Grade Level: 2nd Grade

Central Focus: Music is made up of different rhythms and rhythm patterns. Rhythms can be visibly, audibly, and kinesthetically identified.

Behavioral Objections: Students will identify and/or notate quarter note, 2 eighth notes, and quarter rest.

Academic Language Function:

Vocabulary/Music Symbols: beat, rhythm, speak, quarter note, quarter rest, 2 eighth notes, stick notation, four-beat rhythm pattern.

Syntax: music notation: four-beat rhythm pattern, quarter note, 2 eighth notes, quarter rest, standard notation, stick notation

Discourse: Identify and create rhythms and four-beat rhythm patterns.

NAfME Standards and State Course of Study Standards:

• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

• MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

• MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

• GM.2.08: Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. Example: Respond with purposeful movement to reflect the tonality of a piece of music.

• GM.2.09: Read and perform rhythmic and melodic patterns using iconic or standard notation.

• GM.2.11: Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• GM.2.12: Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.

Procedure:

{This was lesson 1 of 4 for my Among Us Rhythms Unit}

Motivation: We will start the lesson standing up and stretching to get the students ready. While stretching, I will call role and pick my secret student. When I select the secret student, I will be watching them throughout the class and see if they are being a CHAMP (being well behaved, participating in class, etc.). I will also clap simple rhythms and the students will respond. The students will then have a seat. I will show them the slides in the slideshow that say, “There are rhythms among us”. I will go to the next slide with the Among Us crewmates and words in the grids.

Activity 1: The grid is divided into four lines of four-beat rhythm patterns. I will count four prep beats, I will say the chant, give the students four prep beats, and they will repeat what I said (I am a crewmate, I am a crewmate). I will ask the students “what word is in a certain box?” (you). “How many sounds is the word you?” (one sound). I will say “look at the boxes with words that are one sound have a red crewmate in their box.” I will ask, “What words are in this box?” (who – is). “How many sounds are those words?” (two sounds). I will say “notice that the words that have two sounds have to yellow crewmates.” I will ask “what color are the crewmates in the boxes that do not have words?” (blue).

Transition: I will change the slide and tell the students “Oh! Our crewmates have turned into rhythms!”. I will count four prep beats, I will say the chant again, and the students will repeat the chant after me.

Activity 2: I will show the rhythm chart to the class. I will show the students what quarter rest, notes, and eighth notes look like. I will explain to them how many beats each note gets, and that we will use “ta” and “ti-ti” to count them (quarter note, one beat, “ta”. 2 eighth notes, 1 beat 2 sounds, “ti-ti”. Quarter rest, one beat of silence).

Transition: I will show the students the rhythm cards. I will explain that we will clap and count the rhythms using “ta” and “ti-ti”

Activity 3: I will have the class clap and count each rhythm card using “ta” and “ti-ti”. Transition: I will play the Among Us rhythm play along video. The video clearly states the directions.

Activity 4: The students will count and clap rhythms along with the video. We will pause during the first rhythm pattern, go over it as a class for an example, and then play the video

Transition: I will go back to the slideshow and show the class the new four-beat rhythm patterns and words.

Activity 5: The students will count and clap the 4 beat rhythm patterns one line at a time using “ta” and “ti-ti”. Next, the students will say the words instead of “ta” and “ti-ti”.

Transition: I will pass out the Lesson One Assessment and they will get out their crayons. They will need a red, yellow, and blue.

Activity 6: Students will color the note with a corresponding color. For example, if they see a quarter note, they will color it red. I will give the students 5-10 minutes.

Transition: After the 5-10 minutes, we will flip the page over to the back

Activity 7: I will explain to the class, “remember when we had crewmates and words in boxes? Remember when the crewmates turned into rhythms? So we have our words, but what are we missing?” (rhythms). I will explain that they need to put a quarter note, 2 eighth notes, or a quarter rest in the boxes. We will do the first box together. “What word is in our first box?” (take). “How many sounds is in the word take?” (one). “So, what rhythm would go in our box?” (quarter note).

Closing/Review: The students will turn in their assessment at the end of class. I will ask questions like “how many beats does a quarter note get?” (one) as they are submitting assignment and preparing for their next class. I will check to see if my secret student was a CHAMP by being well behaved and participating throughout the class. If that student has, I will give them their golden ticket; however, if they did not, they will not get their ticket.

Assessment:

Informal assessments: Identifying quarter note, 2 eighth notes, and quarter rest, clapping the rhythms, and the Among Us play along video as a class.

