1st+Grade+Rests;+Elizabeth+Fritton+Edit

Edit by: Christine Danitz

This lesson is intended to be the follow-up of a previous lesson. The first graders had been preparing to learn what a rest is, and it was presented to them in the last lesson. They just learned the notation, and have had a lot of previous experience with silent beats in music. Students learned the song "Naughty Pussy Cat", played a game with it, then read notation using cat icons on the SMARTboard. They filled in silent beats with a picture of a cat sleeping and a Z (rest) in the thought bubble. The last part of this lesson was to show them the notation of Beethoven's "Symphony No. 7 Mvt. 2" ( ta ti-ti ta ta x3 ta ti-ti ta Z) and have them clap along and play on imaginary string instruments. The thought was to have them leave class with that song in their head, and reintroduce it right away in the next lesson.

Teaching this lesson went really smoothly because of the transitions. By using the rhythm of one song (Hot Cross Buns) and changing the lyrics so it became another song (Naughty Pussy Cat), I was able to run the class smoothly with little downtime for the students to cause problems. There were no classroom management issues because they were busy working and engaged in the lesson the whole time.


 * Great reflection on how the lesson went. I LOVE the incorporation of reading books and relating them to songs. The students definitely do too at this age. I think its awesome how Kodaly incorporates simple rhythm patterns and stories to classical pieces; thats such a great way for students to appreciate music!!!**


 * [[image:http://musiclessons.wikispaces.com/site/embedthumbnail/placeholder?w=542&h=50 width="542" height="50"]]** Teacher Name: ** || Elizabeth Fritton || ** Date: ** ||  ||


 * ** Subject/Grade: ** || 1st grade general music ||


 * ** Concepts/Skills/Values: ** || Rest ||


 * National Standards (check all that apply): **
 * ** x ** || ** 1. Sing ** || || ** 2. Play ** || ** x ** || ** 3. Improvise ** || || ** 4. Compose/Arr. ** || ** x ** || ** 5. Read/Notate ** ||
 * ** x ** || ** 6. Listen ** || ** x ** || ** 7. Evaluate ** || ** x ** || ** 8. Related Arts ** || ** x ** || ** 9. History/Culture ** || || ||
 * ** x ** || ** 6. Listen ** || ** x ** || ** 7. Evaluate ** || ** x ** || ** 8. Related Arts ** || ** x ** || ** 9. History/Culture ** || || ||

GREAT way to evaluate individual student growth: the worksheet will give you solid feedback. Worksheets q n Flashcards BOOK: Bad Kitty- Nick Bruel || -Play quietly as students walk in -Students get book, pencil, and work sheet and spread out around the room -Play first four lines of song, line by line, fill in worksheet as a class, check answers with mine on SMARTboard ( q n q q ) -Look for the pattern; Form- AAAB -Listen to rest of song, point to notation on SMARTboard, pretend to play violins, cellos, and double basses **All in one listening turn? Pretending to play instruments with their bodies may take away from watching the board. This is a great way to incorporate varied repetition, which you could be hinting at, but it could be more clear here. "Listen to the rest of the song pointing to notation on SMARTboard, then listen again, choosing a student who is being a great leader point to the SMARTboard, then listen again, this time pretending...."** -Collect papers and hand out at the end of class
 * ** Behavioral **
 * Learning **
 * Objectives: ** || As a result of this lesson, the learner will practice using the new rest notation by writing on a worksheet, read flashcards with the new notation, and ID rests in a classical piece. ||
 * ** Materials: ** || “Symphony No. 7, Mvt. 2”- Beethoven
 * Clear material sequence; there is no doubt you would forget anything if you looked at this list. **
 * ** Sequence of **
 * Activities and Assessment: ** || 1.) “Symphony No. 7”
 * How will you know students have the correct answers then? Will they self check and give you a thumbs up? What is a way you could visually see that they're all with you?**

2.) “Hot Cross Buns” -Teach using story about dad cooking; 3 cups flour, 3 eggs etc.  -Put in ingredients on the rests (Hot cross buns.. SPLAT) -Ask students for ingredient suggestions  -Form- AABA  -Sing with flashcards  -Change words of n n n n flashcard to “You have butter on your fingers”  **Process sounds good, the only thing I would worry about here is having a sub read these plans. Its a little confusing right in here. I'm sure with a little supplemental sheet it'd be a breeze :)**

3.) “Naughty Pussy Cat” -Transition- n n n n **-is this titi titi titi titi ? I'm not familiar with Kodaly notation?**  -Continue game (form circle; one student is cat, one is mouse, chase each other on SCAT!)

4.) BOOK: Bad Kitty -Sing “Naughty Pussy Cat” after bad alphabet and at the end

**Great layout! I think this sounds like SUCH A FUN lesson! It sounds like you are absolutely loving your student teaching experience. I** ||



Smooth transitions Don’t give away answers too easily ||
 * ** Teacher **
 * Effectiveness **
 * Reminders: ** || Watch pacing
 * I have a lot of notes in my lesson plans that are specific to the class I will be teaching. Bizarre personalities....things of that nature. I don't think this is all that necessary, but it does help you think about it beforehand to mentally prepare for a lesson**