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  • Third313 17

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    This document outlines a music lesson plan for third grade students that includes objectives, key questions, activities, and assessments. The lesson introduces various musical concepts like rhythm, melody, solfege, and form through activities like singing call-and-response patterns, creating rhythms, and labeling music. The plan provides direct instruction, guided practice, and independent practice opportunities for students to demonstrate their understanding of music fundamentals.

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    This document outlines a music lesson plan for third grade students that includes objectives, key questions, activities, and assessments. The lesson introduces various musical concepts like rhythm, melody, solfege, and form through activities like singing call-and-response patterns, creating rhythms, and labeling music. The plan provides direct instruction, guided practice, and independent practice opportunities for students to demonstrate their understanding of music fundamentals.

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    © All Rights Reserved
    Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
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    30 vizualizări2 pagini

    Third313 17

    Încărcat de

    api-329779328
    This document outlines a music lesson plan for third grade students that includes objectives, key questions, activities, and assessments. The lesson introduces various musical concepts like rhythm, melody, solfege, and form through activities like singing call-and-response patterns, creating rhythms, and labeling music. The plan provides direct instruction, guided practice, and independent practice opportunities for students to demonstrate their understanding of music fundamentals.

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    din 2

    Third 3/13-17

    Objective (I Can) Blooms Level/Rigor


    -Sing in canon -Remember
    -move to music -Understand
    -perform an ostinato -Apply
    -perform in 2 parts -Analyze
    -create rhythm patterns
    -Label and Perform Q/A

    Key Questions Assessment of Learning


    -Why do we warm up our voices? -Observe movement to pulse
    -How do we turn random noises like a clap or stomp into -Hear individuals sing
    music? -Observe students leading movement
    -How can we make the music sound like the text? -Define intro/coda/interlude
    -How do we describe minor vs. major?
    -How is Q/A similar to conversations?

    Activities
    Hook/Building Background
    -Follow Me
    -Good News (Sung)
    -So Glad Im Here

    Direct Instruction (I DO) Guided Practice (We DO) Independent Practice (You DO)
    1. Create Rhythm Patterns
    With Body Percussion

    2. Label Question and Answer


    Teacher asks question in
    rhythm-students say answer back 2. Label Question and Answer
    Challenge in rhythm clapping
    Push for more complex Have students work with a
    answers partner

    4. Label Fa 3.Ama Lama


    sing/echo pattern sing
    Teacher Sings-demonstrate
    Q/A first
    5. Do-Re-Mi-Fa Students perform Q/A back
    and forth for B section.
    Sing on Solfege
    Melody with Hand Signs
    5. Do-Re-Mi-Fa

    Sing in canon

    6. Folk Dance

    7. I Can Read That!

    Read through the rhythm


    Identify the ostinato
    Perform in 2 parts
    Add instruments if time

    8. Leprechauns, Giants, and Wizards Game (if time)

    Lesson Closure
    Hey Goodbye Song
    -line-up procedure (practice as needed)
    Differentiation
    3 line vs. 5 line staff for writing solfege

    Key Vocabulary
    Pulse
    Solo
    Melody
    Rhythm
    Quarter Note
    Quarter Rest
    Eighth Notes
    Half Notes
    Sol/Mi/La
    Whole Notes
    Mi/Re/Do
    Ostinato
    Coda
    AB Form
    Staff
    Rondo Form
    Pentatonic
    Half Notes
    Whole Rest
    Half Rest
    Major vs. Minor
    Crescendo/Decrescendo
    Introduction
    Interlude

    Friday Stations

    1. Listening-Tubby the Tuba


    2. Rhythm-16th note, 8th note, and quarter note-drumming
    3. Computer-Game
    4. Form review
    5. rhythm patterns with instruments
    6. Assessment-form

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