Crocodile 3rd Grade Lesson u1924

3rd Grade- November 3rd lesson Rationale: This lesson will review previously learned materials for a program and reinforce the use of percussion instruments

Materials/Equipment: "Knock the Cymbals" MISD Song Book "We Will Not Forget" Music K-8, vol 21 #2 Crocodile Beat- Gail Jorgensen Guiro -Lollipop drum -C/G bass bars -Finger cymbals -Cabasa -Gong -Large hand drum -Tambourine -Slapstick onamonapia cards --Velcro Board/notes

Objectives:

(Statements about what the children will do, written out as “the student will.” Include music objectives as well as objectives for your chosen content area(s). Refer to the TEKS.)

  

The student will identify term onamonapia in song story The student will sing and play a variety of songs The student will discuss and play percussion instruments

Lesson Plan: Introduction (Anticipatory Set/Motivation): " Today we are finally going to use some of the percussion instruments we talked about in our symphony study! Are you ready to play some games and use some instruments?"

Process: (Plan how the lesson should be taught. Break the material into very small steps and write out each step. If you include any lyrics here, write them out as you would a poem-phrase by phrase. Attach or embed a copy of the notation.) (Follow the formal lesson cycle: Prepare through Imitation and Exploration, Present/Label, Guided Practice, Independent Practice, Improvisation/Creation, Assessment& Closure.) (Group your lesson steps under large headings, such as “Teach the song” “Teach the game” etc.)

TEKS Achieved: 110.14 Eng 4.D(3rd)- identify and apply playful uses of language 117.12 5.B (3rd)Sing/Play games (IncludeMus the source for any book, recording, from song, diverse game, or cultures idea, in APA format. If the 117.12 1.B copyright (3rd)- Describing lesson isMus original, it: © 2014 instruments with musical terminology )

Bloom’s Taxonomy: Knowledge Analysis Comprehension (For the three categories below, delete any Application criteria which do NOT apply to your lesson.)

Differentiated Learning: Auditory Kinesthetic Verbal/Linguistic Intrapersonal

Submitted by: Brianna Connaughton for Grade Level 3

Visual/Spatial

1. Gathering/Familiar Activity  Ask for students to explain the play party steps for "Knock the Symbols" guiding them to the correct order ( in/out, left hand, right hand, promenade)  Sing and play through song 2.  Students read through the verses of "We Will Not Forget" discussing the concept of "they have paid the price" with students  Review Second ending with piano, making sure students are singing the correct intervals for final "we will not forget"  Talk about the program for Veterans day- it is expected that students stand tall and be attentive when singing to the veterans because we appreciate their service. Have students volunteer ideas of how they will be a good audience for the show  Sing through entire song with accompaniment.

3. Transition/ High Concentration ( Sound Story) 

Musical

 Classroom Strategies: Cooperative Groups Technology Lecture Whole-group

Hands-On

      

Discuss the instrument played at the beginning of the accompaniment(snare drum) and then review the 3 different ways a percussion instrument can be played (striking, shaking, or scraping) Play each laid out instrument for students, having the describe how the sound is made --Sound Story-Read through Crocodile Beat Talk about onamonapia- words that are sounds. Ask which words in the book are this? Play each instrument, have students with teacher assign each onamonapia card to an instrument Teacher Assigns sounds/instruments to students Practice playing each instrument correctly Read through song, playing instruments at assigned sound

4. Brain Break- Good Morning 

Review rhythm for "want to say hooray"- practice rhythm pattern on legs, claps and snaps in order

 Need partner by "want to say hooray"  Play and sing through song 5. Notation Review  Students echo teacher with hand signs- SLSM/MMSL/SSMSSL/LSMSL  Review skip vs step ( La is step up from Sol and Mi is Skip Down from Sol)  Together, Practice notating patterns, moving So each time  Select students to come practice on board- rest of class reviews work

Accommodations:

(List steps that could be taken to modify the lesson, the environment, or the delivery so that the child can reach the objectives above.) 1. - SPED students could be allowed to make their own body percussion sound instead of using loud instruments - SPED student could be allowed to show Mi/Sol/La steps by oral notation 2. - ELL students only required to sing the chorus of the song, working on the verses - Onamonapia word would need to be repeated many times in order to convey playing of instrument on that specific word

Assessment/Evaluation: (State a method of evaluating whether or not the students learned the concepts or skills listed in the objectives above. State WHAT will be assessed and HOW it will be assessed.)

1. Listen for diction on Veterans day song, assessing whether they have participated in the practicing of reading the verses 2. How percussion instruments are played- ask individual students how a certain instrument is played, right or wrong, that has been covered in the song story 3. Popcorn the notation on the board around to students, informally assessing comprehension of the skip vs. step for Mi/Sol/La.