student volunteers, and/or choose a row.

Assessment: Can students visually decode 2 bars of 6/8 rhythms on Gordon

syllables? Informally assess before moving on.

Transition: T: Perform the song for them. ---- The point of this song is that you
5th graders will learn a piece of music for the FIRST TIME actually reading the
music – pitches and rhythm. While it is fun to learn by rote (explain), we can
transition into this way!!
Activity #4: Sightread the song on Gordon and neutral syllables – taking two measures at
a time. (Du, Du Da Di, Du Di).
1. Ask the students to sightread the first two measures – T sets the tempo and
counts in. Reviews problem spots.
2. Repeat this for the other measures.
3. Have students review the first four measures on their rhythm syllables getting
very comfortable with them.
4. Switch to a neutral syllable. Don’t move on until students are confident in the
rhythm. Remind students they should be keeping a pulse and still thinking their
Gordon syllables.
5. Repeat steps 3 and 4 for measures 5-8.

Assessment: Can students visually decode/sightread 8 bars of 6/8 rhythms on

Gordon and neutral syllables? Informally assess before moving on.

Transition: T: Next Time: We’ll add solfege to our song. (IF time alots, there are
two slides to give a window into the next lesson. A brief introduction can be
made.)

Closure – Something Fun: Monster Mash and Farewell/Thank You

Welcome Ms. Cordell’s
Stretches
5th Grade Class!
7s
Welcome, Dr. Gurgel!

Vocal Warm-Up Aural Decoding

(Dry Bones) w/ Beat Fingers

Visual Decoding Listen To My Song

w/ Beat Fingers and Notecards
 1
What’s the Goal??
I WILL learn my first piece of written
music using rhythm syllables and solfege
to learn pitches.

Step 1: Rhythm (syllables)

Step 2: Pitch (solfege)
Step 3: Add Text

2 3

4 1/2 Gordon/Neutral
3/4 Gordon/Neutral

Next Time: Adding Solfege

Next Time: Adding Solfege

Do Do Do Re Re Mi Mi Re
? ? ?

Monster Mash
Mi Mi Re Mi Do Do