First 4/24-28

Objective (I Can) Blooms Level/Rigor

-notate Sol/Mi/La -Remember
-create a rhythm B section -Understand
-create an ostinato with body percussion -Apply
-lead others in movement -Analyze
-sing with a good tone

Key Questions Assessment of Learning

-How does solfege relate to music? -Observe moving to pulse
-What is the timbre of the music? -Small group high and low voices
-How do we identify dynamics? -Observe students leading rhythm and movement
-What does contour tell us about the music? -listen to students sing sol/mi pattern

Activities
Hook/Building Background
-Follow Me
-Good News (Sung)

Direct Instruction (I DO)
1. Little Red Caboose
Add body percussion
Echo teach
Demonstrate movement
Review playing instruments
2. Sol/Mi/La
Review reading S/M/L
Demonstrate writing
3. Drip, Drop
Sing on Solfege
Add text
Sing with steady beat
Demonstrate instruments 4. All Around the Buttercup
4. All Around the Buttercup
Sing through
Demonstrate movement
Guided Practice (We DO) Independent Practice (You DO)
1. Little Red Caboose
Walk as trains to the song
Add instruments
Create ostinato for B section
2. Sol/Mi/La
Students practice writing
3. Drip, Drop
Sing through
Perform with instruments
Create an 8 beat word chain
Student leaders dancing
Add part B to change leaders

Lesson Closure
Hey Goodbye Song
-line-up procedure (practice as needed)

Key Vocabulary
High vs low
Steady Beat
Rhythm
Pulse
Critique
Quarter Note (TA)
Sound vs Silence
Loud vs soft
Eighth Note (TiTi)
Phrase
Introduction

Friday Station
1. Listening Station-Tubby the Tuba
2. Rhyming Words-white boards
3. Rhythm patterns with instruments
4. Meet with Mrs. Harkema-Rhythm Assessment/practice solfege
5. Computer-game