1. Topic-
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2. Content-
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| Sol, Mi, compose, note head, stem, ta, ta-ti, melody |
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3. Goals: Aims/Outcomes-
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Maryland Music Indicator:
Experience performance thorough singing and playing instruments |
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4. Objectives-
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Enduring Knowledge of Content and Skills:
Students will be able to compose melodies using sol and mi. |
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5. Materials and Aids-
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| SeeSaw Worksheet, SeeSaw Rhythm |
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6. Procedures/Methods-
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A. Introduction-
1. Review Sol & Mi patterns aurally (a cappella and with the piano)
2. Objective. Define vocabulary. What is a composer |
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B. Development-
1. Review sol & mi on the staff. Where does sol go? Where does mi
go? Practice by placing notes on the board and seeing if the students
can do this alone.
2. Chant "SeeSaw" to the students. Discuss what the rhythm would be
and have volunteers to come write it on the board.
3. Discuss with students that we are going to be putting a melody
to SeeSaw. |
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C. Practice-
1. BEFORE MODELING/DEVELOPMENT, play "Doggie, Doggie" with the students
as a warm-up.
2. AFTER MODELING/DEVELOPMENT, have a variety of students come up
to the board to practice notating as a class. |
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D. Independent Practice-
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E. Accommodations (Differentiated Instruction)-
1. Auditory Learners - Use the piano and sing sol mi.
2. Visual Learners - Teacher uses Curwen hands and write the notation
on the board for visual support.
3. Kinesthetic Learners - Students will use body movement (shoulders
and hips) to represent sol & mi. Students will use Curwen hand signs
for a representation of sol & mi movement. |
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F. Checking for understanding-
| Formative Assessments: Observe and evaluate students as they perform
using Curwen Hand Signs, notating rhythm/pitches on the board, and
substituting sol and mi for the text of the song. |
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G. Closure-
1. Review Vocabulary - Make Chart with students of words we already
know.
2. Review Objective |
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7. Evaluation-
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| Summative Assessments: Observe and evaluate students as they compose
sol and mi on the staff and read new songs containing sol and mi. |
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