Teachers name: Student level: Class subject:

Ms. Laura Carroll 5th Grade General Music

Date: 7 February 13 February 2013 Class size: 25 Lesson length: 40 minutes

National Music Standards: Singing Alone and with others, a varied repertoire of music Performing on instruments, alone and with others, a varied repertoire of music Improvising melodies, variations, and accompaniments Composing and arranging music within specified guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music and music performance Understanding relationships between music, the other arts, and disciplines outside the arts Understanding music in relation to history and culture Objectives: Students will be able to: - identify syncopation, as well as known rhythmic patterns - sing song material within the extended pentatonic scale, while T prepares S for new pitch, fa - able to identify Absolute Letters Materials: Smart Board Buffalo Gals by Jill Gallina, hand out Alabama Gals flash cards Fish and Chips Mozart CD in Listening Resource Kit track 22 CD player John Kanaka third phrase written in key of F-major on Smart Board or white board. Space on dry erase board for presentation of Absolute Letters Worksheet for Orchestra Students

Cross Curricular Connection: - Geography D. 10 o 1776 Declaration of Independence was written - Mozart lived from 1756-1791

Procedure PPP 1

Time

Directions Anticipatory Set: T will review singing with Fish and Chips 1. T and S will sing song together through all three verses 2. T will split class into 3 parts a. Each part will sing at the same time b. S will switch parts, so each group can sing each part once

Practice/present

Transition: T will ask students to keep steady beat on thighs while teacher sings melody. Buffalo Gals 1. T will instruct students to isolate syncopation

come out to
2. T will sing melody while accompanying self at piano 3. T will sing and have student echo song back until song is finished 4. T will ask students to put their finger at the last line of the song. T will ask students if the rhythm in the second to last measure is the same as the last measure. 5. T will address why rhythm is different (last rhythm is slower than second to last rhythm) Transition:

T will provide students with rhythm cards and they need to stand in the right order of what she is clapping. 1. T will have S clap out rhythm on cards 2. T selects 4 S to hold cards. These students may not talk, as answers are written on back of cards. 3. Class claps rhythm of song. 4. S sitting in chairs will need to arrange S holding cards in correct rhythmic order. 5. T will have one student clap rhythm on cards while T claps original pattern. 6. Once S gets rhythm correct, S sit down and identify song. Show rhythm upside down too! Alabama Gal 1. T and S sing song while clapping rhythm 2. Isolate syncopation 3. Sing song. Teacher to do motions. 4. Teach patsch, home, out, home, patsch to S. It occurs on same phrase every time. 5. GAME! Count off 1s and 2s. 1s make a line, 2s make a line. Face each

Presenting

other. V1: Come through in a hurry Phrase 1: All walk forward 3 steps and bow Phrase 2: All walk backward 3 steps and clap Phrase 3: All walk forward 3 and bow Phrase 4: Partners perform body percussion (patsch, home, out, home, patsch) V2: You dont know how, how Phrase 1 and 2: All walk backward to original spots as head couple sashays down to end of set Phrase 3: All walk forward 3 steps and bow Phrase 4: Partners perform body percussion (pat, clap, pat partners hand, clap, pat) V3: Ill show you how, how Phrase 1-3: All form archway with partners arms as head couple walks to the end of the set Phrase 4: Partners perform body percussion (pat, clap, pat partners hand, clap, pat) V4: Aint I rock candy? Phrase 1: Partners right elbow swing Phrase 2: Partners left elbow swing Phrase 3: Partners right elbow swing Phrase 4: Partners perform body percussion (pat, clap, pat partners hand, clap, pat) 6 presenting Transition: Listen to Mozarts Sonata for Piano (CD 22, Listening Resources Kit) variation 1 Discuss with students what was going on in American history while Mozart was living. (Revolutionary War, Declaration of Independence) Facts about Mozart: Born: 1756 Died 1791 Born in Austria (point out on map) To play all of the music Mozart ever wrote would take over 202 hours Began composing music at age of 8

Ask students to identify melody Variation 2 What is different about it? WHAT IS HAPPENING IN USA! - 1776 Declaration of Independence was written - Revolutionary War!

Sing Twinkle, twinkle. Sing melody. USE HAND SIGNS WHILE SINGING!!! ddsslls ffmmrrd ssffmmr ssffmmr ddsslls ffmmrrd

Absolute Letters Does anyone else know another song that has the same melody? (ABCs) Have class sing both melodies at same time. MUSICAL ALPHABET This is only true for treble clef. 1. T identify treble clef 2. T draw treble clef on white board 3. MUSICAL ALPHABET a. Point it out on white board 4. Present FACE a. Write on staff 5. Present EGBDF (every good boy does fine) a. Place on staff 7 8 presenting Transition: Ask students to identify ABSOLUTE LETTERS on SmartBoard. John Kanaka

1. S clap and count rhythm on SmartBoard 2. T has S identify the tie and syncopation. 3. T counts the last measure for students.

| (tie)
4. 5. 6. 7. S clap and count rhythm. T sings song to S. S repeat song back. All sing.

Evaluation: 1. Are students able to identify notes in musical alphabet? 2. Are students able to successfully isolate syncopation? 3. Are students able to correctly identify syncopation?