Music Week 9
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Music Week 9 as PDF for free.
More details
- Words: 292
- Pages: 2
Subject: Music Date: March 13 2019 Time:10:35-11:10; 11:10-11:45 Room: Music
Stage 1: Desired Results GLOs:
SLOs:
Objectives
Formative Assessment
Prior to Lesson: Time: 15 mins
10 mins
Enjoyment of music. Insights into music through meaningful musical activities. Awareness and appreciation of a variety of music, including music of the many cultures represented in Canada Rhythm: ta, ti-ti, rest Rhythms can accompany melody Rhythms can be beat and beat divisions Melody: Sequence of sounds Printed symbols show the direction of the melody Listening: Identify and compare sounds Singing: Sol-mi-la, re-do Sing accurately in unison. Moving: Move to the beat By the end of the lesson, students will: Practice and perform the St. Patrick’s Day Jig. Express how the music and instruments listened to make them feel. Distinguish differences between familiar music and fiddle music.
Stage 2: Assessment Evidence Moving to the beat (St. Summative none Patrick’s Day Jig) Assessment Writing- how music makes you feel Stage 3: Learning Experience Discussion and activities in Resources violin Social Studies to Bring: laptop Content/Description Introduction: Sitting on carpet, begin with check-in: ● What are some things we noticed in the music in Social yesterday? Instruments? How it made you feel? ● Written response- which emoji would you choose? Why? ○ circle the emoji ○ The music makes me feel this way because... Body: Sitting on the carpet, listen to St. Patrick’s Day Jig Learn by rote
Notes/Assessments:
Written response
Subject: Music Date: March 13 2019 Time:10:35-11:10; 11:10-11:45 Room: Music ● lyrics- repeating phrases back to me Stand in lines facing one another to dance the St Patrick’s Day Jig 5 mins
Closure: Students sitting in a circle, show them the violin, allowing them to hold it and pluck strings. What do you notice about this instrument?
Stage 1: Desired Results GLOs:
SLOs:
Objectives
Formative Assessment
Prior to Lesson: Time: 15 mins
10 mins
Enjoyment of music. Insights into music through meaningful musical activities. Awareness and appreciation of a variety of music, including music of the many cultures represented in Canada Rhythm: ta, ti-ti, rest Rhythms can accompany melody Rhythms can be beat and beat divisions Melody: Sequence of sounds Printed symbols show the direction of the melody Listening: Identify and compare sounds Singing: Sol-mi-la, re-do Sing accurately in unison. Moving: Move to the beat By the end of the lesson, students will: Practice and perform the St. Patrick’s Day Jig. Express how the music and instruments listened to make them feel. Distinguish differences between familiar music and fiddle music.
Stage 2: Assessment Evidence Moving to the beat (St. Summative none Patrick’s Day Jig) Assessment Writing- how music makes you feel Stage 3: Learning Experience Discussion and activities in Resources violin Social Studies to Bring: laptop Content/Description Introduction: Sitting on carpet, begin with check-in: ● What are some things we noticed in the music in Social yesterday? Instruments? How it made you feel? ● Written response- which emoji would you choose? Why? ○ circle the emoji ○ The music makes me feel this way because... Body: Sitting on the carpet, listen to St. Patrick’s Day Jig Learn by rote
Notes/Assessments:
Written response
Subject: Music Date: March 13 2019 Time:10:35-11:10; 11:10-11:45 Room: Music ● lyrics- repeating phrases back to me Stand in lines facing one another to dance the St Patrick’s Day Jig 5 mins
Closure: Students sitting in a circle, show them the violin, allowing them to hold it and pluck strings. What do you notice about this instrument?
