Marilyngirl

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Learning

NC

Reference/lit links

Learningobjective

Thinkingskills

(BloomsTaxonomy)

Learning How will itbe achieved?

Outcome

Assessment

Pupilswill:

understand what arest is and the effect it has in a piece of music

beable to use the notation symbol of a rest when writingmusic

Focus

Opportunities withinlesson

Introduction

Clap a series ofrhythms for the pupils to copy. Then ask pupils to record theclapped rhythm onto their whiteboards using the appropriatenotation symbols (quaver and crotchet) Recap the layout of musice.g. treble clef, time signature

Main Activity

Play familiar gamesI like coffee and Hot potato. Introduce the song categoriesand then extend this to using a ball. Discuss the use of the restsand how they are important in this song/game. Why do they thinkrests are important in a piece of music? Remind the pupils of 4/4and that this piece of music has 2 beats and 2 rests.

Ask pupils to recallhow they draw the rest notation symbol then demonstrate how anexample bar may look for boys names

e.g. ja mie (rest)(rest).

Ask the children towrite the music in notation form for a series of names withdifferent syllables e.g. chris- to- pher,

an-na bel- la, ann-ma rie.

Plenary

How many names canyou think of that would fit this bar? (Give written notation forone bar)

Pupils will producewritten music in notation form with the use of a rest in thecorrect place.

Pupils will beassessed on their ability to use the notation symbol of a rest whenwriting music. They will be assessed through observation in themain activity.

NC

Reference/lit links

Learningobjective

Thinkingskills

(BloomsTaxonomy)

Learning How will itbe achieved?

Outcome

Assessment

Pupilswill:

recognise notesthat last for 2 and 4 beats

beginto use the correct vocabulary of minim and semibreve to namenotes.

Focus

Opportunities withinlesson

Introduction

Play familiar gameswith the pupils e.g. coca-cola and I like coffee.

Introduce new songand game chicken on a fence post for voice recognition andencourage individual singing.

Main Activity

Explain that today wewill be looking for notes that are long and last longer than 1beat or a beat. Show minim and semibreve card and give names.Explain that a minim lasts for 2 whole beats and a semibreve for 4beats. Explain that today when we play singing games you want themto try and identify the long notes (minim and semibreve) that lastfor 2 and 4 beats. Teach the song epoitaitaiay. Play the game to gowith the song when children are confident with the melody of thesong. Extend this to swapping partners during the semibreve.

Plenary

Ask the children torecognise where the longer notes are in the song epoitaitaiay.Repeat playing chicken on a fence game. Can the children identifywhere the longer notes are in this song. Show the minim andsemibreve card and reinforce the vocabulary and the value of eachnote.

When asked pupilswill be able to recognise beats that are longer than others andlast 2 or 4 beats long.

Pupils will beassessed on their ability to recognise notes that last for 2 or 4beats. They will be assessed through questioning and throughobservations when taking part in singing games.

NC

Reference/lit links

Learningobjective

Thinkingskills

(BloomsTaxonomy)

Learning How will itbe achieved?

Outcome

Assessment

Pupils will:

usethe correct vocabulary to name the notes minim andsemibreve

develop movementsthat are in time to the rhythm of the music.

Focus

Opportunities withinlesson

Introduction

Recap the gameepoitaitaiay. Play the game of switching partners on the semibreveand reinforce that we can only do this movement because it is along note so we have the time to do it. Show the minim andsemibreve cards and ask pupils to give their names and their valuein beats. Can they remember where the semibreve is in the songepoitaitaiay?

Main Activity

Introduce and teachnew Japanese song NakaNakaHoi. Explain that today they will createmovements to go with the words an rhythm of the song just as theydid with the song epoitaitaiay. Pupils will work in pairs to createtheir own movements to go with the song and practice and rehearseready to show the class.

Extension task explain that naka means inside and soto means outside hoi isa nonsense word. Can the pupils make their movements match themeaning of the words?

Plenary

Children will showtheir movements to the class for the class to evaluate (2 stars anda wish) Explain that there are some rests in this song. Can thechildren identify where they are?

All pupils willcreate movements to go with a song that will match the rhythm ofthe music.

Pupils will beassessed on their ability to be able to create movements that matchthe rhythm of a given song. They will assessed through observationin the plenary.

NC

Reference/lit links

Learningobjective

Thinkingskills

(BloomsTaxonomy)

Learning How will itbe achieved?

Outcome

Assessment

Pupilswill:

beable to write the music notation onto a stave (rhythm only) for thesong NakaNakaHoi.

usethe correct vocabulary for the notation symbols e.g. rest, quaver,crotchet, minim, semibreve, stave, treble clef, bar line

Focus

Opportunities withinlesson

Introduction

Together to warm upplay a few familiar singing games e.g. hot potato and achabacha. Ask questions during the songs and games Where are therests? Where is the longest note? How many beats are there in thelongest note?

Main Activity

Play the gameepoitaitaiay. Then model onto the IWB how the song would be writtenin notation form onto the stave (rhythm only) Make some deliberatemistakes for the pupils to identify and rectify.

Explain that todaypupils are going to work in pairs to write the rhythm to the songNakaNakaHoi in notation form onto the stave. Recap all thevocabulary e.g. rest, quaver,crotchet, minim, semibreve, stave, treble clef, bar line. Allowchildren time to write the rhythm to the music reinforcing the useof a bar line to show 4 beats in a bar.

Plenary

Show what the writtenform of the rhythm should look like when written onto the stave.Allow pupils time to check their work and make amendments.

Pupils will haveproduced written notation onto whiteboards showing the rhythm to apiece of music.

Pupils will beassessed on their ability to write the rhythm in notation form ontothe stave. They will also be assessed on their ability to use thecorrect vocabulary for the notation symbols. Pupils will beassessed through marking work and questioning.

NC

Reference/lit links

Learningobjective

Thinkingskills

(BloomsTaxonomy)

Learning How will itbe achieved?

Outcome

Assessment

Focus

Opportunities withinlesson

NC

Reference/lit links

Learningobjective

Thinkingskills

(BloomsTaxonomy)

Learning How will itbe achieved?

Outcome

Assessment

Focus

Opportunities withinlesson