Gr.

3 LES by Eve-Marie Boileau

Title: Maco Ai Cycle 2 Level 1 (Grade 3)
Length: 1 lesson Time of year: May

Intention

To interpret (sing) a song that is in a triple meter (3/4)

To play a specific rhythm that uses a dotted quarter note with rhythm sticks
To play a rhythmic part and sing a song at the same time

Targeted Disciplinary Targeted Cross-Curricular Competency

Competencies and Key Features

To interpret a musical work Category: Communication-Related Competencies

Key features:
To become familiar with the musical
content of the piece
To apply the rules for group
ensemble work
To apply elements of technique
To Appreciate musical works
Key features:
To examine a musical work or
excerpt for elements of content
To examine a musical work or
excerpt for socio- cultural references
To share his/her appreciation
experience.
To make connections between what
he/she has felt and examined.
Competency: To communicate efficiently
Key Features:
To establish the purpose of the
communication.
To carry out communication.
Category: Personal and Social Competencies
Competency: To cooperate with others
Key Features:
To interact with an open mind in various contexts.
To contribute to team efforts
To use teamwork effectively

Essential Knowledges The Broad Areas of Learning

Instrumental Techniques (Voice Title: Citizenship and Community

and Rhythm sticks)
Rules for Group Ensemble Work
Language of music (Duration, beat,
tempo, triple meter, pitch)
Structures (Rhythmic organization)
Focus of development: Involvement in action in a
spirit of cooperation and solidarity
Learning Strategies
I welcome others ideas.
I look at my conductor.

INTRODUCTION TO THE LEARNING AND EVALUATION SITUATION

Do you know what a waltz is? Its a type of dance! Everybody stands up and try it while
counting 1, 2, 3 out loud

Materials needed:
Rhythm sticks
 Activities Competencies Learning Evaluation
Strategies

Preparation
For this part of the lesson,
students are sitting at their
desks.

Group discussion about what the To communicate I welcome

students think Maco ai (title of the efficiently others
song) means? These are words that To establish the ideas
come from a dialect spoke by the purpose of the
Lumni tribe. Explain in which context communication.
those people would use this song. To carry out
communication.
To Appreciate
musical works
To examine a musical
work for social-cultural
references

Carrying Out

Teacher teaches the song by rote To interpret a musical I look at my Observation

and get the students to sing the work conductor by teacher
song to the strong/weak beats. To become familiar
Teacher shows the students where with the musical
the strong and weak beats are in content of the piece.
the song (strong=patch the legs, To apply the rules for
weak=touch the hips). group ensemble work.
To Appreciate
musical works
To examine a musical
work or excerpt for
elements of content

2. While the class is repeating the To interpret a musical I look at my Observation

song, teacher writes the beats on work conductor by teacher
the board and adds accents on the To become familiar
strong beats. Teacher explains that with the musical
in front of every strong beats, we content of the piece.
always need to add a bar line. To apply the rules for
Teacher writes the time signature group ensemble work.
() according to strong and weak To Appreciate
beats. musical works
 To examine a musical
work or excerpt for
elements of content

5. The teacher sings the song one To interpret a musical I look at my

more time (with the students) and work conductor
shows the different phrases. The To become familiar
teacher then isolates one phrase with the musical
where there is a dotted quarter note content of the piece.
and gets the students to sing that To apply the rules for
phrase while teacher writes the group ensemble work.
rhythm of that phrase on the board. To Appreciate
Instead of writing a dotted quarter musical works
note, the teacher will write a quarter To examine a musical
note and 2 eighth notes (not work or excerpt for
connected), making sure to remind elements of content
the students that eighth notes are
not always connected. Teacher then
claps the rhythm written on the
board while the students are singing
the song, then switch (teacher
sings, class claps). Is the rhythm
that we are clapping and the rhythm
that we are singing the same? No!
The teacher will tie the quarter note
to the first eighth note and remind
the students that a tie is equal to
+, then replace the tied notes with
a dotted quarter note. The teacher
will explain that the dot is called
M, so when it is next to Ta, we call
it Tam.

The teacher gets the class to sing To interpret a musical I look at my Observation
that phrase using the rhythm work conductor by teacher
syllables instead of the words. To become familiar
with the musical
content of the piece.
To apply the rules for
group ensemble work.
To Appreciate
musical works
To examine a musical
work or excerpt for
 elements of content

Teacher asks if they know any hand To communicate I welcome

clapping games teacher shows a efficiently others ideas
new one (that includes a dotted To establish the
quarter note) that will be transferred purpose of the
to the rhythm sticks later. communication.
To carry out
communication.
To Appreciate
musical works
To examine a musical
work or excerpt for
elements of content

Students clap this hand rhythm on To cooperate with Observation

their own, making sure that they are others by teacher
together on the downbeat. Once To interact with an
they are ready, try it with a partner. open mind in various
While clapping the rhythm, they contexts.
should always say the rhythmic To contribute to team
syllables that goes with it tam ti ta. efforts.
The teacher needs to make sure that To use teamwork
they all say the words out loud; it will effectively.
help them to stay together. To interpret a
musical work
To become familiar
with the musical
content of the piece.
To apply the rules for
group ensemble work.

Try it again but with rhythm sticks Observation

and a partner, again making sure To cooperate with by teacher
that they say the words out loud. others
To interact with an
open mind in various
contexts.
To contribute to team
efforts.
To use teamwork
effectively.
To interpret a
musical work
 To become familiar
with the musical
content of the piece.
To apply the rules for
group ensemble work.
To apply elements of
technique

Integration/Reinforcement
Divide the class in half some sing To interpret a I look at my Observation
the song, some play the rhythm musical work conductor by teacher
sticks part, then switch. Make sure To become familiar
that they are able to perform both with the musical
parts. content of the piece.
To apply the rules for
group ensemble work.
To apply elements of
technique

Group discussion about the activity: To communicate

what part did you like the most efficiently I welcome
(singing or playing the rhythm To establish the others ideas
sticks)? Why? Was it difficult to play purpose of the
and sing at the same time? communication.
To carry out
communication.
To Appreciate
Musical Works
To share his/her
appreciation
experience.
To make connections
between what he/she
has felt and
examined.