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Rhythm and In The Hall of The Mountain King; Monica Sheets; 3 December, 2012; Kindergarten Third Grade Standards a. Common Core: Common Core: CCSS.ELA-Literacy.SL.2.1a 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). CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information , or deepen

understanding of a topic or issue. b. National Music Standards: 2. Performing on instruments, alone and with others, a varied repertoire of music. 5. Reading and notating music. 9. Understanding music in relation to history and culture.
III. Objective a. Students will be able to play instruments in rhythm with In The Hall of the Mountain King IV. Materials a. In The Hall of The Mountain King Percussion Scores by K. Edwards b. Recording of In The Hall of The Mountain King c. Poster with pictures and short summary of Peer Gynt V. Instructional Components a. Anticipatory set i. Introduce the story of Peer Gynt to the students using the poster b. Objective and Purpose i. Today we are going to play part of In The Hall of The Mountain King so that you personally get to experience Griegs music. c. Input and Modeling i. Input Explanation of Story Form ii. Explanation of Peer Gynt storyline

iii. Perform the rhythm with body percussion (pat, clap, snap) iv. Model how to play the instruments correctly d. Guided/Independent Practice i. Guided Play song by rote ii. Independent Class performance of the song e. Cross-Curricular Connection i. Social Studies Norway ii. Literacy Story Form f. Assessment Approaches i. Observational who is participating, who is getting rhythms correct g. Meeting Diverse Needs i. Allow LD students to join in only on refrains ii. Allow ADD students to sit slightly apart so they have room to move h. Classroom Management i. Have students form a line into the room and form a circle on the floor ii. Show me statements iii. If you hear my voice to call attention iv. When I say tuba as cue to move into groups v. Name on the board with checks system vi. Brain break movement video i. Closure Activity i. Ask students to predict how the story of Peer Gynt ends. VI. Reflections a. All in all the students did really well with this activity but I had to modify this more simply for Kindergarten students. The kindergartners

just had to clap and play the rhythm on various percussion instruments. The students played the rhythm alone well and so I had them try to play along with a recording. Playing along with a recording to In the Hall of the Mountain King was okay, but in the future I think Ill act as a conductor and change speeds on the students instead of matching the recording.