Grade/Class: 3rd Grade

Prepare:
fa
Present:
syncopa
Practice:

Key

Tone set

Materials

drmslt
d

Lil Liza Jane

Music Lesson Plan

Week: 2 Kodaly II (Rhythmic Focus snapshot)
Music Experiences
Music Elements
X Speaking
X Rhythm
X Singing
X Pitch
X Listening
X Tempo
X Moving
X Form
Playing
Dynamics
X Reading
Tone Color
Writing
Texture
Creating
X Style
Song/Activity/Procedure
Objectives/Standards/Goals
Opening:
Welcome Song:
Question/Answer
Warm up the beat: have
students repeat short
rhythm patterns clapped by
teacher as short/long
Primary Focus:
SWBAT identify and clap
1. Sing through the song
syncopa rhythm.
once for review. Have Ss
paint the phrase and
SWBAT identify and label
identify how many beats in synocpa in the rest of the
each phrase (8). Draw 8
song.
lines on the board. Then
have the Ss in partners, 1
pat beat and the other tap
rhythm for first eight beats
of the song to help derive
the first measure.
2. Have the students
describe the sound and
derive the known. T: This
half of the room please
keep the beat while the
other half claps the rhythm
of the words. Ask the
group how many sounds on
beat 1. What do we call two
sounds on beat? Continue
through measure one. Can
also take student volunteers
to write the stick notation
on the board.
3. Isolate the unknown.
Have students switch jobs
and clap/pat second
measure. Derive beats 3

drmfsl

Naughty Kitty
Cat

drmf

Hanging out
the Linen
Clothes

and 4 (notated as half note

but could also be
quarter/rest). Have students
speak the rhythms in
short/longs. T: Now what
is going on with this part
(draw a box around the
mystery section)? Have
the students describe the
sound.
4. Relate the unknown to
known. Switch the written
notation to short-long if
needed to compare the
length of eighths in pairs to
the eighths surrounding ta.
Could also have students
clap the eighth notes if
needed, changing the first
measure to all eighth notes
to see if the short notes are
all the same length.
5. Label. T: When ti and ti
surround ta like this, we
call them syncopa.
6. Put the newly labeled
syncopa back into context
with the rest of the songs
rhythm. Speak on rhythm
syllables.
Change of Pace:
Naughty Kitty Cat game: Ss
in circle; cat in the center,
owner on the outside.
Owner chases cat on
Scat!
Secondary Focus:
Prepare fa; Sing entire
song. Have students show
the melodic contour with
hands. Compare motion
with Naughty Kitty Cat
(steps vs. leaps) and have
them walk the steps and
leaps in the song. Using
icon cards with clothes line
and laundry, have them
show the first phrase
(clothes line reinforces
steps versus leaps).
Closing:

*this song will be used to

present fa; however, this
song will also be used in this
lesson to prepare fa in the Ss
ears.
SWBAT follow the melodic
contour of Hanging Out the
Linen Clothes.

Goodbye, Everybody, Yes

Indeed (includes fa)
After singing once, add
syncopa to first measure;
see if they can identify the
new rhythm