I.

Name, Date, Subject, Grade Level(s), Type of Lesson:

 Sarah Dunn
 January 3, 2018
 Music
 5th Grade
 Rhythms/Composition

II. Common Core/State of Michigan Standards:

 ART.M.II.5.4 Create and arrange songs and instrumental pieces within specified guidelines
 ART.M.III.5.4 Use music vocabulary to analyze, describe, and evaluate music

III. Objective(s) of the Lesson:

 Students will accurately come up with rhythms to match the words of my favorite things
 Students will accurately come up with rhythms to match the words for their favorite things

IV. Materials/Technology/Resources/Speakers, etc.:

 My Favorite Things worksheet
 Our Favorite Things worksheet
 Document Camera and Projector

V. Instructional Components:

A. Anticipatory Set (5 minutes)

 Name game
o Students come up with a word describing something they like that starts with the same
letter as their first name
o Teacher goes around the room trying to remember names, with hints of their favorite
things if needed
o For an extra challenge, have students switch seats and try guessing again

B. Objective(s) and Purpose (Statement to students)

 We are learning about each others’ favorite things to get to know each other, but we are also
turning these things into rhythm syllables that we will use next class to start learning how to
compose music

C. Input and Modeling (10 minutes)

 Ask if students have seen “The Sound of Music”
o Describe the scene where Julie Andrews sings “My Favorite Things”
o Show a brief clip of the song
o Explain that she used things she liked to write a song. That’s what we’re doing.
  Review pictures and definitions of quarter notes, eighth notes, half notes, and sixteenth notes
o Eighth notes like to travel in pairs. Sixteenth notes in groups of four.
 Put My Favorite Things worksheet on the projector, revealing only the first picture
o Ask if anyone knows the name of this instrument (clarinet)
o Ask how many sounds (syllables) the word “clarinet” has (three)
o Ask how “clarinet” might look if written in eighth notes and quarter notes (du-de du)
 Repeat this process for each of the 8 boxes of My Favorite Things
o Note that “blue” could be either a quarter note or a half note
o Since “Peanut butter” and “Wonder Woman” have four syllables, use 16th notes
o With words that have 3 sounds, where you put the quarter note/downbeat depends on
what part of the word gets the emphasis when you speak it
 Ex: “Clarinet” has emphasis on the “net” syllable, so the quarter note goes last
 “Tchaikovsky” has emphasis in the middle of the word, so use a pick-up note (if
advanced) or make the first note a quarter note so “kov” is still on a downbeat

C. Guided/Independent Practice (10 minutes)

 Put “Our Favorite Things” worksheet on projector
o Ask 4 people who were sitting quietly and focused to think of something they like (it
could be the same thing they used for the name game or it could be something different)
o Write down the 4 words in the blanks and draw quick sketches of each word in the box
o Have students work as a class to come up with rhythms that match their words
o Read through all 4 rhythms in a row, chanting and clapping to practice

E. Cross-Curricular Connection
 Connection to English with syllables and emphasis on different parts of words when speaking
 Connection to Math with fractions relating to note divisions

F. Assessment Approaches
 Assessing understanding of rhythms throughout lesson based on responses and input

G. Meeting Diverse Needs of All Learners

 Call on a variety of students and assist those who are struggling by showing and describing the
rhythms in ways they can connect to on an individual basis

H. Classroom Management Techniques

 Quiet Signal/Attention getter
 Clapping call and response
 If they run out of time because they’re being chatty, they don’t get to ukulele!

I. Closure Activity/Transition (5 minutes)

 Explain that next class we will be working in pairs or as individuals to come up with our own set
of favorite things based on 8 categories. The worksheet will look similar to the one from today.
Those who are artistic may draw their favorite things once they have come up with the rhythms.
We are slowly creating our own compositions that in just a few classes we will be able to play on
recorder!
 Transition to playing ukuleles until class ends