Name: Bryan Marquez Peer Teaching Lesson Plan

Date: 30 October 2018 MUS 485: Music for the Elementary Child
Thies

Down in the Jungle

Grade/Class 4th/5th
Prior  How to hold the recorder along and mallets for Orff instruments.
Knowledge  Proper air speed to keep a nice sound on recorder.
 Knowing the fingerings for G, E, and D.
 Able to read simple rhythm patters.
 Able to read notes in treble clef.
Primary Students will experience, identify, and perform rondo form (ABACABA).
Elemental
Outcome
Secondary Students will reinforce technical facility with D-E and D-G patterns.
Elemental
Outcome
Performance 1. Perform rhythmic poem; perform melody singing, SR and with
Assessment accompaniment; perform harmonic mallet safari; performing sections in the
entire form
2. Singing, playing SR, perform with accompaniment, play in the ABACABA
form.
National MU:Cr1.1.5b - Generate musical ideas(such as rhythms, melodies, and
Standards accompaniment patterns) within specific related tonalities, meters, and simple
chord change.
MU:Cr2.1.5b- Use standard and/or iconic notation and/or recording
technology to document personal rhythmic, melodic, and two-chord harmonic
musical ideas.
MU:Pr4.2.5a- Demonstrate understanding of the structure and the elements of
music(such as rhythm, pitch, form, and harmony) in music selected for
performance.
MU:Pr5.1.5a- Apply teacher-provided and established criteria and feedback to
evaluate the accuracy and expressiveness of ensemble and personal
performance.
MU:Pr6.1.5a- Perform music, alone or with others, with expression, technical
accuracy, and appropriate interpretation.
Materials/Me Soprano Recorder
dia Visual of Words
Visual of Notation
Singing
Body Percussion
Conga Drum
All xylophones, metallophones, and glockenspiels with mallets
 Contra bass bars (E,G,B,D)
Safari Sam (Puppet)
Repertoire

Process Intro-Attention Getter

 Introduce Safari Sam
 Ask students what kind of noises can be heard in the jungle.
Rhythm
 Present Poem labeled section A
 Model With body percussion
 “Join me.” Students chant the poem rhythmically
o Repeat as needed
 Layer in
o Snap – Metal barred instruments
o Clap – Wood barred instruments
o Stomp – Hand drums
Transition Between Rhythm and Melody
 Show Section B
 “I need a volunteer to clap this rhythm.”
 “Now I need a volunteer to say the pitches.”
Melody
 Singing
o Model singing note names
o “Repeat after me.” Two measure – call/response
o Put together
 SR
o Model
 o “Repeat after me.” Two measure – call/response
o Put together
 Divide SR in to four groups and start with one group. Every time B
section is repeated another group will join in. When all groups are
playing then remove a group every time it is repeated.
Harmony
 With SR melody
o Add in conga drum
o Add in CBB
 Go over the notes for the next section as well
 Section C
o “Time for the Mallet Safari.”
o Xylos/Metallos/Glock – play together
 “Everyone Find the lowest D on your instrument. Now
find your highest A. Start on D and play each note twice.
Say the notes and play with me starting with your right
mallet.”
 Start RL switch to LR after the highest A
 “Great now that we have made it to A lets head back but
starting with our left mallet this time.”
o “Now lets try this section again," OR “Next time we play this
section but starting with the Xylophones and then play it again
only metal barred instruments.”
o CBB – check
Form
 Show visual of form and poem
 “For the intro we are going to make jungle noises”
 “Who remembers what we do for the A, B, and C sections?”
 “For the Coda we are going to make jungle noises again but fade to
nothing.”