Name: Deanne Gruta

Week beginning: Monday

Subject: Music
and Thursday
CCSS: 1.5 Identify vocal and instrumental
ensembles from a variety of genres and cultures.

Subject Integration:
Time
Learning
Objectives
45
We are learning to:
minute
s
Define what is
Timbre
5
Aurally identify the
different voice
types.
Identify our own
voice type.

Success Criteria
What I am looking
for:
By the end of the
lesson, students
should be able to
aurally identify
different voice
types.

Topic: Timbre

Lesson: Different Voice Types

Activities
W= Whole class, G=Group, I=Individual

ICT Integration:
Description

W/G/I

Warm up: guess who?

Procedure: 3 students will be

called in front of the class to say a
word given by the teacher. Each
student will take turns in saying
the words. The rest of the class
needs to identify which student
said each word.
Vocabulary:
Timbre
Soprano
Alto
Tenor
Bass
Introduction:
Pre- assessment question:
How do you know the instrument
or a person by its sound?
Main Teaching/Activity:

Grade: 4-6
Q=Question
D=Discussion
O=Observatio
n
M=Marked
work

Resources
Smartboard,
Music
Sheets,
Markers

Q: What are
the different
voice types in
singing?

Discuss what Timbre is.

3

Introduce the different voice

types, by gender and give
examples.
Let the students listen to a song
performed by a chorale. Let them
identify the voice types in the
song by writing on a sheet.

Each student will take turns in

identifying their own voice type.
5

I
Plenary: The students will listen
to singers and they will identify
the voice type of each singer.

2
Organisation: details of differentiation / groups / adult role (linked to activities) 15 minutes

On the level

Low Achievers

Students Names:

Students Names:

Center Name + Time:

Learning Style: Visual
TASK 1: The students
will write the
equivalent of a note
using other notes.

Center Name + Time:

Learning Style: Kinesthetic
TASK 1: students will be given set of rhythmic phrases and
they have to clap the rhythmic values of each note.

1.) 1 whole note + 2

quarter notes
2.) 2 half notes + 3
eighth notes
3.) 4 quarter notes+
3 half notes
4.) 4 eighth notes+
3 whole notes

One below level Grade Achievers

Students Names:
Osama, Abdullah, Hamad and Shamma
Center Name + Time:
Learning Style: Spatial
TASK 1: students will draw and label the different notes in different
colors. They will also write the values of each note.
Task 2: After finishing the first task, they will then be given simple notes
and they need to clap out the values.
1.) Whole note
2.) 4 quarter notes
3.) 2 Half notes

Notes / extension opportunities / homework

The students will then be required to create three original rhythmic examples for homework.