Name: Cameron Pampus

Grade: 1
Week of: 11/16/15

Cooperating Teacher: Jill Linsz

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Concept
SWBAT recognize quarter notes and eighth notes
SWBAT recognize words that are equivalent to du and du-day
(Quarter/Eighth)
SWBAT Echo sing melodic phrases
SWBAT recognize the steady beat, and perform movement along
with it.
Experience / Imitate / Explore / Improvise (through) Speaking /
Singing / Moving / Instruments
Students will: (circle all that apply)
Perform / Identify / Read / Notate / Compose / Analyze
As a class / in small groups / individually
Standards Addressed: 9.1.3.A, 9.1.3.B, 9.1.3.C, 9.2.3.H
Learning Targets:
I can read quarter and eighth note rhythms
I can recognize words that are dus and du-days ( Quarter
notes/Eighth Notes)
I can echo sing melodic phrases
I can sing and perform steady beat motions
Materials Required for this Class:
Cookie trays, fall themed magnetic cards, rhythm flashcards
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Process: (In detail)
T: Hello class, it is great to see you today!
T: Today, we are going to use the cookie sheets and use the cards to
write du and du-day rhythms. But first, we will read from these
flashcards.
T: Call up students by the color of their numbers (Blue, red, green, etc)
and have them take a cookie sheet with the fall themed picture cards
spread across)

T: Take all of the cards off of your tray and put them into a pile next to
your tray be sure that that dont get mixed up with your neighbors.
T: Now lets, identify some of the cards as du or du-day Pumpkin =
Du-Day, Rake = Du (See attached autumn rhythms sheet)
T: First lets just make one with the words. Sun, Rake, Pumpkin, Crow
Is sun a du or du-day? Everyone. How about Rake? Pumpkin? Crow?
T: Now, I will hold up a flashcard we will say it together as a class,
and you will use your cards to make the rhythm. Will you and your
neighbor have the same cards?
No, there are 6 dus and 6 du-days, so they will all look a little different.
T: When your rhythm is finished hold it up and I will tell you if it is
correct.
T: Now, place all of your cards across the tray like they were when you
first picked it up. **After 4 flashcards have been completed, T will call
students by the color of their numbers to put away their trays.
T: Now, I know we all love to sing so lets quickly warm up our voices.
(Use 3 Pitch Exploration Cards)
Last week we sang My Aunt Came Back This week we are going to
also add motions to this song. First lets sing it for review: **Without
Motions**
Echo Song/Song tale My Aunt Came Back Oh, my Aunt Came back
(A) - (F- Maj. low Sol, low Sol, Do, Re, Mi) - St. Echo From Timbuktu
(B) (low So, So, Fa, Mi) St. Echo she brought with her (C) (low Sol, Ti,
Do, Re) St. Echo - A wooden shoe. (D) (low Sol, Mi, Re, Do) ***Tap foot
to the beat*** St. Echo - Oh, my aunt came back (A), from old Japan
(B), she brought with her (C), a waving fan ***Wave right hand like a
fan*** (D). Oh, my aunt came back (A), from old Algiers (B), she
brought with her (C), a pair of shears ***LH snip like using scissors***
(D). Oh, my aunt came back (A), from Guadeloupe (B), she brought
with her (C), a hula-hoop ***rotate hips*** (D). Oh, my aunt came back
(A), from the county fair (B), she brought with her, (C) a rocking chair
***rock back and forth*** (D). Oh, my Aunt came back (A), from the
city zoo (B), she brought with her (C), a nut like you ***Stop all
motions and point at the group, they point at the teacher*** (D).
So what kind of movements can we add, what could you do for a
wooden shoe? (See above) Waving fan, Sheers etc.
Can I have 5 volunteers to each to one of the motions whenever we
say your word (Wooden Shoe, Waving fan etc.)? Once we get to A Nut
Like You Everyone point at me.

T: will cue each of the movements and perform them with each student
until the next movement begins.
T: What do you notice about the movements they are constant, and
follow a beat. What kind of beat? S: Steady beat
If time permits
T: Now for fun, lets try and put all of the moves together first just tap
your foot with me. Now, add the fan, sheers, hula-hoop, rocking chair.
T: Lets sing it again and add them while we sing.

Assessment:
The rhythm activity allows the teacher to asses each students
understanding of quarter notes and eighth notes.