Q3W27-28: February 3-14 2020 (3rd, 4th, and 5th Grade)

TeacherCatherine Holvey
Subject AreaElementary Music
Grade Level3rd, 4th, and 5th Grade
Week #27-28
Unit of InstructionCelebrating Black History Month
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 discuss African American History and important figures from those time periods.

Students will discuss and learn about the Underground Railroad.
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

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.”
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,” “Twinkle Twinkle,” and “John Kanaka”
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
* Practice new notes, F#, C, and F

• 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.

**** Transition ****

Black History Month

“Hold On” 

“Back of the Bus” 

“We Shall Not be Moved” 

“Lift Every Voice and Sing” (4th and 5th) 

“Follow the Drinking Gourd” 

  • Watch video that explains the story and the Underground Railroad 

“Wade in the Water” 

  • Call and Response

“This Train” 

“Swing Low” (4th and 5th) 

Discuss the Civil Rights Movement, Slavery, Harriet Tubman, Martin Luther King Jr., Rosa Parks, and other important African American figures in history

**** 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