Technology-Based Lesson Plan
July 20, 2006
Grade Level: Grades 5-6
1. Students will be able to identify and describe a sequence in the song, "Come Follow, Follow Me."
2. Students will be able to sing "Come Follow, Follow Me"
3. Students will be able to create their own short sequence using Sibelius music notation software.
Purpose: Students have been learning different musical terms that appear in repertoire they learn in the classroom. They also have had an introduction to Sibelius and are familiar with how to begin a new composition, enter notes, play back, and save the composition. This lesson exposes students to a new musical term, gives an opportunity to recognize it in an existing work and create a short phrase using the technique.
Materials Needed: Student copies of the song, "Come Follow, Follow Me" with words and notation (recording optional); one computer workstation for every three students in the class with Sibelius notation software; headphones for each student; visual aids (see below); black/white board.
Anticipatory Set: As students enter the room, there are three posters displayed in the front of the room. Each poster has the same clip-art design on it, except in a different place: one with the art in the lower left corner, one with the art in the center, one with the art in the upper right hand corner. After a short warm-up, teacher asks students to notice the posters and discuss what is the same and what is different about each of the posters in the front of the room. Students come to the conclusion that each poster has the same graphic pattern, only the pattern appears in different places on each poster. Teacher explains that students will see a musical pattern similar to this in the song for the day.
1. Teacher plays a recording or sings the song, "Come Follow, Follow Me" and asks students to see if they hear any patters (students may hear patterns on "follow, follow, follow, follow" and "to the greenwood, to the greenwood, to the greenwood").
2. Teacher distributes song-sheets with notation and words printed
3. Teacher calls a phrase and students echo until song is mastered
4. Students practice by singing the song in unison from start to finish
5. Teacher asks students to find two quarter notes printed next to each other on the same line or space of the staff (students find the notes printed above the repeating word "follow")
6. Teacher asks students to find a measure with the rhythm printed on the board (on the board is the rhythm for, "to the greenwood")
7. Teacher asks students how many times that is repeated and how each time is different (students notice that it is printed three times and each time the pattern goes a little lower)
8. Teacher asks students to think about the beginning activity when they were looking at the posters, and about how the pattern repeated except for in a different position on the paper. The sequence is a pattern that repeats in different places on the staff. Teacher writes the word sequence on the board to define the patterns the students just described.
9. Students sing "Come Follow, Follow Me" and raise their hand when they get to a sequence (on either set of words)
10. Teacher explains that their next task will be to use Sibelius to make their own sequence. They will work in teams of three to make a pattern that repeats three times in three different places on the staff
11. Teacher shows an example of a completed assignment
12. Students divide into teams and sit three to a computer
13. Students have time to work on and save their compositions
Check for Student Understanding: Students will sing "Come Follow, Follow Me" and raise their hands when they sing a sequence. Teacher will listen for correct rhythms and pitches and that the students raise their hand when they get to a sequence. When students are working on the computers, teacher will walk around the room and check to see students are completing the assignment.
Closure: When most students are finished, class will meet as a group again. Teacher will ask the following questions: Who knows what musical term we worked with today? Who can describe what a sequence is? Who remembers where we had sequences in the song?
Extensions: On a different day, teacher can play student compositions noting what the pattern was and how it was written three different places on the staff. As a warm-up activity for the following day, students can work in groups to come up with a physical representation of a sequence (by finding a body position and each team member showing the same position on a different level).