Teacher Guide

SONGS/MUSIC

LANGUAGE OBJECTIVE

(Specify skills/information that will be learned.)

 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 evidenced by reciting the definition of rhythm correctly, and using correct music terminology to distinguish between two different types of notes.

• CC.K.R-F.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CC.K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
• CC.K.L.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Information

(Give and/or demonstrate necessary information)

Review the definition of rhythm

Review how to read a beat matrix

Review what a quarter note and half notes look like

Introduce a quarter note and how to play a quarter note on a boomwhacker.

Verification

(Steps to check for student understanding)

Are students counting the beat to different songs being played

Are students able to clap/play different rhythms that include half notes and quarter notes  when shown which beats to play on

Activity

(Describe the independent activity to reinforce this lesson)

4 groups at a time will be asked to label rhythmic notes as ta or ta-ah and identify them as either quarter notes or half notes

Students will play those rhythms correctly on boomwhackers

Have students come up to the board and circle correct beat numbers.

BEAT IN MY FEET Song

Music Music

Maracas

Repercussion