Lesson Plan

S.O.S.

Monday September 7, 2020
 

Standard(s)







 HOLIDAY: LABOR DAY!

Learning Target(s)(based on the language of the standard)

 

Procedures (with general times)








  
   
   

Tuesday September 8, 2020 (A - GROUP)

Standard(s)
5a. Demonstrate the ability to sight-read simple melodies.
5b. Identify and define the standard symbols of music notation.

Learning Target(s)

(based on the language of the standard)

Student will be able to use rhythm, symbols, music terms, pitch and solfege to sight-read simple melodies and to identify and define music notation.

Procedures (with general times)
  • Prior knowledge:
  • Students perfoms solfege with sight-reading.
  • Activities/Centers:
  • Daily vocalise and body warm-ups. Bellringer: In place body percussions. Review solfege handout.
  • TSW complete worksheet chart on note value which includes notes and rests.
  • Review solfege handout and the history of solfege: https://dynamicmusicroom.com/purpose-of-hand-signs/
  • Correct completed worksheet.

 

  • Closure: 
  • Remind students to practice solfege daily. 
  • Inform students of solfege assessment on Friday September 18, 2020. 

Homework

 Review solfege: https://kodaly.org.au/wp-content/uploads/2015/12/handsign.pdf 

Example of an Assessment Item Related to the Standard
5a. Look at each hand signal and write the correct hand signal in blank provided.
5b. Student will use sight-reading books to learn rhythm by visually looking at music notation and speaking notated music using the correct rhythm.

Wednesday September 9, 2020 (B GROUP)
 

Standard(s)
5a. Demonstrate the ability to sight-read simple melodies.
5b. Identify and define the standard symbols of music notation.

 

Learning Target(s)

(based on the language of the standard)

Student will be able to use rhythm, symbols, music terms, pitch and solfege to sight-rad simple melodies and to identify and define music notation. 

Procedures (with general times)
  • Prior knowledge:
  • Students perfoms solfege with sight-reading.
  • Activities/Centers:
  • Daily vocalise and body warm-ups. Bellringer: In place body percussions. Review solfege handout.
  • TSW complete worksheet chart on note value which includes notes and rests.
  • Review solfege handout and the history of solfege: https://dynamicmusicroom.com/purpose-of-hand-signs/
  • Correct completed worksheet.

 

  • Closure: 
  • Remind students to practice solfege daily. 
  • Inform students of solfege assessment on Friday September 18, 2020. 

Homework

 Review solfege: https://kodaly.org.au/wp-content/uploads/2015/12/handsign.pdf 

Example of an Assessment Item Related to the Standard
5a. Look at each hand signal and write the correct hand signal in blank provided.
5b. Student will use sight-reading books to learn rhythm by visually looking at music notation and speaking notated music using the correct rhythm.

Thursday September 10, 2020 (A GROUP)
 

Standard(s)
5a. Demonstrate the ability to sight-read simple melodies.
5b. Identify and define the standard symbols of music notation.

Learning Target(s)

(based on the language of the standard)









 Student will be able to use rhythm, symbols, music terms, pitch and solfege to sight-rad simple melodies and to identify and define music notation.

Procedures (with general times)
  • Prior knowledge:
  • Students perfoms solfege with sight-reading.
  • Activities/Centers:
  • Daily vocalise and body warm-ups. Bellringer: In place body percussions. Review solfege handout.
  • Student will copy music terms from overhead projector. Teacher will explain definitions.
  • Student will complete workshet on matching musical notes and rests to their name and description.
  • Review solfege handout and the history of solfege: https://dynamicmusicroom.com/purpose-of-hand-signs/

 

  • Closure: 
  • Remind students to practice solfege daily. 
  • Inform students of solfege assessment on Friday September 18, 2020. 

Homework

 Review solfege: https://kodaly.org.au/wp-content/uploads/2015/12/handsign.pdf 

Example of an Assessment Item Related to the Standard
5a. Look at each hand signal and write the correct hand signal in blank provided.
5b. Student will use sight-reading books to learn rhythm by visually looking at music notation and speaking notated music using the correct rhythm.

Friday September 11, 2020 (B GROUP)
 

Standard(s)
5a. Demonstrate the ability to sight-read simple melodies.
5b. Identify and define the standard symbols of music notation.

 

Learning Target(s)

(based on the language of the standard)









 Student will be able to use rhythm, symbols, music terms, pitch and solfege to sight-rad simple melodies and to identify and define music notation.

Procedures (with general times)
  • Prior knowledge:
  • Students perfoms solfege with sight-reading.
  • Activities/Centers:
  • Daily vocalise and body warm-ups. Bellringer: In place body percussions. Review solfege handout.
  • Student will copy music terms from overhead projector. Teacher will explain definitions.
  • Student will complete workshet on matching musical notes and rests to their name and description.
  • Review solfege handout and the history of solfege: https://dynamicmusicroom.com/purpose-of-hand-signs/
  • Correct completed worksheet.

 

  • Closure: 
  • Remind students to practice solfege daily. 
  • Inform students of solfege assessment on Friday September 18, 2020. 

Homework

 Review solfege: https://kodaly.org.au/wp-content/uploads/2015/12/handsign.pdf 

Example of an Assessment Item Related to the Standard
5a. Look at each hand signal and write the correct hand signal in blank provided.
5b. Student will use sight-reading books to learn rhythm by visually looking at music notation and speaking notated music using the correct rhythm.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
GENERAL MUSIC

Monday September 7, 2020
 

Standard(s)

HOLIDAY: LABOR DAY!

