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Date: Teacher: ClarkGrade: 5th GradeMaterials:Vocabulary:Inter-Disciplinary Connections:Standard(s):ESGM5.PR.2b. Perform simple major/minor melodic patterns with appropriate technique.ESGM5.PR.3a. Read, notate, and identify, in various meters, iconic, and standard notation (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests, dotted quarter nESGM5.PR.3b. Read and notate melodic patterns within a treble clef staff.ESGM5.RE.1a. Distinguish between repeating and contrasting sections, phrases, and formal structures (e.g. AB, ABA, verse/refrain, rondo, introduction, coda, theme/variations).ESGM5.RE.3c. Perform line and circle dances, including traditional folk dances.Lesson Objectives:Four Options: 1. Recorder 2. Ukulele 3. Movement for Form “Heel- Toe Polka” 4. Play your instrument at homeStudents will continue to practice assigned parts and lessons using “Be a Recorder Star” PDFStudents will review the following chords: C, F, and G. They will practice these chord changes in the song, “Three Little Birds.” They will play with a ukulele play along track on YouTube: will learn a modified version of the folk dance, “Heel-Toe Polka.” They will practice with Mrs. Clark, then teach the dance to their families. Students will continue to practice their chosen instrument at home and log into Chat their practice time and what piece(s) they’re playing.I CAN Statement: Read musical notation on the treble staff while playing recorder.I can play three fingered chords on the ukulele.I can determine the form of a piece by performing and labeling its different sections or parts. I can also create my own piece by rearranging the form.I can play my instrument and document my progress by practicing regularly at home. Diagnostic Assessment: ParticipationFormative Assessment: Written WorkDifferentiation: Individualized based on interestsProcedure:Option 1: Recorder: “Be a Recorder Star,” pages 17 and 19- Songs and exercises will be divided up into video segmentsSegment 1: Warm-up- pp 17, “Rhythm Chart,” #2 and #4-students will practice numbers 2 and 4, speaking the rhythm first, then playing each pattern on different pitch names.Segment 2: “French Tune”-students will determine meter, analyze the rhythm, then learn the pitch names. Once these elements are studied and practiced, students will play song with Mrs. Clark.Segment 3: “Rockin’ Recorders”-students will determine meter, analyze the rhythm, then discover the pitch names, identifying repetition as it occurs throughout the song. Students will then echo play some of the repeating patterns, then learn some of the contrasting patterns. Last, they will put the song together, integrating the repeating and contrasting sections.Option 2: Ukulele- Students will review basic chords and their shapes, then learn the song, “Three Little Birds” Segment 1: Students will review C, F, and G chords. Then they will practice the chord changes that occur in the song, “Three Little Birds.” This part or segment will help prepare their fingers to play the song.Segment 2: “Three Little Birds” Here, the chord structure of the song will be introduced, then slowly practiced. First one chord strum per measure, then adding strums as they get more comfortable with the changes.Segment 3: Students will be directed to YouTube for the play along track to “Three Little Birds” 3: Folk Dancing/Movement for Form: “Heel -Toe Polka”Students will learn a new folk dance by watching Mrs. Clark’s demonstration on YouTube, and the Clark family’s rendition of the dance. They will determine the simple form of the dance, there are two main sections, A and B that repeat over and over. Students will practice the dance with Mrs. Clark, then go teach it to their families and try the dance together. For an extra challenge, students may come up with their own movement to substitute for the A or B section, then write about how they changed the dance in Chat.Option 4: Play your own instrument at homeStudents are to continue to practice their instruments through out the week, updating me on their progress in Chat. I need to know what songs they are learning, and how often they practice. Regular practice is crucial to their progress.Date: Teacher: ClarkGrade: 4th GradeMaterials:Vocabulary:Inter-Disciplinary Connections:Standard(s):ESGM4.PR.2c. Perform simple major/minor melodic patterns with appropriate technique.ESGM4.PR.3a. Read, notate, and identify, in various meters, iconic or standard notation (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests).ESGM4.PR.3b. Read and notate melodic patterns within a treble clef staff.ESGM4.RE.1a. Distinguish between repeating and contrasting sections, phrases, and formal structures (e.g. AB, ABA, verse/refrain, rondo, introduction, coda).ESGM4.RE.3c. Perform line and circle dances, including traditional folk dances.Lesson Objectives: Three Options: 1. Recorder 2. Movement for Form “Heel -Toe Polka” 3. Play your instrument at home Students will continue to practice assigned parts and lessons using “Be a Recorder Star” PDFStudents will watch and move