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PLANS FOR THE WEEK IN GENESIS…SEE BOTTOM OF PLANS FOR NOTES ABOUT CENTERSGr. K SGO TESTING3/12/18Standards1.1B Grade 2 CPI 2, Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.1.3B Grade 2 CPI 6, Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.Essential QuestionsWhat is a 'rhythm?'Interdisciplinary ConnectionsLanguage ArtsTechnology IntegrationnoneEquipment NeededInstrumentariumGoals and ObjectivesIn this lesson review for their SGO's, students will sit separately and manipulate popsical sticks to demonstrate knowing the difference between a ta, titi, and a shhh.Learning Activities or Instructional StrategiesAll kindergarteners will be spaced out on the floor facing the front board.Mr. Crosta will review the images of ta, titi, and shhh with lines on the boardHave the class repeat the names of the symbols as they are presented.As Mr. Crosta draws combinations of the symbols, have the class name them.The next step would be for 4 beats to be named...for instance: ta, ta, ta, ta...and ask if anyone can come to the board to write that.Do the same for titi-titi-titi-titi, and 4 shhhh's, and combination of the 3 symbols.Next, name patterns, and ask if anyone in the class can come up and draw it. Do this several times.Have the students sit spread out.Give each student a prepared sheet of paper, and ask them to fill it in accordingly.Differentiation4: Works independently, advanced student, confident leader, improvises well.2: Good student, watcher, follower, often gets things right with minor mistakes. If reinforcement is needed before joining in the larger group, this student can work with a friend in reviewing rhythms with flash cards.1: Student who needs extra modeling, one on one, perhaps inclusion, inhibited. One on one help...with stick work, this student will sit near me, a para, or a strong student who can model rhythms. These students are usually left alone. They will have time to watch the class without friction from me as often when students are just given time and space, they feel the answers. Processing time without pressure is key to fun in music.AssessmentsFormative: during and right after the lessonSummative: after a unit of studyAuthentic: in front of the teacher, the class, or an audience.Gr. 1 & 3 (Standards are different in Genesis, reflecting the grade) PERCUSSION FAMILY: ORFF INSTRUMENTSStandards1.1B Grade 2 CPI 2, Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.1.3B Grade 2 CPI 1, Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo.1.3B Grade 2 CPI 5, Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and/or scales to create expressive ideas.1.3B Grade 2 CPI 6, Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.01.RF.04.A, Read on-level text with purpose and understanding.Essential QuestionsDo you remember what improvise means?Interdisciplinary ConnectionsLanguage ArtsTechnology IntegrationnoneEquipment NeededInstrumentariumGoals and ObjectivesStudents will continue exploring the concept of improvisation and audiation using the poem 'Peas Porridge Hot', as they each participate in doing an 8 bar solo while the class quietly accompanies them on C & G.Learning Activities or Instructional StrategiesReview percussion instruments, and reinforce the names of each, metalophones, xylophones, and glockenspiels.Review the rules of the instruments.Have students go sit at an instrument as attendance is taken.Review holding the mallets, hands together and alternating.Warm up: simple bordunes, hands together, alternating hands.Review the simple poem, Peas Porridge Hot with the strikes on any 2 notes.Remind students of 'improvisation', makiing up music as you go.Describe where the improvisation comes in with the arrangement of 'Peas', using G-A accompaniment.Post the rhythms that would be used ot the board: a variety of ta's and titi's only.Demonstrate an improvisation while the class accompanies teacher. Teacher accompanies the students while they improvise.Class will accompany taking turns first: improvising as a group 'woods', 'metals', and then individually.Play the arrangement with students individually improvising 4 bar phrases.----------Depending how much Mr. Crosta is aable to accomplish with class, this focus will continue the lesson.Every student will receive a small piece of paper and will create a 2 measure ostinato with repeat sign...8 measure prepared solo.They will use simple rhythms...ta, titi, tika-tikas and shhh.The class will perform their rhythm in front of the class.Then, return to 'Pease Porridge Hot' and incorporate the compositions.Discuss FORM to the class, write definition on the board.Decide with the class what the form of the piece should be.Differentiation4: Works independently, advanced student, confident leader, improvises well.2: Good student, watcher, follower, often gets things right with minor mistakes. If reinforcement is needed before joining in the larger group, this student can work with a friend in reviewing rhythms with flash cards.1: Student who needs extra modeling, one on one, perhaps inclusion, inhibited. One on one help...with stick work, this student will sit near me, a para, or a strong student who can model rhythms. These students are usually left alone. They will have time to watch the class without friction from me as often when students are just given time