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					Anthony Bolton and Phillip Fretwell MUE3311; 2nd Grade Lesson Taught on: 10-10-06 Objectives:  The students will be able to demonstrate the steady beat with appropriate monster movement to Monster Mash  The students will be able to sing the grade level-appropriate song Skin and Bones, with and without accompaniment  The students will be able to read quarter, eighth, and half notes, quarter and half rests in a rhythm chart for 5 Little Pumpkins while playing the rhythm on drums and chanting simultaneously Music Standards: Strand A: Skills and Techniques Standard 1: The student sings, alone and with others, a varied repertoire of music. Benchmark MU.A.1.1.1: The student sings songs within a five-to-seven note range alone and maintains the tonal center. (Skin and Bones) Grade Level Expectations: Second 1. sings melodic patterns and songs, alone and with others and matching pitch, within a five- to seven-note range (E-D1). 2. echoes simple melodic patterns, using sol, la, mi, re, and do accurately and maintaining the tonal center. 3. demonstrates use of healthy singing techniques, including head tone, posture, diction, and breath support. Benchmark MU.A.1.1.2: The student sings simple songs (e.g., folk, patriotic, nursery rhymes, rounds, and singing games) with appropriate tone, pitch, and rhythm, with and without accompaniment. (Skin and Bones) Grade Level Expectations: Second 1. sings simple unison songs, with and without accompaniment, with accurate pitch, accurate rhythm, and appropriate expression, dynamics, and phrasing. Standard 2: The student performs on instruments, alone and with others, a varied repertoire of music. Benchmark MU.A.2.1.1: The student performs independently simple patterns and melodies on rhythmic and melodic classroom instruments (e.g., percussion instruments and barred instruments) and maintains a steady tempo. (5 Little Pumpkins) Grade Level Expectations: Second 2. echoes rhythmic patterns using quarter notes, quarter rests, two eighth notes, half notes, and half rests on rhythm instruments. 5. maintains a simple rhythmic or melodic pattern on instruments, in combination with other patterns, to accompany poems, rhymes, chants, and songs. Standard 3: The student reads and notates music. Benchmark MU.A.3.1.1: The student reads simple rhythmic and melodic notation, using traditional and nontraditional symbols. (5 Little Pumpkins) Grade Level Expectations: Second 1. reads and performs rhythmic patterns (quarter notes, quarter rests, two eighth notes, and half notes) in response to traditional and nontraditional notation.

Strand D: Aesthetic and Critical Analysis Standard 1: The student listens to, analyzes, and describes music. Benchmark MU.D.1.1.1: The student knows how to respond to selected characteristics of music (e.g., the melodic phrase is the same or different, the tempo is fast or slow, and the volume is loud or soft) through appropriate movement. (Monster Mash) Grade Level Expectations: Second 1. responds to selected characteristics of music, including tempo, dynamics, melodic contour, and form, through purposeful movement. Outside Field Standards: LANGUAGE ARTS Strand A: Reading Standard 1: The student uses the reading process effectively. Benchmark LA.A.1.1.1: The student predicts what a passage is about based on its title and illustrations. (5 Little Pumpkins) Grade Level Expectations: Second 1. uses prior knowledge, illustrations, and text to make and confirm predictions. Standard 2: The student constructs meaning from a wide range of texts. Benchmark LA.A.2.1.1: The student determines the main idea or essential message from text and identifies supporting information. (5 Little Pumpkins) Grade Level Expectations: Second 1. summarizes information in texts (including but not limited to central idea, supporting details, connections between texts). 2. uses specific ideas, details, and information from text to answer literal questions Accomplished Practices: Accomplished Practice 4 – Critical and Creative Thinking  Develops musical activities that include composition, improvisation, and/or arranging  Involves students in making decisions about the interpretation of songs and musical works Accomplished Practice 8 – Knowledge and Presentation of Subject Matter  Establishes an active environment for music learning  Assists students to develop responsibility and self-discipline  Maintains a positive class or rehearsal room atmosphere, including the appropriate use of praise  Focuses instruction on the learning of music by the students Accomplished Practice 9 – Learning Environment  Establishes an active environment for music learning  Assists students to develop responsibility and self-discipline  Maintains a positive class or rehearsal room atmosphere, including the appropriate use of praise  Focuses instruction on the learning of music by the students Accomplished Practice 10 – Planning  Plans lessons that meet students‟ musical interests and needs  Plans and sequences instruction that leads to the maximum learning of music  Includes strategies to accommodate special learners  Connects subject matter to the Sunshine State Standards

