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MU:Cr1.1.K

a. With guidance, explore and experience music concepts (such as beat and melodic contour).

MU:Cr2.1.K

b.With guidance, organize personal musical ideas using iconic notation and/or recording technology.

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CCSS.ELA-LITERACY.RF.K.2.B
Count, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-LITERACY.RF.K.1.A
Follow words from left to right, top to bottom, and page by page.

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https://drive.google.com/file/d/0B2KNzgyT3rKtZ3ZWUmhVMXV1WUk/view

https://musicplayonline.com/?s=arroz+con+leche&meter_stat=

https://musicplayonline.com/?s=doggie&meter_stat=

https://musicplayonline.com/?s=blue+bird&meter_stat=

https://musicplayonline.com/?s=snail+sn&meter_stat=

https://musicplayonline.com/?s=bee+bee&meter_stat=

https://docs.google.com/presentation/d/134aw62a3-LxIEA3eeHRHkvqbu0IqnAurGrPtZOZaImY/edit?usp=sharing

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1. In Class Observations

2. Group Class Performances

3. Fruit Rhythm Composition Project (Hands On)

4. Rhythmic Composition Performance Using Instruments from different cultures (Multi-Cultural)

5. Exit Ticket: Say a rhythm using fruit names and see if students can find the rhythm.

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**The songs below use quarter notes, eighth notes, and quarter rests**

Song: Doggie Doggie

Song: Bee Bee Bumble Bee

Song: Blue Bird

Song: Snail, Snail

Song: Strawberry Shortcake

Song: Arroz Con Leche - Spanish

Game: Forbidden Pattern: Write a rhythm pattern on the board called the forbidden pattern. If you clap the rhythm on the board, the students cannot clap that rhythm back. If they do, then you get a point. If they don’t clap the rhythm they get the point.

Symbol Coloring Worksheets

Create own rhythmic patterns using fruit names: Students will receive a paper with different fruits and their names. Students will cut the fruits out and paste them into a rhythm chart. The students will then perform the rhythms using an instrument of their choice. The rhythm chart will be projected onto the board so that everyone can join in playing the students rhythm. The instruments we have in the classroom are from different cultures and students have a choice to choose which instruments they would like to use.

**All Songs Will Have Lyrics Projected Onto Smartboard**

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SWBAT:

1. Follow the words of the songs from left to right.

2. Identify and sing rhythms by their musical notes reading from left to right.

3. Perform the syllables of each word using body percussion patterns to create rhythms.

4. Perform different rhythmic patterns in order to increase our sight reading skills.

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SWBAT:

1. Identify how many syllables each word has.

2. Sing the rhythm syllables to all of the rhythms.

3. Perform each rhythm and say it’s rhythm syllable.

4. Read and sing lyrics from the board from left to right pointing to each word as we sing.

Important Music Vocabulary

o   Quarter note (Rhythm Syllable: TA)

o   Quarter Rest (Rhythm Syllable: Shh)

o   Eighth Note (Rhythm Syllable: Ti-Ti)

o   Rhythms: Length of time between each beat

o   Beats: steady pulse that you feel in the tune, like a clock’s tick. It’s the beat you’d naturally clap along to or tap your foot to.

o   Body Percussion: Using different parts of your body to make music.

Syllables: How many sounds each word has.

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1. Perform songs using quarter notes, eighth notes, and quarter note rests.

2. Identify the rhythms in a song and use rhythm syllables to sing each rhythm.

3. Use body percussions to play each of the new notes learned.

4. Create your own rhythmic compositions based on the syllables of the fruit names

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1. How can we differentiate between beat and rhythm in music?

2. Why is rhythm important?

3. Can you have rhythm without beat?

4. How can we follow rhythms as we sing?

5. How can we create our own rhythmic composition based on the syllables of fruit names?

Unit Questions ·

1. How many beats is a quarter note worth?

2. How many beats is a grouping of eighth notes worth?

3. How many beats is a quarter note rest worth?

4. How do we play a quarter note rest? How can we count and tap the syllables of different words in our songs?