Lesson Plan February 4-15

Kindergarten

• March in to Mr. Drum using fast and slow tempos, ask the students to identify when Mr. Drum's beat is fast or slow
• Voice Warm-up: Voice Pathways
• Echo Song: Down By the Bay - students will echo individually (solo). I will assess each student's ability to match pitch using a scale of 0-5 (0=not participating, 1=speaking voice, 2=singing voice, but far away, 3=close, 4=really close, 5=perfect!)
• Class will sing pitter patter without the teacher singing.
• Ask students to name fast and slow animals. Each time we name an animal we will pat our laps as if we were that animal moving.
• Introduce the song story the Tortoise and the Hare (fast and slow animal)
• When the story is talking about the tortoise, we will pat our laps slowly. When the story is talking about the hare, we will pat our laps quickyl.
• After the story, discuss the ending and why the hare didn't win.
• Each student will get a tortoise and hare picture. We will listen to different styles and speeds (tempos) of music. The students will move either the hare or the tortoise to match the style of the and speed of the music.
• Award behavior beats and line up.

1st Grade

• March in to Mr. Drum (Sw) Review the strong beat and weak beat.
• Echo Song: My Aunt Came Back - students will echo individually (solo). I will assess each student's ability to match pitch using a scale of 0-5 (0=not participating, 1=speaking voice, 2=singing voice, but far away, 3=close, 4=really close, 5=perfect!)
• Review Muffin Man game and song.
• Students will learn about a quarter rest which represents one beat of silence. Students will take turns removing one muffin while the class sings "The Muffin Man". Each removed muffin will be replaced with a quarter rest. Read each rhythm after each muffin is removed.
• When all muffins have been removed and been replaced with quarter rests we will learn about a quarter note, which represents one beat of sound. We will use the syllable Ta when reading the quarter note. Students will now take turns erasing the quarter notes and replacing them with  quarter notes until all have been replaced with quarter notes.
• Introduce the term rhythm as an organization and pattern of different music notes and rests.
• Briefly review the instrument families discussed last lesson and then discuss the different groups of percussion instruments (metals, woods, and skins)
• Each student will choose and instrument from one of the percussion groups. Then they will echo the teacher's rhythm on their instrument. Students will put away instruments according to the different percussion groups.
• Award behavior beats and line up.

2nd Grade

• March in to Mr. Drum (Sww) and review the strong(S) and weak(w) beats.
• Echo Song: My Aunt Came Back - students will echo individually (solo). I will assess each student's ability to match pitch using a scale of 0-5 (0=not participating, 1=speaking voice, 2=singing voice, but far away, 3=close, 4=really close, 5=perfect!)
• Review the song Ritch, Ratch with  Body Percussion and the two different ways we can perform the song. Sing with body percussion or internalize (think) with body percussion.
• We will then brainstorm the best instruments to use in place of the body percussion. Best choices will be sand paper blocks and hand drums.
• Choose 3 students to play the sand paper blocks in place of rubbing our hands for ritch ratch. Choose 3 students to play hand drums in place of patting laps for boom, boom, boom. Students will then sing the song and play their instruments in place of the body percussion, then we will internalize with instruments. Students will take turns on each instrument until all students have had a turn.
• Listen to a waltz or other music with a strong, weak, weak beat organization. (Sww) Ask the students to identify the strong beat by clapping and the weak beat by patting their arm.
• Discuss the different instrument families (percussion, wind, and string)
• Award behavior beats and line up.