First 5/ 8-12

Objective (I Can) Blooms Level/Rigor

-Adjust a performance with feedback -Remember
-Perform with accuracy -Understand
-demonstrate audience and performance ettiquette -Apply
-Analyze

Key Questions Assessment of Learning

-How does solfege relate to music? -Observe moving to pulse
-What is the timbre of the music? -Small group high and low voices
-How do we identify dynamics? -Observe students leading rhythm and movement
-What does contour tell us about the music? -listen to students sing sol/mi pattern

Activities
Hook/Building Background
-Follow Me
-Good News (Sung)

Direct Instruction (I DO)
1. Talk about concert
2. Assign Riser Spots
Guided Practice (We DO) Independent Practice (You DO)
3. Practice getting on and off risers
4. Run through songs:
Yankee Doodle
Miss Mary Mack
The Kangaroo
Tres Pajaritos
Dance (Syncopated Clock)

Lesson Closure
Hey Goodbye Song
-line-up procedure (practice as needed)

Key Vocabulary
High vs low
Steady Beat
Rhythm
Pulse
Critique
Quarter Note (TA)
Sound vs Silence
Loud vs soft
Eighth Note (TiTi)
Phrase
Introduction

Friday Station
1. Listening Station-Tubby the Tuba
2. Rhyming Words-white boards
3. Rhythm patterns with instruments
4. Meet with Mrs. Harkema-Rhythm Assessment/practice solfege
5. Computer-game