Lesson Title: Lesson 1: "Train Is A-Comin'" ("Making Music" 3rd Grade book/red, Page48-49)
Grade Level: 3 Time required: 60 minutes
Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.3.c Demo sequences of mvmt in musical games The student will 1.2.g Perform ostinato to support given melodies The student will 1.2.c Perf short melodic rhythmic patterns 2.0 Historical, Cultural & Social Context: The student will 2.1.b Listen/perf folk comp music from var trad The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will 3.2.c Comp use trad notation w/ostinatos
Materials: (List of all materials that will be needed for the lesson) Making Music Book Grade 3, recording of Train is a-coming, Drums Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Have the students listen to Train is A-Comin and respond to the beat by tapping their legs. -Listen to the song again and have the students respond to the beat and the form by follow the teachers motions. For the introduction, the bridges, and the coda tap the beat on your legs. For the verse do a four beat pattern of tap your knees, clap, snap, and snap. Repeat the song and the clapping patterns at least one more time. -The objective is to have the students count the number of beats and number of times they do the pattern in the song. During the introduction and the bridge have the students count the beats when they tap their legs, by counting up to eight and starting back at one each time. The introduction and coda have two counts of eight and the bridges only have one count of eight. During the verse have the students count the number of times they do the four beat pattern by changing the number each time they tap their knees. For each verse have the students start back at one. -Ask the students what the magic number is that they count up to each time? Guide them to the number eight. -Play a game to determine if the students understand how to count the beats and patterns in their head. Have the students do the four beat pattern eight times (as they do on each verse) without counting out loud. Ask them to stop after completing the pattern two times. Change up when the students have to stop the pattern. This will show which students are counting the pattern in their heads. -To reinforce the students counting the patterns in their heads have them perform the pattern on the drums. The drums will be set up with four on each side of the music rug. Two risers of four students will come and perform at a time. They will hit the drum instead of hitting their knees then they will clap, snap, and snap. Assign each student a number one through eight. The students will stop playing the drum pattern after the number they were assigned. Repeat this until all students
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-Informally assess the students understanding of the beat and the patterns by allowing them to do it on their own with the recording. -Informally assess the students understanding of the pattern by having them play on the drums only on "oh yes". -Informally assess the students understanding of beat by having them point to the beat on the board. -Informally assess the students ability to track the iconic notation by stopping the music in the middle of the verse and have them tell you the verse, the phrase, and the beat in that phrase.
Enrichment: (Extension) Add in the other two ostinatos patterns and have the students play all the ostinatos at the same time. - Have the students create their own ostinato patterns. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.
Have the students change up what they are doing in the lesson, whether it be pointing to the notation on the board or playing the drums.
July 2007
Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.3.c Demo sequences of mvmt in musical games The student will 1.2.g Perform ostinato to support given melodies The student will 1.2.c Perf short melodic rhythmic patterns 2.0 Historical, Cultural & Social Context: The student will 2.1.b Listen/perf folk comp music from var trad The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will 3.2.c Comp use trad notation w/ostinatos
Materials: (List of all materials that will be needed for the lesson) "Making Music" Book Grade 3, recording of "Train is a-coming", rhythm sticks, drums, music notation cards in an envelope for each student (only quarter notes and quarter rests) , one set of music notation cards that are bigger so they can be used on the board, musical notation game board Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) The object is to review and see what the students remember. Start by playing the recording and having the students respond to the beat and form. During the introduction, the bridges, and the coda they will tap the beat and during the verse they will do the four-beat pattern (knees, clap, snap, snap). - As the students perform the motions draw the iconic notation on the board (just the phrases and the beats). - Have the students help finish the iconic notation by having pointing to which beats oh yes goes on. The teacher will color over those beat lines with a blue marker. - Listen to the music and have the students point to the notation from their seats. Stop the music and have the students give what verse, phrase, and beat in the phrase we stopped on. Repeat this a few times to make sure that the students are tracking the music. - Have the students open the red "Making Music" book to page 48. The books are stacked in the center of each riser. Play the music and have the students track the music by pointing along to the words. -Ask the students to point to verse one. Check to make sure that all students are pointing to the correct verse. Have them point to verse two and three. This will reinforce the students understanding of the musical notation and ensure that they understand where to point in the music when listening to the recording. - Listen to the recording and have the students track by pointing to the musical notation.
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Closure: Have the students return to their seats before having them line up one riser at a time. As they line
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-Informally assess what the students remember by having them perform the beat and four-beat pattern without the teachers help. -Informally assess the students understanding of tracking the music by having them point to the words as they listen to the song. -Informally assess the students understanding of quarter notes and quarter rests by having them notate a clapped pattern using the musical notation cards. -Informally assess the students understanding of ostinatos and rhythmic values by having them create and perform their own ostinato patterns.
Enrichment: (Extension) Have the students play the rhythmic pattern of the words on rhythm sticks. Iconically notate this pattern using lines/dashes. Use the musical notation cards to notate the rhythmic pattern of the words on the board. Give the students the individual musical notation cards and have them now use the eighth note cards. Clap a four beat pattern using quarter notes, quarter rests, and eight notes and have the students notate it using their musical notation cards. Have the students create an eight beat pattern using quarter notes, quarter rests, and eighth notes. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.