Formal assessment: The Lesson One Assessment

Grade Level: 2nd Grade

Central Focus: Music is made up of different rhythms and rhythm patterns. Rhythms can be visibly, audibly, and kinesthetically identified.

Behavioral Objections and Learning Outcomes: Students will listen and notate four-beat rhythm patterns.

Academic Language Function:

Vocabulary/Music Symbols: beat, rhythm, speak, quarter note, quarter rest, 2 eighth notes, stick notation, four-beat rhythm pattern.

Syntax: music notation: four-beat rhythm pattern, quarter note, 2 eighth notes, quarter rest, standard notation, stick notation

Discourse: Identify and create rhythms and four-beat rhythm patterns.

NAfME Standards and State Course of Study Standards:

• MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

• MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

• MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy

• GM.2.09: Read and perform rhythmic and melodic patterns using iconic or standard notation.

• GM.2.11: Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• GM.2.12: Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.

• GM.2.13: Perform music for a specific purpose with expression and technical accuracy

Procedure:

{This was lesson 2 of 4 of my Among Us Rhythms Unit}

Motivation: I will call role and pick my secret student. When I select the secret student, I will be watching them throughout the class and see if they are being a CHAMP (being well behaved, participating in class, etc.). I will show the class the first slide on today’s slideshow. I will have them read it out loud as a class (today’s tasks: review rhythms, write missing rhythms, and find the imposters). I will repeat today’s tasks.

Activity 1: We will review the rhythm chart from the previous lesson. Then, as a class, we will review reading four-beat rhythm patterns using “ta” and “ti-ti” and clapping. Then we, as a class, will clap the rhythms and speak the words.

Transition: I will tell the students that we completed our first task. I will call on a student to tell us what the next task is (write missing rhythms). I will go to the next slide and ask, “we have words in our boxes, but what are we missing?” (rhythms).

Activity 2: I will call on individual students to help me fill in our four-beat rhythm patterns with quarter note, 2 eighth notes, or a quarter rest. For example, “How many sounds is in the word time?” (one). “So, what would go in our box?” (quarter note/ta).

Transition: I will tell the students that we completed our second task. I will call on a different student to tell. Us what our last task is (Find the imposters). I will explain the rules of the game to the students. There are three crewmates and one imposter on each slide. For example, we will read each of the crewmate’s rhythm patterns in our head. Next, I will play their rhythm pattern. I will do this for all four crewmates on the slide. After listening to all four, the students will cast their votes by writing down which color crewmate is the imposter on their white boards. I will say “show me your votes”. After reading them, I will go to the next slide and reveal who the imposter was.

Activity 3: The students will start the game. We will do the first slide together for an example, they will write the color of the crewmate that is the imposter (for the first slide, blue is the impostor). After I reveal who the imposter is, we will review the previous slide as a class (this slide is duplicated after each imposter). After the first round, the students are on their own. We will play this game for the rest of the class.

Transition: I will tell the students that we have completed our final task!

Closing/Review: I will ask them to write a quarter note on their white boards, then 2 eighth notes, and finally a quarter rest. I will check to see if my secret student was a CHAMP by being well behaved and participating throughout the class. If that student has, I will give them their golden ticket; however, if they did not, they will not get their ticket.

Assessment:

Informal assessment: Identifying, clapping, and speaking rhythms correctly throughout the lesson. Find the Imposter game.

Grade Level: 2nd Grade

Central Focus: Music is made up of different rhythms and rhythm patterns. Rhythms can be visibly, audibly, and kinesthetically identified.

Behavioral Objections and Learning Outcomes: Students will listen, write, and create four-beat rhythm patterns by using stick notation.

Academic Language Function:

Vocabulary/Music Symbols: beat, rhythm, speak, quarter note, quarter rest, 2 eighth notes, stick notation, four-beat rhythm pattern.

Syntax: music notation: four-beat rhythm pattern, quarter note, 2 eighth notes, quarter rest, standard notation, stick notation

Discourse: Identify and create rhythms and four-beat rhythm patterns.

NAfME Standards and State Course of Study Standards:

• MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose. MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality and meter

• MU:Cr2.1.2b Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

• MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

• MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

• MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy

• GM.2.01: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

• GM.2.02: Generate musical patterns and ideas within the context of a given tonality and meter.

• GM.2.04: Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

• GM.2.08: Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. Example: Respond with purposeful movement to reflect the tonality of a piece of music.

• GM.2.09: Read and perform rhythmic and melodic patterns using iconic or standard notation.

