Third 5/ 30-6/2

Objective (I Can) Blooms Level/Rigor

-Give feedback on a performance -Remember
-review objectives from throughout the year -Understand
-write my own rhythm -Apply
-Analyze

Key Questions Assessment of Learning

-Why do we warm up our voices? -Observe movement to pulse
-How do we turn random noises like a clap or stomp into -Hear individuals sing
music? -Observe students leading movement
-How can we make the music sound like the text? -Define intro/coda/interlude
-How do we describe minor vs. major? -feedback
-How is Q/A similar to conversations? -rhythm writing

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

Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
1. Discuss the concert 1. Write own rhythm
2. What went well/what could we improve 4. Major/Minor Assessment
3. Review songs

4. Stations

Assessment (Major/minor and Writing

Rhythms)
Listening
Instruments
Incredibox (Computers)
Rhythm Games (Computers)
Twister-rhythm

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

Differentiation
3 line vs. 5 line staff for writing solfege

Key Vocabulary
Pulse
Solo
Melody
Rhythm
Quarter Note
Quarter Rest
Eighth Notes
Half Notes
Sol/Mi/La
Whole Notes
Mi/Re/Do
Ostinato
Coda
AB Form
Staff
Rondo Form
Pentatonic
Half Notes
Whole Rest
Half Rest
Major vs. Minor
Crescendo/Decrescendo
Introduction
Interlude

Friday Stations

1. Listening-Tubby the Tuba

2. Rhythm-16th note, 8th note, and quarter note-drumming
3. Computer-Game
4. Form review
5. rhythm patterns with instruments
6. Assessment-form