Lesson

Original Orchestration Composition - Time to Rise Date October 31, 2018

Title/Focus
Subject/Grade Time
Grade 5 50 minutes
Level Duration

Unit Reading and Writing - Slur Teacher Erin Yaremcio

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning Reading and W riting
Outcomes:
FOCUSED
Specific 34. Recognize ties, slurs, and accidentals
Learning
Outcomes:
LEARNING OBJECTIVES
Students will:
1. Be able to draw from previous knowledge on ta, ti, shhh, and ta-aa to clap the rhythm
2. Be able to use prior knowledge to be able to clap and say the rhythm at the same time
3. Be able to sing accurately in unison within their group
4. Be able to accurately identify that there is an underlying beat vs. the rhythm of the words
5. Be able to identify the need for a slur in the piece
6. Be able to repeat an ostinato while singing another piece
7. Be able to play their instruments with accuracy
ASSESSMENTS
Observations: • Are students clapping the rhythm in time with others?
• Are students clapping the correct rhythm?
• Are rests observed?
• Are students attentive?
Key Questions: • Are we clapping the beat, or are we clapping the rhythm?
• What do we do for a ta? A ti-ti? A ta-ah? A shh?
• What is the proper way to play/move our instrument?
• What do you think we learned today?
• How could a tie help you in music?
Products/Performances: • Students will be able to go through the piece with ease as a large group
• Students will be able to sing the song, and perform at the same time
• Students will be able to identify the need for a slur
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
• Whiteboard and whiteboard marker
• Discovering Orff – Frazee • Lesson plan and orchestration papers
• Alberta Education Music Curriculum • Pitched Percussion Instruments
• Non-Pitched Percussion Instruments
• Mallets
PROCEDURE
Prior to lesson Students have already learned time signature, and that duration can be extended by a dot.
Have all instruments out and prepared for the lesson. Have a whiteboard marker ready.
Introduction and Body Time
Introduction Greet students and do a fun singing attendance game of “sing your name” 2 min
Review Review what happens to a dotted note. 2
Introduction Voice Part “A little birdie came to me so excited this morning. She was so excited
of Song because not only did she have a new song for me, but she had a special
surprise in the song. See if you can find the special part in the song”. Sing 5
the song to the group. Teach the song using a route method. Use a
glockenspiel or the Piano App on iPad if necessary to get the correct pitch.
Introduction to Tie “Why don’t we take our inspector glasses out and see what we can find 10

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 that’s different about this song, because a little birdie told me that there
was going to be something new in the song!” Sing one more time. What was
new? Using help from the students about beat, rhythm and words – guide
students towards the “yellow”. Do the “hmmm this is strange. I don’t think
yel is a word, and I know low is a word, but they don’t fit together? What
word should it be?” How should we connect them? Introduce the term slur
and explain how it makes things connected and so we must connect them
with our words. Do an example of really choppy staccatos vs. slurs.
Introduction of Using the students who are the quietest or some other method, ask
Instruments students to chose an instrument and sit quietly with mallets away from
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them.

Introduction and Start at the glockenspiel and go down the grand staff to the bottom.
Demonstrations of Demonstrate and make sure each group is able to repeat the ostinato. Use a
Accompanying Ostinatos building opportunity, such as glockenspiels and altos, then triangle alone, 15
on NPP and PP then glockenspiels, altos and triangle together. Get the other groups to sing
the song while we go over the ostinatos.
Practice and Go through the whole song. Encourage students to sing along as they get
Performance more comfortable with their parts. If time permits, allow students to switch
instruments and see if they can remember the new part, if not help 14
students and teach. Use conducting methods that encourage dynamics, and
especially for the slur.
Closure Time
Review Ask students to put away instruments properly, remind them of proper
procedure if necessary. Ask students what they think they learned. Ask all
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key questions. Go over anything missed and correct terminology where
appropriate.










Reflections from the

lesson