• GM.2.11: Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• GM.2.12: Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.

• GM.2.13: Perform music for a specific purpose with expression and technical accuracy

Procedure:

{This was lesson 3 of 4 in my Among Us Rhythms Unit}

Motivation: I will call role and pick my secret student. When I select the secret student, I will be watching them throughout the class and see if they are being a CHAMP (being well behaved, participating in class, etc.). I will show the class the first slide on today’s slideshow. I will have them read it out loud as a class (today’s tasks: review rhythms, follow the leader, follow your crewmates, complete exit task). I will repeat today’s tasks.

Activity 1: I will have the students show me a quarter note (closed fist with a stick). I will ask individual students “how many beats is a quarter note?” (1) and “what do we say for a quarter note?” (ta). I will have them repeat after me (quarter note, 1 beat, “ta”). I will repeat this process for the rest of the chart.

Transition: I will have the students get out their whiteboards and markers.

Activity 2: I will tell the students to say, “stick notation”. I will explain that stick notation is a simpler way to write down rhythms. I will show them the stick notation on the board. I will tell them “for a quarter note, it is just a stick” and I will have the class draw on their white boards and show me. I will tell them “for 2 eighth notes, it almost looks like a square” and they will draw it on their boards. I will tell the class “for a quarter rest, it looks like the letter z” and have them draw it on their board.

Transition: I will tell the class that we have completed our first task. I will call on a student to read the next task (follow the leader). I will show the class the slide and explain the rules.

Activity 3: For the rules, I will count 4 prep beats and then clap and speak a four-beat rhythm pattern one time. Next, the students will show me they are ready by putting their hands together and in front of their face. Then, I will count 4 prep beats and they will repeat the rhythm by clapping and saying “ta” or “ti-ti”. Then they will write the rhythm on their whiteboards and show me when I say, “show me”. Finally, I will ask the students individually and/or as a class what our rhythm pattern was and write it on the board. After each 4-beat rhythm pattern, we will clap and speak it as a class, erase our boards, and put our markers down to show me they are ready. I will repeat this game three more times.

Transition: I will tell the class that we have completed our second task. I will call on a student to read the next task (Follow your crewmates). I will show the class the next slide and explain the rules.

Activity 4: This is just like activity 3 except that the students (crewmates) can be the leader. I will call on a student who is sitting at their desk at level zero (thumbs up, marker down, sitting quiet and patiently). They will clap and speak a rhythm one time, the class and I will repeat it, and the students will write on their boards. Everyone, except the student who made up the rhythm, will show me when I tell them to. I will ask them what the four-beat rhythm pattern was, write it on the board, and ask the student if it was correct. We will repeat this game three more times.

Transition: The students will put away their markers and whiteboards. I will tell the class we have finished our third task. I will ask the class to read our last task (complete exit task). The students will get out their MacBook, go to Schoology, click on the yellow folder, click exit slip, click it again, and sign in with google. When their worksheet is loaded, they will put their hands on top of their head.

Activity 5: We will read the directions out loud as a class. After, I will read the directions again. The students will listen to the four-beat patterns I clap. They will have four different patterns. I will only clap the four-beat rhythm pattern three times. I will announce it each time: “line one first time, pause, line one again, pause, line one last time, pause”. They will draw the four-beat rhythm patterns using stick notation. I will repeat this for three more lines. After we complete the four lines of four-beat rhythm patterns, the students will go to the second page. We will read the directions as a class. After, I will read the directions again. The students will make their own four-beat rhythm patterns on the four lines. The students can use quarter note, 2 eighth notes, and quarter rest written in stick notation.

Closing/Review: They will submit their exit slip when they are finished. I will check to see if my secret student was a CHAMP by being well behaved and participating throughout the class. If that student has, I will give them their golden ticket; however, if they did not, they will not get their ticket.

Assessment:

Informal assessment: Showing and repeating the rhythm chart. Writing stick notation and four- beat rhythm patterns correctly throughout the lesson.

Formal assessment: Exit task (Lesson 3 Assessment)

Grade Level: 2nd Grade

Central Focus: Music is made up of different rhythms and rhythm patterns. Rhythms can be visibly, audibly, and kinesthetically identified.

Behavioral Objections and Learning Outcomes: Students will demonstrate their understanding of rhythms by identifying, listening, notating, and creating rhythms and four-beat rhythm patterns using stick notation.

Academic Language Function:

Vocabulary/Music Symbols: beat, rhythm, speak, quarter note, quarter rest, 2 eighth notes, stick notation, four-beat rhythm pattern.

