Lesson Objectives: Play simple notated melodies Play simple songs Treble Clef fluency Rhythmic dictation Standards: Adopted Marshall Public Schools Academic Standards of Music Expression of Music (1.1.3, 1.2.1, 1.2.3, 1.3.1, 1.3.2) Theory of Music (3.3.2) Materials and Resources: ELMO cart, projector, Happening Holidays book, Piano, Mallets, Soprano xylophone, alto xylophone, bass xylophone, soprano metallophone, alto metallophone, bass metallophone Lesson Procedures: a) Introduction a. I will ask students to come into the classroom and sit in the spot that they were in the last time they were in class. If groups dont remember where they were I will ask them to step to the side and once everyone has sat down I will put them at an empty instrument. I will remind them of what we learned last week and talk them through how today is going to go. b) Procedures a. First we will review the crossovers as a class. I will ask them to put their left mallet on low F and their right mallet on C. I will hand them then cross their left arm over their right and put their mallet on high F, then cross it back over and put it back on low F. I will remind them that their right hand never changes notes during the cross over, it plays C the entire time. The students will practice the crossover (low F, C, high F, C, low F etc.) with the piano and me. Then we will switch partners so the partners can try. b. Then we will review/learn the pulsing eighth notes for the verses of the Thanksgiving song (some classes learned it the previous week and some did not). I will ask the students to put their left hand on low F and their right hand on high F. I will play on the piano what it sounds like while saying Du-de. Then the students will try it with me. After everyone has had a turn or two we will move on to putting the music with the song.
c. Because the Thanksgiving song is a little lengthy, each
student will play refrain, verse, refrain before switching with a partner. I will be playing the piano and singing while the students are playing their instruments. d. After each partner has had a turn they will switch instruments. Sopranos move directly behind them to the alto instruments. The Altos move directly behind them to the bass instruments. The bass instruments move all the way up front to the soprano instruments. Once everyone has had a chance to play each soprano, alto, and bass in their column they will switch the kind of instrument they are playing. The two middle columns will switch spots and the two outer columns will switch spots. By the end of class the goal is for each student to play a soprano, alto, and bass metallophone and xylophone. c) Transitions a. In between playing along with the song students will need reminders of what to do and what not to do i. Du-des are NOT tremolos, they are pulsing eighth notes ii. Because we have a couple of different parts playing at the same time its very important that students stick with my tempo iii. If students are not at the instrument they are singing with me iv. Students need to sit up tall v. DONT CLICK THE MALLETS TOGETHER b. I will count back from 5 when they are switching with their partners so they know to move quickly and quietly c. When students have switched I will remind them what notes they are starting with and to sit up tall d) Closure a. Students will put the instruments away and if there is enough time we will sit together as a class and sing/rap through the entire Thanksgiving song Accommodations: The only accommodations for this lesson is that if students need more practice on a particular skill I will work on that with them rather then just trying to move through my lesson Assessments: (Observational) I will be assessing students on how well they remember the crossovers and pulsing eighth notes. They will still be assessed on how they are holding the mallets, how they are striking the bars, and how easily they are able to follow the music.