Students will also utilize the Kleinstuck Preserve on campus for our observations of nature, bird watching, and listening. In the art room, students will have the opportunity to continue work on their costume elements for their Winter Program. In the science room (4th and 5th grade), they will study environmental sciences that tie into our work with animal habitats and environmental stewardess. In math, students will survey and graph information (K/1st/2nd/3rd grade base groups) and begin studies in algebraic functions (4th and 5th grade), which tie back to our practice of surveying and graphing information in the music classroom. Unit Plan Calendar Week Tuesday (40 minutes) Thursday (40 minutes) 1 Listening, “Peter & the Wolf, Bird Call (flute part)” Discussion: Kleinstuck Stewards Kleinstuck: Listening for bird calls Conclude: What did you observe? Rhythm Warm Up: “Bird Names 1” Bird Identification/Classification: “Species Native to Michigan” Kleinstuck: Did we see or hear them? Conclude: What did you observe? 2 Birds Warm Up: Full Body Stretches, introduction to “Personal Space” Intro Book: “Carnival of the Animals” Listening: “The Swan” and “The Aviary” by Conclude: What kinds of instruments did Saint-Saens use? Listening/Movement: “Swan Lake” by Tchaikovsky “Exit Ticket:” Camille Saint-Saens Rhythm Warm Up: “Bird Names 2” Listening: “Pictures at an Exhibition: Ballet of the Chickens in their Shells” Movement Activity: dancing Solfege – Call and Response (short) Listening: “On Hearing the First Cuckoo in Spring” by Delius 3 Birds Warm Up: Solfege exercise, bird calls Listening: “Little Sketches of Birds” by Messiaen. Piano/Xylophone: Mimicking Bird Call Folk Song: (K/1/2/3) “Charlie Over the Ocean,” (4/5) “Whooping Cough” Continue Visual: Create Your Own Bird Illustrations/3D bird
Movement Activity: Scarf dancing Dancing – Students will choose a “personal space” in the room and explore high and low space using the colored scarfs provided. Students need to stay in their personal space. Listening: “On Hearing the First Cuckoo in Spring” by Delius Introduce the song and give a brief background on Delius and the composition, “On Hearing the First Cuckoo in Spring,” Listen to selection (Naxos CD). Tuesday, September 20th, 2016 Warm Up: Solfege exercise, bird calls Students will perform melodic interval exercises. Teacher will model with piano and voice. Listening: “Little Sketches of Birds” by Messiaen. Discussion to follow Introduce the song and give a background on the piece. Listen to and view the piece using the following link; After listening, discuss what students heard. Open the discussion on what constitutes music (abstract). Review clips in the video; “What do we see happening in the music when the bird calls are present? Can we tell when another bird call is coming?” Piano/Xylophone: Mimicking Bird Call Model bird riffs on the piano. Give students time to experiment with the Orff instruments, creating their own bird calls riffs. Share riffs with the class (audience/performer roles). Visual Project: Create Your Own Bird; Students will create their own variety of bird. Introduce bird project: “Create Your Own Bird;” Students will create their own species of bird. They will begin by illustrating their bird using any medium (crayon, color pencil, marker). The second stage of this project will begin at the next lesson; Students will create a 3D replica of their bird. Birds will be hung in the music classroom for all students to observe. Thursday, September 22nd, 2016 Folk Song(s): (K/1/2/3) “Charlie Over the Ocean,” *See Appendix for song (4/5) “Whooping Cough”
Survey the students on how many have pets at home; individually tally for – cats, dogs, hamsters, guinea pigs, lizards, snakes, frogs, etc. Graph the results. Listening: “Walking the Dog” by Copland and “Cat Duet” by Rossini Use the following link for Rossini – “Cat Duet;” Use the following link for Gershwin – “Walking the Dog;” Discussion: Why do we keep pets? What purpose do they Theatre: “Poor Animal” from “On Stage: Theater Games and Activities for Kids” by Lisa Bany-Winters, page 65 Students will sit in a circle. One student will go to the middle and announce the what animal he will be; we will use a cat for this example. The student will go up to someone in the circle and meow three times. The seated student looks at the student and response “Poor cat, poor cat, poor cat” without smiling. If the seated student smiles, they must go in the middle and choose a new animal. If the seated student does not smile, the student in the middle must choose a new seated student to meow to. Thursday, November 3rd, 2016 Rhythm Warm Up: “Wild Animals 1” Students will use the visual “Wild Animals 1” in the appendix to perform the rhythmic exercises. Students will use the text, clap, and use “ta” and “ti-ti” in the performance. Book: “Carnival of the Animals” Read “Intro & Royal March of the Lion” section. Listening: “Intro & Royal March of the Lion” by Saint-Saens (map) Listen to ““Intro & Royal March of the Lion” on the Naxos CD while viewing the listening map. Listening: “The Hare and the Fox” by Saeverud Listen to “The Hare and the Fox,” CD. Discussion to follow as time available. Tuesday, November 8th, 2016
