Kindergarten, Monday October 5

Unit 2 Review and Assess

Ohio State Standards:

1CE Identify same and different (e.g., fast/slow, loud/soft, high/low and long/short).
8CE Explore connections between sound and its visual representation.
3PR Sing (using head voice and appropriate posture) and move to music of various
and contrasting styles, composers and cultures.
4PR Create a wide variety of vocal and instrumental sounds.

Critical thinking skills:

Demonstrate understanding of rhythm by clapping the rhythm of the
words.
Aurally Differentiate between high and low sounds.
Visually identify the representation of rhythm.
Conceptual Learning:
The rhythm follows the pattern of the words.
Notes can go up, down, or stay the same. (As differentiated from
volume)
Learning Objectives/Outcomes:
I can clap the rhythm of the words to a song.
I can differentiate between high and low sounds.
I can sing high and low sounds with my classmates.
Learning Tasks:
Visually identify one and two sounds per beat
Clap rhythms with the aid of words
Sequence:

Hello song
by piano
1. We sing this at the beginning of every class. Were working on
pitch matching and singing alone and with others.
God Gave Me Eyes
on risers
Dalcroze walk- High/Low, fast/slow
bubble space
Assess Unit
chairs
(This is the end of unit 2. Were reviewing and Im writing their
responses right in my gradebook. Kindergarten is obviously pretty
informal right now. )
1. A Hunting we will go- beat/rhythm
Sing a couple verses
Visually identify the representation of rhythm

2. Hot Dog- high/low

Listen and demonstrate with non-locomotor motions
3. Phrases- high/low
Close eyes, listen and show with fingers
4. Alphabet- rhythm
Sing and clap rhythm
Write A-G on correct beat bars
5. Think question (open ended)
Glockenspiel bars
6. Identifying 1 and 2 sound foods
E.g. apple, pear
Closure:
Line-up song
My hands are hanging by my side, Im standing straight and tall.
My eyes are looking straight ahead, Im ready for the hall.
Extension: Create and Perform
Review rhythms for first name, add last name. Create a corresponding
movement
Assessment:
See above.
Accommodations for special learners: There are no reading
requirements in this plan, and there is enough movement to keep them on
track.
Just for you to know:
Task-based language learning focuses on the use of authentic language and on
asking students to do meaningful tasks using the target language. (So, can the
students use vocabulary that a musician would use? Are we saying dynamics
instead of volume, or tempo instead of speed?
A lot of this preliminary stuff seems redundant, and I dont write these out for
every lesson I teach. I just wanted you to see the way teachers are thinking right
now.
21st century educators are interested in Blooms Taxonomy of learning. So, not just
identifying, but actually being able to manipulate concepts in new ways. Thats why
there are three main sections in the standards
CE- Create
PF-Perform
RE-Respond
We spent a lot of time working on procedures at the beginning of the year. For
example, we practiced finding bubble space. They stood in the room with their
arms out and turned a 360 to make sure they werent touching anyone. Now when
we do movement they dont trip over each other, and when they are pestering each

other I just tell them to have bubble space. We also worked a lot on how to sit on a
rug in a circle and what spaces we would use. (in front of piano, risers, chairs, and
rug.)