Grade: 5th

Objective:

Students will be able to:

o Use word chains to help them improvise melodies in the F pentatonic scale
o Perform Bubblegum
o Rhythmically and melodically notate improvisations.

Materials:

Recorders
Personal recorder
Lesson plan
Smart board
Laptop
CD with visuals for lesson
Marimbas and glocks
Mallets
Variety of gum

TEKS:

117.18
o c.1.A. distinguish among a variety of musical timbres
o c.1.C. identify a variety of music forms such as AB, ABA, rondo, and theme and
variations.
o c.2.A. perform independently, which accurate intonation and rhythm,
demonstrating fundamental skills and performance techniques.
o c.3.A. read standard notation.

Opening Sequence:
Take attendance
Show different kinds of bubblegum
Whats your favorite kind of bubblegum?
Write down their favorites on the board.
TRANSITION:

Were going to learn a song today thats all about bubble gum, and this list of gum is
going to help us later today in class.
Pull up visual on smart board

1st Sequence:
Teach the text of the song using the visual and using body percussion.
o Bubblegum: Pat shoulders-head-shoulders
o All other words: Clap
Divide class into two groups (Split down the room)

o Group 1: Bubblegum with body percussion

o Group 2: all other words with body percussion
o Switch
Echo singing with body percussion
Sing entire song with body percussion
Teach orchestration on body percussion
o Bub-ble gum, gum, gum, pop! (Pat, clap on pop)
o class sings with body percussion, class sings with orchestration body
percussion
o Switch
TRANSITION:

Grab recorders by row

Review rules for behavior redirection:
o If I play, I will sit
o Do not swing your recorder around, theyre not yours to break.

2nd Sequence:
Review fingerings for notes in the F pentatonic scale
o Echo each note with the students
o Walk around and assess whether or not students are demonstrating the proper
fingerings.
If you cant play some of these notes, do not get discouraged. Just play the notes that
you do know.
From the list of bubble gums at the beginning of class, have the students create a two 8
beat phrases.
o Write example on board: Juicy, fruity, spearmint, watermelon, yum. Sugar
free, wintergreen, I love gum!
This is now our word chain that will be played during the B section.
Explore playing the rhythm of the word chain by using different combinations of notes
from the F pentatonic scale.
o If you cant play all of the notes, then just play the notes from the scale that you
do know.
o Each beat only gets one note!
Practice playing B section a few times while singing
o Sing, play, sing (ABA. Ask students what the form is.)
TRANSITION:

Now were going to make this a little more interesting by adding the keyboard
instruments!

3rd Sequence:
Review the orchestration body percussion
Pats are going to transfer to bass xylo, and marimbas.
Claps are glocks
Split class in half

o plays instruments, stands in the middle and sings the song/plays word
chain on recorder
o While the recorder people are playing, the instrument people will be clapping
the rhythm of the word chain to help keep the recorder players on beat.
Perform full piece, then switch.
TRANSITION:

Put borrowed recorders away, then go back to your number.

Closing Sequence:
What did we do first today?
What was the form of the song we learned?
o Prompt them: If we sang, played, and sang, what form is that?
What was the word chain that we created as a class?
Quietist row lines up first.