Gina Calvello Danielle Kjar Priest Christina Yoon Concept Lesson Plan: Dotted Sixteenth Notes Overall Goals

1 Singing, alone and with others, a varied repertoire of music a Sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo b Sing while maintaining good breath control, pitch, diction, tone quality, and posture. c Sing ostinatos, partner songs, and rounds 2 Performing on instruments, alone and with others, a varied repertoire of music a Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo b Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments c Echo short rhythms and melodic patterns d Perform independent instrumental parts while other students sing or play contrasting parts 3 Reading and notating music a Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures b Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher c Identify and notate patterns from aural examples. d Read and perform songs from notation and sight read new songs using expanded pitch ranges. 4 Listening to, analyzing, and describing music a Demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures b Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances c Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music 5 Understanding music in relation to history and culture a Explore and perform music associated with historical periods, events, and movements, such as music of specific American Indian tribes, songs of the Civil War, or songs of the Underground Railroad. Behavioral Objectives Students will aurally distinguish between two eighth notes and a dotted eighth/sixteenth note rhythm in Happy Birthday. Students will correctly label dotted-eighth sixteenth rhythm.

 Students will sing dotted-eighth sixteenth rhythm and perform it in an ostinato. Students will label ostinato. Materials Dotted-eighth/sixteenth rhythm flashcards Recording of The Star Spangled Banner Powerpoint on rhythm reviews and score Haul on the Bowlin (from Danielles personal collection) Powerpoint with multiple verses of Haul on the Bowlin (words only) Percussion instruments Procedures Ginas rhythmic review The teacher will begin by reviewing simple rhythms that the students are already knowledgeable of, such as quarter note, half note, eighth notes, quarter rest, sixteenth notes. The teacher will speak rhythm patterns in 3/4 meter and asking students to echo the rhythms after the teacher. The teacher will then show the first slide of the PowerPoint, which will consist of these simple rhythms in notation. The teacher will ask the students the names of each note value as they are put on the PowerPoint. The teacher will then echo speak rhythms again while pointing to each note value as she speaks the rhythm syllables. The students will echo. The teacher will then ask the students to speak the rhythm syllables as she points to them in 3/4 meter. Christinas Lesson Plan Students will mirror the teacher, performing different movements and some vocal sirens. The students will sing the Happy Birthday song using Happy birthday to you, happy birthday to you for the lyrics of the third phrase. As the students sing, they will walk in a circle stepping to the beat. During the song and marching, the teacher will call out, Switch after two phrases to cue the students to march in the opposite direction around the circle. The students will walk in a circle and sing the song twice. Teacher will ask the students to tap the rhythm of the words as they sing the song one more time. The teacher will ask students to listen and compare the rhythm on the board to Happy Birthday and see if they can find the places where it sounds different. The teacher will show the rhythm written on the board and sing in that rhythm. The rhythm will be just eighth notes instead of dotted eighth sixteenth note. Teacher will ask the students if it is the same rhythm as the one we just sang.

The teacher will ask students which word we had a different rhythm. The teacher will say, I will give you a hint. It is ONE word that has a different rhythm. Raise your hand/put your finger on your nose when you know which word is different. o If the students have difficulty hearing which word is different, she will sing it again the way we sang it before and then as it is written on the board. When they figure it out, ask them if the first or second eighth note needs to be longer. To lengthen the first eighth note, we will add a dot to the first eighth note. o If we lengthen the first eighth note, does the second eighth note get shorter, stay the same, or get longer? o Change the second eighth note to a sixteenth note. The teacher will have the students repeat dotted-eighth sixteenth and introduce the rhythm syllables tim-ri. o When we add a dot, we add m to the end of our symbol and we say ri for the last sixteenth note. The teacher will have the students echo the corrected rhythm of Happy Birthday on rhythm syllables phrase by phrase. Then the students will echo the whole song on rhythm syllables. Teacher will have them sit back down in a circle.