along with me to “Heel-Toe Polka,” determining the form, learning the dance, and coming up with a new section to substitute for one of the sections in the song as and extra challenge.Students will continue to practice their chosen instrument at home and log into Chat their practice time and what piece(s) they’re playing.I CAN Statement: Read musical notation on the treble staff while playing recorder.I can determine the form of a piece by performing and labeling its different sections or parts. I can also create my own piece by rearranging the form.I can play my instrument and document my progress by practicing regularly at home.Diagnostic Assessment: ParticipationFormative Assessment: Written WorkDifferentiation: Individualized based on interestsProcedure:Option 1: Recorder: “Be a Recorder Star,” pages 17 and 19- Songs and exercises will be divided up into video segmentsSegment 1: Warm-up- pp 17, “Rhythm Chart,” #2 and #4-students will practice numbers 2 and 4, speaking the rhythm first, then playing each pattern on different pitch names.Segment 2: “French Tune”-students will determine meter, analyze the rhythm, then learn the pitch names. Once these elements are studied and practiced, students will play song with Mrs. Clark.Segment 3: “Rockin’ Recorders”-students will determine meter, analyze the rhythm, then discover the pitch names, identifying repetition as it occurs throughout the song. Students will then echo play some of the repeating patterns, then learn some of the contrasting patterns. Last, they will put the song together, integrating the repeating and contrasting sections.Option 2: Folk Dancing/Movement for Form: “Heel -Toe Polka”Students will learn a new folk dance by watching Mrs. Clark’s demonstration on YouTube, and the Clark family’s rendition of the dance. They will determine the simple form of the dance, there are two main sections, A and B that repeat over and over. Students will practice the dance with Mrs. Clark, then go teach it to their families and try the dance together. For an extra challenge, students may come up with their own movement to substitute for the A or B section, then write about how they changed the dance in Chat.Option : Play your own instrument at homeStudents are to continue to practice their instruments throughout the week, updating me on their progress in Chat. I need to know what songs they are learning, and how often they practice. Regular practice is crucial to their progress.Date: Teacher: ClarkGrade: 3rd GradeMaterials:Vocabulary:Inter-Disciplinary Connections:Standard(s):ESGM3.RE.1a. Distinguish between repeating and contrasting sections, phrases, and simple formal structures (e.g. AB, ABA, rondo)..2a. Perform and respond to music from various historical periods and cultures.ESGM3.RE.3a. Respond to contrasts and events in music with locomotor and non-locomotor movement.ESGM3.RE.3c. Perform line and circle dances, including traditional folk dances.Choose an item.Lesson Objectives:Two Options: 1. Movement for Form “Heel -Toe Polka” 2. Play your instrument at home.Students will watch and move along with me to “Heel-Toe Polka,” determining the form, learning the dance, and coming up with a new section to substitute for one of the sections in the song as an extra challenge.Students will continue to practice their chosen instrument at home and log into Chat their practice time and what piece(s) they’re playing.I CAN Statement: I can determine the form of a piece by performing and labeling its different sections or parts. I can also create my own piece by rearranging the form.I can play my instrument and document my progress by practicing regularly at home.Diagnostic Assessment: ParticipationFormative Assessment: Written WorkDifferentiation: Group based on interestsProcedure:Option 2: Folk Dancing/Movement for Form: “Heel -Toe Polka”Students will learn a new folk dance by watching Mrs. Clark’s demonstration on YouTube, and the Clark family’s rendition of the dance. They will determine the simple form of the dance, there are two main sections, A and B that repeat over and over. Students will practice the dance with Mrs. Clark, then go teach it to their families and try the dance together. For an extra challenge, students may come up with their own movement to substitute for the A or B section, then write about how they changed the dance in Chat.Option: Play your own instrument at home: Students are to continue to practice their instruments throughout the week, updating me on their progress in Chat. I need to know what songs they are learning, and how often they practice. Regular practice is crucial to their progress.Date: Teacher: ClarkGrade: 2nd GradeMaterials:Vocabulary:Inter-Disciplinary Connections:Standard(s):ESGM2.RE.1a. Distinguish between repeating and contrasting sections, phrases, and simple formal structures (e.g. AB, ABA).ESGM2.RE.3a. Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).ESGM2.RE.3c. Perform line and circle dances..2a. Perform and respond to music from various historical periods and cultures.Choose an item.Lesson Goal: Two options: 1. “Heel-Toe Polka” 2. Play your own instrument at homeStudents will watch and move along with me to “Heel-Toe Polka,” determining the form, learning the dance, and coming up with a new section to substitute for one of the sections in the song as an extra challenge.Students will continue to practice their chosen instrument at home and log into Chat their practice time and what piece(s) they’re playing.I CAN Statement: I can determine the form of a piece by performing and labeling its different sections or parts. I can also create my own piece by rearranging the form.I can play my instrument and document my progress by practicing regularly at home.Diagnostic Assessment: ParticipationFormative Assessment: Written Work*Students will tell me in chat what they chose to do: watch and participate, involve their family, create a new part.Differentiation: Individualized pacing based on ability*Students can simply watch and participate with Mrs. Clark and her family in the YouTube Video; they can teach the dance to their family; as a challenge they can choreograph a new section to replace one of the original parts.Procedure:Option 1: Folk Dancing/Movement for Form: “Heel -Toe Polka”Students will learn a new folk dance by watching Mrs. Clark’s demonstration on YouTube, and the Clark family’s rendition of the dance. They will determine the simple form of the dance, there are two main sections, A and B that repeat over and over. Students will practice the dance with Mrs. Clark, then go teach it to their families and try the dance together. For an extra challenge, students may come up with their own movement to substitute for the A or B section, then write about how they changed the dance in Chat.Option 2: Play your own instrument at home: Students are to continue to practice their instruments throughout the week, updating me on their progress in Chat. I need to know what songs they are learning, and how often they practice. Regular practice is crucial to their progress.Date: Teacher: ClarkGrade: 1st GradeMaterials:Vocabulary:Inter-Disciplinary Connections:YouTube Channel: Mrs. Clark Music: (s):ESGM1.RE.1a. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).ESGM1.RE.3a. Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).ESGM1.RE.3b. Perform choreographed and non-choreographed movements.Choose an item.Choose an item.Lesson Goal: Students will watch and move along with me to “Heel-Toe Polka,” determining the form, and learning the dance.I CAN Statement: I can determine the form of a piece by performing and labeling its different sections or parts.Diagnostic Assessment: ParticipationFormative Assessment: ParticipationDifferentiation: Individualized pacing based on abilityStudents will self-differentiate by determining themselves how they are going to learn the material: 1. Watch the video and observe. 2 watch and participate along with Mrs. Clark in video. 3. Involve their families, and do the dance togetherProcedure:Folk Dancing/Movement for Form: “Sasha” and “Heel -Toe Polka”Students will first review and practice a familiar folk dance, “Sasha.” They will teach it to a family member, or the family. Next, students will learn a new folk dance by watching Mrs. Clark’s demonstration on YouTube, and the Clark family’s rendition of the dance. They will determine the simple form of the dance, there are two main sections, A and B that repeat over and over. Students will practice the dance with Mrs. Clark, then go teach it to their families and try the dance togetherDate: Teacher: ClarkGrade: KindergartenMaterials:Vocabulary:Inter-Disciplinary Connections:Standard(s):ESGMK.RE.1a. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).ESGMK.RE.3a. Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).ESGMK.RE.3b. Perform choreographed and non-choreographed movements..2a. Perform and respond to music from various historical periods and cultures.Choose an item.Lesson Goal: Students will watch and move along with me to “Heel-Toe Polka,” determining the form, and learning the dance.I CAN Statement: : I can determine the form of a piece by performing and labeling its different sections or parts.Diagnostic Assessment: ParticipationFormative Assessment: ParticipationDifferentiation: Individualized pacing based on abilityStudents will self-differentiate by determining themselves how they are going to learn the material: 1. Watch the video and observe. 2 watch and participate along with Mrs. Clark in video. 3. Involve their families, and do the dance togetherProcedure:Folk Dancing/Movement for Form: “Sasha” and “Heel -Toe Polka”Students will first review and practice a familiar folk dance, “Sasha.” They will teach it to a family member, or the family. Next, students will learn a new folk dance by watching Mrs. Clark’s demonstration on YouTube, and the Clark family’s rendition of the dance. They will determine the simple form of the dance, there are two main sections, A and B that repeat over and over. Students will practice the dance with Mrs. Clark, then go teach it to their families and try the dance together ................
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