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
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?
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.
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.