Listening: “Babar: The Little Elephant” by Poulenc Listen to “Babar: The Little Elephant;” no introduction. “What did you hear? What animal do you think it might be? Why?” Book: “Babar, the Little Elephant” Read “Babar, the Little Elephant” book. Movement: “Act like an Elephant,” while listening to “Babar, the Little Elephant” Children will pantomime elephant movements around the room. Encourage them to explore high and low spaces. They should feel free to move around the room (be mindful of personal space). Book: “The Carnival of the Animals” Read “The Elephant” section Listening: “The Elephant” by Saint-Saens Listen to “The Elephant;” What did you hear? What animal do you think it might be? Why?” Thursday, November 10th, 2016 Rhythm Warm Up: “Wild Animals 2” Students will use the visual “Wild Animals 2” in the appendix to perform the rhythmic exercises. Students will use the text, clap, and use “ta” and “ti-ti” in the performance. Math/Science: KWL – Bears Students will complete a KWL chart on what they “KNOW” and “WHAT” they would like to know about bears. Graph the information in a KWL chart. Movement: “Mother Bear and Cubs” while playing “The Bear” by Vladimar Rebikov on the piano *See Appendix for song Integrate the “EducationPlace” lesson plan, “Mother Bears and Cubs.” After a few minutes, begin performing on the piano while students continue to pantomime. Encourage creative movement and spatial exploration. Folk Song: “I Met a Bear” (camp song with modifications – no gun verse) Book: “Bello Enza Bear Likes Music” by Osanna Kazezian Rosa
Read “Bello Enza Bear Likes Music.” This is a book about Bello Enza, the bear who has a passion for music, dance, and movement. Tuesday, November 15th, 2016 Math: Survey/Graph –Farm Animals Survey students to list as many farm animals as they can name. Graph the results for the number of students who have seen each farm animal in person. Science: Why do we keep animals on What purpose do they serve? Discuss the importance of farm – agriculture, food production, environmental means, etc. Listening: “25 Norwegian Folk Songs and Dances: “The Pig” and “Cow Call” by Greig Introduce the song and give a brief background on the piece. Listen to the piece (Naxos CD). Following the listening exercise, discuss what students heard – Tempo? Instruments? Etc. Discussion: What other animals could use create a call for? What instruments would you choose? Why? Thursday, November 17th, 2016 Rhythm Warm Up: “Farm 1” Students will use the visual “Farm 1” in the appendix to perform the rhythmic exercises. Students will use the text, clap, and use “ta” and “ti-ti” in the performance. Book: “Carnival of the Animals” Read “Hens and Cockerls” and “Wild Asses/People with the Long Ears” Listening: “Hens and Cockerels,” “Wild Asses,” and “People with the Long Ears” by Saint-Saens Listen to the “Carnival of the Animals” in between each reading. Discuss as necessary. Movement Activity: Personal Space, High/Low, Slow/Controlled using the piece “Pastoral” by Beethoven Students will practice slow movement in personal spaces and high and low levels (no scarfs). Listening: “The Lamb” by Tavener and “All We Like Sheep” by Handel Listen to “The Lamb,” iTunes (Concordia: Thy Light Has Come); discussion afterwards
Page – Turabian or other approved format 7 = provides a clear yet concise picture of the entire unit 6 - Too many words in the Abstract - should be 100. Introduction = informs the reader of the topic and its relevance 7 Review of Literature = provides information re the work of others & relationship Sufficient support for this particular unit was given in the literature review. Unit Plan Objectives = clear, concise, specific, & students centered I don’t see a list of objectives written out. I may have missed it. I make sure to spell out directly what you expect your students to know at the end of this unit. For example: The
public school so I’m not sure how that is supposed to look for you. Unit Plan = clear presentation & explanation of rubrics you explained the process of how you assess your students quarterly. Written Approval of Emails show sufficient contact was made to core subject teachers in the building. – Turabian or other approved format Make sure to go through and double check your formatting for turabian. Peer Evaluation