and space, they feel the answers. Processing time without pressure is key to fun in music.Resources ProvidedAll Orff instruments minus skins.AssessmentsFormative: during and right after the lessonSummative: after a unit of studyAuthentic: in front of the teacher, the class, or an audience.GRADE 4, AMV: THE POWER OF ONE **I SENT YOU TONGO INSTEAD, USE THAT…IF YOU CAN USE THE COPIES I SENT YOU, FOLLOW THE BASIC FORMAT, YOU KNOW ***Standards1.1B Grade 2 CPI 1, Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.1.1B Grade 2 CPI 2, Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.1.3B Grade 5 CPI 2, Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.1.4B Grade 5 CPI 2, Use evaluative tools, such as rubrics, for self- assessment and to appraise the objectivity of critiques by peers.Essential QuestionsWhat is hard about singing harmony?Interdisciplinary ConnectionsLanguage ArtsTechnology IntegrationSound Source (Smart Board, Computer, Boom Box)Goals and ObjectivesStudents will learn 'The Power of One' from AYV, applying their abilities to follow a simple score, and being challenged to sing in harmony at the segno.Learning Activities or Instructional StrategiesAsk if anyone knows this song?Discuss the form of the song following the segno, coda, repeat and measure # markings.Look at where the song is unison and where its in parts.Designate parts in class (Pt. 1 & 2)Listen to the song following their parts and the roadmap.Look at any particularly difficult or confusing sections, go over them.Begin learning the song, phrase by phrase, and begin to sing the song.Differentiation4: This student is a classroom leader. They can be chosen to do things the first time and will often need to be asked stimulating questions. They can be chosen to lead in small groups and be a peer helper.2: This student although a good kid, may be quiet, shy, nervous about sticking out or afraid to make a mistake. They will participate, but often waits to watch someone go first. They will probably give you the correct anwer if called on but never offer it themselves. They need urging to accept that mistakes are OK in music class, and are a vehicle to learning. Give opportunities to lead, and encourge all positive actions in class.1: This students has issus with content. They may have many characteristics of #2, but along with the lack of confidence, may have some cognitive issues. One on one teacher help, reinforcement and encouragement is necessary, along with perhaps a student buddy to help.Resources ProvidedAll componants of the centers including cards/props for all games/activities.Assessment/activity sheets for all centers.Timer.AssessmentsFormative: After lessonsSummative: After units of studyAuthentic: Written assessment, or performance in front of a class or audience (concerts, auditions)HomeworkTo listen to the song Why We Sing online and practice it at home.GR. 5: GET ON YOUR FEETStandards1.1B Grade 2 CPI 1, Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.1.1B Grade 2 CPI 2, Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.1.3B Grade 8 CPI 1, Perform instrumental or vocal compositions using complex standard and non-standard Western, non- Western, and avant-garde notation.1.3B Grade 5 CPI 2, Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.Essential QuestionsWho is Gloria Estefan?Interdisciplinary ConnectionsLanguage ArtsTechnology IntegrationSound Source (Smart Board, Computer, Boom Box)Goals and ObjectivesStudents will go into their texts and learn the Estefan piece Get On Your Feet, following all symbols to perform in unison, being careful of rhythmic accuracy.Learning Activities or Instructional StrategiesMr. Crosta will be teaching this piece from the texts to all students.He began with Friday classes, I will leave the sequence of instruction to him.Differentiation4: This student is a classroom leader. They can be chosen to do things the first time and will often need to be asked stimulating questions. They can be chosen to lead in small groups and be a peer helper.2: This student although a good kid, may be quiet, shy, nervous about sticking out or afraid to make a mistake. They will participate, but often waits to watch someone go first. They will probably give you the correct anwer if called on but never offer it themselves. They need urging to accept that mistakes are OK in music class, and are a vehicle to learning. Give opportunities to lead, and encourge all positive actions in class.1: This students has issus with content. They may have many characteristics of #2, but along with the lack of confidence, may have some cognitive issues. One on one teacher help, reinforcement and encouragement is necessary, along with perhaps a student buddy to help.Resources ProvidedLarge poster paper, markers, texts20 minutes free time for groups.AssessmentsFormative: After lessonsSummative: After units of studyAuthentic: Written assessment, or performance in front of a class or audience (concerts, auditions)GR. 6: SUB PLANSStandards1.1B Grade 2 CPI 1, Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.1.1B Grade 2 CPI 2, Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.1.3B Grade 8 CPI 1, Perform instrumental or vocal compositions using complex standard and non-standard Western, non- Western, and avant-garde notation.1.3B Grade 5 CPI 2, Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.Interdisciplinary