The Star Spangled Banner (Gina): The teacher will move onto the next slide, which consists of 3 different patterns in meter. The teacher will ask the students to tap a meter with students tapping their legs for the first beat and then both hands together for 2-3 beats. The teacher will ask the students to think of each pattern in their heads before she asks them to speak the rhythm syllables when cued. The teacher will review all 4 patterns. The teacher will then ask the students to choose an order for these patterns to go in. She will write the order on the board for students to refer to. The teacher will ask the students to think of the rhythm in their heads before she asks them to tap and say the rhythm syllables of the elongated pattern. Main Body: The teacher will explain that she has a song that thinks the students will recognize and she wants them to listen it but first she wants to teach them how to conduct it. The teacher will have the students bring their arms out like Frankenstein and then bend their elbows and bring their elbows back. The teacher will teach the students the pattern down-out-up while monitoring their arm and hand positions. The teacher will move onto the next slide, which consists of the clip of the national anthem and have the students conduct the pattern they just learned while listening to the recording of the national anthem. The teacher will ask the students if they have heard that song before and where they heard it. The teacher will explain that this song is called the Star Spangled Banner and it is our nations anthem.

The teacher will move onto the next slide, which consists of the first two phrases of the national anthem. The teacher will ask the children to think in their heads the rhythm syllables of the notes. The teacher will be pointing to each beat as the students audiate. The teacher will then count off and ask the students to tap and perform the rhythms on syllables. The teacher will then speak the text for the children of the first verse only and children will echo. The teacher will then ask the students to tap the rhythm all the way through once and then have the students speak the text in rhythm on the repeat.

Transition (Danielle): Tap and say tim-ri ta ta ta rhythm from The Star Spangled Banner and find it in the flashcards (already on board). Tap and say the rest of the flashcards. Stand up and put the rhythm in your feet. Our new rhythm happens so fast that we will skip when it happens (unless someone has a better idea). Step/skip and say flashcards. Haul on the Bowlin Teacher will tell students she has a different song that uses some of these new rhythms. Listen to it and think about who might have sung this song. Sing Haul on the Bowlin and discuss that sailors used to sing this while doing a certain activity on the ship. Listen again and tell me what they were doing. Sing again and discuss what haul on the bowline means. Bowline = a rope attached to move certain sails that are really hard to move. Students will learn song by rote. (Echo first half, then second half, then whole song.) Teacher will put verses up on PowerPoint when they have learned the first verse and ask students to read the verses with one at time with her and discuss the meaning of each verse. Teacher will have students sing through all verses. Show the rhythm on the board and have students sing and tap the rhythm of the first verse. Sing in your head and tap the rhythm and think about where you would need to skip. Everyone sing the song and show where to step and where to skip. o While students sing & skip, teacher will chant the ostinato: Haul on the bowlin Ostinato Teacher will ask students to identify what she was saying. Teacher will have students demonstrate repeatedly speaking and patting the ostinato and then ask them to put the chanting in their heads but keep patting. Teacher will ask students to hold up the number of the flashcard that has the rhythm of the ostinato and will separate it out from the others. Teacher will choose a few students to come sing the whole song (and do the skips in a circle) with her while everyone else keeps the ostinato. Ask the students if they know what musicians call a pattern that is repeated over and over with the rest of the music. Discuss ostinato.

Teacher will choose some of the students who were keeping the ostinato to move to hand drums (or other struck percussion) to keep the ostinato while the rest of the students form a circle and sing/skip the rhythm. Students with percussion will hand their instrument to (or tap) someone who is standing silently and take their place in the circle to sing/skip. o If there is extra time, teacher will demonstrate a R-L-R-R-R ostinato (half, half, ta, ta, ta, rest) and add an additional ostinato using the xylophones (same rhythm but do-sol-do-do-do) and have a few students keep that ostinato with the rest of students either playing the percussion ostinato or singing/skipping.

Closing To line up, sing the song one more time but when the teacher taps their shoulder, they will skip the rhythm to the line. Assessment The teacher will ask students if the straight eighths rhythm sounds correct and if the first or the second eighth note of the dotted rhythm needs to be longer in Happy Birthday to determine if they are hearing the dotted rhythm correctly. The teacher will assess the students through observation of posture and rhythm movements as well as listening to the performances of the melody and rhythm throughout the entire lesson. The teacher will also ask specific questions regarding the new note value, so that students understand what it feels and sounds like. The teacher will monitor the students as they keep the beat on their feet and rhythm on their hand and tongue. The teacher will monitor the students as they say and tap/skip rhythms to determine if they understand the new rhythm and can perform it properly. The teacher will monitor the students as they keep the ostinato(i) to determine if they can perform an ostinato with a melody. The teacher will monitor and listen to the students sing Haul on the Bowlin to determine if they are learning the song.