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    Ubd Music Lesson Plan

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    api-539330421
    This document provides a UbD unit plan for a music lesson on steady beat for kindergarten students. The unit goals are for students to sing songs, perform rhythmic patterns, respond to music with movement, create music, and understand that not all sounds have a steady beat. Students will learn to differentiate between sounds with and without a beat, demonstrate steady beat individually and in groups, and express opinions on musical performances. Their understanding and skills will be assessed through performance tasks like beat identification games and evaluating group performances. Learning activities include rhythm, melody, timbre, and discussion exercises.

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    Ubd Music Lesson Plan

    Uploaded by

    api-539330421
    658 views4 pages
    This document provides a UbD unit plan for a music lesson on steady beat for kindergarten students. The unit goals are for students to sing songs, perform rhythmic patterns, respond to music with movement, create music, and understand that not all sounds have a steady beat. Students will learn to differentiate between sounds with and without a beat, demonstrate steady beat individually and in groups, and express opinions on musical performances. Their understanding and skills will be assessed through performance tasks like beat identification games and evaluating group performances. Learning activities include rhythm, melody, timbre, and discussion exercises.

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    This document provides a UbD unit plan for a music lesson on steady beat for kindergarten students. The unit goals are for students to sing songs, perform rhythmic patterns, respond to music with movement, create music, and understand that not all sounds have a steady beat. Students will learn to differentiate between sounds with and without a beat, demonstrate steady beat individually and in groups, and express opinions on musical performances. Their understanding and skills will be assessed through performance tasks like beat identification games and evaluating group performances. Learning activities include rhythm, melody, timbre, and discussion exercises.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    658 views4 pages

    Ubd Music Lesson Plan

    Uploaded by

    api-539330421
    This document provides a UbD unit plan for a music lesson on steady beat for kindergarten students. The unit goals are for students to sing songs, perform rhythmic patterns, respond to music with movement, create music, and understand that not all sounds have a steady beat. Students will learn to differentiate between sounds with and without a beat, demonstrate steady beat individually and in groups, and express opinions on musical performances. Their understanding and skills will be assessed through performance tasks like beat identification games and evaluating group performances. Learning activities include rhythm, melody, timbre, and discussion exercises.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    AMERICAN UNIVERSITY OF SCIENCE & TECHNOLOGY

    Teaching Diploma Program

    Understanding by Design (UBD) Unit Plan

    Title: UbD Lesson Plan. Subject/Course: Music

    Grade
    Topic: Steady Beat. : KG3 Designers: Nibal Hatoum

    Stage 1 – Desired Results (PLAN)


    Established Goals:

     The student will sing a repertoire of songs and play instruments.


     Sing songs that contain sol, mi, and pitches.
     The student will perform rhythmic patterns.
     The student will respond to music with movement.
     Demonstrate locomotor and non-locomotor movements.
     The student will create music through a variety of experiences.
     Improvise, using classroom instruments, body percussion, and movement.
     Use the voice in speech and song.

    Understandings: Essential Question/Big Idea:

    Students will understand that: What sounds in our environment have a

    •Sounds that have no steady beat have no steady beat?

    predictable pattern. • How does steady beat look and feel?

    • The foundation of rhythm is pulse (steady • How does a person learn to sing?
    beat) which continues through sound and
    silence. • What is the difference between speaking and
    singing?
    • The voice has different qualities for
    different functions: whispering, shouting, • What makes a performance good?

    speaking, and singing.


    • The quality of a performance influences
    the enjoyment level of both the listener and
    the performer

    Students will know: Students will be able to:

    • that not all sounds have a beat. differentiating between sounds that have a
    beat and those that do not.
    • how steady beat looks and feels.
    • demonstrating steady beat (pulse)
    • when sounds go up and down.
    individually and in a group.
    • a limited repertoire of songs.
    • demonstrating vocal qualities: singing,
    • the difference between speaking, singing, speaking, whispering, calling.
    whispering and shouting.
    • expressing an opinion about the quality of a
    performance.

    Stage 2 – Assessment Evidence (STUDY)


    Performance Task:

    Performance assessment is ongoing. Teachers will assess students as they engage in the
    following learning activities. Beat/No Beat, Steady Beat Silent Walking Game, Melody
    Up/Down.

    Other Evidence:

     Students will self-assess their individual performance.


     Students will tell what they liked about a group performance.
     They will give their opinion regarding how well the group stayed together and followed
    the beat and how correctly they used their instruments or voices.
    4 = Mastery – accurate throughout entire performance.

    3 = Competent – accurate almost all of the performance (expected level for majority of students).

    2 = Developing – accurate for part of the performance.

    1 = Emerging – very little accuracy.

    Stage 3 – Learning Plan (DO)


    Learning Activities:

    Rhythm: Beat/No Beat, Children recall things in their environment that have a steady beat
    (clocks, heartbeat, car direction blinker), and create a movement depicting it.

    Practice the movement for 8 beats.

    Rhythm: Steady Beat Silent Walking Game, Students walk the beat to music played by the
    teacher. Feet must stop when music stops. Children can be “caught” by the teacher for
    walking when music stops, talking, or touching another person. Students earn their way
    back into the game by sitting quietly in their seats.

    Melody: Up/Down, Children make sounds that match the squiggles; then make up their
    own squiggles and perform for each other. Children draw squiggles as teacher plays short
    melodic phrases.
    Timbre: Speaking/Singing Game, “Do What I Sing/Do Not Do What I Speak”.

    Children should only respond to commands given with a singing voice. Once procedure is
    established, students become leaders and must demonstrate their singing or speaking
    voices.

    Discussion: Students will tell what they liked about a group performance.

    They will give their opinions regarding how well the group stayed together and how
    correctly they used their instruments or voices.

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