ConnectionsLanguage ArtsTechnology IntegrationSound Source (Smart Board, Computer, Boom Box)Goals and ObjectivesStudents will follow the lead of Mr. CrostaLearning Activities or Instructional StrategiesSub plans include-Introduction to Spring Concert song via lyric sheetText book lessonMovieCenter ActivitiesBingoMr. Crosta will choose what he feels comfortable doing. Students will follow the directions of the teacher.Differentiation4: This student is a classroom leader. They can be chosen to do things the first time and will often need to be asked stimulating questions. They can be chosen to lead in small groups and be a peer helper.2: This student although a good kid, may be quiet, shy, nervous about sticking out or afraid to make a mistake. They will participate, but often waits to watch someone go first. They will probably give you the correct anwer if called on but never offer it themselves. They need urging to accept that mistakes are OK in music class, and are a vehicle to learning. Give opportunities to lead, and encourge all positive actions in class.1: This students has issus with content. They may have many characteristics of #2, but along with the lack of confidence, may have some cognitive issues. One on one teacher help, reinforcement and encouragement is necessary, along with perhaps a student buddy to help.Resources ProvidedCenter ActivitiesMovieCurriculum TextsSong for the concertAssessmentsFormative: After lessonsSummative: After units of studyAuthentic: Written assessment, or performance in front of a class or audience (concerts, auditions)GR 7: WAVING THROUGH A WINDOWStandards1.1B Grade 2 CPI 1, Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.1.1B Grade 2 CPI 2, Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.1.3B Grade 8 CPI 1, Perform instrumental or vocal compositions using complex standard and non-standard Western, non- Western, and avant-garde notation.1.3B Grade 5 CPI 2, Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.Essential QuestionsDoes anyone remember the theme of Dear Evan Hanson?Interdisciplinary ConnectionsLanguage ArtsTechnology IntegrationSound Source (Smart Board, Computer, Boom Box)Goals and ObjectivesStudents will look at their concert piece, exploring the form, the parts, reviewing how to follow the score, and begin to learn the hook and opening of the piece, careful to sing accurate pitches.Learning Activities or Instructional StrategiesStudents will begin to look at Waving Through a Window.Look over form, road signs, parts, and where the main hook is.Read through the text in order, without rhythm, without pitch. (Learn the story)Address any questions the students might have to this point.Play the piece found on the JW Pepper site... to learn the hook and the opening of the piece.Differentiation4: This student is a classroom leader. They can be chosen to do things the first time and will often need to be asked stimulating questions. They can be chosen to lead in small groups and be a peer helper.2: This student although a good kid, may be quiet, shy, nervous about sticking out or afraid to make a mistake. They will participate, but often waits to watch someone go first. They will probably give you the correct answer if called on but never offer it themselves. They need urging to accept that mistakes are OK in music class, and are a vehicle to learning. Give opportunities to lead, and encourage all positive actions in class.1: This students has issues with content. They may have many characteristics of #2, but along with the lack of confidence, may have some cognitive issues. One on one teacher help, reinforcement and encouragement is necessary, along with perhaps a student buddy to help.Resources ProvidedSheet musicAssessmentsFormative: After lessonsSummative: After units of studyAuthentic: Written assessment, or performance in front of a class or audience (concerts, auditions)Pete, the music for Waving Through a Window came when I was here, so I’ve never seen it. I’d like to do it with my kids, but may need to adapt it to what my kids are able to do.The cards I gave you can be used in centers if you choose. There are games (line space, melody and rhythm bingo games using the beans as markers), the rhythm cards can be a game of war (you know the game with regular playing cards…here they just need to add up the values), concentration is a game that can be played with those instrument cards (I think there are 3 games in there), and busted is a game with the popsical sticks in the drawer behind my desk. I just laminated and cut all those cards so they’re not very tidy…sorry.The game Busted goes like this. 3-4 people can play.Everyone picks a stick. They have to read or clap the rhythm, everyone repeats if correct.If not correct-people correct it…but the original keeps the stick and lays it in front of them.Go around the circle each person choosing a stick.If you get the stick ‘BUSTED’, you need to return all sticks to the container….and start again.As sticks accumulate in front of you, you need to say all the rhythms, in any order you choose… And everyone in the group repeats it…in order. EVERYONE REPEATS EVERYONE ELSE’S RHYTHMS.The winner of the game is the one with the most sticks.Find this game in the drawer behind my chair. ................
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