Music – Grade 3 (Arial 16pt) · Web viewBaroque Era: “Gigue from Suite #1 for Cello”; Grade 3; p. 178 Key Questions Getting the Big Ideas Strategies ~What does the word “Baroque”

Music Grade 3 (Arial 16pt)

Music Grade 2

CONCEPTS: Melody, Rhythm, Music Literacy; Smart Listening, String Instruments Family

Week 1First Grading Period

TEKS Grade 2

1B Use music terminology

1C Identify forms

2A Sing/play classroom instruments

4A Create short rhythmic patterns

5B Sing songs/play games from diverse cultures

5C Identify relationships between music and other subjects

6A Distinguish between elements in musical performances

6B Show appropriate audience behavior

College Prep

Vocabulary

Resources

Instructional Guidelines

Recordings:

*Dance, Dance, Dance!, CD 1:1, CD Index, p. 35 (Audio Clip)

*Step in Time, CD 1:4, CD Index, p. 36 (Audio Clip)

*Sheep in the Meadow, CD 1:7, CD Index, p. 36 (Audio Clip)

Resources:

*Resource Master 14 (Finding the Beat), p. 5

Key Questions

Getting the Big Ideas

Strategies

~What is the difference between beat and rhythm?

~Patsch the beat of the song

~Learn text

~Move to the beat of the song

~Sing song and perform movement

Direct Teaching

Demonstrations

Drill & Practice

Assessment

Have students demonstrate the steady beat while singing the song.

Click here for more information on more music lesson plans.

Special Education

Partner student with another student

More frequent checks

Have students use rhythm note cards to construct the patterns on the transparency.

Have a color-coded copy of the transparency to increase interest.

Play a game or add movement to a song to add a change of pace when needed.

Music Grade 2



TEKS Grade 2

1B Use music terminology

2B Sing/play songs from diverse cultures/styles

3A Read simple music notation



College Prep

Vocabulary

Resources


Lesson Objective:

Lesson 2:

Recordings:

*Sheep in the Meadow, CD 1:7, CD Index, p. 36 (Audio Clip)

*Check It Out! (It's About Respect), CD 1:14, CD Index, p. 35 (Audio Clip)

*Step in Time, CD 1:4, CD Index, p. 36 (Audio Clip)

*Engine, Engine Number Nine, CD 1:17, CD Index, p. 35 (Audio Clip)

Instruments:

resonator bells

Orff mallet instruments

Resources: Listening Map Transparency LM1

*Orff Orchestration O1 (Engine, Engine, Number Nine), p. 2

*Resource Master 15 (High and Low), p. 6

Key Questions


Strategies

~What object in your classroom also uses a steady beat? (clock)

~Have students patsch the beat while listening to the song.

~Learn song and perform movements while singing.

Direct Teaching

Demonstrations

Drill & Practice

Assessment

Have students demonstrate steady beat while singing the song.

Click here for more information on Carl Orff

Special Education






Music Grade 2




6A Distinguish between elements in musical

College Prep

Vocabulary

Resources


Lesson Objective:

Recordings:

*Engine, Engine Number Nine, CD 1:17, CD Index, p. 35 (Audio Clip)

Instruments: rhythm sticks

wood blocks

triangles

drums

Resources: Listening Map Transparency LM2 (Country Gardens)

*Orff Orchestration O2 (I Bought Me a Cat), pp. 3-4

*Resource Master 16 (Rhythm for a Poem), p. 7

Key Questions


Strategies

~Why do we need different types of notes and rests?

~What rhythm would you use to sing about a cow (moo-moo)?

~Concept presentation on the following: quarter note, eighth note and quarter rest.

~Have students identify new concepts in todays repertoire.

~Learn song and perform.

Direct Teaching

Demonstrations

Drill & Practice

Problem Solving

Assessment

Have students point and identify each new note/rest concept today.

Perform song with text and critique.