Have the students change up what they are doing in the lesson, whether it be pointing to the notation on the board and playing the drums. If a student is having trouble creating an ostinato pattern have them only create a four beat pattern that they will repeat.
July 2007
Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.2.c Perf short melodic rhythmic patterns The student will 1.2.g Perform ostinato to support given melodies The student will 1.3.c Demo sequences of mvmt in musical games 2.0 Historical, Cultural & Social Context: The student will 2.1.c Listen to ex from various world cultures The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will Choose an objective
Materials: (List of all materials that will be needed for the lesson) Recording of "Tie Me Kangaroo", rhythm sticks, drums, "Making Music" book grade 4, projection of the music Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Students will listen to Tie me Kangaroo and respond to the beat and form of the song by: waving their hands to the beat during the introduction and instrumental bridges; tapping the beat on their legs during the verse; and tapping their legs then clapping during the chorus/refrain. As the students listen and do the motions have them get rhythm sticks, which they will tap together instead of clapping. The rhythm sticks are in three separate buckets set in front of every two risers, call up one riser at a time. As they are listening sing the chorus/refrain each time so that they hear it as a separate section and get more familiar with it. Listen to the song a second time and continue to help the students with the patterns and when to change. As the students do the patterns say the actions in rhythm (wave, beat, or heavy/light). -The third time the students listen to the song assess them by having them do the motions on their own without the teachers help. Watch them and make sure that they are changing the patterns at the correct times. If there are a few students who really understand when to change the pattern have them come to the front of the room to lead the class. Repeat this step until the students are comfortable with when to change the motions. Ask the students what the three patterns are for this song. Write the patterns on the board (wave, beat, heavey/light, wave). Wave is used two times because it was used to represent the introduction and the bridges. Ask the students what form section each pattern represents? Guide them to form words by having the brainstorm the words they know for musical form. Put the form words on the board as a list and then have the students connect the form words to the patterns. Under the words for the patterns put the sections: under wave put the word intro in a rectangle, under beat put the word verse in a triangle, under the words heavey/light and up put the word refrain in a circle, and under the second wave put the word bridge under an arch. -Have the students listen to the song and perform the patterns as the teacher points to the section
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Closure: -Have the students return to their seats before lining up by riser. Have the students sing the verse of the song.
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-Informally assess that the students are playing the correct patterns and changing at the right times. This can be assessed when they use the rhythm sticks and the drums. - Informally assess the students understanding of form by having them tell you what sections the patterns correspond to. Then have a student point on the board to the section that we are hearing in the music. - Informally assess how the students are following the musical notation, by having them point in the music as they follow along. This will give me a clear idea of who understand how to track the music and who is struggling. The students will also be assessed by having one riser sing one verse, this shows me who is following and tracking the music.
Enrichment: (Extension) Video tape the students when they are playing the drums, doing the patterns on rhythm sticks, and pointing to the sections on the board. Have them watch their performance and respont do how they think they did. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.
For students who are ahead allow them to conduct the piece by pointing to the section the hear on the board. If a student is having trouble following the musical notation in the book help them by pointing with them in their book or have a student who understands how to follow the music help them.
July 2007
Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.2.c Perf short melodic rhythmic patterns The student will 1.2.g Perform ostinato to support given melodies The student will 1.3.c Demo sequences of mvmt in musical games 2.0 Historical, Cultural & Social Context: The student will 2.1.c Listen to ex from various world cultures The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will Choose an objective
Materials: (List of all materials that will be needed for the lesson) Recording of "Tie Me Kangaroo", rhythm sticks, drums, "Making Music" book grade 4, form cards in an envelope, tambourine, drumsticks Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Begin the class by reviewing what the students have learned already. Do this by having the recording on as the students enter the room. As the students sit down have them get rhythm sticks, which will be placed in one of three buckets in front of every two risers. For the verse have them start by doing the heavy/light pattern. Then have the students do the rhythmic pattern of the words in the verse. As they are doing that put the words introduction, verse, refrain/ chorus, and bridge on the board in the same shapes as they were presented in the previous lesson. - Have the students perform the patterns on the drums by having one riser perform the beat patterns (wave, beat, heavey/light) and the other riser playing the rhythm pattern of the words only on the verse. During this time have some students pointing to the sections on the board. -Have the students open their books to pg. 36. This is where the ostinato patterns are that we will begin to add to the song. - Play the "keep cool" bass drum pattern on the drum, without saying the words. Have the students look at their books and figure out which pattern was played. Repeat the ostinato until the students are able to figure out which pattern it is in the book. Have a students say the words for the ostinato pattern as they clap it. Have the class repeat that ostinato pattern by using their rhythm sticks and saying the words. - Play the "cockatoo cool" temple block pattern on the drum (without saying the words) and have the students point to the pattern in their books. Repeat the pattern until the students find the pattern. Have a student say the words that go with the ostinato. -Have the students repeat the "cockatoo cool" pattern on their rhythm sticks, now saying the words that go along with the pattern. As the students continue to repeat that pattern play the "keep cool" pattern on the drums while saying it.
