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Peace Round

Rationale: In this lesson the


students will learn the Peace Round while also practicing playing the Orff instruments and recorder. They will also be reminded of Form and practice performing for their peers. Materials/Equipment: Peace Round, Orff Instruments, Recorders, White Board, Timer? TEKS Achieved: Music 117.15 b (2A) sing or play a classroom instrument independently or in groups; and Music 117.15 b (4A) create rhythmic and melodic phrases; and Music 117.15 b (6A) apply basic criteria in evaluating musical performances and compositions; Music 117.15 b (6C) practice concert etiquette as an actively involved listener during live performances

4th Grade

Submitted by: Paige Fleming

for Grade Level(s) _4th__

Objectives:
TSW sing Peach Round with proper tone TSW play the instruments correctly on the Peace Round TSW understand the form of the production TSW perform in groups for the class

Lesson Plan:
Introduction (Anticipatory Set/Motivation): 1. Instruct the students to sit down as they sing the Peace Round. Process: 1. Recorder Part a. Have the students get a recorder and sit down. b. Play G and A. Have the students repeat. d. Have the students play G and A while the teacher sings. f. Repeat the previous step but have half the students sing and the other half play. Give each group a turn. 2. Review Orff Instrument part. a. Review the instrument part by playing it while the students play and going over the notes to play and how to play them. b. Have half the class play the Orff instruments while the others sing. Give each group a turn. c. Have one group play recorders while the other plays the Orff instruments. Give each group a turn. 3. Put all the parts together. a. Split the class into three groups. b. One group plays the Orff instruments, one plays the recorder and the other sings. Layer in the parts if needed. c. Let each group get to each instrument. 4. Part B Chant/Body Percussion a. Show the students the chant lines: ______ is a goodly _____ ______is a peaceful _____ b. Have the students raise their hands an come up with something to fill each blank that has one syllable. c. Chant the line while keeping the steady beat. d. Chant the line while patting on the syllables. e. Chant the line while patting the syllables in different ways. f. Repeat the last step but allow the students to come up with their own pattern. Emphasize that it needs to be a pattern and repeat in some way. 5. Form of Peace Round a. Help the students come to the conclusion that both parts are for the same piece but they are different. Explain that one can be called part A and the other is part B.

Blooms Taxonomy:
Knowledge Comprehension Application

Analysis Synthesis

Differentiated Learning:
Auditory Kinesthetic Verbal/Linguistic Intrapersonal

(For the three categories below, delete Classroom Strategies: any criteria which do NOT apply to your Cooperative Groups Hands-On lesson.)
Centers Whole-group Pairing Independent Activities Peer tutoring

Visual/Spatial Logical/Math Musical Interpersonal

Accommodations:
1. SpED Allow the Aid to help the 2. ELL Make sure to show the
student with what they can do. Give them a percussion instrument to play. students what to do before they do it and allow them to get help from peers.

Assessment/Evaluation: Informal 1. I will assess as to whether the students are singing correctly. 2. I will assess the students on how they are playing their instruments. Recorder: warm soft air and right notes. Orff Instruments: holding the mallets correctly and hitting the bars correctly and on the right notes. 3. I will assess whether the students are understanding each individual part. 4. I will assess the students to see if they are patting on the steady beat and then making a body percussion pattern that is musically mature.

b. Help the students decide what part should go where. ABA should be the conclusion. c. Talk about different ways you can start and end the piece. d. Have them break into groups and let them decide what they want to do for when they perform for the class. 6. Collaboration and Performance. a. Set a timer to allow the student a time frame for how long they have to come up with their performance. b. Have each group perform for their class.

5. I will assess the students to see if they are participating and understanding form and all of its elements. 6. I will assess the students on how they work together to perform. 7. I will assess each performance to see if they understood each concept.