Ruth McEntire (Music Teacher)

Lawrence D. Varela-Halbert Jr. (Student Teacher)

Music Lesson Plan F
2014-2015
Grade Level: Kindergarten
Date: February 9, 2015
Focus: Rhythm

Melody

Unit: Playing
Lesson: Rhythm
Playing

Harmony

Singing

Listening

Style Form

Vocabulary: Orff Instruments, Xylophone, Metallophone, Glockenspiel, Drums, Gong

Objectives:

TEKS

Students will keep a steady beat 100% of the time.

Students will perform quarter, eighth, or sixteenth notes either instrumentally, aurally, or by clapping, with 90%
accuracy.
Students will perform quarter rests, instrumentally, aurally, and by clapping, with 90% accuracy.
Students will demonstrate proper mallet technique 100% of the time.
Students will demonstrate proper non-pitched percussion techniques 100% of the time.
Students will demonstrate proper phrasing 100% of the time.
Students will perform accents and melodic direction with 90% accuracy.
Students will perform pentatonic scales and ascending/descending major triads with 100% accuracy.
Students will identify Metallophones, Xylophones, and Non-pitched percussion instruments with 100% accuracy.
Students will identify ABA forms with 90% accuracy.
Students will identify a V-I relationship with 100% accuracy.
Students will differentiate between pitches that are higher/lower with 100% accuracy.
Students will differentiate between rhythms that are faster/slower with 100% accuracy.
Students will demonstrate appropriate audience and performer behaviors with 100% accuracy.
Students will perform in a swing style with 100% accuracy.
K.1A.
K.1B.
K.1C.
K.1D.
K.1E.
K.2A.
K.2B.
K.2C.
K.2D.
K.2E.
K.3A.
K.3B.
K.4A.
K.4B.
K.4C.

identify the differences between the five voices, including singing, speaking, inner, whispering, and calling voices;
identify the timbre of adult and child singing voices;
identify the timbre of instrument families;
identify same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances;
identify beat, rhythm, and simple two-tone or three-tone melodies using iconic representation.
sing or play classroom instruments independently or in groups
sing songs or play classroom instruments from diverse cultures and styles independently or in groups;
move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
perform simple partwork, including beat versus rhythm; and
perform music using louder/softer and faster/slower.
sing songs and play musical games, including rhymes, folk music, and seasonal music; and
identify simple interdisciplinary concepts related to music.
identify and demonstrate appropriate audience behavior during live or recorded performances;
identify steady beat in musical performances; and
compare same/different in beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances.

Activities:
Mallet Madness
Rotation
One Potato, Two Potato
Peanut Butter Pie
Little Bunny Foo Foo
Games
Zapatitos Blancos

Crazy Eights
Musical Valentine
Chinese Ribbon Dance
Up and Down in Mallet Town

Hands Together
Pease Porridge Hot
There Were Ten In Bed
Jack and Jill

Notes:
Heart and Soul performance Monday, March 9th at 6:00 pm at McCoy Elementary
Cafeteria

Procedures:
I.

II.

III.

The Rotation (Mallet Madness 2007 pg.6)

