1 st Grade Week 5 - Lesson 1

Transcription

1 1 st Grade Week 5 Lesson 1 - Page 1 1 st Grade Week 5 - Lesson 1 Standards A.4.1. Sing independently, on pitch, and in rhythm with appropriate timbre, diction, and posture, and maintain a steady tempo C.4.1 Improvise in the same style answers to given rhythmic and melodic questions E.4.1 Read whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, and 4/4 meter signatures Learning Targets (Objectives) 1) The learners will understand the difference between beat and rhythm. 2) The learners will respond to melodic questions with melodic answers. Materials Pre-prepared items: Beat vs. Rhythm manipulative Interactive files: Bobby Shaftoe, I Have Lost My Closet Key Sheet music: Categories, Bobby Shaftoe, I Have Lost My Closet Key, Apple Tree Other materials: plastic microphone Concepts Prepare: 1) Ta and ti-ti Present: none Practice: 1) Pitch matching and tuneful singing 2) Feeling steady beat 3) Rhythm vs. beat Assessment: 1) Improvisation 1.1 Activities: 1) Categories animals, food, clothing, fruit, etc. (5 minutes) Let students know that today they will have to listen carefully because every once in while you will change the category. Students will have to think on their feet and do their best to sing their answer. Sing the song and finish by singing the category. Have about 3-4 students sing something for the category before singing a new category. After listening to all students quickly mark down those that were able to sing their answers within the category. 2) Rhythm vs. Beat Review (5-8 minutes) Give each student a beat or rhythm card from the Beat vs. Rhythm Manipulative. Have each student figure out whether their card is beat or rhythm Have two separate areas in your room. One for rhythm and one for beat. When you say go have students walk to the area of the room their card belongs in. Fix errors after everyone is where they think they belong. All students go back to their place as you begin singing Bobby Shaftoe.

2 Activities, cont d: 1 st Grade Week 5 Lesson 1 - Page 2 3) Bobby Shaftoe (8 minutes) Open Bobby Shaftoe file and turn to slide 4. Teach students the song through rote method before switching to slide 6. Ask students if this slide represents beat or rhythm. (beat) How do you know? (all the pictures are the same) Have students pat the beat while singing the song. Switch to slide 7 and have students clap the rhythm while singing the song. Teacher says: This time when we clap the song, let s say short for the short notes and long for the long notes. Which pictures do you think represent the short notes? Which represent the long notes? (little pink fish short notes; bigger blue fish long notes) Listen as students clap the rhythm using long and short. If students struggle give them instructions that will help guide the process before they try again. (It normally helps my students if I just remind them that they should be following the pattern on the smartboard and reading left to right and top to bottom like they do for reading. 4) I Have Lost My Closet Key (5 minutes) Sing I Have Lost My Closet Key while bringing up the interactive file. Teach students the song through rote method before switching to slide 5-6. Turn to slides 5-6 and keep the beat while singing the song. Turn to slides 8-9 and have students clap the song using long and short instead of the words. 5) Apple Tree Game (5-8 minutes) Have students walk to the beat of Apple Tree as they make a circle in a clear area of the room. Once in circle have students walk to the beat, clockwise, as they sing the song. Step outside of the circle and explain that you are going to be a tree (put your arms up as though you are forming a bridge with an imaginary person). Have students walk around the circle to the beat, as they practiced. On the word out put your arms down (so a student will be caught) Have the captured student finish the bridge you created with your hands. Explain that now students will go UNDER the bridge. Repeat the process. The next student out will take the teachers place and the teacher will form a second tree. Now TWO students can be captured at the end of each round. Repeat until all students are out. Note: A couple of tips for playing this game. Remind students they must WALK to the BEAT. There is no winners or losers of the game, so students should not try to get caught or try NOT to get caught. It is just the luck of the draw. If a student does not follow directions ask them to sit out (at least for a round). All students should be singing and not laughing or talking. Remind students that if they are laughing or talking we will not be able to play the game.

3 1 st Grade Week 5 Lesson 2 - Page 1 1 st Grade Week 5 - Lesson 2 Standards A.4.1. Sing independently, on pitch, and in rhythm with appropriate timbre, diction, and posture, and maintain a steady tempo C.4.1 Improvise in the same style answers to given rhythmic and melodic questions E.4.1 Read whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, and 4/4 meter signatures Learning Targets (Objectives) 1) The learners will understand the difference between beat and rhythm. 2) The learners will respond to melodic questions with melodic answers. Materials Pre-prepared items: none Interactive files: Lucy Locket, Cobbler, Cobbler, Bobby Shaftoe Sheet music: Categories, Lucy Locket, Cobbler, Cobbler, Bobby Shaftoe, Bee, Bee Bumblebee Other materials: plastic microphone Concepts Prepare: 1) Ta and ti-ti Present: none Practice: 1) Pitch matching and tuneful singing 2) Feeling steady beat 3) Rhythm vs. beat Assessment: 1) Improvisation 1.1 Activities: 1) Categories animals, food, clothing, fruit, etc. (3 minutes) Follow the directions for Week 5 Lesson 1 for students that may have missed or need a little extra practice. (You could have all students sing again if you don t want to single out just those few students) 2) Lucy Locket (5 minutes) Open Lucy Locket file and turn to slide 4. Teach students the song through rote method before switching to slide 6. Ask students if this slide represents beat or rhythm. (beat) How do you know? (all the pictures are the same) Have students pat the beat while singing the song. Switch to slide 7 and have students clap the rhythm while singing the song. Teacher says: This time when we clap the song, let s say short for the short notes and long for the long notes. Which pictures represent the short notes? Which represent the long notes? (little pink fish short notes; bigger blue fish long notes) Listen as students clap the rhythm using long and short.

4 Activities, cont d: 1 st Grade Week 5 Lesson 2 - Page 2 3) Cobbler, Cobbler (5 minutes) Sing Cobbler, Cobbler while bringing up the interactive file (slide 3). Teach students the song through rote method before switching to slide 5. Turn to slides 5 and keep the beat while singing the song. Turn to slides 6 and have students clap the song using long and short instead of the words. 4) Bobby Shaftoe (5 minutes) Sing Bobby Shaftoe while bringing up the interactive file (slide 4). Turn to slides 5 and keep the beat while singing the song. Turn to slides 6 and have students clap the song using long and short instead of the words. 5) Bee, Bee Bumblebee Game (5-8 minutes) Once students are in a circle, explain the rules: Everyone puts out their hands (which represent flowers) The teachers hand is the bee that taps each one of their hands to the beat of the song (everyone should sing)) clockwise around the circle. At the end of the song the student whose hand was touched last on out, leaves the circle and becomes a worker bee. The worker bees play rhythm sticks to the beat. Note: If you have already gone through rules you can just begin playing as soon as all students are in a circle.

5 1 st Grade Week 5 - Notes 1 st Grade 1 1 st Grade 2-1 st Grade 3 1 st Grade 4-

6 1 st Grade Week 5 - Notes 1 st Grade 5 1 st Grade 6-1 st Grade 7 1 st Grade 8-