Download Slezak Third Grade Lesson Plan

Interview Lesson Plan
Grade 3
Prerequisite Knowledge: Students must have a basic knowledge (names and duration) of notes and rests, including whole notes, half
notes, quarter notes, eighth notes, sixteenth notes and quarter rests
Primary Concept: Duration of whole notes, half notes, quarter notes, eighth notes, and quarter rests. Furthering understanding by
comparing note names/durations to fractions.
Objectives: The student will identify notes and durations correctly. The student will compare notes and durations to fractions to
further understanding.
Curriculum Links: Music: Grade 3: 5CE Identify elements of music using developmentally appropriate vocabulary.
Grade 3: Math: A.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram.
A.3.B – Recognize and generate simple equivalent fractions e.g. 1/2=2/4.
A.3.C – Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers
Materials: Computer, SmartBoard, number line, whiteboards/dry erase markers
Evaluation: Visual/Aural
Sequence of
Lesson
Warm up
Review
Introduction
How It Is Worked On (step by step)
- Students sing through 5 sound cards and solfege patterns
- Review names, number of beats, and clapping and counting for whole note, half note, quarter
note, eighth notes, sixteenth notes, and quarter rest.
- Practice clapping and counting a few rhythms with students
- Select some volunteers to clap and count rhythms for class (make mark in gradebook on how they
did/who has gone)
- “I can identify note names and durations”
- “I can compare notes to fractions to understand their names and durations”
Time
Estimation
3 min
5 min
2 min
Interview Lesson Plan
Grade 3
- Tell students that they will be working with fractions today to help understand how the note
names tell you how many beats the note will receive.
Notes vs.
Fractions
- Ask students what whole numbers are (1, 2, 3 etc.)
- Ask how to write one whole as a fraction (1/1)
- Pass out number lines and whiteboards/markers
- Review with them equivalent fractions, guide them to figure out that 1/1 can be written as 4/4
- Ask how many beats a whole note receives.
- Point out that the whole note is a “whole” and can be written at 4/4
- Point out that if the denominator (bottom number) is a 4, then the numerator (top number)
tells us how many beats the note, or group of notes receive.
- Also point out how 4/4 looks almost like our time signature.
- Continue on with half notes: have students write the fraction 1/2
- Guide student think to turn 1/2 into 2/4
- Guide students to figure out that 2/4 is half of 4/4 and that a half note is half of a whole note.
- Continue with the rest of the notes in a similar fashion.
- Quarter note (1/4, quarter of a whole note)
- Eighth notes (1/8, two of them equals 1 quarter note, 2/8 = 1/4) It takes 2 to make 1 beat
- Sixteenth notes (1/16, four of them equals 1 quarter note, 4/16 = 1/4) takes 4 to make 1 beat
- Point out that with each of the different notes, they name tells you how many you need to make a
whole note (half=2, quarter=4, eighth=8, sixteenth=16, etc.)
- Show picture representations of the different fractions and talk about how the bigger the portion,
the longer the note will be (i.e. quarter note is longer than eighth note because it is “bigger”, use
pictures to preresent)
10-18 min
- As time permits, show them how this works for rests as well (whole rest, half rest, etc.)
Whiteboards
Wrap up
- As time permits, have students practice writing rhythms on the whiteboards and clap and count
them for each other and critique. After they have clapped and counted, have them figure out the
“fractions” for each note”
- Review “I can” statements with students.
?
~ 3 mi
Interview Lesson Plan
Grade 3
- Review how music has a lot of relations to math.
- Collect whiteboards, number lines, and markers
- Tell students what they will be learning about next
In order for this lesson to work, I will have to coordinate with the classroom teacher. I will have to find out when he/she
is going to be teaching fractions, as well as how he/she will be teaching fractions. I will try to borrow some manipulative that
the students are already used to using. On top of learning how the teacher teaches fractions, I will also show the classroom
teacher what I am doing. This way, he/she can tie the connection back into what I am teaching as well. By working together,
we can help students understand both concepts better.