Charlotte Wood

For: November 22/25, 2019

2nd Grade: BW Performance

Essential Question: Essential Question: What songs can we compose using our boom whackers?
What is the appropriate way to perform and listen to a composition?
Objectives: SWBAT compose short boom whacker composition using “boom whacker notation” in small
groups.
Ss will be able to work together in teams with Kagan structures to guide compositions.
SWBAT sing a song about Thanksgiving and create movements to accompany the words.
Standards:
MU:Cr1.1.3b, MU:Cr2.1.3b, MU:Cr3.1.3a, MU:Cr3.2.2a, MU:Pr4.2.3b, MU:Pr6.1.4b, MU:Pr6.1.3a
(National)
9.1.M.2.B1, 9.1.M.2.E1 (State)

Materials: Boom whackers, piano, solfege ladder, composition sheets

Procedures:

1. Hello Song
a. Students get situated – give the phone to a model student
b. Pass it around the room to hear a variety of voices
2. Performing BW compositions
a. Group by group
b. Stand in front of the class in a line – performance expectations
c. Teacher is the conductor
d. Teach – applause, silent audience, paying attention, bow after a performance
e. Collect the sheets
3. Five Fat Turkeys
a. Learn the song
i. 5 fat turkeys are we – hold up five, do wings
ii. We slept all night in a tree – sleepy hands under head, act like a tree
iii. When the cooks came around - look left
iv. We couldn’t be found – look right
v. And that’s why – hands out
vi. We're here – fingers point to feet
vii. You see – hands out
4. IOTM – ANYTHING THAT HASN’T BEEN DONE YET
a. Video and board for the most part
5. Goodbye song

a. PERSONAL GOAL: LINE UP WITH NAMES

ASSESSMENT: READ COMPOSITIONS – Determine if students followed directions, if they could follow
boom whacker notations, if the teams could cooperate for the final product
 Monitor general classroom behavior – remind of audience expectations.
Individual group performance – steady beat, confidence in front of class, audience behaviour,
ability to play bw appropriately (jot notes on sheets and record all performances to assess in
spreadsheet later)

GRADING SCALE

5: Student worked very well in the group composition, could maintain a steady beat during the
performance, was able to read boomwhacker notation with no difficulty during the
performance, had appropriate behavior in the audience and in the performance, played the
boomwhackers appropriately. The group composition was complete.

4: Student worked well in the group composition, had a good grasp on steady beat during the
performance, could read boomwhacker notation with little to no difficulty, behaved well in the
audience and in the performance, could play the boomwhackers appropriately. The group
composition was mostly complete.

3: Student participated in the group composition with few difficulties, had a moderate understanding of
the steady beat during performance, struggled slightly with boomwhacker notation reading, had
few issues as an audience member and appropriate performer, did not always make strong
choices about how to play boomwhackers. The group composition was at least 75% complete.

2: Student did not work well with the group to compose, was unable to maintain a steady beat during
performance, struggled to read boomwhacker notation, was not an appropriate or considerate
performer and audience member, did not choose to play the boomwhackers properly. The
group composition was less than 75% complete.

1: Student refused to work in a group, did not attempt performance, did not attempt to read
boomwhacker notation, did not act considerately in the audience or performance, did not
appropriately play/refused to play boomwhackers. The group composition was less than half
complete.