Syntax: music notation: four-beat rhythm pattern, quarter note, 2 eighth notes, quarter rest, standard notation, stick notation

Discourse: Identify and create rhythms and four-beat rhythm patterns.

NAfME Standards and State Course of Study Standards:

• MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose. MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality and meter

• MU:Cr2.1.2b Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

• MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

• MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

• MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy

• GM.2.01: Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

• GM.2.02: Generate musical patterns and ideas within the context of a given tonality and meter.

• GM.2.04: Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

• GM.2.08: Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. Example: Respond with purposeful movement to reflect the tonality of a piece of music.

• GM.2.09: Read and perform rhythmic and melodic patterns using iconic or standard notation.

• GM.2.11: Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

• GM.2.12: Identify, rehearse, and apply strategies to address interpretive, performance, and technical challenges of music.

• GM.2.13: Perform music for a specific purpose with expression and technical accuracy

Procedure:

{This was lesson 4 of 4 in my Among Us Rhythms Unit}

Motivation: I will call role and pick my secret student. When I select the secret student, I will be watching them throughout the class and see if they are being a CHAMP (being well behaved, participating in class, etc.). As a class we will review our rhythm chart from Lesson 1, 2 and 3.

Activity 1: I will ask as a class and/or call on individuals to show me a quarter note with their hands (closed fist with one finger). I will ask “what kind of note is this (quarter note). I will ask “how many beats is a quarter note (1 beat). I will ask What do we say for a quarter note (ta). We will repeat this process with the rest of the chart. We will also review how to write in stick notation.

Transition: The students will clear off their desk except for a pencil. I will pass out the written assessment. The students will write their name and put their pencil down when they are ready.

Activity 2: We will start with Section 2. I will read the directions to the class (Listen to the four- beat rhythm pattern Ms. Cruse plays. Write down the rhythm she claps using stick notation). I will tell the class that this is just like follow the leader from Lesson 3. I will clap the four-beat rhythm pattern for each line three times. I will announce each time I clap the rhythm (Line one first time, line one again, line one last time.). I will repeat this for the second, third, fourth, and fifth line. After all five lines, they will put their pencils down when they are finished so I know they are ready.

Transition: I will tell the class to look at section 1.

Activity 3: I will tell the class that this is our rhythm chart from all of our lessons and the one we reviewed at the beginning of class. I will tell them to fill in the chart (draw stick notation, name of the note, how many beats, and what do we say). They will put their pencils down when they are finished so I know they are ready.

Transition: I will tell the class to look at section 3.

Activity 4: I will read the directions to the class (Write down the words for each rhythm. You may use ta, ti-ti, and rest). They will put their pencils down when they are finished so I know they are ready.

Transition: I will tell the class to look at section 4.

Activity 5: I will read the directions to the class (Make up your own four-beat rhythm patterns. Make sure all boxes are filled in with a note or rest. Write your rhythm patterns in stick notation). I will explain to the class that this is just like our follow the crewmate from lesson 3.

Transition: When they are finished, they will raise their hand and I will take their paper. If there is time, we will play our Find the rhythm imposters game.

Activity 6: I will explain the directions for the game. The students will put their heads down and close their eyes. I will tap on four student’s shoulders to let them know that they are the imposters. Everyone else is a crewmate. They will sit up and look at the 3 rhythm patterns. I will tell them that the crewmates will clap and speak in the order of 1 2 and 3. I will tell the imposters to clap and speak a different rhythm each time. After clapping and speaking the three rhythms, students will raise their hands and nominate four students as the imposters. As a class, we will vote to eliminate one nominee. When the nominee is eliminated, they will say if they are a crewmate or imposter. If crewmate, we will continue to the next slide. If an imposter, they will become a crewmate for the rest of the game.

Closing/Review: We will review our rhythm chart by using the repeat after me style that we have done in every lesson. I will check to see if my secret student was a CHAMP by being well behaved and participating throughout the class. If that student has, I will give them their golden ticket; however, if they did not, they will not get their ticket.

Assessment:

Informal assessment: Rhythm Chart and Find the Imposter rhythm game

Formal assessment: Lesson 4 Assessment

Grade Level: ​3rd/4th Grade

Concepts: ​Students can identify rhythm and pitches and can transfer these skills to a virtual instrument.

Behavioral Objectives or Learning Outcomes:

• Students will name the musical alphabet and identify pitches on the treble staff.

