CES Music Lesson Plan Grade: K Lesson: bass/treble clef, melodic direction Date: Oct 25-Nov 7, 2018 MU:Cr2.1.Kb - With guidance, organize personal musical ideas using iconic or standard notation and/or recording technology. MU:Cr1.1.Kb - With guidance, generate musical ideas (such as movements or motives). Week 12, Oct 25- Nov 7, K flipchart Bluebird sheets & pointers Student Objectives/Essential Questions: I can: Show the direction my voice moves Name places on bass clef Essential Questions: How can I show up and down with my voice? Play calm.com while students are coming in. Review I can statements and essential question. Activity 1 Activity 2 Activity 3 (10 min) Activity 4 (15 min) Freddie the Frog Treble Clef & Bass Clef notes review Show students the high notes and low notes comparison Have students fill in notes Music K-8 treble and bass clef videos Play music videos for students. https://www.youtube.com/watch?v=0xng675l84u (treble clef) https://www.youtube.com/watch?v=oezeozpc8b4 (bass clef) High or Low? Select students to play firefly game. Play different instruments on mydso.com and check for understanding of high and low sounds. Bluebird Through My Window Teach students the song. Have students sit criss-cross on the mat and select student volunteer to pass out laminated sheets and pointers. Students should rest their pointer on the first bird to begin. Show students how to touch the birds on their
paper and sing by guiding them with the promethean board image. Activity 5 Freddie Online Matching Game 1. Select students to come up to the promethean board and play the matching game for selecting notes from Bass Clef Monster. Closure Review essential question: Hand out good class note/rock star w/ certificate Teacher will observe students as they demonstrate objectives during activities for finding places on treble & bass clef and showing correct melodic direction while singing.
Grade: 1st Lesson: musical songs, high/low Date: Oct 25-Nov 7, 2018 MU:Re7.1.1 With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes. MU:PR5.1.1a With limited guidance, apply personal, teacher, and peer feedback to refine performances. MU:Re7.2.1 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. Sheet music for songs Week 12, Oct 25- Nov 7, 1st flipchart Student Objectives/Essential Question: I can: sing with others Show high and low Essential Question: What can I do to make my voice sing high and low? Play calm.com while students are coming in. Review I can statements and essential question. Show fireplace on calm.com for entrance. Play video during attendance to get kids in Christmas spirit. https://www.youtube.com/watch?v=o2mfducncsg Activity 1 (25 min) Activity 2 (3 min) Activity 3 Rehearse songs: 1. Christmas is Coming song 2. Merry Christmas Time 3. St. Nick at Night 4. When I Look at Santa - add xylophones and metallophones. Show high and low Remind students about essential question and that they are singing high and low notes with their musical songs. Demonstrate. Rehearse songs: 1. Sugar Plums 2. Hip Hop Reindeer
Activity 4 Quaver music games Select students to come up to the promethean board and play high/low games. (Bell Challenge, High Shelf/Low Shelf) Closure Review essential question: Hand out good class note/rock star w/ certificate Teacher will observe students as they demonstrate objectives during activities for singing performance songs and showing high and low vocally.
Grade: 2nd grade Lesson: musical prep Date: Oct 25-Nov 7, 2018 MU:Pr5.1.2 Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music. MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for their music that represent expressive intent. ActivInspire flipchart: Week 12, Oct 25-Nov 7, 2nd Sheet music for songs Student Objectives: I can: Show motions with my songs Sing with others Sing and play instruments Essential Questions: Why are patterns important in music? Play www.calm.com when students enter. Review I can statements and essential questions. Activity 1 Activity 2 (25 min) Activity 3 (10 min) Closure & exit Review script Have students with assigned parts read through their lines. Rehearse songs I Love America Veterans Day You re a Grand Old Flag Eleven, Eleven March Because of You Yankee Doodle Who is on the Dollar Bill Havana with instruments Let students choose a percussion instruments to play with song. Play Kidz Bop Havana Review student objectives Teachers will observe students as they demonstrate objectives during activities for singing with motions and playing instruments.
3rd grade - musical rewards parties Grade: 4th Grade Lesson: musical introduction; rhythm Date: Oct 25-Nov 7, 2018 MU:Pr4.2.4b - When analyzing selected music, read and perform using iconic and/or standard notation. MU:CN11.0.4a - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. MU:Pr4.2.4c - Explain how context (such as social and cultural) informs a performance. ActivInspire flipchart: Week 12, Oct 25-Nov 7, 4th lapboard/marker to keep score Activity 1 (15 min) Activity 2 (25 min) Closure & exit Student Objectives: Explain how culture and music are related Identify and count rhythms Essential Question: How does culture influence music? Play calm music or nature sounds when students enter. Review I can statements Musical Introduction Let students know that their musical will be March 19th. Introduce the musical theme about the 1950s showing slides of various images. Discuss the essential question. Play the songs. Rhythm Tic-Qac-Toe Review rhythms with class. Divide class into 2 teams. Select one student per team at a time to come up and play the game. Review student objectives Teachers will observe students as they demonstrate objectives during activities for rhythms and discussion about how culture influences music.
Grade: 5 th Grade Lesson: performance songs black history program; rhythms Date: Oct 25-Nov 7, 2018 MU:Pr4.2.5b - When analyzing selected music, read and perform using standard notation. MU:CN11.0.5a - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. MU:Pr4.2.5c - Explain how context (such as social, cultural, and historical) informs performances. ActivInspire flipchart: Week 12, Oct 25-Nov 7, 5th lapboard/marker to keep score Activity 1 (20 min) Activity 2 (25 min) Closure & exit Student Objectives: Explain how culture and music are related Identify and count rhythms Essential Question: How does culture influence music? Play calm music or nature sounds when students enter. Review I can statements Black history month program song introductions Let students know that they will be singing a couple songs for a black history program in February. Discuss some historical background for the songs citing evidence about cultural events. Use 1950s slides and discuss civil rights movement briefly. Explain that these songs are positive messages about being empowered to do our very best even when people dislike us or disagree with us. Play the songs. Begin working on one. Rhythm Tic-Qac-Toe Review rhythms with class. Divide class into 2 teams. Select one student per team at a time to come up and play the game. Review student objectives Teachers will observe students as they demonstrate objectives during activities for rhythms and discussion about how culture influences music.