Subject/Grade: Music 4/5 Sagidi, Sapopo

September 17th, 11:50-12:20

12:20-12:50
12:50-1:20
Room: Clark, Wanner, Zentner
Stage 1: Desired Results
GLEs: Students will develop:
 enjoyment of music
 musical skills and knowledge
 musical skills and knowledge
SLEs: Students will:
RHYTHM:
 5. Long sounds, short sounds and silences may be grouped to form rhythm patterns. Ta, ti–ti,
rest
 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]
 14. Beats may be grouped in 4s
READING & WRITING:
 1. Recognize “ta” and “ti–ti” rhythm patterns.
 2. Recognize the following rhythm patterns on large charts, and follow from left to right
 3. Echo clap and chant written rhythm patterns
MOVING:
 3. Respond to beat through action and simple body percussion
Learning Students will: (Using BPM – Behaviour, Proficiency, Method)
Objectives  Demonstrate (B) counting rhythms (P) in a rhythm game (M).
 Practice (B) simple body percussion (P) through Sagidi Sapopo activity (M).
 Demonstrate (B) a steady beat (P) through “pass the beat around the room” activity (M).

Stage 2: Assessment Evidence

Formative  Sagidi Sapopo Summative N/A
Assessment  Rhythm Game Assessment

Stage 3: Learning Experience

Prior to  Students learned ta and ti-ti Resources  Popsicle sticks
Lesson: rhythms last class and practiced to Bring:  Youtube Link: Lion King-Under
them the Stars instrumentaland
Relaxing Narnia Music
Time: Content/Description Notes/Assessments:
Introduction: Ask students to find a spot in a circle around the desks
 Sagidi, Sappopo-
 This activity is an example of a mini-canon, where I would choose
movement for each measure while speaking the text (sagidi, sappopo), the
5 mins class echoes at four beats and the it goes around the circle in a wave-like
form
 Teach students the chant first- point to yourself then them when you want
them to chant.
 After going a full time around the circle, explain to students that sagidi
sapopo translates to nonsense syllables. Have a discussion about why you
think some songs and poems have nonsense syllables?
Transition: Students stay in the circle
 Show students “Pass the beat around the room”- each word is on a beat
in 4/4 time, ending with a rest.
 Chant the words to the students, and show them on the rest, you put
Subject/Grade: Music 4/5 Sagidi, Sapopo
September 17th, 11:50-12:20
12:20-12:50
12:50-1:20
Room: Clark, Wanner, Zentner
your hands on your shoulders.
10 mins  Get the class to chant it together
 Now explain that one person at a time will say a word, but need to
keep it steady. Ask students if they remember what steady means.
 So one student will say “pass”, then “the” then “beat” then “around”
then “the” then “room” the person who gets rest won’t say anything,
but will put their hands on their shoulders
 Tell students that the goal is that we can do it without pausing in
between words. If a student speeds up or slows down, they are out and
have to sit down. I will point to them and they have to sit.
 If students are doing really well, substitute a word with an action such
as a stomp or a clap.
 Do this game a couple of times.
Transition: Ask students to find their seats quietly.
 Put a rhythm on the board- point to a ta and ask students what it is.
Then point to a ti-ti and a rest and do the same. Get the class to chant
it. Now, ask students what rhythms we learned about last class: ta, ti-ti,
and rest in 4/4 time.
 If students find the game easy, make it harder by increasing the tempo
10 mins
or adding trickier rhythms.
 Switch to a different 4/4 rhythm and get students to chant it.
 Tell students that we are going to do rhythm game- when I put to the
rhythm they have to chant it perfectly as a class. If they do it perfectly
the first time, they get a point. If they don’t, the teacher gets a point.
(for example to 5 points). Incorporate ta, ti-ti, and rest. If students find
the game easy, make it harder by increasing the tempo or adding
trickier rhythms. If students find the game easy, make it harder by
increasing the tempo or adding trickier rhythms.
Transition: If time: Explain to students that we are going to play a round of
poison rhythm
 If students forget how to play, give them a quick refresher: choose a
rhythm that is the poison and clap it to students. Next, students will
echo (by clapping) the rhythm that the teacher claps. If the rhythm is
the poison rhythm, they cannot clap or even flinch or they are out. Play
a few rounds. Students will do this by standing by their desk and if
they are out they sit down at their desk.

If there is still time, Play the Lion King –Under the stars Soundtrack on
Youtube. If students have heard this one already, play Relaxing Narnia
Music (Only Wanner has done the Lion King).
 Hand out a blank paper for students to write or draw whatever comes
to mind when they hear the music.
When the song is over, ask students to share what they put down on their paper.

2 mins Closure:
 Students can put their paper in their extra or music folder- depending if
they have a music folder.
 Review what ta, ti-ti and rests are worth in 4/4 time.
Subject/Grade: Music 4/5 Sagidi, Sapopo
September 17th, 11:50-12:20
12:20-12:50
12:50-1:20
Room: Clark, Wanner, Zentner
Stage 4: Reflection
1. Detailed description of the actual lesson as taught: includes students’ response to instruction
and any changes from the lesson plan:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?