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Name: Heather Scott

Subject Area: Music


Grade Level: 5th

Rationale: Students can learn much from music when identifying it to everyday life and when
they have to do it themselves. To further their understanding of Theme and Variation, I will use
Appalachian Spring to have them recognize the different variations and how they can change in
mood as well as other aspects. Students will also create their own variations to Coplands theme.

Standards and Objectives: Students will be introduced to Coplands Appalachian Spring.


Students will listen to the piece and comment on the Google Classroom Stream on the piece on
the first listening. The second listening will conclude with filling out a worksheet on the piece.
Afterwards, students will learn the Shaker Melody and then play it on the orffestra. After that
students will create their own rhythmic variation. In subsequent classes students will create their
own melodic variation and play my own variation of the piece.

Standards:
- 5.W.1 Write Opinion pieces on topics or texts, supporting a point of view with reasons
and information.
- 5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly
- 5.W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience
- 5.1.1 Sing independently and in ensembles maintaining good breath control, pitch,
diction, tone quality, and posture
- 5.1.3 Sing a varied repertoire of songs with sensitivity to diverse cultures, accurate use of
languages, and appropriate movement.
- 5.2.1 Play melodic, rhythmic, and chordal patterns by rote and by reading.
- 5.2.2 Play pitched and non-pitched percussion, keyboard, strings, and wind instruments
using correct techniques for producing sound
- 5.4.4 Collaboratively plan and perform a vocal or instrumental melody and
accompaniment within established guidelines
- Expand a portfolio that documents understanding of musical experiences through writing
samples, illustrations, and related media computer files.
- 5.8.1 Based on musical elements and lyrics of a selected song like Johnny Has Gone for
a Soldier, discover and apply interdisciplinary connections such as locating a related
work of art, planning a simple dance to communicate the mood of the song, improvising
a brief dramatization, or writing a letter from Johnny including references to a particular
conflict in history and his point of view.
- 5.9.2 Listen to specific examples of program music that enhance understanding of
American lifestyles and times such as Coplands Hoedown or Appalachian Spring.
Materials: iPads, recordings, orffestra, students

