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Lesson Plan Mrs. Claudia J. Dickens Grade Level 5 Music Specialist Nine Weeks Week Lesson 2 2 Unit 3, Lessons 2 and 4 NC Standard Course of Study Essential Standards: 5.ML.1.1 Illustrate independence and accuracy while singing in 2 parts within a group. 5.ML.1.3 Use instruments to perform an accompaniment to a song. 5.ML.2.2 Recognize pitches on the treble staff in order to understand the continuum of standard pitch notation. 5.ML.3.2 Create compositions and arrangements within specified guidelines. 5.MR.1.2 Use music terminology in explaining music, including components of a major scale, intervals, genre, style, harmony, and countermelody. 5.CR. 1.2 Understand the relationships between music and concepts from other areas. Teaching Objective(s): Pitch: Identify and sing pitches of a melody that includes all the pitches of the major scale Harmony: Read a C-major scale and sing it in thirds Materials Needed: Teacher and student textbooks, pp. 90-93, 98-101 Ipod playlist – Grade 5, CD 5 Teacher Resource Master 3.8 Procedure: 1. Review of Pentatonic Scale a. Have students list Solfege tones used in Pentatonic Scale (do, re, mi, so, la) taking note of the tones NOT in the Pentatonic Scale (fa, ti) b. What does the pattern look like on barred instruments? (groups of 2 and then 3) 2. “Mango Walk”, p. 90, CD 5:27 a. Listen to song without looking at the book and see if they can identify it as from the area of the Caribbean by hearing the steel drums b. Is the movement in the melody by skips or steps mostly. (steps) c. Is this song Pentatonic? (No) Hint: Find do (indicated to the left of the treble clef) and count up to see if there is a fa or ti. d. This is a Major Scale because it DOES include fa and ti e. New Vocabulary - Use the keyboard on a white board to demonstrate each of the vocabulary words below i. Major Scale – includes do, re, mi, fa, so, la, ti ii. Interval – the distance from one pitch to any other pitch iii. Half step – the smallest interval; from one note to the very next note, whether that note be black or white iv. Whole step – interval equal to 2 half steps v. Second – interval from one letter name to the next vi. Pattern for major scale – see white box, p. 91 and use keyboard on white board to explain f. Have students play hand drum and bass xylophone with the song – see p. 90 3. Countermelody – a melody that sounds good with another melody a. Listen to countermelody for “Mango Walk”, p. 92, CD 5:30 b. Does it move stepwise or skip? (step) c. Teach and sing with song d. Listen to yet another variation on this song, “Jamaican Rumba”, CD 6:1 while following the listening map on p. 93 4. Harmony in thirds – “De colores”, p. 98, CD 5:22 a. Listen to the song and decide if it is a counter melody (one that could stand alone) or a simple harmony part. (harmony) b. Is the harmony lower or higher than the melody? (lower) c. Notice that the harmony is in thirds (see p. 98 for explanation) d. New vocabulary, p. 100 i. Sharp (looks like tic tac toe) – raises the pitch ½ step higher ii. Flat (looks like a b) – lowers the pitch ½ step iii. Natural (looks like a broken tic tac toe) – cancels and sharp or flat 5. Assessment: 3.8 (Note that the answers for 3 down and 4 across have a conflicting letter)