1st

Grade: Unit 4, Quarter Note Rest, Lesson 1

Week of 2/6/17
Outcome Prepare: internalize quarter rest through kinesthetic activities
Practice: reading so-mi
INTRODUCTORY ACTIVITIES
Warm Up Beat activity
Time Limit: 4 minutes Coldplay A Sky Full of Stars
Pre-teach motions
Perform movement activity
Sing known songs Pease Porridge Hot
Time Limit: 4 minutes CSP: A
T and Ss sing the song
Ss perform steady beat motions to reflect the form of the song (AABC)
Trans: Pat the beat into the next song with pattern used in above step
Tuneful singing Bow Wow Wow
Time Limit: 4 minutes CSP: D
Ss sing the song with motions of the previous song
Ss hum the song or selected phrase.
Ss sing the song or a selected phrase on [z]
Trans: T sings p4 on [z] Ss echo into next song
Review known songs and Doggie, Doggie
elements CSP: A
Time Limit: 4 minutes Ss sing and keep the beat
Ss sing the first and second phrase phrases with rhythm syllables and
tap the beat
T sings known songs and Ss echo with rhythm syllables and tapping the
beat:
o Rain, Rain
o Cobbler, Cobbler
o Seesaw
Trans: Ss show the phrase for the next song
CORE ACTIVITIES
Teach a new song Naughty Kitty Cat (AABC)
Time Limit: 4 minutes CSP: A
Ss show phrases for the song while T sings in between each question.
T: How many phrases did we show? (four).
T: How many beats were in each phrase? (four).
T: What is the first letter of this phrase? (A) Repeat with each phrase.
T: The name of the song is Naughty Kitty Catt.
T and Ss say the form.
Trans: Ss pat improvise beat patterns into next song
Preparation/Presentation Hot Cross Buns
Time Limit: 5 minutes CSP: A
Ss sing the song
Ss sing the song on loo and keep the beat
T demonstrates how to clap rhythm (Put the beat with no sound n your
shoulders. (Ss copy Ts motions; T does not tell them about the rest at
this time.)
 Ss sing the song and point to the representation of the rhythm.
T: For the heartbeats with no lines (or buns, circles, etc.), tap the beat
on your shoulders.
K representation should have sixteen hearts (4x4) with lines
representing the rhythm.
Trans: Ss quietly march and sing the next song into a circle
Creative movement Lucy Locket
Time Limit: 7 minutes CSP: A
Ss sing the song and play the game.
Eliminated Ss create a rhythmic accompaniment with known elements
using unpitched percussion instruments
Ss play a Bordun (D and A) on xylophones to the beat
Trans: Ss quietly march and sing the next song back to their spots
Practice/Presentation Snail, Snail
Time Limit: 8 minutes CSP: A
Ss sing the song
T: We can label the high and low pitches with solfege syllables.
We call the high pitch so and low pitch mi.
T shows hand signs spatially, using the whole arm.
T sings the first phrase of Snail, Snail with solfege syllables and hand
signs. Ss echo.
Introduce the musical steps:
o T: So and mi look like this on our musical steps. From so to mi is a
skip. (Hum so-fa-mi to prove that there is something else in the
middle.)
o T: We can write our phrase in traditional notation and put our solfege
syllables under the notation.
qq\qq
s m s m
Ss read the target phrase from standard rhythmic notation and solfege
with inner hearing
Introduce music staff and hand staff:
o Five lines and four spaces; Ss count the lines and spaces from bottom to
top.
Rule of placement:
o T: Sometimes notes are on a line and sometimes notes are on a space.
T shows a note on a line and a note on a space. (Note to T: we find it
best to place only the note head on the staff.)
o T chants, If so is on a line, then mi is in a line below! Ss echo and T
shows the placement on the staff.
o T chants, If so is on a space, then mi is on a space below! Ss echo and
T shows the placement on the staff.
Ss read the target phrase from staff notation
T transforms the phrase into related song material:
o Rain, Rain and Seesaw
o Doggie, Doggie and Cobbler, Cobbler and Ducks and Geese
SUMMARY ACTIVITIES
Review new song Naughty Kitty Cat (AABC)
Time Limit: 1 minutes CSP: A