Learning Target(s)

(based on the language of the standard)









  

Procedures (with general times)








  

Homework

  

Example of an Assessment Item Related to the Standard






  

Tuesday September 8, 2020 (B GROUP)
 

Standard(s)

GMIIa. Discover the source and historical evolution of various musical genres in American culture. Some examples include music of the colonists, slaves, and other immigrants; American Jazz, Rock and Roll, Blues, Rhythm and Blues, Country and Soul; the music of Appalachia, American Folk music and music of Mississippi.

Learning Target(s)

(based on the language of the standard)









 I can understand, identify, and discover the historical development of the American music genre Rock and Roll and its contribution to the development of current music.

Procedures (with general times)
  • Prior knowledge:
  • General music Level I in previous grade.
  • Student will discuss knowledge on Rock and Roll music.
  • The teacher will introduce some facts on how 50's and 60's music has impacted Rock and Roll music of today. Ie. MTV    
  • Activities/Centers:

  • Student will compete worksheet on music of the 50's and 60's.

  • Student will read, discuss and correct answers on worksheet.   

 

  • Closure:
  • Did you hear any new facts on Rock and Roll music?

Homework

 Review corrected worksheet. . 

Example of an Assessment Item Related to the Standard

GMI1. Name an instrument from Greek music.

GMI1. What is the difference between secular and non-secular music.

GMI1. What are the names of 2 famous sacred motets?

Wednesday September 9, 2020 (A GROUP)
 

Standard(s)

GMIIa. Discover the source and historical evolution of various musical genres in American culture. Some examples include music of the colonists, slaves, and other immigrants; American Jazz, Rock and Roll, Blues, Rhythm and Blues, Country and Soul; the music of Appalachia, American Folk music and music of Mississippi.

Learning Target(s)

(based on the language of the standard)









 I can understand, identify, and discover the historical development of the American music genre Rock and Roll and its contribution to the development of current music.   

Procedures (with general times)
  • Prior knowledge:
  • General music Level I in previous grade.
  • Student will discuss knowledge on Rock and Roll music.
  • The teacher will introduce some facts on how 50's and 60's music has impacted Rock and Roll music of today. Ie. MTV    
  • Activities/Centers:

  • Student will compete worksheet on music of the 50's and 60's.

  • Student will read, discuss and correct answers on worksheet.   

 

  • Closure:
  • Did you hear any new facts on Rock and Roll music?

Homework

 Review corrected worksheet.

Example of an Assessment Item Related to the Standard

GMI1. Name an instrument from Greek music.

GMI1. What is the difference between secular and non-secular music.

GMI1. What are the names of 2 famous sacred motets?

GMII1a. What was the name of the major television show, which focused on teenagers, played an important role in introducing new hit songs, singers and new dances during the 60's?

Thursday September 10, 2020 (B GROUP)
 

Standard(s)

GMIIa. Discover the source and historical evolution of various musical genres in American culture. Some examples include music of the colonists, slaves, and other immigrants; American Jazz, Rock and Roll, Blues, Rhythm and Blues, Country and Soul; the music of Appalachia, American Folk music and music of Mississippi.

Learning Target(s)

(based on the language of the standard)









 I can understand, identify, and discover the historical development of the American music genre Rock and Roll and its contribution to the development of current music.  

Procedures (with general times)
  • Prior knowledge:
  • General music Level I in previous grade.
  • Student will discuss knowledge on Rock and Roll music.
  • The teacher will introduce some facts on how 50's and 60's music has impacted Rock and Roll music of today. Ie. MTV 
  • Activities/Centers:

  • Student will listen to and analyze artist, groups, their music and dances of 50's and 60's music.

 

  • Closure:
  • Do you feel the information on the music history of the 50's and 60's has enhanced your knowledge on the genre of music Rock and Roll.

Homework

 Review all learned facts.

Example of an Assessment Item Related to the Standard

 

GMII1a. What was the name of the major television show, which focused on teenagers, played an important role in introducing new hit songs, singers and new dances during the 60's?

Friday September 11, 2020 (A GROUP)
 

Standard(s)

GMIIa. Discover the source and historical evolution of various musical genres in American culture. Some examples include music of the colonists, slaves, and other immigrants; American Jazz, Rock and Roll, Blues, Rhythm and Blues, Country and Soul; the music of Appalachia, American Folk music and music of Mississippi.

Learning Target(s)

(based on the language of the standard)









 I can understand, identify, and discover the historical development of the American music genre Rock and Roll and its contribution to the development of current music. 

Procedures (with general times)
  • Prior knowledge:
  • General music Level I in previous grade.
  • Student will discuss knowledge on Rock and Roll music.
  • The teacher will introduce some facts on how 50's and 60's music has impacted Rock and Roll music of today. Ie. MTV 
  • Activities/Centers:

  • Student will listen to and analyze artist, groups, their music and dances of 50's and 60's music.

 

  • Closure:
  • Do you feel the information on the music history of the 50's and 60's has enhanced your knowledge on the genre of music Rock and Roll.

Homework

 Review all learned facts. 

Example of an Assessment Item Related to the Standard

GMII1a. What was the name of the major television show, which focused on teenagers, played an important role in introducing new hit songs, singers and new dances during the 60's?