Alexandra Morello Unit Plan

Grade 3: Rhythm

Grade: Three Subject: Music Curriculum: The Arts Length of Unit: 12 Classes Goal to share with students: By the end of this unit we will be able to use different note values to create our own piece of music. Enduring Understandings (Big Ideas / Overview) Teaching rhythm through note names, values, recognition, and composition. Important to Know and Do (Overall Expectations): Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music Need to Be Familiar With (Specific Expectations) C1.3 Create compositions for a specific purpose and a familiar audience C 1.5 Demonstrate an understanding of standard and nontraditional musical notation

You will know you have been successful in this unit if you can: Use a variety of note values in the final composition appropriately Name the notes and their values Combining note values to complete a 4/4 time signature Prior Knowledge: IPad use SMARTBoard use Any previous knowledge of music from the prior grades Diagnostic Task: Read book: Jupiter Cover by Ann Bryant This book provides a CD for listening while the teacher is reading. After the story, have a class discussion about each childs individual exposure to music and what they like about music. Culminating Task: To create a musical composition while will be performed for the class using the IPads for recording. Additional Recourses: We will provide additional worksheets for the students to complete when they have time, this will also be cross curricular because we can include math in these worksheets by using addition and subtraction using notes rather than numbers. For Example: Quarter Note + Eighth Note Quarter Note = Eighth Not Page 1

Alexandra Morello

Grade 3: Rhythm

Lesson One: Note Names Lesson Description Instructional Strategies Time Expectations Assessment Resources We will teach the note names to the students by producing an anchor chart with them about what the notes are called and what they look like. We will introduce Whole Notes, Quarter Notes, Half Notes, Eighth Notes, and Sixteenth Notes. Using an Anchor Chart 1 Class: 40 Minutes C 1.5 Demonstrate an understanding of standard and non-traditional musical notation. Class discussion and watching them on the IPads have the students record how many note names they got right in the allotted time (there is a count already for them in the left corner) IPads with Application called Music Notes- it help the students practice the note names through a game

Lesson Two: Note Values Lesson Description Class 1: We will recall what was taught during note names and then extend their leaning by extending the anchor chart to now include the values of each individual note. After this is complete, we will play the notes for the students on the IPad using the Piano and have the student answer what note values we presented them. Class 2: Pair the students off and give them an IPad to share and they will play a 4 beat measure and their partner will repeat what note values their partner played. The only notes they are allowed to play is a whole, half and quarter note. Class 3: The students will pair up again and they will continue the same small group work, but they will now be able to utilize all the notes that were previously taught (whole, half, quarter, eighth, sixteenth) Continuing the anchor chart Small group work 3 Classes: 40 Minutes C1.3 Create compositions for a specific purpose and a familiar audience How many students will be able to know the note vales IPads with Garage Band

Instructional Strategies Time Expectations Assessment Resources

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Alexandra Morello

Grade 3: Rhythm

Lesson Three: Music Staff and Note Recognition Lesson Description Class One: We will use the SMARTBoard with a blank staff and have the students drag and drop the pieces of the staff. The students will need to place the treble clef, time signature, bar lines, double bar lines and the notes (infinitely cloned) onto the staff in the appropriate places. We will have discussion about what everything on the staff means and how it would affect music. Class Two: Refresher on the music staff with notes on them and then the students will have the note names and values beside the staff and have them drag the written name and number value of the notes on the staff. Large Group Discussion 2 Class: 40 Minutes C 1.5 Demonstrate an understanding of standard and non-traditional musical notation Observation of the students during the lesson SMARTBoard

Instructional Strategies Time Expectations Assessment Resources

Lesson Four: Note Combinations/Dictations Lesson Description Give the students a sheet of music and have the students label the note value of each note (this will be collected to check assessment to see if we need to go over any concepts before the students move on to the next lesson) After this is complete we will gather the students to put together pieces of music using the staff on the SMARTBoard. We will call on the students to drag notes onto the staff to complete a 4/4 time signature. For example if a student drags in a quarter note then we can ask the class if we can add a whole note to this bar, the answer would be no because we would then have too many beats in this bar. This will help students see that you are able to combine different note values to ensure there are 4 beats in a bar. Individual Assessment Large Group 1 Class: 40 Minutes C 1.5 Demonstrate an understanding of standard and non-traditional musical notation The worksheet completed by the student Group Obversation Worksheet SMARTBoard

Instructional Strategies Time Expectations Assessment Resources

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Alexandra Morello

Grade 3: Rhythm

Culminating Task: Stomp The Classroom Lesson Description As an introduction we will show the students a clip of Stomp Out Loud to get them thinking about all the sounds in everyday life that can make music. The students will combine their knowledge of note names and values to create their own music. In groups of 3 or 4 the students will be required to complete a 6 -8 bar musical composition. The students will play their musical composition using the environment around them, as they did in Stomp Out Loud. They will be required to have a hard copy of their music in addition to a video recording of them playing their song to show to the class (This can be done using an IPad). Class 1: Introduction Show movie Class 2: Continue working Class 3: Teach checks hard copy of the song and students practice Class 4: Begin recording students Class 5: Show videos Small group 5 Classes: 40 Minutes C1.3 Create compositions for a specific purpose and a familiar audience C 1.5 Demonstrate an understanding of standard and non-traditional musical notation Checklist when watching videos Check the hard copy of their composition to ensure they used music knowledge appropriately Anchor Chart we made as a resource IPads Paper with blank staff Projector to show videos (can be projector or SMARTBoard)

Instructional Strategies Time Expectations Assessment Resources

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