a. Focus: Posture, Mallet Technique, and Steady Beat
b. This exercise will be repeated throughout the entire lesson to allow every student the
opportunity to play on a metallophone, xylophone, or a drum.
c. T. will conduct and speak a four beat count off on on a pitch to start the rotation
procedure.
d. 1 2 3 4| Mal-lets down, get off the floor| 5 6 7 8 | Hur-ry, dont be late.
X|
i. S. will place their sticks on the instrument gently and proceed countercheck
wise to the next instrument group using the Rotation Chant.
ii. S. will carefully place their mallets down gently on the floor.
iii. S. will calmly walk to their next instrument group.
1. S. will carefully take their mallets and be ready to strike on the 16th beat
of the chant.
2. Rotation:
a. Metallophones to Xylophones
b. Xylophones to Non-Pitched Percussion
c. Non-Pitched Percussion to Metallophones
iv. S. Will rotate every 2-4 minutes or as queued by the teacher.
Crazy Eights (Mallet Madness 2007 Pg. 30)
a. Focus: Steady Beat, Quarter Rests, and Quarter Notes
b. T. Class, follow my directions to clap and count combinations of notes and rests
adding up to 8. Listen for the count off.
i. T. counts off the exercise.
ii. S. clap and count combinations of beats and rests adding up to 8 beats.
iii. T. observes students counting and clapping to beat 8 and guides students
whom are struggling.
1. 8 quarter notes.
2. 4 quarter notes and 4 rests.
3. 2 quarter notes and 2 rests repeated 2 times.
4. 1 quarter note and 1 rest repeated 4 times.
c. T. Alright class, the Crazy Eights exercise starts with a single quarter note and 7
rests (then progresses to 2 quarters and 6 rests and then 3 quarters and 5 rests, etc.)
and then continues until we get to full system of quarter notes. In between the
systems there are no pauses. Listen for the count off.
i. T. counts off the exercise.
ii. S. perform the Crazy Eights exercise on instruments until a full system of
quarter notes has been achieved.
iii. T. observes students performing the Crazy Eights exercise accurately while
guiding students whom are struggling.
Hands Together (Mallet Madness 2010 Pg. 9)
a. Focus Steady Beat, Hands Together, and Hands Alternating

IV.

b. T. Class, let us review proper mallet technique by making a fist and placing your
thumbs on your index finger with the stick in the center of your palm.
c. T. On drums, please use the palm of your hands in a gentle patting motion on the
nine oclock and 3 oclock positions of the drumhead.
i. S. demonstrate proper techniques appropriate to the instrument they are
sitting at.
ii. T. Observes students using the proper techniques and guides students whom
are struggling.
d. T. Alright class, refer to the chart on the board for the measure I call on and repeat
the ones I call on. Listen for the count off.
i. T. counts off the exercise.
ii. S. play the appropriate exercise.
1. Hands together (4 quarters)
2. Alternating (8 eighth notes)
3. Together (quarter, quarter rest, 2 eighths, quarter rest)
4. Alternating Quickly (4 eighths and 2 quarters)
5. Alternate (3 quarters and a quarter rest)
6. Hands Together (4 quarters)
7. Both Hands (2 halves)
8. Alternating (eighth, quarter, eighth, quarter, quarter rest)
iii. T. observes students playing the appropriate exercise with the correct
technique while guiding students whom are struggling.
One Potato, Two Potato (Mallet Madness 2010 Pg.33)
a. Focus: Quarter Notes, Eighth Notes, Quarter Rests, Accents, C Pentatonic Scale, and
Audiation
b. T. Class please look at the poem on the board and raise your hand when I point to a
quarter rest.
i. S. Raise their hand when a quarter rest has been identified.
ii. T. Observes students correctly identifying a quarter rest and guides students
whom are struggling.
c. T. Class, now I want you to speak the poem back to me and raise your hands when
we get to the rest.
i. T. chants One Potato, Two Potato
ii. S. chants One Potato, Two Potato
iii. T. observes students raising their hands on rests and guides students whom
are struggling.
d. T. Class, let us try to make this difficult, please only clap on numbers and the word,
more. Dont forget to keep your hands out for the rests!
i. T. chants One Potato, Two Potato
ii. S. chants One Potato, Two Potato
iii. T. observes students clapping their hands on the appropriate words, leaving
their hands out on rests, and guides students whom are struggling.
e. T. Class, let us now try to clap on only the word potato. Dont forget about the
rests!
i. T. chants One Potato, Two Potato

V.

