Name: Emma Firment

Grade: 1st
Week of: November 23rd
Cooperating Teacher: Alane Stolkovich
M- T- W- Th- F
Concept : General Music;
experience / imitate / explore /
improvise (through) : speech / singing / moving / instruments
Students Will:
perform / identify / read / notate / compose / analyze as a class / in small groups /
individually
Standards Addressed:

Anchor Standard: Select, analyze and interpret artistic work for presentation.
o Grade 1
MU:Pr4.2.1
a.With limited guidance, demonstrate knowledge of music
concepts (such as beat and melodic contour) in music from
a variety of cultures selected for performance.
b.When analyzing selected music, read and perform
rhythmic patterns using iconic or standard notation.
MU:Pr4.3.1
Demonstrate and describe musics expressive qualities
(such as dynamics and tempo).

Learning Targets:

I will be able to count simple rhythms

I will be able to keep a steady beat
I will be able to create and count my own rhythm
I will be able to work in small groups

Materials Required for this Class:

White Board & Markers

Projector
Laptop
Fall Rhythms worksheet
Fall Rhythms cards

DocCam

Process: (In detail)

Opening
o Review what we did last week
Counting with tas and ti-tis
o Review some slides on the PowerPoint, having individual student pat and
count each rhythm.
Fall Rhythms
o Show students the Fall Rhythms worksheets
Ask students what each image represents
Owls & Leaf = Ta
Pumpkins, Apples, and Acorns = Ti-Ti
o Have students, as a class, pat and count the rhythms
Small Groups
o Split students up into small groups and give them each 4 cards
o Have them work on creating their own rhythm
Closure
o While students are working, the teacher will create her own rhythm,
placing cards under the DocCam
o Call students to attention and have them pat and count the teachers
rhythm
o Have groups come up one at a time, sharing their rhythm with the class.

Assessment:

Teacher Observation
o Observe students throughout class to ensure that everyone is singing,
demonstrating correct singing posture, and breathing.

Adaptations:

Students who have a visual impairment will receive a paper with words in larger
font
Student who have a hearing impairment may sit closer to the front of the
classroom in order to hear the teacher better