Click here for more information on nursery rhymes , and more nursery rhymes.

Special Education






Music Grade 2




4B Create short melodic patterns




College Prep

Vocabulary

Resources


Lesson Objective:

Lesson 4:

Recordings: *Engine, Engine Number Nine, CD 1:17, CD Index, p. 35 (Audio Clip)

*Lemonade, CD 1:25, CD Index, p. 36 (Audio Clip)

Instruments: pitched instruments

tambourine

triangle

hand drum

wood block

finger cymbals

Resources:

*Resource Master 17 (Compose a Cheer), p. 8

*Resource Master 18 (Mid-Unit Review), p. 9

Key Questions


Strategies

~What are music hand signs?

~Can you hear and hand sign mi, and so?

~Find the pitches associated with mi and so in todays repertoire.

~Hand sign the pitches mi and so while singing todays repertoire.

Inquiry

Guided Practice

Drill & Practice

Assessment

Have students hand sign mi and so while performing.

Have students isolate mi and so and sing the pitches from the teachers random hand signs.

Click here for more information on Curwen Hand Signs

Special Education






Music Grade 2



TEKS Grade 2

3B Write simple music notation


College Prep

Vocabulary

Resources


Lesson Objective:

Recordings:

*Bate, Bate, CD 12:15, CD Index, p. 35 (Audio Clip)

Pronunciation: Bate, Bate, CD 12:18

Instruments:

maracas

Resources:

*Resource Master R1 (Writing Rhythms), p. 97

Key Questions


Strategies

~How is chanting different from singing? How is it alike?

~Why do we have two notes on a beat? Or, one notes on a beat?

~Find paired eighth notes and single quarter notes.

~Learn chant.

~Have half of the class chant the rhythm while the other taps a steady beat. Reverse.

~Learn chant movement.

Sight-read

Compare & Contrast

Drill & Practice

Focused Learning

Assessment

Have students chant tapping the rhythms.

Chant again and patsch the steady beat.

Click here for more information on a music lab!

Special Education






Music Grade 2



TEKS Grade 2

2A Sing/play classroom instruments



College Prep

Vocabulary

Resources


Objective:

Lesson 2: So and Mi, TWE, p. 243

Reinforce/Assess: Use after Unit 1, Lesson 4

Recordings:

*Say Your Name, CD 12:19, CD Index, p. 36 (Audio Clip)

Instruments:

*Resource Master R2 (Writing so, Mi), p. 98

Key Questions


Strategies

~Can you sing this song backwards with hand signs and performing correct rhythms?

~Are booth melodic lines alike or different?

~Sight-read rhythm.

~Locate so and mi in the song.

~Sing so and mi from teachers hand sign.

~Sight-read pitches in song.

~Learn text and perform song

Explicit Teaching

Drill & Practice

Demonstrations

Assessment

Have students hand sign song while singing the syllables.

Have students tap rhythms while singing the song.

Click here for more information on folk songs collections

Special Education






Music Grade 2



TEKS Grade 2



College Prep

Vocabulary

Resources


Objective:

Lesson 3:

Recordings:

*Cuckoo, Where Are You?, CD 12:22, CD Index, p. 35 (Audio Clip)Instruments:

Resources:

*Resource Master R3 (Mi, So, and Quarter Rests), p. 99

Key Questions


Strategies

~Why are eighth notes usually paired?

~How many measures are in the song? How many measures have the two eighth notes paired and a quarter note?

~Sight-read rhythms

~Hand-sign and sing solfege

~Learn text and perform the song

~Learn and play game

Review

Drill & Practice

Sight-read

Compare & Contrast

Assessment

Have students perform song with hand-signs and them tapping the rhythms.

Smart Music Listening 1st 9 Weeks:

Johannes Sebastian Bach

Baroque Era: Gigue from Suite #1 for Cello; Grade 3; p. 178

Key Questions


Strategies

~What does the word Baroque mean?

~Why is Bach still famous after over 250 years since his death?

