3rd

grade plan

Objectives:

1. Students will identify and perform sixteenth notes.

2. Students will continue to identity and perform duple and triple meter.

3. Students will perform a circle dance.

Standards Addressed:

1. 3.1 The student will read and notate music, including

a. 5. dividing rhythms into measures;

b. 6. reading and notating rhythmic patterns that include sixteenth notes, single

eighth notes, eighth rests, and dotted half notes; and

2. 3.2 The student will sing a varied repertoire of songs alone and with others,

including 1

a. . singing in tune with a clear tone quality;

b. 2. singing melodies within the range of an octave;

c. 3. singing melodies written on the treble staff;

3. 3.3 The student will play a variety of pitched and nonpitched instruments alone and

with others, including

a. 1. playing music in two-part ensembles;

4. 3.4 The student will perform rhythmic patterns that include sixteenth notes, single

eighth notes, eighth rests, and dotted half notes.

5. 3.5 The student will demonstrate understanding of meter by

a. 1. determining strong and weak beats; and

 b. 2. performing sets of beats grouped in twos and threes.

6. 3.6 The student will respond to music with movement by

a. 1. illustrating sets of beats grouped in twos and threes;

b. 3. performing nonchoreographed and choreographed movements, including

line and circle dances; and

Procedures:

1. Warm Up (5 minutes)

a. Actors toolbox

b. Read goals and word of the week: sixteenth notes

c. Hey Joe Warm Up (Computer)

Who remembers my valentine from last week?

2. Sixteenth note (20 minutes)

a. Peanut butter pie on instruments (from Mallet Madness)

i. Drums and Orff instruments will be set up in the back of the room.

(Orff: C pentatonic)

ii. Students will first review the song without instruments.

iii. Drums will play the Peanut butter pie part. All other instruments

will play everything else on the instrument. Students will be given one

mallet each. (Opportunity to assess drums)

iv. Groups will switch instruments.

b. Introduce takitiki

i. Peanut butter. Is that ta? Tah ti? How many sounds do you hear?
 ii. Say takitiki

iii. Pull up peanut butter pie sixteenth note on the smartboard

iv. Students will tap collarbone and say peanut butter and then

takitiki with the teacher.

1. How many beats does Takitiki take up?

v. Green cards

1. Review

2. This one or that one

3. Who thinks you could say this pattern by yourself?

Does anyone know what meter peanut butter pie is in? (Duple) Lets continue to practice

meter.

3. Meter (15 minutes)

a. Coffee Grows

i. Teach and perform the dance. First without music, then with music.

ii. Creating their own movements for duple and triple

b. Couch patterns

i. Review: How many beats are in a measure of 4/4, , and 2/4?

ii. Show bar line work sheet on Smartboard. Review note values and

where to draw barlines.

iii. Use the cards in small groups to make 4/4 and and 2/4 measures.

iv. Check smart goal group first. this allows Heather to assess Smart goal

people).
I have a new song for us today. Its about an animal. See if you can guess what kind of

animal the song is about.

4. Kookabura (10 minutes)

a. Teacher will sing through the song.

i. What type of animal is a Kookabura? Where are they from?

ii. Students will echo sections of the song after the teacher.

iii. Students will sing through without the teacher.

b. Sing in canon

c. Video from Cincinnati zoo.

Next Week:

1. Chicken on the fence post

2. Fly swatter

3. Alligator chant

4. Walk and read