BUBBLE GUM

, GLOs: Students will develop:

 insights into music through meaningful musical activities
 musical skills and knowledge
SLOs: Students will:
RHYTHM
5. Long sounds, short sounds and silences may be grouped to form rhythm
patterns
9. Sounds and silences have specific duration [quarter note (ta), eighth note (ti–
ti), half note (ta–a), and whole note (ta–a–a–a) with the corresponding rests].

PLAYING INSTRUMENTS
13. Demonstrate skills on as many as possible of the following instruments: Orff
Instruments — through speech, rhythm, ear training and use of pentatonic scale,
create own compositions.

Learning Students will:

Objectives  Notate (B) the rhythm (P) based on the bubble gum chant (M).
 Speak (B) the rhythm correctly (P) in the bubble gum chant (M).
 Play (B) the correct notes on (P) on boomwhackers (M).

Stage 2: Assessment Evidence

Formative  Are students able to Summative N/A
Assessment create the proper Assessment
rhythm from
chanting?
 Are students coming
up with characteristics
to describe the way
the instruments
sound?
 Are students holding
the mallets correctly
and playing correctly?

Stage 3: Learning Experience

Prior to  Resources  C, D, E & G Boomwhackers
Lesson: to Bring:

Time: Content/Description Notes/Assessments:

Introduction: BUBBLE GUM
 Present the words to the students
 Speak the rhythm to the students and get them to
speak it back to you
 Ask students to help you put the words into rhythms
 BUBBLE GUM

10 mins with four beats in each

 Write the rhythms on the board
 Once we have the rhythm on the board, ask students
to pat the rhythm on their legs, alternating hands
 Present the screen with the text in different colors
 Separate the class by colours- when we chant their
colour, the will pat it on the legs.
Body: Boomwhackers
 Explain to students that we are now going to be
playing with boomwhackers. Discuss how
boomwhackers can be played a variety of ways, but
since we are in our desks we are going to play against
17 mins the desks. The students will hold the bottom of the
bookwhacker and strike it in the middle of the
boomwhacker against the desk
 Explain that when we are not playing our
boomwhackers, they have to be in their laps. If they
can’t handle holding onto them without playing them
I will take them away.
 Ask the students who are were patting red to put up
their hands- they will get C- hand them out
 Ask the students who were patting yellow to put up
their hand – give them E
 Ask the students who were playing blue to put up
their hand- they will get G.
 Play through it- get them to switch their notes with
someone else and play a different
Closure: Students put their boomwhackers in the bin-
sanitize them inbetween classes
3 mins