Melissa+and+Rachel+2

** Time: 30 min. **
 * Strategy Lesson Plan **


 * Co-Teachers: ** Rachel Sheldahl and Melissa Hood
 * Instructional Strategy: ** Compare and Contrast

** TPA Approved Lesson Plan Template **

Teams, Games, Tournaments: Musical notation review using Flashcard game
 * ** Desired Results ** ||
 * **__Co-Teaching__: List the co-teaching style you’ll be using and why you have chosen this co-teaching method.**

Compare and Contrast: Students will compare and contrast syncopation written two different ways. Students will practice syncopation through singing and clapping rhythms together, and practice on their own by creating a syncopated rhythm. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

Students will understand how learning musical notation can help them create and perform original music. || Students will know the difference between musical notes and rests. Students will know how to arrange musical notation in order to create syncopation. Students will know which rests coincide with which notes. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:** Students will understand how learning musical notation can help them create and perform original music. ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**
 * **__Group Accountability (Formative Evaluation)__**
 * How will you check to see whether your class has met your learning objectives?**
 * Participation of all members in the review game
 * Participation in clapping and singing activity
 * Group project creating syncopation |||| **What do you want students to be able to __do__?**

Students will be able to clap short rhythmic patterns alone and in a group. Students will be able to identify note and rest values. Students will be able to work together to create 8 measures of notation that includes syncopation. Students will be able to improvise movement in a “spiritual” style. || Syncopation |||| **__ How __ will you teach this key vocabulary to enable students to meet the learning objective?** Compare and Contrast: Students observe syncopation written two different ways. Discussion of how rhythm can sound the same but have different notation symbols. || How can music develop self-expression, creativity, and a sense of achievement for students? |||| **How will you differentiate for all the learners.** || (What will you do? What do you expect students to do? Include set induction and closing.)  ||  ** Time Allotment ** || Practice putting one whole measure of 4/4 notation on whiteboard (each student). || 5 minutes || Listen to “How Long the Train been gone”: In groups, clap rhythm and pat beat. Read the words of song in rhythm, sing pitch syllables and then words. || 10 minutes ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**
 * **What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * **Materials/Resources Required:** Laptop for CD player, Flashcards, Group project sheets for 2 groups, Whiteboard, CD’s from SmartMusic curriculum 4th grade ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Welcome and warm-ups || 2 minutes ||
 * Flashcard Interactive Game: Divide class into two teams, each member will come to the board to answer a question and can consult their teammates.
 * Question: How do we use musical notation to create syncopation? What is syncopation (uneven rhythm)? Write example on the board. We will be creating our own spirituals in class which will include at least one measure of syncopation.
 * Practice moving to “Dima”. One group will move to quarter note pulse and one to the actual rhythm. Compare and contrast the notation of “How long the train been gone” to “Dima”. Moving to syncopated music. Watch YouTube video of “joyful, joyful we adore thee” from Sister Act 2. We will be creating movement to our own spiritual and sharing with the class.

Hand out Group Project: We will be creating our own short melodies to sing and using movement. Explain: You will work together to create 8 measures in 4/4 time, one of which includes syncopation (uneven rhythm). Create lyrics that rhyme (ex. COOL and SCHOOL). We will be performing our spirituals at the beginning of our next class together. Melissa and I will each join a group to help with your notation. || 5 minutes

8 minutes ||