sson Planon Plan

Lesson Plan
Teacher: Course: Sixth Grade General
Adina Harris Music Date(s) of Lesson Feb. 21, 2017
Lesson
Music for Strings
Topic/Title:
Framework First MIB.1 The student will echo, read, and notate music, including identifying, defining, and using basic
Standard(s): standard notation
(Include the for pitch, rhythm, meter, articulation, dynamics, and other elements of music; and
specific Standard singing selected
and detailed sub- lines from music being studied.
standard (a, b, c) MIB.2 The student will echo, read, and perform rhythms and rhythmic patterns, including
of todays lesson.) whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted
quarter notes, and corresponding rests.
MIB.3 The student will identify and demonstrate half-step and whole-step patterns.
MIB.4 The student will identify, read, and perform music in simple meters
MIB.5 The student will identify and notate key signatures of scales and literature being
performed

MIB.10-1 The student will demonstrate preparatory instrumental basics and playing
procedures, including identification and selection of an appropriate instrument;
MIB.10-2 identification of the parts of the instrument;
MIB.10-3 procedures for care of the instrument;
MIB.10-4 proper playing posture and instrument position;
MIB.10-6 string studentbow hold and left-hand position
Objectives: The students will be able to:
Define and identify the difference between detach and staccato articulation
Use voices and body percussion to work on musical technique
Perform Major Duple and Hot Cross Buns on respective instruments with accurate melodies

Procedures: Warm Up with Rhythm

Have rhythms already on the board to see
Review the value of notes (quarter, half, eighth, and sixteenth)
Count out rhythm with students
Clap the rhythm with students
Make sure to tune instruments
Then have students play the rhythm on an E

Teaching Hot Cross Buns

Review the fingering for the notes of the song
Ask students to play through the piece
Then go over the rhythm for measure 3 and any other trouble spots
Instruct students to play through the whole piece

Articulate Bowing
Ask students if they know what detach articulation or bowing is
Explain what detach bowing is (legato bowing)
Ask students to explain what staccato bowing means (short)
Have students demonstrate the difference in both articulations by instructing them to say
doo- doo- doo for detach articulation, and too- too- too for staccato articulation

Major Duple
Instruct students to keep the exercise that they just did in mind while preparing to play this
piece
Ask students to play through the whole piece
Then review measure 7 and any other trouble spots

Conclusion
 Perform Major Duple and Hot Cross Buns with instruments

Assessment: Did the teacher explain the difference between detach and staccato bowing?
Are the students able to define and identify the difference between detach and staccato bowing?
Did students correctly play the pitches and the rhythms of Hot Cross Buns and Major Duple?

Materials: Violin, Viola, Jump Right In Music Student Instrument Book (for Violin and Viola) pg 42, 55, 267,
voice, body percussion, piano, Smart Board

August 2013