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Name and Date: Brooke Niblett, 3/31/15

Topic: First Day of Music Class: Lets Get to Know Each Other Subject: 6 Grade Music
6.4 The student will perform rhythmic patterns that include whole notes, half notes,
quarter notes, eighth notes, and corresponding rests.
6.6 The student will create music through a variety of sound and notational sources by
1. improvising four-measure melodic and rhythmic phrases;
6.7 The student will explore historical and cultural aspects of music by
1. identifying and describing the cultures, musical styles, composers, and historical periods associated
with the music literature being studied;

identifying the relationship of music to the other fine arts and other fields of knowledge

The student will investigate aesthetic concepts related to music by
1. identifying reasons for preferences among works of music;
2. identifying ways in which music evokes sensory, emotional, and intellectual responses, including ways
in which music can be persuasive

This is the first day of music class for 6th graders, so this lesson is all about getting to know one another
as many of the students do not know each other or do not typically congregate with one another.
Furthermore, after today students will understand the procedures of music class and can begin to think
critically about why is music class so important.
1. Introduce themselves to the class and share important details about them by playing music and nonmusic games.
2. Compose a rhythm and perform it for the class using body percussion.
3. Offer one reason why we listen to music and/or why music class is important.

Content Outline:

Instruction: Games as introductory, lecture for classroom expectations

Listening: Music playing as the students walk in
Skills: Introducing oneself, sharing information, answering a survey

Opening (Gaining Attention)

Music will be playing

Connection (prior learning)

Music is an important part of everyones

as the students walk in; students

lives. Students have already formed opinions on

will be instructed to take toilet

what genres of music they like, and today they will


be able to share their preferences with the class and

teacher in a safe and welcome environment.

Instructional Strategies
As much as it takes Game (15 min)
As students walk in, they will hear this music and be instructed to think about what they like
and do not like about the song.
Quick discussion
TW pass a roll of toilet paper around to the students, only giving the instruction, Take as
much as it takes to get the job done. TW play a short song to act as a timer for when the roll
must have reached every student.
SW take as much or as little toilet paper as they want. After everyone has their toilet paper,
TW instruct students to tear off their sheets and count how many they have.
SW offer that many facts about themselves to the class by coming up to the front and sharing.
TW go first as a model.
All SW share their facts. If too much toilet paper has been taken, TW modify by having them
divide the amount by 2, or even 3 as needed. TW help students who cannot think of enough
facts with leading questions (name, family, color, food, favorite music, subject, sport, etc.)
Say my name in rhythm (5 min)

TW ask students what types of sounds can we make with our bodies only
SW perform each body percussion sound together. TW compose a short rhythm using body percussion,

SW echo.
TW pick a body percussion sound and create a rhythm to say My name is ____. SW echo.
SW each do this by picking a body percussion sound and creating a rhythm to say their name. SW

perform this in a chain.

TW speed up and/or slow down tempo several times.

Classroom Expectations (5 min)

TW go over grading in the class
Participation as a daily grade
Weekly/Bi-weekly quizzes on material learned
TW go over routine of the class, as modeled already.
When you enter, music will be playing and there will be questions on the board to look at

while youre listening. No talking while youre listening!

Always bring a pencil to music class.
Stay in your seat unless we are all moving as a group.
Listen to Mrs. Niblett when she gives directions.
Never talk while another person is talking to the class.
Include everyone in every activity.
Sing! Dance! Have fun!
Discussion: Why are we here? (5 min)
TW facilitate a discussion on the importance of music by writing on the board in large letters:

TW call on students to share why we listen to music, why should we take music class, what
types of music we listen to, and what is unique about music. TW write down every answer on
the board so everyone can see all the reasons.
What do I want from music class survey (5 min)
Students will be given a survey and told to answer it 100% honestly with the following

What are you most excited for in music class?
What are you least excited for in music class?
What questions do you have for Mrs. Niblett?
What do you really want to learn in music class?

Group discussion with

1.Every student will go to the front of the room to give their

notes on the board

Survey to turn in about

facts during the toilet paper game, and offer their name in a

music class expectations

2. Every student will perform a rhythm using body

rhythmic game individually.

percussion, one-by-one as a chain reaction.
3. SW have discussion and provide reasons to the teacher
who will write on the board answers. SW turn in a survey
that provides more insight to be given to the teacher.



Get ready for lots of fun


in music class.

Tomorrow is the start of

Jazz Appreciation Month, so we
will be starting music class
learning jazz!


Materials Needed:

Those with special needs including Roll of toilet paper

White Board/Markers

learning and/or emotional disabilities CD Player/Speakers

Upbeat music to play as students walk in and to act as a
can simply provide one fact in
addition to their name. More time
will be allotted for the chain reaction
to do the rhythmic game with saying
their name in rhythm.