Lesson Outline
Little Fingers Title Slide (Slide 1)
- Welcome students
- Have students take their places
Class Expectations (Slide 2)
- Go over class expecations for the first class. After the first class you can remind the students of the expectations.
Movement Activity (Slides 3 - 6)
Movement activities at the beginning of class helps with:
- Physical de-escalation if needed
- Mental preparation for students engagement at the start of class
Vocal Explorations (Slide 7-8)
OBJ: Students are demonstrating that they can change their voice to different types to build fluency.
Teacher Script
- Ask students "What is this a picture of?”
- An elevator
- “What does an elevator do?”
- It moves people up and down in buildings
- “I want you to point at the elevator. Use your finger and your voice to show the elevator is moving up.”
- Students move finger from low to high while making a siren sound going from low to high
- “Now use your finger and voice to show the elevator is moving down.”
- Students move finger from high to low while making siren sound going from high to low
- Try different combinations at various speeds. Make it fun (and somewhat crazy)!
Rhythm Echoes (Slide 9)
OBJ: Students are beginning to differentiate between different notes: quarter and eighth note.
*Instructor will stop sharing screen here.*
Practicing Aural/Preparing Visual (Slide 10)
OBJ: Students are beginning to differentiate between different beats quarter and eighth note.
*Instructor will share screen here.*
Directions
- The instructor shows the first pattern in the video. Do not play the video yet! Invite students to read together. Assess for accuracy.
- The instructor continues onto the second rhythm in the video. Invite students to read together. Assess for accuracy.
- Practice each rhythmic pattern in the video until completed. Once every pattern has been practiced without background music, play from the beginning of the video and assess the student's reading for accuracy. Remember to account for possible time lag.
Icon Writing (Slide 11)
OBJ: Students are beginning to notate different beats quarter and eighth note.
*Instructor will share screen here.*
Teacher Script
- "How many beats do I have here?"
- 4
- "What kind of fruits do I have?"
- Apples and pears
- "Which fruit has 1 syllable?"
- Pear
- "Which fruit has 2 syllables?"
- Apple
- "I am going to write a pattern."
- The instructor drags one fruit to each heart.
- "Now I am going to give you 5 seconds to practice reading the rhythm. Remember to point at your hearts as you read. Remember, do we start on the left or the right side?"
- Left
- The instructor gives students a few seconds to practice. The instructor then gives a count-off for students to read the rhythm together. Assess for accuracy.
- The instructor writes 3-5 more patterns for students to practice reading.
High/Low and Sol/Mi Review (Slides 13-14)
OBJ: Students are learning to differentiate between High and Low using patterns.
*Instructors will NOT share their screen here*
Teacher Script
- Instructor uses body piano and sings each measure, one at a time, on neutral syllable "bum." Students echo each measure. You may need to point to yourself then point to students while they echo as a reminder for when to sing.
- Once all the patterns have been sung, repeat each measure but sing using solfege "sol and "mi"
- "Challenge time. Remember, I will sing 'bum.' You will sing solfege."
- Instructor sings. Students echo.
Body Piano Assessment (Slide 15)
OBJ: Student are demonstrating recognition of tonal vocabulary by using their body piano.
Directions
- Student Assessment
- Divide students into their assigned groups of 4-5 according to colors and numbers.
- Practice lifting the paddle before beginning assessment.
- Start recording assessment. Please use zoom recording and save file with yourname.homeroomteachername.schoolname.date.lesson#
- Invite 1 group at a time to come up and read slides for assessment. Place paddle in view of the group that is assigned that color.
- Instructor sings each pattern on "bum."
- Students are to echo back using solfege and body piano on their own.
- Stop recording once all groups have been assessed.
Hopping through the Snow (Slide 17)
OBJ: Student are building rhythmic and tonal fluency by playing Snowflakes on the xylophone
*Instructors will NOT share their screen here*
Directions
- If needed review Xylophone pass out procedures
- Depending on student’s retention continue learning "Hopping through the Snow" or review.
- Students sing song with words.
- Students sing song with rhythm syllables.
- Students sing first 2 measures using high and low.
- Sing and play first 2 measures on xylos.
- "Does that part repeat anywhere else in the song?"
- Yes
- "So I want you to try to sing the song and play only that part when you sing, "hop, hop, hop, hop."
- Students sing and play
- The instructor demonstrates singing and playing measures 3 and 4.
- Students echo.
- Put measures 1-6 together.
- Instructor demonstrates measures 7-8. Students echo. Put the whole song together.
Extra challenge:
- Split the class in half. Half play steady beat on C. The other half plays a melody. Switch groups.
Movement Activity (Slide 18-21)
Lesson Recap (Slide 22)
- Review what you have learned with the students.