• Students will identify rhythms such as whole note, whole rest, half note, half rest, quarter note, quarter rest, eight note, eight rest.

• Students will review and perform rhythm and pitches elements.

• Students will transfer rhythm and pitch reading skills to a virtual instrument. Students will perform on a virtual instrument.

Students' Language Needs:

Academic Language Function:

• Name the musical alphabet (ABCDEFG). Identify pitches on the treble clef.

• Identify rhythms such as whole note, whole rest, half note, half rest, quarter note, quarter rest, eight note, eight rest.

• Perform rhythm and pitches.

• Transfer reading skills to a virtual instrument. Perform on a virtual instrument.

Vocabulary and/or Music Symbols- Pitch, musical alphabet, bingo, whole note, whole rest, half note, half rest, quarter note, quarter rest, eight note, eight rest.

Syntax- The students can keep a steady beat. The students will respond to the teacher’s four beat prep and count rhythms out loud using the Kodaly method. Students will respond to another four beat prep by the teacher and play on their virtual instruments.

Discourse-

• Verbal discourse: responding to questions throughout the lesson.

• Aural discourse: clapping rhythms in response to four beat preps by the teacher.

• Kinesthetic discourse: using technology to play a virtual musical instrument and performing.

NAfME and AL Course of Study Standards:

• MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard notation.

• GM.4.08: Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

• GM.4.09: Read and perform with increased fluency, using iconic and/or standard notation. GM.4.10: Explain how context informs a performance.

• GM.4.12: Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

• GM.4.13: Rehearse to refine technical accuracy and expressive qualities and address performance challenges.

• GM.4.14: Perform music, alone or with others, with expression and technical accuracy. Students' Prior Knowledge or Prerequisite Learning

Procedure:

{I taught this lesson with all of 3rd and 4th grade during my internship. The virtual xylophone was used in place of recorders due to COVID-19}

Motivation:​ ​I will ask the students if they remember the pitch identifying worksheets we did last week. I will explain how they will relate to today’s lesson.

Activity 1: ​I will show the class the rhythm and staff review page. We will review and identify the rhythms and pitches.

Transition:​ The students will get out their Macbooks. Once they locate the bingo cards, I will assign them a card. They will close their Macbooks and I will explain the game.

Activity 2:​ ​We will start the game and play bingo until we have 3-5 winners.

Transition:​ ​The students will close their Macbooks. I will show them the Mummy song. We will sight read the rhythm by clapping and counting. I will explain any measures or phrases if needed. Then we will clap and count again.

Activity 3:​ ​The students will open their Macbooks and find the virtual xylophone. I will explain how to play the xylophone using the number keys. I will explain how each note is a different color and number (for example: middle C is red and number 1). We will practice playing all the notes ascending and descending as a class.

Transition: I​ will ask the class what pitch our mummy song is (B)

Closing/Review:​ We will play the mummy song on the virtual xylophone as a class.

Assessment:

Informal strategies: The class as a whole will answer questions about identifying rhythms and pitches. The students will also play their virtual instruments as a class.

Formal strategies: The bingo cards will be used as a formal assessment. Once a student says bingo, their card will be checked.

Formative assessment: Identifying rhythms and pitches during the review and playing bingo. Summative assessment: Playing their virtual instruments as a class.

Grade Level: 3rd/4th Grade

Concepts: Students can identify rhythms and pitches and can transfer these skills to a virtual instrument and play songs from different cultures and genres.

Behavioral Objectives or Learning Outcomes:

• Students will play “Baba oo la la” to review playing two different notes.

• Students will read through the Latin book and learn about Latin music. Afterwards, the students will take a quiz on the Latin Book.

• Students will count rhythms and identify pitches for the song “Latin Satin”

• Students will transfer rhythm and pitch reading skills to a virtual instrument and play “Latin Satin”.

Students' Language Needs:

Academic Language Function:

• Listen to a new song

• Identify what Latin music is about, who plays Latin music, and what instruments are played.

• Identify the 2-3 pitches in our songs.

• Identify rhythms such as quarter note, quarter rest, and eighth notes.

• Transfer reading skills to a virtual instrument.

• Perform on a virtual instrument.

Vocabulary and/or Music Symbols: Pitch, rhythm, quarter note, quarter rest, eighth notes, Latin, clap and count, clap and say pitches.

Syntax: The students can keep a steady beat. The students will respond to the teacher’s four-beat prep and count rhythms out loud using the Kodaly method. They will also clap rhythms and say the pitches. Students will respond to another four-beat prep by the teacher and play on their virtual instruments.