Materials: - Poster/Visual for Skin and Bones - Poster/Visual for 5 Little Pumpkins - Lyrics/Rhythm sheets for 5 Little Pumpkins - CD for Monster Mash, from Musical Expression: Holidays and Celebration, CD 1, Track 14; the same CD is used for Skin and Bones, track 11 - Piano - A die - Hand-drums (enough for the students) Process: Monster Mash 1) As the students enter the classroom have Monster Mash playing quietly in the background. We will introduce ourselves to the students and ask relevant Halloween-related questions: “Does anyone know what holiday is coming up in a couple of weeks?” This will get the students interested and more questions will follow. 2) We now ask the students: “Does anyone know how a monster walks? We want to see if you all can walk like a monster to the music,” or something similar to that effect. Then we‟ll put in CD 1 from Musical Expression: Holidays and Celebrations, and switch the track to number 14, which is the Monster Mash. Whichever student teacher is not operating the CD player can also move along to the music with the students. 3) We then divide the class in half (visually) and tell one half to get up and move about the room in a manner appropriate to the music and the steady beat. After a short amount of time, have the students return to their spots. 4) Repeat #3 with the other half of the class. 5) Finally have the entire class stand up and move about the classroom like monsters and zombies. Skin and Bones 1) At an appropriate moment to close the activity, transition between Monster Mash and singing Skin and Bones. Do this by saying something like, “Wow, you were all pretty convincing monsters! What else besides monsters do you all think about when you think of Halloween?” The students will respond appropriately, and whether or not they mention it, we can say something like, “Does anyone think of skeletons?... Well, our next activity involves us all singing a spooky song about an old woman who is as skinny as a skeleton.” 2) At this point, we will display the poster for Skin and Bones, displaying the lyrics for the students to read. Say to the students, “At the end of every musical phrase we‟re all going to sing „Oooooooh‟ in as spooky a voice as we can,” and demonstrate. Have the students repeat the „Ooooooh‟ in tempo, and in their spookiest singing voices. 3) We will play the same CD used for Monster Mash except turn it to track 11. This track contains an accompaniment along with children singing the song; it will give the students an idea of what the song should sound like. Have the students practice their scariest „Boo!‟ for the end of the piece. 4) After the students have heard the song once through, have one of the student teachers accompany a basic chord progression (with improvisation as desired) while the other sings along with the students to help them along, and points to the lyrics on the

visual. The students will know when the activity is over when they get to the „Boo!‟ at the end, and the piano plays an appropriate final chord. 5 Little Pumpkins 1) Ask the students about their favorite part of Halloween. Next, ask if any of them know what a „jack-o-lantern‟ is. Flip over the visual for Skin and Bones to reveal the 5 Little Pumpkins visual. Ask the students what they think the story is going to be about based on the title that they‟ll read themselves. 2) Now, read the chant to the students in the rhythm in which it is to be performed later. On the board, put the other lyrics and rhythm sheets so that the students can read (to reaffirm) the rhythms that accompany each phrase of the chant. 3) Ask the students what the story was about. Ask related questions, like, “What did the third pumpkin say?” 4) Have the students say the lyrics to the steady beat with each word‟s appropriate duration in the rhythm. 5) To refresh their memories, ask them if they can identify quarter, eighth, and half notes in the rhythm. Ask them how many beats each of them gets. Next, tell the students to pat their knees to the rhythm only, NOT saying the words this time. 6) Now have the students chant and pat their knees to the beat at the same time. 7) Number the children from 1-6, restarting counting when necessary. Use a die to determine the order in which students may choose a hand-drum to use. Have each group (1‟s, 2‟s, 3‟s, etc.) go to a drum until each student is behind one. 8) Have one of the student teachers play the first musical phrase on a drum, or first two measures (whatever division is deemed appropriate) and say the chant, and have the students imitate this pattern and the spoken chant in a „call-and-response‟ sort of fashion. Continue to have the lyrics and rhythm on the board for reference. 9) If desired, for a critical thinking moment, ask the students what they think should be done about the “Oooooooh!” of the wind in the song (i.e., a drum roll, speeding up, hitting hard, etc.), and model the different ideas for the students. 10) After the class seems to have no difficulty with both the rhythm and lyrics, for a challenge have the class only play the rhythm and „say‟ the lyrics in their own heads. Assessment: 1) For Monster Mash, use a bi-level single criterion assessment (“+” for being on pulse, “|” for not being on pulse) for whether or not the students moved to the pulse. 2) For Skin and Bones, the teacher will listen to each student as they sing in the group to assess for pitch accuracy. This will be a multi-level single criterion assessment (“+” for being on pitch, “~” for sometimes being on pitch, “|” for not being on pitch). 3) For 5 Little Pumpkins, there will be a multi-level two criteria assessment (“+” for being in rhythm, “~” for sometimes being in rhythm, “|” for not being in rhythm; and “+” for chanting and drumming at the same time, “~” for sometimes chanting and drumming at the same time, “|” for never chanting and drumming at the same time) based on playing the drums and chanting to the rhythm simultaneously.


				
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