Name: Gina DiPalermo Date: April 3rd 2014 Grade: 5TH Grade general music Rhythmic Telephone

Preparation: (lead-in/hook/preparatory set/link to prior knowledge. Time

Musical Focus: concepts/skills to

emphasize

Singing Melody Rhythm Harmony Timbre Form Movement Creating Playing instruments Expressive Qualities Objectives: Learners will
Be able to (behavioral): By the end of the term students in the 5th grade will understand the components of common time meter. Students will be able to recognize, and dictate various rhythmic patterns with a value of one beat.

Students will be asked to create their own four box rhythm pattern that students the remainder of the class will dictate. The partner students who were asked to create, will assess their peers as to whether the dictation was correct or incorrect. Students can say things like 3 of your rhythms were correct. They will then call on other students to give their rhythms. Teaching Sequence: Students will play a game of rhythm Telephone 2-3 students act as the dialer, Remainder of the class acts as the telephone line, or cord sending the message down 2-3 on the other end acts as the receiver Teacher will arrange chairs in a school bus fashion and students. 2-3 will sit the opposite direction from the remaining students. Each student will be asked to keep a steady beat somewhere in their body. (1 student can also be the ring of the telephone line in which they play a steady drum beat. T will show dialers a rhythmic pattern that will get sent down the line, students in the middle have to maintain the rhythmic pattern and the receiver has to dictate the message that has been passed down from the other peers. This activity will help reinforce, steady beat, fitting rhythms into that beat, and being able to dictate various rhythms. Each time the students will rotate to give each group of students a chance to have a different responsibility.

Understand how various rhythms fit together in common time. Firmly understand how measures are formed, and understand how these rhythms fit within a steady beat. Students will go through a series of rhythmic patterns in which they will have to be able to audiate, codify and translate to other peers.

Students will be connecting this knowledge, to the rondo form they previously learned, and use these concepts to create their own rondo form.

Materials: Rhythm cards Paper/ Pencil

National Standard(s) Addressed:
repertoire of music Performing on instruments, alone & with others, a varied repertoire of music accompaniments Composing & arranging music within specific guidelines Listening to, analyzing, and describing music Evaluating music & music performances Understanding relationships between music, the other arts, & disciplines outside the arts history and culture

Culmination: (consolidation of lesson.)

Teacher and students will review What was the strategy used in partner work? ( listen, transcribe, correct, finalize) What were some strategies used in the telephone game that helped us successfully play this game? What have we learned about steady beat? What are some inferences we can make about learning, listening, writing and using rhythms? Notes/Extension This activity in the lesson is sequenced to inform how the students ability to keep a steady beat. To inform them on how to fit various rhythms into a steady beat. How to listen and audiate for various patterns, and reinforces the 4 step process of dictation, (listen, transcribe, correct, finalize).

Assessment: WrittenInformal Individual Performance GroupOther