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Mu101 Final Unit Project
Mu101 Final Unit Project
Mu101 Final Unit Project
PROJECT
Luz Renteria Gomez
MU101
Table of Contents
Those are the goals for the end of this unit. The students will be able to
demonstrate throughout the rest of the year that they understand these core parts of
music.
Procedure:
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2. All students (if there is a larger group) sing together with the motions
3. Show all students a blank template with The ______in the _____go_____
4. Pose the question, What kind of song do you think we could write if we
only talks about and movements in this classroom?
a. If in a large group: each student writes one sentence and then teacher
joins them all together to make one large poem/song
i. if there is extra time, come up with movements for each line
Evaluation:
The assessing in this lesson will mostly be done through observation.
The only real criterion to meet is coming up with descriptive words or
sound words.
The main goal is to see if the students have a hard time memorizing the
simple lyrics or finding descriptive words to use in their songs.
For the movements in the song, have student do movements to best of his/her
ability. If there is a problem with writing, have another student write instead.
with mental disability(slow processing):
Send home a copy of the song ahead of time if possible.
Give students all written copy of the song. Either everyone can get a copy with
pictures on it, or just that student.
2. State the lesson objective: Today were going to sing the same song but a
little bit different to make it more fun. Were going to sing it loudly, and
softly. Can someone show me what soft and loud sound like?
3. Give examples of soft and loud by talking and tapping on a table. (Mention
that you arent going faster or slower when you change your volume)
4. Have students sing the song again doing each verse loudly or softly as
specified on the sheet.
Evaluation:
The assessing in this lesson will mostly be done through observation.
The only real criterion to meet is the students singing along with me in
the specified volume
2. So in that one small part of a song, there were a lot of different pitches. The
song went really high and also really low. Does anyone know what I mean
when I say high and low? What do those words mean when were talking
about music?
3. I will give you some examples
a. Have two instruments to show high sound (bells,___) and two
instruments to show low sound (drum and ___)
b. This is a high/low sound: use instrument.
4. Play second high and low instruments without saying what each one is
(Name them #1 and #2)
a. Ask: Which one is making a high sound, and which one is making a
low sound?
i. If you think its #1, put your hand on your head
ii. If you think its #2, put your hand in the air
5. Now Im going to replay the song two more times.
This first time, just listen to it and see if you can find some places where
there are high and low notes.
6. You probably heard that a lot of the song in this part is pretty low.
So I want you all to put your hand in the air when you hear high notes. If it
gets higher, put your hand up higher in the air.
Evaluation:
I will evaluate through the response that the students give to the
instrument question as well as to the song activity.
Evaluation:
I will evaluate throughout the reading whether students are doing the
dinging on time or not.
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Evaluation:
I will evaluate the whole class mostly through observation during this
lesson.
I will have students that I am unsure if they are going the right speed help
me with my demonstration if I have to repeat it.
Lyrics sheet with other handouts in back of unit plan. (HANDOUT#3)
Evaluation
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I will evaluate the whole class mostly through observation during this
lesson.
I will have students that I am unsure if they are going the right speed help
me with my demonstration if I have to repeat it.
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LOUD
The wheels on the bus go round and round, All through the town
The wipers on the bus go swish, swish, swish,
SOF
T
LOUD
The wipers on the bus go swish, swish, swish, All through the town
The horn on the bus goes beep, beep, beep
Beep, beep, beep. Beep, beep, beep,
The horn on the bus goes beep, beep, beep, All through the town
SOF
T
LOUD
The seats on the bus go squeak, squeak, squeak, All through the town
The babies on the bus go waa, waa, waa
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SOF
T
The parents on the bus go sh, sh, sh, All through the town
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