Introduction to music, the music classroom, and music teacher
Students will know the rules of the music classroom, what activities take place in the music classroom, and be introduced to reading and writing a beat matrix
SWBAT increase their expressive language skills by using details when describing their music experiences in the classroom by using Tier 3 vocabulary that is used in the class as evidenced by their ability to write 3 details about percussion instruments they have learned from the read aloud text.
The layout of the music room
3 skills needed in playing drumsets
a-rhythmic literacy b-correct hand technique c-playing the correct tonal color at the correct time
Understanding the Beat Matrix - listening to examples and circling the correct beats
Q and A,Group Discussion
Did the students hold the sticks correctly?
Did the students read the rhythms correctly with body percussion? with sticks?
Rules Blues – memorizing the rules of the classroom.
Reading beat matrix that include half note, half rests, quarter note, and quarter rests
Common Core Standards
CC.5.R-F.4 Read with sufficient accuracy and fluency to support comprehension.
CC.5.R-I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CC.5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.