Sorry about not updating in a while. I will do my best to stay on top of weekly communications this semester.
This is what we did when we came back to school on the 3rd:
3rd-5th did stations. Here are the outlines of what we did:
3rd grade
EQ:Essential Question(s): Can you count rhythms, identify lines and spaces on the staff, and write in the correct notes and fingerings for recorder?
Direct Instruction (I DO):
Explain and demonstrate each of the 4-5 stations that we will be completing today.
Guided Practice (WE DO):
Station 1-practice with students how to use and identify flash cards
Station 2-show students how the Hidden FACE game works on the smartboard. help students remember the Even George Bush Drives Fast and the FACE mall reference
Station 3- have students identify the rests and circle them, also have them remember their EGBDF phrase to help them write in notes
Station 4- put rhythm sheet on overhead and have them practice clapping and saying rhythms as a group.
Station 5-Recorder. Point and play recorder line
Independent Practice (YOU DO):
Station 1: Flash Cards-Students review notes, rests, and other staff symbols with each other
Station 2: Hidden FACE-Students play smartboard game where they label the staff's spaces and lines
Station3: Write in notes-Students write in notes and fingerings for a recorder song
Station 4: Rhythm Sheet-Students clap and pg1-2 in Winning Rhythms
Station 5: practice recorder line that was used on overhead
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Assessment: Are students able to recall information for flash cards? Are students labeling the correct notes for recorder? Are students clapping correct rhythms? Are students labeling the correct lines and spaces for staff?
4th Grade:
EQ:Essential Question(s): Can you count rhythms, identify lines and spaces on the staff, and play the piano?
Direct Instruction (I DO):
Explain and demonstrate each of the 4-5 stations that we will be completing today.
Guided Practice (WE DO):
Station 1-practice with students how to use and identify flash cards
Station 2-show students how the Hidden FACE game works on the smartboard. help students remember the Even George Bush Drives Fast and the FACE mall reference
Station 3- have students use the graph in the book to identify where to place fingers and to count rhythms. Make sure they understand when to switch hands
Staion 4- put rhythm sheet on overhead and have them practice clapping and saying rhythms as a group.
Station 5-use worksheet to work on piano key identification
Independent Practice (YOU DO):
Station 1: Flash Cards-Students review notes, rests, and other staff symbols with each other
Station 2: Hidden FACE-Students play smartboard game where they label the staff's spaces and lines
Station3: Write in notes-Students write in notes and fingerings for a recorder song
Station 4: Rhythm Sheet-Students clap and pg1-2 in Winning Rhythms
Station 5: worksheet will use blank keyboard, students must identify
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Assessment: Are students able to recall information for flash cards? Are students labeling the correct notes for recorder? Are students clapping correct rhythms? Are students labeling the correct lines and spaces for staff?
5th Grade:
EQ:Essential Question(s): Can you count rhythms, identify lines and spaces on the staff, and write in the correct notes and fingerings for recorder?
Direct Instruction (I DO):
Explain and demonstrate each of the 4-5 stations that we will be completing today.
Guided Practice (WE DO):
Station 1-practice with students how to use and identify flash cards
Station 2-show students how the Hidden FACE game works on the smartboard. help students remember the Even George Bush Drives Fast and the FACE mall reference
Station 3- have students identify the notes on the staff and the strings they will be using
Staion 4- put rhythm sheet on overhead and have them practice clapping and saying rhythms as a group.
Station 5-play guitar
Independent Practice (YOU DO):
Station 1: Flash Cards-Students review notes, rests, and other staff symbols with each other
Station 2: Hidden FACE-Students play smartboard game where they label the staff's spaces and lines
Station3: Write in notes-Students write in notes and fingerings for a recorder song
Station 4: Rhythm Sheet-Students clap and pg1-2 in Winning Rhythms
Station 5: Play guitar line that they just wrote on overhead
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Assessment: Are students able to recall information for flash cards? Are students labeling the correct notes for recorder? Are students clapping correct rhythms? Are students labeling the correct lines and spaces for staff?
K-1
Worked on Wee Willie Winkie.
EQ:Essential Question(s): Can you play the orff instruments? Can you sing the song while one group plays
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Direct Instruction (I DO): Introduce song. Have rhythm posted on board clap and say rhythm for students
Song: Wee Willie Winkie
Wee Willie Winkie
Runs through the town
Upstairs and downstairs
In his night gown.
Rapping at the window
Crying through the locks
Are the children in their beds?
For it's eight o'clock
Guided Practice (WE DO): Sing first phrase of song, children repeat.
Continue until parts of song are learned.
Clap and say rhythm-Have students identify the types of notes(quarter note, eighth note, quarter rest)
Have students clap rhythm on hands. Once comfortable transfer to lap. Once comfortable with that start transferring to Orff instruments.
Students play in unison, while other students clap rhythm
Independent Practice (YOU DO): Once group of students play Orff instruments in unison. Group two sings Wee Willie Winkie
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Assessment: Can students play rhythm on the board? Can they play in unison. Can second group sing while the other group is playing?
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Higher Order Questioning: What does rapping mean in this song? What does crying in this song mean?
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Differentiated Instruction: Work with students that are having hard time with Orff instruments by 1. demonstrating and 2. playing alongside student until they are able to play the rhythm on Orff instrument
2nd Grade did Rhythm Rockets:
EQ:Essential Question(s): Can you identify the rhythm you are about to hear?
Direct Instruction (I DO):
Distribute Rhythm Rockets cards and clothespin or clips to each student. Start the activity with some note recognition questions:
How many Quarter notes do you see?
Are there any whole notes?
Which pattern has the most sets of eighth notes?
Guided Practice (WE DO):
Students are divided into groups of 4
Clap rhythm pattern while speaking rhythm syllables and have students echo pattern.
Place clip on rocket by the pattern they heard.
Independent Practice (YOU DO):
-Progress to clapping without aid of spoken syllables
-Students discuss and identify rhythm
Assessment: One student from each group will come up and tell teacher what rhythm they heard. Teacher will give class feedback on what rhythm was played.
Higher Order Questioning: What is happening when you don't hear anything? Answer: Rests
Differentiated Instruction:
Lv. 1-Play one rhythm at a time
Lv 2.-Play two rhythms consecutively
Lv 3. Students plays one rhythm
Refuel; play Winning Rhythm Sheet
