Q3 Jan. 22- Feb. 15 2019 (3rd, 4th, and 5th Grade)

TeacherCatherine Holvey
Subject AreaElementary Music
Grade Level3rd, 4th, and 5th Grade
Week #24-27
Unit of InstructionInstrument Families, Tone, and Musicality
Standard(s) Taught

Listen and Respond to a steady beat – MU.3.H.3.1
Read patterns that include various rhythms (quarter notes, eighth notes, etc.) – MU.3.H.3.1
Read and play rhythmic ostinatos that contain various rhythms – MU.3.S.3.5
Play songs in various meters – MU.3.O.2.1
Sing using appropriate tone quality, intonation, and diction – MU.3.C.1.1
Sing and play songs using notation – MU.3.O.1.2
Read and sing pitch syllables from do to do – MU.3.O.1.2
Play songs using letter names (B,A,G) – MU.3.S.2.1
Move to show various rhythms – MU.3.S.3.2
Play instruments with proper playing technique – MU.3.S.1.2

Learning Targets and Learning Criteria

Students will sing using their singing voices.
Students will play on the recorders with proper playing technique (slow, warm air, covering holes, etc.)
Students will read treble clef.
Students will read and demonstrate various rhythms on instruments.
Students will play on the xylophones and/or drums with proper playing technique.
Students will demonstrate broken and chord borduns.
Students will learn and demonstrate sub-division.

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
“It’s Raining”
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 “A” – practice makes perfect!
 Students will practice fingering “E” to “A” 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 “It’s Raining” 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.

**** Transition ****

“Vocal Warm-up”
1. Teacher will re-visit solfege vocal warm-up
o “What direction are we moving in? Up? Down?”
o “Are we singing low to high or high to low?”
o “A warm-up like this is used in middle school choir! We are like the big kids!”
 Vocal warm-up is a building block for singing. Practicing going up and down a scale will help students become better singers and be able to perform more difficult music in the future.
2. Teacher will have a picture on the board to help student sing the warm-up visually, as well as sing along with students. Teacher will also play the piano while the warm-up is going on so student can hear the different pitches to make sure they are hitting the right notes.
• Teacher will assess student achievement matching pitches by listening.

“Black Snake” – 3rd Grade 
1. Teacher will re-visit the song “Black Snake” – if class hasn’t learned it yet, they will go over the song quickly.
o “Remember our warm-up. What direction are we moving in for this song?”
o “Are we singing low to high or high to low?”
2. Teacher will model with motions the direction of the music to help visually for students to understand note direction.
3. Teacher will show music on the board – new rhythm!
o “How many beats are in a measure in 2/4?”
o “What rhythms do you see in this song?”
 Have students identify the ties in the song
4. Sing through “Black Snake.”

**** Transition ****
Drumming
1. Teacher will go over quarter notes, eighth notes, and sixteenth notes
• Sixteenth notes were learned in a previous lesson
o “Who remembers what this rhythm is?”
o “Who can demonstrate how we count this rhythm?”
2. Review proper drum playing technique
“Click Click Click”
• Teacher will display music on the board for visual learners
• Teacher will model proper playing technique
 Students will say the words first that go along with the rhythms
 Students will use body percussion to show they understand rhythms and proper playing technique before moving onto the drum
“Everybody Play It”
• Teacher will display music on the board for visual learners
• Teacher will model proper playing technique
 Students will say the words first that go along with the rhythms
 Students will use body percussion to show they understand rhythms and proper playing technique before moving onto the drum
 Students will independently practice on body percussion the rhythms
• If time, teacher will try to add more instruments to the song who will play different rhythms
• 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 ****
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

 

 

*** If a class has not finished learning about the instrument families, finish powerpoint presentation and do review assessment (String family, Brass family, Woodwind family, Percussion family) 

Assignments Due

Be sure to bring recorders to class! 

Additional Resources