Lesson Plan 7, Name: Emma Fettig, vy Date: 0227722 Grade/Class: 3rd grade jennie, Jyoti Students wil knw and be able to hear terence bel Shy tm pd pls Students wll know andbe able disinguish he diffrence betwee unt, al and eighth oes Soden will knw andbe able to comfortably improvise sone mesure itm in sing eighth, ‘quarter, and half notes. ‘Students will know and be able o accurately sing “Great Big House in New Orleans” while using hand ‘motions to clap the rhythm, ‘Based on National Standards indicate artistic processes for this lesson: Create, Perform, Respond Assessment: (description of assessment for this lesson, based on objective) [No formal assessment, teacher observation of call and response. [3. Required prior knowledge/sills: 4 - _ Noprior knowledge necessary. [4. Review and/or new information needed: = New information/review: types of notation quarter, eighth, and half) 5. Materials, Repertoire, Equipment needed: = Whiteboard = Visual Aids (drawings, pictures oF magnets of Planets, moon, stars)6, Lesson Sequence (ist estimated time in the pacing section) Pacing = “You Are My Sunshine” (3 minutes) A. Openi = Can we clap the steady pulse? = How about the Rhythm? B, Learning Activities: Whiteboard activity (5 minutes) = Moon (half), Star (Quarter), Planet (eighth). The teacher will hhave visual aids (magnets) of the latter objects with the respective rotation listed drawn underneath, Teacher should explain that the sound of the word correlates with the length ofthe note. Mo-on is a half, Star is a quarter, and Pla-net is an eighth, Point to each and have students repeat back, in ‘order and then according to which you point to. Circle Improvisation (5 minutes) = One measure of 4/4 repeated for each student, Everyone taps their foot to a steady pulse. Students come up with a measure of improv rhythm to vocalize using the notation learned in previous activity The class repeats the improvised rhythm to the beat, then the next student improvises and so on. ‘Teach “Great Big House in New Orleans” (5-10 minutes) = Learning this rote song: Teacher will sing full song through, maintaining a pulse with a foot tapping. Next teacher will repeat tapping legs for eighth notes in the melody, clapping for quarter, ‘and clap and hold for half. Could also be done with sticks. Teacher ‘will break down song section by section to then have students (0 learn the piece, while integrating the rhythm learning into it with the movement!2 (evidence of learning as listed in #2 with | Embedded into 3rd activity [C. Assessment A racing information, may be embedded in leaning ativities or done ~ Students will be able sing ee through the song while also tapping the differen hymns displayed inthe melody. [D. Htems to post in classroom = Link to the YouTube video of the song, = Video of me singing a song and clapping the rhythm, have students write out the rhythm and submit it, due by next cass Assignment and due date: (ifneeded and appropriate) 7. Accommodations: (special needs and ELL) Visuals are on the board for students who need that style of learning. The visuals from the beginning of class can te put undemncath the Iyries fr students struggling to switch to standard notation. Assigned seating for those who ean focus, though the lesson will likely be taught in a ercle. f. Checklist of National Standards: Creating, Performing, Responding, Responding = Performing = MU:Pri.2.3b When analyzing selected music, read and perform rhythmic pattems and melodie phrases iconic and standard notation = Responding MU:Crl.1.3a Improvise rhythmic and melodie ideas, and describe connection to sp ‘context (such as personal and socal). 9, Checklist of State Frameworks: = Creating Generate and conceptualize artistic ideas and work. Sing or play original musical ideas that explore more complex rhythmic and melodic concepts (including, syncopation,three-four time signature, and. ‘minor keys) (3-4M.Cr01) = Performing = Select, analyze and interpret artistic work for presentation. Individually read moderately ‘complicated rhythms and melodies (e.., melodies with alternating eighth notes, quarter notes and half ‘noes, pentatonic and diatonic tonalites) in standard notation in eble clef. (3-4.M.R04)GREAT BIG HOUSE IN NEW ORLEANS AVERICANFOUK SON ev = ty room inat | been mile with pump Kin Pe 2. Went down to the old mill stream, 3. Fare thee well, my daring git To fetch a pall of water, Fare thee well, my daughter, Put one arm around my wife, Fare thee wol, my daring git. ‘The other ound my daughter. ‘With the golden slippers on her