Discourse:

• Verbal discourse: responding to questions throughout the lesson.

• Aural discourse: clapping rhythms in response to four beat preps by the teacher.

• Kinesthetic discourse: using technology to participate in the quiz, using hand motions to help with pitch identification, playing a virtual musical instrument and performing a song with the virtual instrument.

NAfME Standards and Alabama Course of Study Standards:

• MU:Pr4.1.4a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.

• MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard notation.

• GM.4.08: Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.

• GM.4.09: Read and perform with increased fluency, using iconic and/or standard notation. GM.4.10: Explain how context informs a performance.

• GM.4.12: Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.

• GM.4.13: Rehearse to refine technical accuracy and expressive qualities and address performance challenges.

• GM.4.14: Perform music, alone or with others, with expression and technical accuracy.

• GM.4.16: Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

Procedure:

{I taught this lesson with all of 3rd and 4th grade during my internship. The virtual xylophone was used in place of recorders due to COVID-19}

Motivation: The students will get out their computers, set up their xylophone helpers, and open the virtual xylophone.

Activity 1: The class will review the rhythms and pitches for Baba oo la la by clapping and saying pitch names. The class will then play through the song. The first time is everyone, next is one side of the room, then is the other side of the room, and everyone plays for the last time.

Transition: The students will close their computers and listen to “Latin Nights”. I will ask the class “what do you hear in this song?”

Activity 2: I will show and read through the Latin Book with the class.

Transition: The students will open their computers and go to the Kahoot quiz. Activity 3: They will enter the game code and we will take the quiz.

Transition: The students will close their computers. They will also identify the rhythms and pitches for our new song “Latin Satin”. Students should be able to identify our new pitch (G).

Activity 4: The students will count the rhythms by identifying the pitches (G-A-B). Then, we will and move our arms to the corresponding side (left is G, up is A, right is B).

Transition: The students will open their computers to the virtual xylophone. I will tell them how to play (using their pointer, middle, and ring fingers on one hand only).

Activity 5: The students will play through “Latin Satin” as a class. I may have them play it again in groups and then together (just like during activity 1).

Transition/Activity 6: If there’s still time, we will look at Hot Cross Buns and repeat activities 4 and 5.

Assessment:

Informal strategies: The class as a whole will answer questions on rhythms and pitches, clap rhythms, move arms to the pitches, and play their virtual instruments.

Formal strategies: The Kahoot quiz will be used as a formal assessment. At the end of the quiz, I should be able to see their quiz.

Formative assessment: The Kahoot quiz for the Latin Book.

Summative assessment: Identifying rhythms and pitches, arm movements with pitches, and playing their virtual instruments as a class

Grade Level: Kindergarten

NAfME and AL Course of Study Standards:

• MU:Pr4.1.1a With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

• MU:Pr4.2.Ka With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.

• MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic contour)

• MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

• Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Behavioral: Students will march to the steady beat of the song. Students will perform vocal exploration. Students will identify what instrument represents the elephant. Students will count quarter notes and rest using icons and Kodaly.

Procedure:

{I taught this lesson along with a series of lessons for Carmille's Carnival of the Animals}

Motivation: The students will walk in to the classroom and grab a section of Mr. Stretchy, which represents the circus tent. On the screen will a be performance of elephants at the circus. Once everyone is in the room, the teacher will have the students sit on a spot.

Question: I will ask the students, “What animals do we see at the circus?” (lions, zebras, etc). “what did we watch on the screen?” (elephants at the circus).

Activity One: I will put the hula hoops inside the band. The teacher will have the students take turns to go to the middle of Mr. Stretchy and impersonate an elephant with the music.

Transition: I will have the students let go of Mr. Stretchy and have two friends help gather the hula hoops. The students will still be seated on a spot.

Activity Two: I will ask the students to help her elephant friend, Eli. I will explain that Eli has lost his feather and needs help from his friends. The students will use their voices to get to the feather.

Transition: I will ask everyone to sit inside of the circle and look at the board. “We are going to listen to a song about elephants. See if you can listen and tell me what instrument represents the elephants.”

Activity Three: Students will watch the performance of the Carnival of the Animals. I will ask what instrument represented the elephants (string bass). I will explain with a jump rope that the vibration of the strings make sound. I will have two friends help demonstrate with the jump rope.

Transition: I will have the students stand and give their best elephant stretch and show the icons.

