First 2/6-10

Objective (I Can) Blooms Level/Rigor

-play SM on instruments -Remember
-notate S/M -Understand
-play and identify rhythms -Apply
-notate the form of a song -Analyze
-sing loud/quiet

Key Questions Assessment of Learning

-How can we move our bodies in different ways to the beat? -Observe moving to pulse
-How can we make our bodies look like the music? -Small group high and low voices
-How do we match words to rhythms? -Observe students leading rhythm and movement
-What does it mean to audiate? -listen to students sing sol/mi pattern

Activities
Hook/Building Background
-Follow Me
-Good News (Sung)

Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
1.Moving with Shapes 3. Notate SM
2.Valentine (Teddy Bear) Shapes-movement Students practice notating
Review Song Create a form for the patterns
Review movement movement
Demonstrate xylophone part
(SM) 2.Valentine (Teddy Bear)
Perform with xylophones
3. Notate SM
Demonstrate notes on lines 4 I Hope!
and spaces Sing through
Label line as Sol and Mi Add drum to middle
Draw pattern for students to Student delivers rhythms to
see another student and plays the rhythm on
the drum

4 I Hope! 5.Lucy Locket

Sing through Hide a stuffed animal around
Echo Teach the room.
Review rhythm cards Sing louder as get closer,
quieter as further away.

Lesson Closure
Hey Goodbye Song
-line-up procedure (practice as needed)

Key Vocabulary
High vs low
Steady Beat
Rhythm
Pulse
Critique
Quarter Note (TA)
Sound vs Silence
Loud vs soft
Eighth Note (TiTi)
Phrase
Introduction

Friday Station
1. Listening Station-Tubby the Tuba
2. Rhyming Words Clips
3. Rhythm patterns with instruments
4. Meet with Mrs. Harkema-Rhythm Assessment
5. Computer-game