Lesson PLan Martin Mathes Setting 1st Grade Rationale The students will sing Naughty Kitty Cat.

The students can demonstrate Sol, Mi, and La. The students can demonstrate counting rhythms Ta, TiTi, and SHH. The students can compose a four beat rhythm using paired eighths, quarters, and quarter rests. National and State Standards 1.0 Singing alone and with others, a varied repertoire of music. 1.1 Develop skill in singing a variety of childrens songs. 1.2 Reproduce high, middle, and low pitches vocally. 1.3 Reproduce upward and downward directions vocally. 2.0 Playing instruments alone and with others, a varied repertoire of music. 2.1 Reproduce and maintain a steady beat. 4.0 Composing and arranging music within specified guidelines. 4.1 Compose short beat/rhythm patterns. 5.0 Reading and notating music 5.1 Demonstrate an understanding of symbols which represent beat and rhythm patterns. Previous Knowledge - The students can identify simple rhythms in a musical context. - The students are able to identify and demonstrate Sol, Mi, and La. - The students are able to identify the symbols for quarter, paired eighth, and quarter rests. Objectives The learner will: Sing the song Naughty Kitty Cat. Identify rhythms in the song Naughty Kitty Cat. Identify the pitches in the song Naughty Kitty Cat. Compose a simple rhythm. Materials Needed Smartboard with the slides to show the words for the song and rhythm. Piano Worksheets for the students to compose their rhythm on. Rhythm Flashcards. Procedures 1. Begin the class by having the students sing their welcoming songs.

2. Review the material that the students covered last time. a. Talk about the quarter rest in Bow Wow Wow. b. Talk about the pitches Sol Mi and La in the song Bounce High, Bounce Low. c. Go over some of the other rhythms. d. Use the rhythm flashcards. 3. Talk to the students about how much mischief a kitten can get into. a. Have them share some of their experiences. b. Sing the song Naughty Kitty Cat. 4. Teach the students the song Naughty Kitty Cat by rote. a. After they sing the whole song with no help, have them identify the pitches. 5. Have the students sing the song on the solfege. 6. Once the students have sung the song alone several times, then begin to have them help you find out the rhythm. 7. Have the students work with you to figure out the rhythm, and say it several times while keeping a steady beat. 8. Explain to the students that we can write our own rhythms sometimes, and use the elmo to show the students on a worksheet how to compose a rhythm. a. This should be done with the whole class together, and with their input. b. After the class has composed a rhythm have them perform it as a class while keeping a steady beat. 9. Once the students have composed a rhythm as a class, have them split into groups of two and compose a rhythm. a. After they have all composed their rhythms, and they are approved have the students perform their rhythms. i. This may also be done with the class on the elmo, as this will allow everyone to reinforce their knowledge of rhythm.