Activity Four: I will explain that the icons on the screen represent quarter notes and quarter rest. I will ask the following questions: “how many beats does a quarter note get? (one and one). “how many beats and sounds does a quarter rest get? (one and none). The teacher will lead the students into the rhythm activity by using Kodaly.

Closing/Review: I will ask the students “What animal did we talk about today? (elephant). “What instrument did we talk about today? (string bass). “How many beats and sounds does a quarter note get?” (one and one). The teacher will ask the student to line up as quiet elephants.

Grade Level: 3rd/4th Grade

Concept: Many of Johannes Brahms’s waltzes are in ABA or ABABA form.

Behavioral Objective: Students will identify ABABA form in Brahms’s Waltz in A-flat, Op. 39, No. 15 and do movement.

Academic Language:

Function: Perform, identify, create.

Vocab: ABA form, waltz

Syntax: Students can keep a steady beat well. Most waltzes, including this one, are in triple meter. Therefore, the students have movements in 3.

Discourse: Students will communicate by answering questions and participating in the form movements.

NAfME and State Course of Study Standards:

• MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance

• MU:Pr4.2.5c Explain how context (such as social, cultural, and historical) informs performances.

• GM.3.7. Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

Procedure:

Motivation: The teacher will lead the students into the classroom with a waltz playing in the background. Once the everyone is in the classroom and/or the music stops, the teacher will have the students sit on a spot.

Question: The teacher will ask “Can anyone tell me what kind of song we were listening to?” (waltz). “Is the waltz a type of dance?” (yes).

Activity One: The students will watch a Youtube video of a couple dancing to Brahms’s Waltz.

Transition: The teacher will explain that this waltz is in ABABA form. This means that the A and B sections sound different and after the B section, the A section repeats.

Activity Two: The teacher will teach the form movements to the students. Any sections will be repeated if necessary:

A (:00-:21) Make four large circles with one hand and four large circles with the other (repeat)

B (:28-:38) Both hands make five circles with the fifth one ending with hands floating down

A (:39-:52) same as previous A section

B (:53-1:02) same a previous B section

A (1:03-1:25) same as previous A section

Transition: The teacher will load the DVD for the students

Activity Three: The students will do the dance along with the DVD and then with the soundtrack only.

Closing: The teacher will ask for a student to explain ABA/ABABA form. The teacher will ask who the composer of our song was (Brahms). The teacher will ask the students to carefully waltz their way into a line at the door.

Assessment:

Informal Assessment: The teacher will observe the answers to questions and movements done by the students.

Grade Level- First Grade

Concept- The steady beat in music can be used to help learn dances.

Behavioral- Students will perform a modified folk-dance Kings and Queens (renamed Clownfish and Tangs)

Academic Language

Function: Keep and move with the beat.

Vocab: Steady beat, allemande, sashay.

Syntax: Students can do movement in a steady beat. The music for this piece is in 4/4 time. Therefore, the students will have movements for four or eight beats. To assist in learning the dance, students can count in 4/4 time.

Discourse: Students will communicate by movement.

NAfME and State Course of Study Standards- MU:Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

GM.1.10. Demonstrate and describe music's expressive qualities.

Procedure:

Motivation: The students will walk into the room to Yellow Submarine by The Beatles with simple movements. When song is complete, the teacher will have the students sit on a spot. The teacher will ask the students “What the song is about?” (submarine). “Where can you find a submarine?” (ocean/sea). The teacher changes the slide to a picture of the ocean with some sea creatures on it.

Question: Who can tell me what some of the creatures are? (starfish, jellyfish, turtle, etc.) Who can name anything not on the board? The teacher will change the slide to a photo of a clownfish and tang and ask Does anyone know a famous clownfish and tang? (Nemo and Dory)

Activity One: The teacher will divide the room into four lines. Each student will stand under a dot on the ceiling and face each other. The teacher will explain that there is a steady beat in the music. The teacher will play the song and have the students play a steady beat (assessment one).

Transition: Once assessed, the teacher will stop the music and start teaching the dance.

Activity Two: The teacher will explain that the students will walk forward for four beats and walk back in four beats (the students do the movement). The teacher will explain to the students what a right and left hand allemande is and will demonstrate with a student (then the students do the movement). The students do the first four movements (walk forward, walk back, right hand allemande, and left-hand allemande). The teacher explains and demonstrates what a sashay is. The top two students will sashay to the end of the line and back. The teacher explains that when the two students come back to the front, they will swim to the end and stay and move down a spot. The students do the last two movements (sashay, swim down, and move down a spot). The students will then slowly review the whole dance.

