1. Music Centers, Monica Sheets, 3 December , 2012,K-3rd Grade 2. Standards a. Common Core: CCSS.ELA-Literacy.SL.3.

2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELALiteracy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. National Music Standards: 2. Performing on instruments, alone and with others, a varied repertoire of music. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 9. Understanding music in relation to history and culture. 3. Objective: Students will engage in a wide variety of music activities to help deepen their knowledge of a particul ar musical aspect. a. Reading Center Students will individually choose to read a variety of music related books about many winter holidays b. Listening Center Students will critically analyze musical components of pieces from Edvard Griegs Peer Gynt Suite and draw a picture to represent what they hear as they listen. c. Percussion Center- Students will create and play their own percussion pieces using instrument cards d. Games Center Students will identify various instruments by sound using The Nutcracker interactive computer game e. Boom Whacker Center Students will create their own boom whacker piece by arranging various color coded notes f. Notation Center Students will create their own rhythm patterns using notation cards that contain either a quarter note, eighth note, and quarter rest. 4. Materials a. Boom Whackers, Color coded note cards b. Various holiday books (such as: Deck the Halls, Jingle Bell Mice, The Night Before Christmas, Dreidel, Dreidel!, All about Kwanza) c. Audio recording of Edvard Griegs Peer Gynt Suite, Headphones, clip boards, CD player, crayons, Peer Gynt coloring sheets d. Guiro, Rhythm Sticks, Triangle, Tambourines, and note cards with a depiction of the individual instruments e. The Nutcracker computer game f. Blank staff and cards containing a quarter note, eighth note, and a quarter rest 5. Instructional Components a. Anticipatory Set

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i. Visual display of all the centers we will be engaging in today. ii. Explanation of each center Objective and Purpose: i. Today we are exploring centers. Each center has a different purpose. The reading center has different holiday books that you will read silently for 10 minutes. At the listening Center we are going to be listening to the Peer Gynt Suite by Edvard Grieg and coloring a picture that you think shows what you think about as you listen to the music. At the game center, you will listen to different instruments and pick them out from the orchestra. At the notation station, you are going to create your own rhythms and then a partner is going to clap the rhythm you create. At the percussion station, you are going to use these cards to create your own percussion piece. Remember to treat this like a band or orchestra and only play when its your turn. At the boom whacker station, you are going to use these colored notes to create your own melody. Now, only use as many colors as you have people. Input and Modeling i. Demonstration of how to play instruments properly ii. Overview of the coloring pages iii. Model how to read the music notation iv. Connect Rhythms to Ta/Ti system v. Demonstration of the microphone game Guided/Independent Practice i. Students will work in groups together to play songs on the instruments ii. Students will use the SMARTboard to guide their listening to the instruments iii. Teacher will rotate among each station to answer any questions the students have Cross-Curricular Connection i. Literacy connection with reading the books ii. History connection with Edvard Grieg Assessment Approaches i. Students on instruments will play a portion of the piece they are working on for the teacher towards the end of their time at the center ii. Observations concerning whether or not the student is on task at their center Meeting Diverse Needs of Learners i. Small groups so as to help students more individually ii. 10 minute time frame for each center to help those ADD/ADHD focus Classroom Management

Circle routine to begin the day 10 minute time limit on centers Show me statements When I say _____ movement strategy Discipline action: First warning gets your name on the board, second warning gets a check, third warning you are in time out. If you have to be warned again after time out, you get a second time out and a phone call home. i. Closure Activity i. Reflection on how the experience with centers went ii. What did you learn at each center? iii. Did any centers make you wonder about anything? iv. Which center did you like the most? Why? v. Which center did you like the least? Why?

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