Subject: Music Theory
1. Topic-
Recognizing Time Signatures, Note values, Distinguish Pitch classes (High and Low), and be able to recognize the notes on the staff for treble clef.
 
2. Content-
Quarter Notes = 1 beat, Eighth note = 1/2 beat, Sixteenth note = 1/4 beat, 4/4 time, 3/4 time, Treble clef notes on the staff (E-F)
 
3. Goals: Aims/Outcomes-
1. For today, the students should get a basic understanding of how the staff system works for treble clef. They should also understand how to count in 4/4 tome and 3/4 time.

2. For this week, the students should be able to say the notes on the staff for treble clef and they should be able to count in 3/4 and 4/4.

3. At the end of the summer, the students should be able to count in 4/4, 3/4, and 2/4. They should also be able to say the note names for treble and bass clefs, and they should be able to make their own composition, even if it's not good.
 
4. Objectives-
1.The main objective for today is to get the kids re-interested in music after the weekend. This always seems to be a challenge on Mondays.

2. If the kids misbehave, remind them of the new rule Ms. Helen has come up with for this summer. (Swim time can be taken away)

3. If the students are focused, try to cover as much information as possible without overloading them. Attention on Mondays. is a rarity.
 
5. Materials and Aids-
White board, markers, iPod for music at the beginning of class.
 
6. Procedures/Methods-

A. Introduction-

1. Get the students in a quickly and quietly as possible. It's only a 30 min class.

2. Tell them what they will be learning today. "Good morning guys. Today we will be talking about the notes on the staff for treble clef. This is how a piano player, violinist, or a singer knows what note to play or sing."

3. "Who can tell me the rule Ms. Helen has come up with for this summer?"
 

B. Development-

1. Draw the staff on the board. Then place 3 quarter notes on the board. Ask them what kind of note value this is.

2. Explain how the performer reads the note values on the staff.

3. Go over the acronym for treble clef. "Every Good Boy Does Fine = Lines" and "FACE = space".
 

C. Practice-

1. Start with note values. Draw quarter notes, eighth notes, etc. on the board and ask students to quietly raise their hand if they would like to answer.

2. Do the same with pitch classes. Draw a quarter on the staff and ask for the students to quietly raise their hand if they would like to answer.

3. Split into two teams and play the basketball game. If you answer the question correctly, you get to shoot a basket. If you make it, you get a point. The team with the most points gets to go to the front of the line for lunch.
 

D. Independent Practice-

No time for independent practice on Mondays. On Wednesday, pass out sheets of paper and ask them to write the acronym for treble clef. Then draw a quarter note on F, A, and D.
 

E. Accommodations (Differentiated Instruction)-

1.Remember to keep the kids focused.

2. Don't let them be disruptive to each other.

3. If a student has trouble with the game, allow them to shoot closer or even get a substitute to shoot for them.
 

F. Checking for understanding-

1. Ask what the phrase is for the Lines and Spaces of treble clef.

2. Review note values on the board.
 

G. Closure-

1.Good job today guys! I'm proud of all of you for at least trying the game. Team #_ will get to go to the front of the line first today. We'll have different teams on Wednesday, so you'll have another chance if you didn't win today.

2. Please quietly go to the gym. You will get a warning if any of the counselors hear talking. See you guys at lunch!
 

This Lesson Plan is available at (www.teacherjet.com)