grade 1 unit plan- september

UNIT PLAN- GRADE 1 September 4 Lessons Generative Topic: Topic: In the beginning of the school year, especially with having a new teacher it is important for me to use my time wisely with the grade ones. With only seeing them once a week, the students will need support and a basic understanding of what I want to see from them immediately. immediately. Therefore, the month of September will be dedicated to explaining expl aining rules and expectations in the music classroom, as well as getting to know the students and allowing them to get to know me while developing connections through music making. Unit Title: Getting to know you; basic expectations and rules in the music classroom. Big Idea: By the end of this unit, students will understand… That beat is steady Essential Questions: 1. How can we show that beat is steady using body percussion? 2. Does music always have a consistent beat? 3. How can we show that beat is steady using non- pitched percussion instruments? Concepts Taught:

Curricular Outcomes:

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Beat

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RH1- Music may move to a steady beat

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Long/ Short Sounds

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RH3- Music is made up of long sounds, short sounds and silences

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Fast/ Slow beat in music •

EX1- Beat in music may be fast or slow

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MO2- Move to the beat in music (through various movements)

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MO3- Respond to beat through action and simple body percussion

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PI2- Play a steady beat using rhythm instruments

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Using body percussion to show beat

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Be able to steadily play beat using rhythm instruments

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SI2- Respond to tone matching and echo games

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SI5- Sing in tune rhythmic and melodic songs

Activities: • • • • • • • • • • • • • • • •

Classroom Rules and expectations Action name game So Mi name game Beat is steady Feeling Beat Star light star bright Doggie Doggie Where’s your bone? Marching to the beat Jumping Joan Jungle Beat Bend and Straighten is the game Everyone keep the beat My Hands Keep Moving Number One Basic simple beat games Simple paper quizzes for students to depict beat

Materials Needed: •

Basic non- pitched percussion instruments

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Various classical music to show change in beat

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Classroom rules and expectations

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Basic melodies and songs

Assessment Assessment Tool

Outcomes •

Observational checklist to assess name games and basic body percussion

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• Observational checklist to assess • students movement to beat • Observational checklist while singing melodies back and forth to students to ensure basic pitch

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• Observational checklist to assess students showing • beat- performing in groups using body percussion, voices, or instruments. •

Description

For

RH1- Music may move to a steady beat MO3- Respond to beat through action and simple body percussion

Students will be moving around to the beat as well as learning various simple melodies in the first first day. day. The observational checklist will be used by the teacher in order to quickly assess students abilities to grasp the concept of beat.

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EX1- Beat in music may be fast or slow MO2- Move to the beat in music (through various movements)

This checklist will be used to give students a grade (1-4) of whether they can grasp the concept of beat. Teacher will also be able to check whether students are able and willing to move to the music.

x

PI2- Play a steady beat using rhythm instruments SI2- Respond to tone matching and echo games SI5- Sing in tune rhythmic and melodic songs

This checklist will be used to give students a grade (1-4) on their ability abili ty to keep beat on their instruments, i nstruments, as well as whether or not they are able to match tone and sing in tune during echo games.

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RH3- Music is made up of long sounds, short sounds and silences MO3- Respond to beat through action and simple body percussion PI2- Play a steady beat using rhythm instruments

Students will perform in groups of 2-3 a simple melody song that they have done over the past four classes. They will have time to practice the beat, and then will perform their beat for the class. Students will be assessed and given a grade on their ability to play a steady beat, sing in tune, and their concept of music being made up of long and short sounds.

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Lesson Summary Lesson

By the end of the lesson, students will be able to…

Assessment/ Evaluation

1

Repeat the classroom rules and expectations, as well as be able to realize that beat is steady through using body percussion.

Observational checklist to assess name games and basic body percussion

2

Move to the beat through music and understand that beat may be fast or slow.

Observational checklist to assess students movement to beat

Activities • • • • • • •

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3

4

Sing various simple melodies in tune taught through rote and repetition while keeping a steady beat on rhythmic instruments. Show that music is made up of long sounds, short sounds, and silences using body percussion and rhythmic instruments.

Observational checklist while singing melodies • • back and forth to • students to ensure basic pitch Observational checklist to assess students showing beatperforming in groups using body percussion, voices, or instruments.

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Classroom Rules and expectations Name Games Beat is steady Feeling Beat Beat is steady Feeling Beat Marc arching hing to the the beat beat (speed up and slow down) Basic si simple be beat echo’s Star Light Star Bright Doggy Doggy Bend and Straighten is the game Students will be performing songs while tapping the beat in partners or groups of three They may use any song that was their favourite over the last few days