Procedure: Good morning everyone! Today were going to listen to a new piece of music. As we
do this can I have everyone open up the google classroom on their iPad and go to the stream
conversation called Appalachian Spring.
- Students open iPad
- Once youre there please type and submit your name into the stream
- Students submit their name into the stream to show they are where they need to be
Excellent, now that we are all in the stream, lets put on our listening ears and make some
comments on what we hear as we listen.
- Play Appalachian Spring
- Students will comment descriptor words as they listen through the piece this could
include how it makes them feel, what instruments they hear, tempo fluctuations, etc.
Alright lets look at some of the words we came up with, does anyone want to elaborate on what
they put?
- Go through some of the words put, get some explanations from some students on why
they put it.
Those were some very thoughtful words you guys came up with, now lets listen to it again, this
time please open up the Appalachian Spring Worksheet in google classrooms, as we listen to it
this time please fill out the worksheet as we go. Please remember to use complete sentences.
- Listen to the piece again and have students fill out the worksheet associated with the
piece.
Wonderful, please make sure to hit submit once youre done, Ill give just a few more minutes to
finish your thoughts. *wait a few minutes* Great guys, thank you for your good listening skills,
can you repeat after me now?
- Tis the gift to be simple
- Students repeat
- Tis the gift to be free
- Students repeat
- Tis the gift to come down where you ought to be
- Students repeat
- Wonderful, lets try that all together now
- Tis the gift to be simple tis the gift to be free, tis the gift to come down where you
ought to be.
- Students repeat
- And when you find yourself in the place just right
- Students repeat
- Twill be in the valley of love and delight
- Students repeat
- Great, lets put that chunk together now: And when you find yourself in the place just
right twill be in the valley of love and delight.
- Students repeat
Lets try this with our singing voices now: Tis the gift to be simple tis the gift to be free tis the
gift to come down where you ought to be
- Students repeat
- And when you find yourself in the place just right, twill be in the valley of love and
delight
- Students repeat
- Great, lets do that all together now
- Tis the gift to be simple tis the gift to be free tis the gift to come down when you
ought to be and when you find yourself in the place just right, twill be in the valley of
love and delight.
When true simplicity is gained, to bow and to bend we shant be ashamed
- Student repeat
- To turn turn twill be a delight, til by turning turning we run round right
- Students repeat
Lets do those two together now:
- When true simplicity is gained, to bow and to bend we shant be ashamed to turn, turn,
twill be a delight, till by turning turning we run round right.
Great, I love our singing voices this morning, lets try it from the beginning now
- Go through the entire song
- Repeat
Alright guys, you know, I found some music for this that I think we could do on the Orffestra,
but before we play, lets sing our notes that we will play.
- Put up powerpoint with main orff melody up
- Sing through the notes of the first half of the song
- Make any corrections necessary
Wonderful, can everyone now quietly walk to an orff instrument. Remember to not play until I
say or the instrument will go away. Now that everyone is at an instrument, lets flip our mallets
around and use the sticks and go slowly though our melody.
- Go through the melody line by line, all orff instruments playing the same melody line.
- Make corrections as necessary through the playing
- Add lines as we go
Excellent, now lets go through and read this next part, this will be our glockenspiel part, can we
sing through our notes?
- Sing through the glock part
- Make corrections/repeat as needed
Lets stick our way through it now
- Students stick through the melody
Alright, let us try playing it now
- Students play it
- Repeat/make corrections as needed
Great! That sounded just lovely, I like how were using good mallet technique this morning.
Lets try our next part, this will be for our tenor xylophones later, but lets all sing through it!
- Students sing through the line
- Make corrections/repeat as needed
- Can we stick through it now?
- Students stick through the line
- Make corrections/repeat as needed
- Next can we play it?
- Students play through the line
- Make corrections/repeat as needed
Finally, lets read what will be our bass part, looks pretty similar to our glockenspiel part doesnt
it? I think we can just stick through this one first, lets try.
- Students stick through the melody
- Make corrections/repeat as needed
- That was so good guys, I think we can play it this time
- Students play melody
- Make corrections/repeat as needed
Great, now lets try layering the tenor part on top of that. Can everyone but the tenors play the
bass line with our basses? Tenors can you play the tenor line that you have in front of you?
- Put them together
- Repeat/make corrections as needed
Guys that was just absolutely wonderful, now glockenspiels, can we add you in? Altos, please
keep playing with our basses, tenors please play the line you just played.
- Put them together
- Repeat/make corrections as needed
Finally, altos can you play the melody for us this time?
- Put them together
- Repeat/make corrections as needed
That was beautiful guys, now heres a question, did that sound exactly like the melody we sang?
- No
Did that sound like the recording we listened to?
- No
This is because its a bit of a variation on the theme like we had with recording, do you
remember that? Now what I want you to do is get out your rhythm dice and for each pitch listed
on the board I want you to roll the die and whatever rhythm you get you will use for that pitch.
On the worksheet in front of you below each pitch you will write the rhythm. When youre done
you may get out your recorder and practice for whichever belt you are working towards.

Closing: Alright everyone, when you get home tonight, you will find one last assignment in our
google classroom. Please listen to the piece one last time with your parents and have them help
you draw your own artwork for what you feel the piece is describing.

Assessment: Students will be assessed at several different points in the lesson:


- The worksheet
- The playing
- The creating project
- Take home portion

Rubrics are on the next page.


Rubrics

WORKSHEET Exemplary Benchmark Emerging


Question 1 Student chose a picture. Student did not choose a
picture
Question 2 Student used full Students used full Students used full
sentences, sentences, appropriate sentences, appropriate
appropriate language, and sound language, and sound
language, and sound reasoning most of the reasoning rarely
reasoning almost time
always
Question 3 Students correctly Students mostly defined Students did not define
defined what what happened at the what happened at the end
happened at the end end of the music of the music
of the music
Question 4 Students answered the Students did not answer
question the question

PLAYING Exemplary Benchmark Emerging


Correct Student almost always Student usually uses Student rarely or never
Playing uses correct playing correct playing uses correct playing
technique of orff technique of orff technique of orff
Pitches Student almost always Student sometimes plays Student rarely or never
plays correct pitches correct pitches plays correct pitches
Rhythm Student almost always Student sometimes plays Student rarely or never
plays correct rhythms correct rhythms plays correct rhythms

CREATING Exemplary Benchmark Emerging


Pitches Students used all the Students used most of Students used none of the
correct pitches given the correct pitches given correct pitches given to
to them to them them
Rhythm Students followed and Students followed and Students did not follow
understood how to understood how to or understand the process
choose rhythms all of choose rhythms most of of choosing rhythms
the time the time

TAKE HOME Exemplary Benchmark Emerging


Completion Students completed Students mostly Students did not
the assignment completed the complete the assignment
assignment