Transition: The teacher will ask the class what the movements are step by step.

Activity Three: The teacher will play the music and have the students pat the steady beat for eight counts. The teachers will have the students demonstrate the dance movements repeatedly until every student has the chance to move down the line.

Closing: The teacher asks if a student can demonstrate a steady beat (pat on legs). The teacher will also ask for volunteers to demonstrate an allemande and sashay (two will demonstrate the allemande and two will demonstrate the sashay). The teacher will then have the students line up at the door and walk back to class.

Assessment:

Informal Assessment: The teacher will observe the students demonstrating the steady beat. At the end, the teacher will assess the students on the dance. After the first time through, the teacher will not assist the students.

Grade Level: First Grade

NAfME and AL Course of Study Standards:

• MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

• GM.1.09: Read and perform rhythmic patterns using iconic or standard notation when analyzing selected music. Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Behavioral: Students will follow along in Dr. Seuss’s The Foot Book and perform rhythm patterns by clapping and the use of rhythm sticks.

Procedure:

{I taught this lesson during Read Across America Week. I thought it would be fun to include some fun Dr. Seuss themes in music!}

Motivation: Students will walk in to Elvis Presley’s Blue Suede Shoes with simple movements. When song is complete, the teacher will have the students sit on a spot. I will ask the students “What the song is about?” (shoes). “Where we do wear our shoes?” (feet).

Question: Who remembers Dr. Seuss week and if they can name any characters?

Activity One: I will move the slideshow to the rhythm icon page. The teacher explains that the cat represents a quarter note, thing one represents two eight notes, and the quarter rest is one beat of silence. I go through the icon chart with students. I will change the slide and explain that instead of reading pictures, they will read it in rhythm (quarter and eight notes).

Transition: I change the slide to the cover of the book.

Activity Two: I say, “Now I’m going to read the beginning of The Foot Book to you. Listen to the story and see if you can count the q q q rest rhythm in the story” I read the Dr. Seuss foot book. I read “left foot left foot, right foot right. Feet in the morning feet at night” (the special pages) in chant style while tapping legs for steady tempo. I go back to the beginning of the book and asks, “What words used the rhythm q q q rest?” (Right foot right)

Transition: I will pass out rhythm sticks

Activity Three: The class to read the book with me and play the rhythms on the special pages.

Transition: I will explain the Crazy Sock Instrument Walk game. When the drum is hit, the students walk around in a circle. When the triangle is played, the students step in place. When the tambourine is played, the students will shake their entire body.

Activity Four: The students will play the Crazy Sock Instrument Walk game

Closing: The teacher asks, while pointing to the quarter rest, “What sign is this?” (Quarter rest) “How many beats are we silent?” (One). The teacher will then have the students line up at the door and walk back to class.

Grade Level: First Grade

Concept: Phrases sound complete when they are after unfinished phrases.

Behavioral Objective: Students will sing a four lined song by rote with correct hand signs and solfege.

Academic Language:

• Academic Language Function: sing

• Vocabulary/Music Symbols: phrases and melodic contour

• Syntax: A phrase is a musical sentence. Call and response will be used to help shape phrases. Melodic contour is the melody of a song. Solfege and hand signs will help students sing the melody of the song.

• Discourse: Students will communicate by answering questions about the song and the melody.

NAfME and AL Course of Study Standards:

• MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance

• Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Procedure:

Motivation statement/activity: The motivation used for this will be asking questions and telling a story. The questions include “How many students have an item that they love so much?” and “How many students have every lost anything important to them?” The story will be about a girl I know named Lucy who lost something, see if you can tell me what she lost.

Questions: What did my friend Lucy lose? On what words do you hear one the quarter note rhythms?

Sequence of each phrase with each phrase listed

The teacher sings Lucy Locket found her pocket. Students repeat the phrase.

The teacher sings phrase two: Kitty Fisher found it. The students repeat.

The teacher sings phrases one and two: Lucy Locket found her pocket; Kitty Fisher found it. The students repeat.

The teacher sings phrase three: Not a penny was there in it. The students repeat.

The teacher sings phrase four: Only ribbon ‘round it. The students repeat.

The teacher sings phrases three and four: Not a penny was there in it; only ribbon ‘round it. The students repeat.

The teacher sings the complete song. The students repeat.

The students sings song with solfege hand signs.

Assessment:

Informal Assessment: The students will be assessed on rhythm and pitch accuracy by singing as a group without assistance from the teacher.