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PERFORMANCE
GRADE 5
LESSON 1
Standards:
5.1.1 Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality,
and posture
5.1.5 Follow cue of a conductor
5.7.4 Demonstrate appropriate behavior when performing music
Objectives:
Identify rhythm combinations that use quarter notes, eighth notes, and quarter rests
Discuss and describe rhythm and beat using key signature/meter
Vocabulary:
Pitch
tone quality
diction
posture
meter
conductor
cue
Introduction:
Invite students to tell about times when they like to sing and move to the music (parties, sports events,
parades, holidays). Ask them to describe how they show the beat when they sing and move to music
(students may clap or snap to the beat, swinging arms and hands, taking steps back and forth, moving
head back and forth, etc.).
Lesson:
Invite students to read about beat and rhythm. Discuss the concept of a steady beat and beats that are
felt rather than heard. Then ask the students to review notes and their values. Have them find meter
signature in “Sing, America, Sing!” handout pg. 6 (blue pouch cd 1 song 5) and tell what they think it
means (top number 4 means four beats in a measure and the bottom number 4 means a quarter note
gets one beat). Ask students if they were singing the beat or the rhythm when they sang the song
(rhythm). Have students sing and son and tap their heels on beat 1 of the measure. Sing the song again,
patting thighs lightly on beats 1 and 3. Ask the students to describe the number of beats and notes in
each measure and how many measures there are in the song (the bar line separates each measure).
Activity:
Tell the students they will listen to “Just Give Me the Beat” (blue pouch cd 1 song 8). Ask them to pat
the beat during the speech piece and echo-clap the four-beat rhythm patterns that follow. Ask students
to describe when they kept the beat and when they performed rhythms (they patted the beat during
the speech piece and clapped rhythms after it). Have students look at the rhythm patterns on the page
and practice each (these are the same as those they echoed). Encourage them to identify the rhythm
symbols in each pattern. Ask students to define beat, rhythm, and meter and describe the ways they
showed beat and rhythm and how they knew the measure of the beat during the lesson (moved with
and felt the beat, performed a song and speech piece with rhythm, meter shows the number of beats in
a measure and can be found at the beginning of the song).
PERFORMANCE
GRADE 5
LESSON 2
Standards:
5.1.1 Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality,
and posture
5.1.5 Follow cue of a conductor
5.7.4 Demonstrate appropriate behavior when performing music
Objectives:
Read and sing patterns in C and G pentatonic using pitch syllables and pitch letter names
Identify tonal center, pitches, key, and range of a song
Vocabulary:
Pitch
tone quality
diction
posture
meter
conductor
cue
Introduction:
Ask the students what pitch in music means (high and low sounds in music). Ask volunteers to sing a few
measures from “Reach” (blue pouch cd 1 song 16) handout pg 16, choosing their own pitch. Point out
that each person sings some pitches (high or low sounds) better than others. Have students read about
range on handout pg. 18. Invite them to sing “In That Great Git’n Up Mornin’” (blue pouch cd 1 song 11)
pg. 11. Ask them if they can determine the range or octave (C to C). Have students read about key, then
sing the song again in the key of G pentatonic (begin on D or so). Ask students how it felt to sing in each
key and which felt better to them.
Lesson:
Play “Amazing Grace” (blue pouch cd 1 song 23 and ask students to notice the tonal center. Then have
them sing the song, pointing out the range so they will notice it. Have students read about pitches in
“Amazing Grace” and identify the tonal center, name the pitches, and tell the key and range of the
melody (G or do; so, la, do, re, mi, so or D, E, G, A, B, D; G pentatonic, D to D or so to so, an octave).
Activity:
Tell students we will read pitches using letter names. Have them read “Uncle Pen” then listen to it (blue
pouch cd 2 song 2). Ask the students to identify the pitches on the treble staff using pitch letter names
(D, E, G, A, B, C, D, E). Have students sing the song and name the instruments they heard in the
recording.