~At what age did Bach begin composing?

Listen to the musical selection and discuss style.

Discuss instrumentation.

Learn about Bachs life as a composer and a person.

Discover that a Musette is a French 18th century dance.

Direct Teaching

Brainstorming

Music Listening & Analyzing

Focused Listening

Assessment

Have students tell about Bachs Life.

Have students explain that the Baroque era is a time in music history.

Click here for more information on Bach and Classics for Kids

Special Education






Music Grade 2


Week 8

First Grading Period

TEKS Grade 2



College Prep

Vocabulary

Resources


Objective:

Recordings:

*Hey, Hey, Look at Me, CD 12:26, CD Index, p. 35 (Audio Clip)

Instruments:

pitched instruments

Key Questions


Strategies

~How are the two songs similar? How are they different?

~Can you name/sing other songs that are similar?

~Sight-read rhythms and solfege.

~After the solfege is mastered, learn songs with text.

~Learn games

Review

Drill & Practice

Sight-read

Compare & Contrast

Assessment

Have students name rhythm and solfege, then perform the song correctly and musically.

The teacher will:

Present the string instrument family (violin, viola, cello, bass violin).

~Identify string instruments in the orchestra

Discuss relationships between music and other subject(s) using a graphic organizer

Key Questions


Strategies

~What are the instruments of the string family?

~What are the differences between instruments in the string family?

~What are the relationships between music and other subjects?

~Distinguish Timbres between todays string instruments

~Understand relationships bween music and other subject(s)

Listening

Group discussion

Graphic organizer

Aural recognition

Assessment

Have students distinguish timbres of string instruments aurally.

Have students describe the similarities and differences of the string instruments.

Click here for more information on string instruments

Special Education






Music Grade 2



TEKS Grade 2

5Bsing songs and play musical games from diverse cultures;

6Adistinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and

6Bshow appropriate audience behavior during live performances.

College Prep

Vocabulary

Resources


Word Wall

English/Spanish

Soprano/Soprano

Alto/Contralto

Song/Cancion

Performance/Evento

Spotlight on Music

Macmillan McGraw-Hill; Grade 2

http://www.mhschool.com/music/2005/student/grade3.html

Student Textbook Resources

Supplemental Resources

~TAKS Handbook

~Multimedia DVD

~Listening Map Transparencies

~Reading Music Transparencies

~Orff Orchestrations

~Recorder

~Electronic Lesson Planner

~Music Software

Internet Resources

Elementary Music Rubric

Concert Etiquette

Curwen/Kodly Hand Signs

(Selected songs for Performance)

The teacher will:

prepare students singing in-tune as a group

introduce students to music of diverse cultures and styles

model applying basic criteria in evaluating music performances (in tune singing, rhythm, correct tempos, dynamics, diction)

demonstrate appropriate audience etiquette

Key Questions


Strategies

~What does it mean to perform? How is this different from singing in our classroom?

~Why should we have audience etiquette?

~What does it mean to sing in-tune?

~Is diction important in singing? Why?

~Evaluate musical performances

~Apply appropriate audience etiquette

~Apply basic criteria in evaluating performances

Compare & Contrast

Group Discussion

Analyze

Assessment

Have students use a performance rubric to rate criteria: Always, Most of the Time, Some of the Time, Rarely, or Never

.

Technology Connection Click here for more about audience etiquette

Special Education






Adopted textbook has multiple correlations and resources for other curriculum areas.

Vocal Music & Reading:

Research and Correlations

HYPERLINK "http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf" http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/music_reading_research.pdf










































SAISD 2009-10 Music 2nd Grade (First Grading Period- Week 1)Page 12 of 18

Documents

Music – Grade 3 (Arial 16pt) · Web viewBaroque Era: “Gigue from Suite #1 for Cello”; Grade 3; p. 178 Key Questions Getting the Big Ideas Strategies ~What does the word “Baroque”