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    Bondelem 1 LP 1 Game 4

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    api-272945047
    This lesson plan introduces 3rd grade students to the song "I've Been to Harlem" to teach them about low la and low sol pitches. The teacher will lead the students in singing sections of the song while performing hand motions. The objectives are for students to perform the song with motions, identify the A and B sections, and be introduced to low la and low sol. The lesson involves singing sections of the song with motions and allowing students to offer drink selections to add to the lyrics. Assessments include asking students to identify mistakes and if a section uses lower pitches.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Bondelem 1 LP 1 Game 4

    Uploaded by

    api-272945047
    71 views2 pages
    This lesson plan introduces 3rd grade students to the song "I've Been to Harlem" to teach them about low la and low sol pitches. The teacher will lead the students in singing sections of the song while performing hand motions. The objectives are for students to perform the song with motions, identify the A and B sections, and be introduced to low la and low sol. The lesson involves singing sections of the song with motions and allowing students to offer drink selections to add to the lyrics. Assessments include asking students to identify mistakes and if a section uses lower pitches.

    Original Title

    bondelem1lp1game4

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    This lesson plan introduces 3rd grade students to the song "I've Been to Harlem" to teach them about low la and low sol pitches. The teacher will lead the students in singing sections of the song while performing hand motions. The objectives are for students to perform the song with motions, identify the A and B sections, and be introduced to low la and low sol. The lesson involves singing sections of the song with motions and allowing students to offer drink selections to add to the lyrics. Assessments include asking students to identify mistakes and if a section uses lower pitches.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    71 views2 pages

    Bondelem 1 LP 1 Game 4

    Uploaded by

    api-272945047
    This lesson plan introduces 3rd grade students to the song "I've Been to Harlem" to teach them about low la and low sol pitches. The teacher will lead the students in singing sections of the song while performing hand motions. The objectives are for students to perform the song with motions, identify the A and B sections, and be introduced to low la and low sol. The lesson involves singing sections of the song with motions and allowing students to offer drink selections to add to the lyrics. Assessments include asking students to identify mistakes and if a section uses lower pitches.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Ive been to Harlem

    Rationale: The objective of this

    lesson is to introduce low la and low sol;


    to introduce the concept that there are
    sounds lower than do.

    Materials/Equipment: Materials
    include the song Ive Been to
    Harlem and the hand motions that
    coincide.

    TEKS Achieved: 117 MUS2.A


    Students will sing independently or
    in groups. MUS 2.B Student will
    sing songs from diverse cultures
    MUS 5.B students will be able to
    performs songs and musical games
    from various cultures

    Blooms Taxonomy:
    Knowledge
    Comprehension
    Application

    Lesson by Karen Bond

    Grade Level 3RD Grade

    Objectives:

    TSW be able to perform the song with the coinciding motions


    TSW be able to identify the A and B section of the song
    TSW be introduced to low la and low sol

    Lesson Plan:
    1. Ask the students to move (walking and quietly) from the listening
    lounge to their seating chart spot.
    2. Have the students sit crisscross on the floor and explain to them
    that this song has motions that go with it.
    3. Sing through the song in small sections with the motions and have
    the students echo sing the section back.
    4. Have the students stand after they have echo sung through the A
    section and sing through it together with the motions.
    5. Begin singing through the B on solfege one section at a time
    6. Sing through the first half of the B section now on words with the
    motions
    7. Sing through the entire A and B sections with the motions on the
    words.
    8. Allow the students to offer up drink selections to be added in the
    song.
    SONG:

    Analysis
    Synthesis
    Evaluation

    Differentiated Learning:
    Auditory
    Kinesthetic
    Verbal/Linguistic
    Intrapersonal

    Visual/Spatial
    Logical/Math
    Musical
    Interpersonal

    Classroom Strategies:
    Cooperative Groups
    Technology
    Independent Activities
    Charts/Graphs/Maps
    Problem Solving
    Peer tutoring

    Hands-On
    Centers
    Simulation
    Lecture
    Whole-group
    Pairing

    Process:
    1. Introduce the name of the song and tell that students that Harlem
    and Dover are both cities that can be found in the North Eastern part
    of the United States.
    2. Begin singing through the A section in small sections with the
    motions and have the students echo sing back to you.
    3. Anticipated Mistake: m.5-6 starting m. 6 on do rather that sol
    4. After the students have echo sung through the A section, have the
    students stand and perform the section all together with the motions.

    5. Begin to echo sing through


    the first section of the B
    section on solfege with hand
    signs.
    6. After the students have sung
    on solfege begin the echo
    singing process on the words.
    7. Once the students know the
    words and motions correctly,
    allow the students to offer
    (appropriate) drink selections;
    i.e. drink all the Dr Pepper and
    turn the glasses over.

    Accommodations:

    1. (for a child with special needs) Have


    that student sit closer to the front;
    allow that students to sing the song
    without the motions.

    2. (for an ELL) Have the students sit


    closer to the front; show all the
    students the motions while you are
    explaining that the students will echo
    sing after the teacher has
    demonstrated.

    Assessment/Evaluation:
    1. Ask the student to listen to
    m.5-6 and check the answer in
    your head
    2. Ask the students if the third
    time is lower than the other
    two.

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