Q3W22-23: January 6th – 17th 2020 (3rd, 4th, and 5th Grade)

TeacherCatherine Holvey
Subject AreaElementary Music
Grade Level3rd, 4th, and 5th Grade
Week #22-23
Unit of InstructionXylophones and Rhythm
Standard(s) Taught

Read and play various rhythm notation (MU.3.S.3.5)

Listen and respond to steady beat (MU.3.H.3.1) 

Discuss how music was influenced by events and people in American history (MU.3.H.2.1) 

Perform songs with various forms (MU.3.C.1.4) 

Read songs based on the pentatonic scale (MU.3.O.1.1) 

Play accompaniments that include various rhythm patterns (MU.4.S.3.2) 

Sing songs with appropriate vocal quality, intonation, and diction (MU.4.C.1.2) (MU.3.C.1.2) (MU.5.C.1.2)

Read music from staff notation (MU.4.O.1.1) 

Perform songs in various instrumental combinations (MU.5.S.1.3) 

 

Learning Targets and Learning Criteria

Students will sing using their singing voices. 

Students will read notes of the Treble Clef.

Students will play xylophones and recorders with proper playing technique. 

Students will read various rhythms. 

Students will show through movement various rhythms and tempos. 

Students will learn about Martin Luther King and how he impacted America. 

Students will sing and learn about African American Spirituals. 

Students will play music in parts. 

Students will perform body percussion to learn a song on the xylophones. 

Students will discuss and assess their work in class. 

Classroom Activities

Welcome
Teacher will go over the “I can” statement (objective) for the class.
• “I can read and demonstrate various rhythms including quarter notes, eighth notes, sixteenth notes, etc.”

Recorder
1. Teacher will review notes previously learned in class (B,A,G,F,E,D)
2. Teacher will go step by step with how to finger the notes and play recorder
o “What kind of air do we use to play the recorder?” Slow, warm air
o “Do we use less or more air the lower we go on the recorder?” Less
• Teacher will be modeling how to play the recorder for a visual model as well as playing examples for students for an auditory model
• Teacher will be visually assessing students by watching them and their finger/hand placement as well as assessing students by listening
• Teacher will assist any struggling students by modeling for them and/or coming around the room to help

“Old MacDonald”
1. Teacher will review how to play the song
2. Teacher will review reading Treble clef notes
o What kind of rhythms do you see in this piece?”
o “How do we count these rhythms?”
• Practice going between notes “E” and “D” – practice makes perfect!
 Students will practice fingering “E” to “D” independently and then all together as a class
• Say the notes and finger the notes before we play on the recorder – scaffolds that will help students build up to playing the full song correctly
 We will continue building/working on “Old MacDonald” for the next lesson. Once the song is complete, we will move on to a harder song – students are asked to practice at home in order to be able to move faster in class
o “The recorder helps us get used to reading music more fluently or easily. This will help you later on in this class as well as if you choose to do orchestra, choir, or band in middle school.”
• Teacher will assist any struggling students by modeling for them and/or coming around the room to help
• Teacher will assess student achievement visually and by listening.

“Snail, Snail”
• Teacher will introduce “Snail, Snail”
o “What kind of rhythms do we see in this song?”
o “In your opinion, is this song harder or easier than Old MacDonald? Why or why not?” Class discussion.
• Name notes on Treble Clef, have students finger through the song. Teacher will model the correct fingerings and will demonstrate playing the song with proper recorder technique.
• Students will play through the song multiple times.
• Teacher will explain the next step to the Snail song to students – adding xylophones!

**** Transition ****

Xylophones
1. Teacher will review xylophone playing expectations and procedures.
2. Students will demonstrate rules and procedures.
o Rest position
o Not playing while the teacher is talking
o Removing bars gently
o Not banging on the instruments
“Hot Spicy Tacos”
• Review notes and rhythms
• Body percussion to review/learn rhythms
• Put everything together (Playing in parts, adding instruments)

“Snail Snail”
1. Go over lyrics, add body percussion
2. Students will learn each part and then split up into four parts (adding recorder)
3. Put everything together (Playing in parts, adding instruments)
o “What was difficult? What made learning this song easy?”

**** Transition ****

Solfege Singing Exercise
(Singing Assessment)
1. Teacher will review solfege
2. “When you are in middle school choir, you will use solfege for warming up and singing through songs!”
3. Teacher will listen and assess students matching pitch, doing the hand motions for the solfege, and participation

**** Transition ****
Rhythm Land
(Assessment Activity)
1. Students will listen to a piece of music and walk to the beat.
2. In one “land” students will have to walk to the beat in quarter notes.
3. In another “land” students will have to walk to the beat in eighth notes
• Teacher will be able to assess student understanding of rhythms visually

**** Transition ****
1. Students will line up with the line-up song is played.
2. Before they line up, they will grab a music note and put their note on the chart that shows if they understand the “I can” statement of the day or not.
3. This will show if Teacher needs to repeat the lesson again for better understanding. It will also help show if the objective (outcomes) of the class was achieved

Assignments Due

Please bring recorders to class! 

Additional Resources