Daily

Lesson Plan Class: Gearhardt

Date: 2/27/18 Lesson #: 5

Grade Level: 3 PPP Rhythm: half note PPP Melody: re

Relationship to previous lesson:
• Expand knowledge of half note (long), and new note re
Reading ____x____


Writing ____x____
Central Focus:

• Prepare half note, Practice re
Improv. _________
• Assess ability to read half note (long) individually.


Inner hearing _________
Academic Content Standards:

4PR: Play a variety of classroom instruments with proper technique Listening _________


7PR: Read Write and perform using eighth notes, quarter notes, half
Form _________
notes, and quarter rests in 2/4 and 4/4 meter

8PR: Read write and perform in treble clef a variety of melodies in G, G,
Movement _________
and C

3RE: Explain personal preferences for specific musical selections using
Partwork _________
music vocabulary

Instruments ____x____
Objectives:
Solos _________
1. Students will demonstrate self-directed learning through active
participation and problem solving in centers. Other _________
2. Students will demonstrate an understanding of half note through
reading, and clapping four beat patterns including “long”
3. Students will practice reading and writing re, through playing

boomwackers, and writing with magnets on the staff board.

4. Students will reflect through giving thoughtful responses to questions

about music in their own lives through the “Talking about tunes” center.




Materials:

1. Sammy Sackett notation 9. Busted! Directions
2. C, D, E, and G boomwhackers 10. Busted! Game
3. Staff writing directions 11. Talking about Tunes
4. magnets and staff board
5. Rhythm memory directions
6. Rhythm memory game cards
7. Rhythm assessment cards
8. iPad


CSP Time Songs Procedure
n/a 11:00 Teacher explains 6 different music centers we will be working on
in class. Teacher walks through the order in which students will
move to different centers, and explains that we will have
approximately 5 minutes at each center. Teacher distributes
students into premade groups, and sends them to their first
center.

Sammy Sackett Students will be asked to play Sammy Sackett with boomwhackers.
Students will read the color-coordinated stick notation off of the
paper provided, knowing that the red boomwhacker is do. When
students finish playing one time through, they will switch parts,
and play again. This process will be repeated for the duration of
the 5 minutes.

Staff Writing Students will be asked to write mi, re, and do on the chalkboard
staff with magnets. Continuing to build on the staff writing present
in previous lessons, students are instructed to decide what line or
space mi will go on/in. Students then use the chant “If mi is on a
line/in a space, then do is on/in the line/space below” to guide
them in correctly placing do a skip below mi. Students are
instructed to leave enough room in between mi and do to put re in
the space/line between mi and do. Students will check their
answer with their group, and address problems if anything is
wrong. Students will repeat this process, choosing a new line or
space to put mi on for the duration of the 5 minutes, making sure
every group member has a turn to write on the board.

Rhythm Memory Students will test their knowledge of half note (long) by reading
rhythms in this matching game. Students will mix cards in the
envelope up and place them in rows with the blank side of the
card facing up. Player #1 will then flip over two cards and read the
4 beat rhythms on both cards. If they match, the player gets to
keep the cards. If they do not, the player must turn them over. The
process repeats for all players until all cards are collected. The
player with the most cards at the end of the game wins. If time
allows, students may mix up the cards and play again.
This activity gives students the opportunity to practice reading
rhythms with “long” before moving to an assessment.

Assessment Students will be assessed on their ability to read rhythms including
new rhythm “long” or half note. Teacher will present 4 different
cards with different rhythm to student, instructing them to read
each card out loud individually. Teacher will take individual
assessment grades on each student.
1. ta ta long
2. long titi ta
3. long long
CSP Time Songs Procedure
4. long rest rest
• 5= Students are able to read rhythms for their full duration
with 1 or less minor mistakes in addition to reading the
rhythm in time.
• 4= Student read all rhythms for their full duration with 1 or
less minor mistakes, corrected by teacher
• 3= Student read all rhythms with successfully with 1-2
mistake, corrected by teacher.
• 2= Student read rhythms with more than 3 mistakes that
had to be corrected by teacher.
• 1= Student attempted to read rhythms but was
unsuccessful on all attempts.

Busted! Students will practice reading ta, titi, tikatika, rest, and long
through playing this game. Player #1 will pull a stick from the
container, place it in front of them, and read the rhythm out loud.
This will continue for players 2-4. Player #1 will pull a second
rhythm from the container and read the first rhythm pulled, then
the second one cumulatively. Players 2-4 will repeat this step for
the remainder of the game. If a student pulls a stick labeled
“busted!” the student must return all of their sticks to the
container. The player with the most sticks at the end of the 5
minutes wins.

Talking about Students will engage in conversation about how music is present
Tunes in their lives, both in and out of school, by answering various
discussion questions printed on cards. Students are given the
opportunity to reflect on their own experiences with listening to,
and playing music, comment on other’s experiences with music,
and discuss ways they would like to experience music in the
future.

CSP Time Songs Procedure

Evaluation: