GR - Weebly
GR. 3 RHYTHM UNIT
Teacher Candidate: Kaela Raku
Date and Time of lesson plan submission:
School: Barron Elementary
Coop Teacher: Amy Moldoff
Date of Lesson: 10/7/10
Grade Level: Gr. 3
Enrollment: 19, 19, 19
Time and length of the Lesson: 40 minutes
Lesson #: 1 of 5
PLEASE HIGHLIGHT AND/OR UNDERLINE THE APPROPRIATE SUBSTANDARDS BELOW. YOU MAY SELECT MORE THAN ONE!
|#1 Singing alone and with others, a |#2 Performing on instruments |#3 Improvising melodies, variations |#4 Composing and arranging music |#5 Reading and notating music |
|varied repertoire |A. perform on pitch, in rhythm, |and accompaniments |A. create & arrange to accompany |A. read note values and meter |
|A. sing independently on pitch, in |maintain a steady tempo |A. improvise “answers” to rhythmic and|readings |signatures |
|rhythm, maintain a steady tempo |B. perform rhythmic, melodic and |melodic phrases. |B. create & arrange short songs |B. use system to read pitch notation |
|B. sing expressively |chordal patterns |B. improvise simple rhythmic and |C. use variety of sound sources |in treble clef |
|C. sing from memory |C. perform expressively representing |melodic ostinato accompaniments | |C. identify symbols and terms for |
|D.sing ostinatos, partner songs and |diverse genres and styles. |C. improvise rhythmic variations and | |dynamics, tempo and articulation and |
|rounds |D. echo short rhythms and melodic |melodic embellishments. | |interpret |
|E. sing in groups, responding to |patterns |D. improvise short songs and | |D. use symbols to notate meter, |
|conductor |E. perform in groups, responding to |instrumental pieces using variety of | |rhythm, pitch and dynamics |
| |conductor |sound sources. | | |
| |F. perform independent instrumental | | | |
| |parts while others sing or play | | | |
| |contrasting parts. | | | |
|#6 Listening, analyzing & describing |#7 Evaluating music and performances |#8 Understanding relationships |#9 Understanding music in relation to |#10 Identify the range of careers in |
|A. identify simple music forms |A. devise criteria for evaluating |between music and other arts and |history and culture |music |
|B. demonstrate perceptual skills by |performances |disciplines |A. understanding music in relation to |A. identify occupations |
|moving |B. explain using terminology personal |A. identify similarities and |history and culture |B. identify local resources where |
|C. use terminology in explaining music|preferences |differences |B. describing how elements in music |people can take part |
|D. identify sounds of instruments and | |B. identify ways in which other |are used in music examples from |C. identify professions where |
|voices | |disciplines are interrelated with |various cultures |arranging and composing skills are |
|E. respond through movement while | |those of music |C. identify various uses of music in |used |
|listening | | |daily experiences |D. recognize that people evaluate |
| | | |D. identify and describe roles of |music and performances |
| | | |musicians | |
| | | |E. demonstrate appropriate audience | |
| | | |behavior | |
Focus: Creating rhythm man and introducing the students to rhythmic notation.
Student Objectives:
- Perform the “Autumn” rhythm chant together and separately in parts
- Create “Rhythm Man” following my directions
- Sing together partner songs
Assessment
- Observe and listen to them performing the “Autumn” rhythm chant
- Observe their correct creations of rhythm man
- Listening to the children singing
Pre-requisite knowledge: Knowledge of the partner songs
Vocabulary: None
Materials:
- Notes to teach lesson
- Music Folders
- Piano
- Poster of “Autumn” rhythm chant
- Rhythm Man sheets
- Pins to put rhythm man together
- Scissors
Accommodations:
9:05-9:45 (Ducharme) There are two students with aids in this classroom. One has aspergers and the other has a brain issue. They both just need a little extra time answering questions and sharing their answers. They also might need a little more encouragement to share their answers. They may need a “cheat sheet” to work off of instead of having to look up at the board. The student with the brain issue will get accommodations as needed. I will check in with the aid, Mrs. Stowell, at the beginning and end of each lesson to see how these students are doing and if they need anything specific.
9:45-10:25 (Oljey) There are two students who have an aid in this class (Karen Ryan). One of the students has a simple learning disability. She needs a little extra help and writing help especially. So, during the worksheets she will need some extra help from either me or her aid. The second student has a developmental delay and a speech impairment. He will need encouragement to participate and will need help remembering to follow the directions given to him.
12:55-1:35 (L’Ecuyer) There is one student in this class who has a new diagnosis of tourettes syndrome, and we are awaiting further information.
Greeting: “Good morning/afternoon boy and girls! We are going to have so much fun with rhythm today!”
Share objectives.
Students will create rhythm man following my directions. They will perform the “Autumn” rhythm chant together and separately in parts. They will sing partner songs if there is time at the end of class.
The Lesson:
- Begin right away with the “Autumn” rhythm chant
o Show them the poster and mention autumn coming soon
o Teach each part of the chant and have the children chant along a few times to each.
o Add movements to each part and have them repeat a few times ( 1=clapping left then right etc. 2=hitting arms the clapping, 3=slap thighs alternating hands, 4=floating fingers and arms ending hitting sides)
o Split them into two groups and chant the parts together, then switching the parts around just doing parts 1 and 3.
o Once they have mastered two parts together try to add a third
- Have paper passer hand out music folders
- Show a completed rhythm man and how he works
- Hand out rhythm man sheets and scissors
- Have them take the first page (man) and show them where they need to cut
- Have them do a rough cut to get off the excess paper
- Then have them cut him out completely
- Have them make sure to cut out all windows that need to be cut out
- Next cut the circle and candy cane out (second page)
- Have them come to me and Mrs. Moldoff to poke the holes once they are finished
- Now have them color rhythm man and candy cane how they want to color him, but DO NOT color the wheel
- Put rhythm man together with the fasteners
- Make sure they put their name on the back
- Now have them play with him (find your quarter note, etc.)
- If there’s time have them begin rhythmic math using rhythm man (put some examples on the board first)
- Do a worksheet if time permitting
- If a little time left sing!
Summary: “Today we created our rhythm man which we are going to have fun using next week!”
Expectations for next class: “I want you to use your rhythm man next week when we do rhythmic math.”
Salutation: “Have a great day boys and girls. Thank you!”
Reflection:
Overall I felt that this lesson went really well. There were major differences between the two classes that I taught. The first class was the easier one to deal with, and I’m so glad that I had this one first so I could make my mistakes there and know exactly what to do for the second one. Neither class did the “Autumn Chant” portion because I ended up having time the previous week to get that done. So, we started right in with making our rhythm man. Thank goodness, because it took up quite a bit of time. In the first class my first mistake was to not give them all the instructions clearly and slowly before I passed anything out. Even though I didn’t, however, it still ran pretty smoothly. They listened to me very well and followed my directions. There were a few students that had a little trouble, but as I walked around I was able to help them. The second thing I didn’t do was to have them all put their man together with me. Instead I just have them the instructions which left them to do it on their own and I had to help a little as I walked around. Even though these things went wrong I still felt that the making of the rhythm man ran much more smoothly in this class, and I think this was because of their attentiveness to me and my instructions. They didn’t go off the wall, they listened when I asked them to, even if it took me a moment to get their attention. Singing went well with this class. Mrs. Moldoff did feel that I spent maybe a little too much time on “This Land Is Your Land”, but we were still able to get through everything, so overall I was pleased with it.
For the second class I knew more of what I was doing and how to give the instructions for the making of rhythm man. In the very beginning of the class they were very attentive, or so it seemed, but once I passed everything out there were students that weren’t fully cutting out their man or who didn’t understand what came next in their steps to make him. The more and more that class went on the more they started to become uncontrollable. I had to raise my voice many times with them and had a hard time getting all of their attention at one time. I used Amy’s method of counting back from 5 and warning them that they don’t want me to get to 1, which worked, but only for a minute. Amy thought that I was just waiting too long to count back from 5 after raising my voice, so I’ll try that next time and start right away, we’ll see if it makes a difference. I felt that my instructions for making rhythm man and the way I said it all was good for this class and they just weren’t listening or paying attention. The only two things that I felt I could have done better were to slow my instructions down a little bit. I tend to rush when I shouldn’t, but don’t realize until it’s brought to my attention. The other thing is that I should have had a rhythm man that wasn’t already put together, so that when we put our rhythm man together as a group watching me, I wouldn’t have had to use the already assembled rhythm man as the guide. Otherwise, besides the second classes inability to pay attention, I think it went very well, and even though they couldn’t pay attention we still got our rhythm man made and were able to sing a little bit at the end of class.
Teacher Candidate: Kaela Raku
Date and Time of lesson plan submission:
School: Barron Elementary
Coop Teacher: Amy Moldoff
Date of Lesson: 10/7/10
Grade Level: Gr. 3
Enrollment: 19, 19, 19
Time and length of the Lesson: 40 minutes
Lesson #: 2 of 5
PLEASE HIGHLIGHT AND/OR UNDERLINE THE APPROPRIATE SUBSTANDARDS BELOW. YOU MAY SELECT MORE THAN ONE!
|#1 Singing alone and with others, a |#2 Performing on instruments |#3 Improvising melodies, variations |#4 Composing and arranging music |#5 Reading and notating music |
|varied repertoire |A. perform on pitch, in rhythm, |and accompaniments |A. create & arrange to accompany |A. read note values and meter |
|A. sing independently on pitch, in |maintain a steady tempo |A. improvise “answers” to rhythmic and|readings |signatures |
|rhythm, maintain a steady tempo |B. perform rhythmic, melodic and |melodic phrases. |B. create & arrange short songs |B. use system to read pitch notation |
|B. sing expressively |chordal patterns |B. improvise simple rhythmic and |C. use variety of sound sources |in treble clef |
|C. sing from memory |C. perform expressively representing |melodic ostinato accompaniments | |C. identify symbols and terms for |
|D.sing ostinatos, partner songs and |diverse genres and styles. |C. improvise rhythmic variations and | |dynamics, tempo and articulation and |
|rounds |D. echo short rhythms and melodic |melodic embellishments. | |interpret |
|E. sing in groups, responding to |patterns |D. improvise short songs and | |D. use symbols to notate meter, |
|conductor |E. perform in groups, responding to |instrumental pieces using variety of | |rhythm, pitch and dynamics |
| |conductor |sound sources. | | |
| |F. perform independent instrumental | | | |
| |parts while others sing or play | | | |
| |contrasting parts. | | | |
|#6 Listening, analyzing & describing |#7 Evaluating music and performances |#8 Understanding relationships |#9 Understanding music in relation to |#10 Identify the range of careers in |
|A. identify simple music forms |A. devise criteria for evaluating |between music and other arts and |history and culture |music |
|B. demonstrate perceptual skills by |performances |disciplines |A. understanding music in relation to |A. identify occupations |
|moving |B. explain using terminology personal |A. identify similarities and |history and culture |B. identify local resources where |
|C. use terminology in explaining music|preferences |differences |B. describing how elements in music |people can take part |
|D. identify sounds of instruments and | |B. identify ways in which other |are used in music examples from |C. identify professions where |
|voices | |disciplines are interrelated with |various cultures |arranging and composing skills are |
|E. respond through movement while | |those of music |C. identify various uses of music in |used |
|listening | | |daily experiences |D. recognize that people evaluate |
| | | |D. identify and describe roles of |music and performances |
| | | |musicians | |
| | | |E. demonstrate appropriate audience | |
| | | |behavior | |
Focus: Rhythm
Student Objectives:
- Recognize rhythmic note values
- Read the rhythmic notations
- Explain how they learned to count rhythms last year in second grade
- Practice a the new way of reading notes, assigning them beats or note values, and giving them their appropriate names
- Demonstrate their new knowledge of giving beat values to notes while doing the worksheets
- Sing together
Assessment
- Worksheets
- Listen to children singing
Pre-requisite knowledge:
- Quarter Note = Ta
- Two Eighth Notes = Ti Ti
- Half Note = Ta-a
- Quarter Rest = Ssh
- 3rd grade addition and subtraction skills
Vocabulary:
- Quarter Note
- Eighth Note
- Half Note
- Quarter Rest
- Whole Note
- Half Rest
- Whole Rest
- Dotted Half Note
Materials:
- Notes to teach lesson
- Piano
- Music Folders
- Worksheets
- Marker to write on board with
Accommodations:
Check with all teachers on the students math skills and if there are any that need accommodations.
9:05-9:45 (Ducharme) There are two students with aids in this classroom. One has aspergers and the other has a brain issue. They both just need a little extra time answering questions and sharing their answers. They also might need a little more encouragement to share their answers. They may need a “cheat sheet” to work off of instead of having to look up at the board. The student with the brain issue will get accommodations as needed. I will check in with the aid, Mrs. Stowell, at the beginning and end of each lesson to see how these students are doing and if they need anything specific.
9:45-10:25 (Oljey) There are two students who have an aid in this class (Karen Ryan). One of the students has a simple learning disability. She needs a little extra help and writing help especially. So, during the worksheets she will need some extra help from either me or her aid. The second student has a developmental delay and a speech impairment. He will need encouragement to participate and will need help remembering to follow the directions given to him.
12:55-1:35 (L’Ecuyer) There is one student in this class who has a new diagnosis of tourettes syndrome, and we are awaiting further information.
Greeting: “Good morning/afternoon boy and girls! Let’s get ready to learn about rhythm!”
Share objectives.
Students will recognize and read rhythmic notations. They will explain how they learned to read rhythms last year in second grade, and will then practice a new way of reading them, assigning them beats or note values and giving them their appropriate names. They will demonstrate their new knowledge of assigning beat values to notes with the use of worksheets. They will sing if time.
The Lesson:
- Have the paper passer hand out the music folders
- Review what the students learned last year (quarter=ta, half=ta-a, eighth=ti ti, quarter rest=ssh)
o Do this by putting an example on the board just using quarter note, eighth notes, half note, and quarter rest (make it a long one for fun)
o Have them read the rhythm to me using their ta’s and ti ti’s etc.
o Begin with just one student reading it to me (pointing at the notes for them to read)
o Then have them all read it to me
o Do another one and have the whole class read it to me
- Then tell the students “Now we are going to give them their real names”
- Put a note on the board (beginning with quarter note, then half note, then whole note) and using rhythm man ask them what the name of this note is, and now many beats it gets
- Now write an equation with these notes (just the three)
- Have them tell me the names of the notes and their beat values, as they tell me, write the values under the notes
- Then have them add it together to perform music math
- Do a few more on the board until they start getting them hang of it
- If they are getting it, add the quarter rest
- Now do a few more using the quarter rest in there now too
- Now give them a worksheet to do just using these four notes
- Remind them to show me your math
- If time at the end of class sing partner songs “This Land Is Your Land” and “Polly Wolly Doodle”
Summary: “Today we learned how to assign beat values to notes, and we learned their real names. (Quarter note=1, etc.)”
Expectations for next class: “This is the new way you should all be looking at your notes and naming your notes from now on. We will practice more next week.”
Salutation: “Have a great day boys and girls. Thank you!”
Reflection:
This lesson went way better than I thought it would. Going into it I didn’t know exactly what to expect, and I didn’t feel all that comfortable, but as soon as I got in there and started teaching it all just happened. I knew what to do and how to say it. For the most part I didn’t make a lot of changes from class to class because I thought it went really well the first time. The only things I did change were to ask the students to repeat back my directions for the worksheet to make sure they had listened. I also began explaining that we were putting the beat values “under the note” so they saw that I wanted them to show me their math. Overall they all picked it up so much quicker than I thought they would! I’m excited for next week and adding more. I feel like I really know how to run this lesson now, and next week is very similar just with different notes, so I feel very comfortable with it.
Teacher Candidate: Kaela Raku
Date and Time of lesson plan submission:
School: Barron Elementary
Coop Teacher: Amy Moldoff
Date of Lesson: 10/7/10
Grade Level: Gr. 3
Enrollment: 19, 19, 19
Time and length of the Lesson: 40 minutes
Lesson #: 3 of 5
PLEASE HIGHLIGHT AND/OR UNDERLINE THE APPROPRIATE SUBSTANDARDS BELOW. YOU MAY SELECT MORE THAN ONE!
|#1 Singing alone and with others, a |#2 Performing on instruments |#3 Improvising melodies, variations |#4 Composing and arranging music |#5 Reading and notating music |
|varied repertoire |A. perform on pitch, in rhythm, |and accompaniments |A. create & arrange to accompany |A. read note values and meter |
|A. sing independently on pitch, in |maintain a steady tempo |A. improvise “answers” to rhythmic and|readings |signatures |
|rhythm, maintain a steady tempo |B. perform rhythmic, melodic and |melodic phrases. |B. create & arrange short songs |B. use system to read pitch notation |
|B. sing expressively |chordal patterns |B. improvise simple rhythmic and |C. use variety of sound sources |in treble clef |
|C. sing from memory |C. perform expressively representing |melodic ostinato accompaniments | |C. identify symbols and terms for |
|D.sing ostinatos, partner songs and |diverse genres and styles. |C. improvise rhythmic variations and | |dynamics, tempo and articulation and |
|rounds |D. echo short rhythms and melodic |melodic embellishments. | |interpret |
|E. sing in groups, responding to |patterns |D. improvise short songs and | |D. use symbols to notate meter, |
|conductor |E. perform in groups, responding to |instrumental pieces using variety of | |rhythm, pitch and dynamics |
| |conductor |sound sources. | | |
| |F. perform independent instrumental | | | |
| |parts while others sing or play | | | |
| |contrasting parts. | | | |
|#6 Listening, analyzing & describing |#7 Evaluating music and performances |#8 Understanding relationships |#9 Understanding music in relation to |#10 Identify the range of careers in |
|A. identify simple music forms |A. devise criteria for evaluating |between music and other arts and |history and culture |music |
|B. demonstrate perceptual skills by |performances |disciplines |A. understanding music in relation to |A. identify occupations |
|moving |B. explain using terminology personal |A. identify similarities and |history and culture |B. identify local resources where |
|C. use terminology in explaining music|preferences |differences |B. describing how elements in music |people can take part |
|D. identify sounds of instruments and | |B. identify ways in which other |are used in music examples from |C. identify professions where |
|voices | |disciplines are interrelated with |various cultures |arranging and composing skills are |
|E. respond through movement while | |those of music |C. identify various uses of music in |used |
|listening | | |daily experiences |D. recognize that people evaluate |
| | | |D. identify and describe roles of |music and performances |
| | | |musicians | |
| | | |E. demonstrate appropriate audience | |
| | | |behavior | |
Focus: Music Math using Rhythm Man
Student Objectives:
- Recognize the notes put on the board, recall their names and their beat values
- Read the rhythmic notations
- Practice this new way of reading notes, assigning them beats or note values, and giving them their appropriate names
- Demonstrate their new knowledge of giving beat values to notes while doing the worksheets
- Sing partner songs together
Assessment
- Worksheets
- Listen to children singing
Pre-requisite knowledge:
- Quarter Note = 1
- Half Note = 2
- Whole Note= 4
- Quarter Rest = 1
- 3rd grade addition and subtraction skills
Vocabulary:
- Quarter Note
- Eighth Note
- Half Note
- Quarter Rest
- Whole Note
- Half Rest
- Whole Rest
- Dotted Half Note
Materials:
- Notes to teach lesson
- Piano
- Music Folders
- Worksheets
- Marker to write on board with
Accommodations:
9:05-9:45 (Ducharme) There are two students with aids in this classroom. One has aspergers and the other has a brain issue. They both just need a little extra time answering questions and sharing their answers. They also might need a little more encouragement to share their answers. They may need a “cheat sheet” to work off of instead of having to look up at the board. The student with the brain issue will get accommodations as needed. I will check in with the aid, Mrs. Stowell, at the beginning and end of each lesson to see how these students are doing and if they need anything specific.
9:45-10:25 (Oljey) There are two students who have an aid in this class (Karen Ryan). One of the students has a simple learning disability. She needs a little extra help and writing help especially. So, during the worksheets she will need some extra help from either me or her aid. The second student has a developmental delay and a speech impairment. He will need encouragement to participate and will need help remembering to follow the directions given to him.
12:55-1:35 (L’Ecuyer) There is one student in this class who has a new diagnosis of tourettes syndrome, and we are awaiting further information.
Greeting: “Good morning/afternoon boy and girls! Let’s get ready to learn some more new note names and beat values!”
Share objectives.
Students will recognize the notes put on the board, recall their names and beat values. They will practice this new way of reading notes, assigning them beats or note values and giving them their appropriate names. They will demonstrate their new knowledge of assigning beat values to notes with the use of worksheets. They will finally sing partner songs together if there is time.
The Lesson:
- Have the paper passer hand out the music folders
- Review what we covered last week (quarter note= 1, half note= 2, whole note= 4, quarter rest= 1) put each note on the board, have them tell me its name and its beat value
- Do a few examples of music math on the board, just using those notes we learned last week
- Now add the new ones asking them to use rhythm man to find eighth notes, half rest, whole rest and dotted half notes and to tell me their names and their beat values put the note I want them to find on the board and write the beat values underneath
- Tell the story about the man walking along with his hat on his head and then fell in a “whole” for confusion with half and whole rests
- Now do some more examples of music math using these new notes we just learned
- Give them out a new worksheet just with (quarter note, dotted half note, eighth notes, half rest, whole rest and quarter rest) and remind them to show their work.
- Tell them to FIRST FILL OUT THE KEY at the top of their worksheet and to NOT GO ON to do the math until it is filled in (I will walk around and make sure the keys are all accurate)
- If time at the end of class sing through some partner songs (“This Land Is Your Land” “Polly Wolly Doodle”)
Summary: “Today we learned some new notes like…and gave them their beat values. We also did more rhythmic math!”
Expectations for next class: “Next week we will do some more rhythmic math, so I expect you all to remember the old notes as well as the new ones we just learned today, and if you can do that we’ll get to have some Halloween fun!”
Salutation: “Have a great day boys and girls. Thank you!”
Reflection:
Teacher Candidate: Kaela Raku
Date and Time of lesson plan submission:
School: Barron Elementary
Coop Teacher: Amy Moldoff
Date of Lesson: 10/7/10
Grade Level: Gr. 3
Enrollment: 19, 19, 19
Time and length of the Lesson: 40 minutes
Lesson #: 4 of 5
PLEASE HIGHLIGHT AND/OR UNDERLINE THE APPROPRIATE SUBSTANDARDS BELOW. YOU MAY SELECT MORE THAN ONE!
|#1 Singing alone and with others, a |#2 Performing on instruments |#3 Improvising melodies, variations |#4 Composing and arranging music |#5 Reading and notating music |
|varied repertoire |A. perform on pitch, in rhythm, |and accompaniments |A. create & arrange to accompany |A. read note values and meter |
|A. sing independently on pitch, in |maintain a steady tempo |A. improvise “answers” to rhythmic and|readings |signatures |
|rhythm, maintain a steady tempo |B. perform rhythmic, melodic and |melodic phrases. |B. create & arrange short songs |B. use system to read pitch notation |
|B. sing expressively |chordal patterns |B. improvise simple rhythmic and |C. use variety of sound sources |in treble clef |
|C. sing from memory |C. perform expressively representing |melodic ostinato accompaniments | |C. identify symbols and terms for |
|D.sing ostinatos, partner songs and |diverse genres and styles. |C. improvise rhythmic variations and | |dynamics, tempo and articulation and |
|rounds |D. echo short rhythms and melodic |melodic embellishments. | |interpret |
|E. sing in groups, responding to |patterns |D. improvise short songs and | |D. use symbols to notate meter, |
|conductor |E. perform in groups, responding to |instrumental pieces using variety of | |rhythm, pitch and dynamics |
| |conductor |sound sources. | | |
| |F. perform independent instrumental | | | |
| |parts while others sing or play | | | |
| |contrasting parts. | | | |
|#6 Listening, analyzing & describing |#7 Evaluating music and performances |#8 Understanding relationships |#9 Understanding music in relation to |#10 Identify the range of careers in |
|A. identify simple music forms |A. devise criteria for evaluating |between music and other arts and |history and culture |music |
|B. demonstrate perceptual skills by |performances |disciplines |A. understanding music in relation to |A. identify occupations |
|moving |B. explain using terminology personal |A. identify similarities and |history and culture |B. identify local resources where |
|C. use terminology in explaining music|preferences |differences |B. describing how elements in music |people can take part |
|D. identify sounds of instruments and | |B. identify ways in which other |are used in music examples from |C. identify professions where |
|voices | |disciplines are interrelated with |various cultures |arranging and composing skills are |
|E. respond through movement while | |those of music |C. identify various uses of music in |used |
|listening | | |daily experiences |D. recognize that people evaluate |
| | | |D. identify and describe roles of |music and performances |
| | | |musicians | |
| | | |E. demonstrate appropriate audience | |
| | | |behavior | |
Focus: Music Math using Rhythm Man and singing Halloween songs!
Student Objectives:
- Recognize the notes on the worksheets, recall their names and their beat values
- Read the rhythmic notations
- Demonstrate their knowledge of giving beat values to notes and doing music math while doing the worksheets
- Sing Halloween songs together
Assessment
- Worksheets
- Listen to children singing
Pre-requisite knowledge:
- Quarter Note = 1
- Half Note = 2
- Whole Note= 4
- Quarter Rest = 1
- Two Eighth Notes= 1
- Half Rest= 2
- Whole Rest= 4
- Dotted Half Note= 3
- 3rd grade addition and subtraction skills
Vocabulary:
- Quarter Note
- Eighth Note
- Half Note
- Quarter Rest
- Whole Note
- Half Rest
- Whole Rest
- Dotted Half Note
Materials:
- Notes to teach lesson
- Piano
- Music Folders
- Worksheets
- Halloween Songs
Accommodations:
9:05-9:45 (Ducharme) There are two students with aids in this classroom. One has aspergers and the other has a brain issue. They both just need a little extra time answering questions and sharing their answers. They also might need a little more encouragement to share their answers. They may need a “cheat sheet” to work off of instead of having to look up at the board. The student with the brain issue will get accommodations as needed. I will check in with the aid, Mrs. Stowell, at the beginning and end of each lesson to see how these students are doing and if they need anything specific.
9:45-10:25 (Oljey) There are two students who have an aid in this class (Karen Ryan). One of the students has a simple learning disability. She needs a little extra help and writing help especially. So, during the worksheets she will need some extra help from either me or her aid. The second student has a developmental delay and a speech impairment. He will need encouragement to participate and will need help remembering to follow the directions given to him.
12:55-1:35 (L’Ecuyer) There is one student in this class who has a new diagnosis of tourettes syndrome, and we are awaiting further information.
Greeting: “Good morning/afternoon boy and girls! Let’s show me how well you remember what we learned last week by doing some fun worksheets!”
Share objectives.
Students will recognize the notes on the worksheets, recall their names and their beat values. They will read the rhythmic notations. They will demonstrate their knowledge of giving beat values to notes and doing music math while doing the worksheets. They will sing Halloween songs together once the worksheets are completed.
The Lesson:
- Have the paper passer hand out the music folders
- Hand out “Pumpkin Math” worksheet (with “Rocket Rhythms” of the back) reminding the students to show their work and pointing out the key at the top of the worksheet that will help them
- Correct it as the students finish it and have those that finish early color in the pumpkins
- Ask the students to put worksheet into their music folders
- Hand out the Halloween songs
- Sing Halloween songs together until the end of class
Summary: “Today you showed me how much you’ve learned over the last few weeks about notes, their real names and their beat values.”
Expectations for next class: “Next week we are going to put this knowledge of notes that you now have to good use playing some rhythm games.”
Salutation: “Have a great day boys and girls. Thank you!”
Reflection:
This lesson went very well. I feel like I’ve really learned how to make a lesson flow, which helps a lot with behavioral issues and with students not paying attention. Some modifications to the lesson were only having the students do one worksheet. We did a quick review of the eight notes they should know the names of and their beats, some with rhythm man, some without. Then I sent them straight into doing their worksheets. As soon as they were done with their worksheets we sang Halloween songs till the end of class. From one class to the next I realized my mistakes in giving instructions and tried to fix them. I also tried to work on having the students raise their hands when answering questions. In the third class I tried to head off any problems by really letting them know how it was going to be right from the start. I think I might have been a little unreasonable when I asked them to not talk at all. There were times when talking was going to happen, during transitions or when they were done with their worksheets and I tried to keep them quiet the whole time, and I now realize that is a bit unreasonable. A little talking is okay during those moments as long as it doesn’t get out of control and as long as they quiet down when asked. Otherwise I was very pleased with this lesson!
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