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Closure: -Have the students return to their risers before lining up one riser at a time. As the students are lining up have them say and clap the ostinato patterns ("keep cool", "cackatoo cool") while the teacher sings the refrain. Assessment: (Review of Post-tests; BCRs; Quizzes; Tests; Projects; Essays; Performance Assessments, etc.)
-Informaly assess the students ability to read rhythm by seeing if they can hear a rhythmic pattern and find that pattern notated in their book. -Informally assessing the students understanding of rhythmic notation and ostinato patterns by having them create a eight beat ostinato pattern using musical notation cards.
Enrichment: (Extension) Video tape the students when they are playing the drums, doing the patterns on rhythm sticks, and pointing to the sections on the board. Have them watch their performance and respont do how they think they did. -- Assess the students understanding of the ostinatos by having three students perform, each student will perform one ostinato pattern ("keep cool" on the drums, "cockatoo cool" on the tambourine, and rhythmic pattern of the words on the drumsticks) with the recording. They should only be playing their patterns on the refrain/chorus and the other sections doing what they have been doing (keep the beat on the verse and wave on the intro and bridge). - Assess the students understanding of the form of "Tie Me Kangaroo". Have the students sit at their seats as the teacher passes out the form cards. These form cards have the words intro, verse, refrain/ chorus, and bridge; and they are in the same shapes that they have seen on the board. They are also color-coded. As the students listen to the whole piece have them place the cards on a textbook board in order. The boards will serve as a table for the cards so that they do not end up all over the place.
Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.
If a student is having trouble with one of the harder patterns have them perform the "keep cool" pattern.
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Objectives: (Taken from the HCPSS Essential Curriculum) 1.0 Perceiving and Responding: The student will 1.1.d Describe sounds heard w/attn to tone/int The student will 1.2.f Sing/play repertoire of diverse genre The student will Choose an objective 2.0 Historical, Cultural & Social Context: The student will 2.1.e Use verbal/written language to describ music The student will Choose an objective 3.0 Creative Expression & Production and 4.0 Aesthetics & Criticism The student will Choose an objective
Materials: (List of all materials that will be needed for the lesson) Recording of Sister Rosa, youtube music video: http://www.youtube.com/watch?v=JKCsZc37esU, drums, form cards Lesson Development/Procedures: (include Pre-Assessment, Engagement, Activity, and Transitions) Review the beat and form motions of "Tie Me Kangaroo" using rhythm sticks. -Give each riser one envelope with form cards. There will be four cards- an introduction, verse, chorus/ refrain, and bridge. Have each student on the riser have one card. If there are only three students on the riser one of them will have two cards. Have the students hold up the form card for the section that they hear in the music. This will reinforce the students understanding of form of the song. - Have the students put the cards back into the envelope. Tell the students that you have a new song for them. Students will watch the youtube music video of "Sister Rosa". -Ask the students what they know about Rosa Parks and have them raise their hands to tell the class. Give them some more information about Rosa. Guide them to understand who she was and what she did that was so important. - Watch the video one more time and see if they can notice anymore facts about Rosa Parks from the lyrics. - On the board write facts from the lyrics (i.e., dates, names, bus rules) and facts about the music (i.e., rap, singing, style). Ask the students to make a list for each. - While listening to the recording of "Sister Rosa" the students will perform the beat by following the teacher's motions. The motions will be different for the introduction, bridge, verse (rap) and the refrain (singing). During the introduction and the bridge bend your knees on beat two and four, during the verse have them bend their knees and snap their fingers on beat two and four, and during the refrain have them step, touch and alternate sides.
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Closure: Have the students all clean up their form cards. Have one riser line up at a time.
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-Informally assess the students understanding of the form of "Tie Me Kangaroo" by having them hold up form cards as they hear the section in the music. -Informally assess the students understanding of the form by seeing if they are changing the rhythm patterns when the music section changes. -Informally assess the students understanding of form by having them play different instruments for each section of the song. The objective is to have the students know when to start and stop playing their instrument. -Formally assess the students understanding of the form of "Sister Rosa" by having them each order and point to form cards.
Enrichment: (Extension) Continue with another protest song "We Shall Over Come." Connect the history to that of "Sister Rosa" and explain how "We Shall Over Come" is considered the anthem for the Civil Rights Movement. Play different versions of the song that represent different styles (i.e., folk, classical, electronic music, instrumental, boys choir) and have the students describe the music, style, timber, and instrumentation of each recording. Accommodations: Provide hand-over-hand assistance, as necessary. Provide 1:1 reading assistance, as necessary. Allow sufficient wait-time. Prompt students when answering questions, as necessary. Follow modifications of special needs student's support plans.
If someone is unable or reluctant to do the motions have them play the drum to the beat of the song. Also have some students pointing to the form on the board and dancing. So all students should be involved in the lessons.
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