ii. S. chants One Potato, Two Potato

iii. T. observes students clapping their hands on the appropriate word, leaving
their hands out on rests, and guides students whom are struggling.
f. T. Alright class, let us transfer this to our instruments. Please listen to my
instructions to see which words you will play on. Listen for the count off.
i. T. Counts off.
ii. T. starts One Potato, Two Potato
iii. S. plays One Potato, Two Potato
1. Entire group plays chant as written.
2. Metallophones and Xylophones play the entire chant while Drums play
on the numbers and the word, more.
3. Metallophones and Xylophones play on the numbers and the word
more, and Drums play the entire chant.
iv. T. observes students playing on the appropriate word, raising their hands on
rests, and guides students whom are struggling.
Musical Valentine (Mallet Madness 2010 Pg. 80)
a. Focus: Quarter Notes, Eighth Notes, Quarter Rests, Timbre (Metals, Woods, Skins),
Audiation
b. T. Class, please look at this flashcard, think the rhythm in your head and speak and
clap it back to me after I count you off.
i. T. holds up a rhythm card, speaks and counts the card, and then counts the
class off. (8 different cards)
ii. S. repeat the rhythm by speaking and clapping to the teacher (8 different
cards)
iii. T. Observes the students repeating rhythms back and guides students whom
are struggling.
c. Class, who can raise their hand and tell me what do the red hearted rhythms have in
common?
i. T. calls on student.
ii. S. answers the question.
iii. [The cards all have eighth notes.]
iv. T. observes the students answer for accuracy and will ask other classmates to
assist the student if the student who was originally called on is struggling.
d. Class, who can raise their hand and tell me what do the pink hearted rhythms have
in common?
i. T. calls on student.
ii. S. answers the question.
iii. [The cards all have rests.]
iv. T. observes the students answer for accuracy and will ask other classmates to
assist the student if the student who was originally called on is struggling.
e. Alright class, I will randomize the cards here and I will pick a student who is quiet
and raising their hand to pick what rhythm we will use. Each group of instruments
will clap and say the rhythm back to me and then we will all play the rhythms in
order after we all chant the Musical Valentine poem. Listen for my count offs.
i. T. randomizes cards.

ii.
iii.
iv.
v.
vi.

VI.

T. calls on student.
S. picks two cards.
T. places cards on board for whole class to see.
T. counts off the [instrument group] to say and clap the cards.
S. on [instrument group] say and clap the rhythm to the class.
1. Metallophones
2. Xylophones
3. Drums
vii. T. observes the students accurately saying and clapping the rhythms and
guides students whom are struggling.
viii. T. Alright class, let us play the rhythms on your instruments in order after we
say the chant, here we go.
ix. T. counts off the chant of Musical Valentine.
x. S. count along with the Musical Valentine chant and proceed to play the
rhythms on their appropriate instrument group.
xi. T. observes students correctly playing the rhythms with their appropriate
instrument group and guides students whom are struggling.
Pease Porridge Hot (Mallet Madness 2007 Pg. 32)
a. Focus: Notes/Rests, Alternating Hands, Timbre (Metals, Woods, Skins), Audiation
b. T. Alright Class, look at the poem on the board and repeat each phrase after I speak
it to you. Listen for the count off.
i. T. sings each phrase of the poem. (4 phrases)
ii. S. repeats each phrase of the poem. (4 phrases)
iii. T. observes students whom correctly repeat the phrase back to the teacher and
guides students by either repetition or pointing to the poem on the board to
students whom are struggling.
c. T. Class, please count how many rests are in this phrase and raise your hand with
the appropriate number of fingers. (4 phrases)
i. S. raise their hands with the appropriate number of fingers. (4 phrases)
ii. T. observes students accurately identifying the number of rests and guides
students whom are struggling.
d. T. Class, let us speak the poem and click your mallets or clap if you are on the drums
[on the rests or on the notes (words)]. Listen for my count off.
i. T. counts off.
ii. S. click their mallets or clap their hands on the appropriate section.
iii. T. observes students accurately indicating [rests or notes] and guides students
whom are struggling.
e. T Class, let us now play [on the rests or on the notes (words)] and click/clap on the
other section while I chant. Listen for my count off.
i. T. counts off and chants.
ii. S. click/clap and play their instrument on the appropriate section.
iii. T. observes students whom are accurately clicking/clapping and playing their
instrument on the appropriate section while the teacher guides students
whom are struggling.

VII.

f. T. Class, let us now play on different sections based on your instrument type. Listen
for my directions and my count off.
i. T. Metallophones play the [rests/notes], while Xylophones play on the
[rests/notes], while Drums play on the [rests/notes].
ii. T. explains who plays what section and counts off.
1. 1st time: Metals and Woods on notes, Drums on rests.
2. 2nd time: Drums on notes and then Metals and Woods on rests.
3. 3rd time: Metals and drums on notes and then Woods on rests.
4. 4th time: Woods and Drums on notes and then Metals on rests.
5. 5th time: All sections play notes.
g. T. Class, let us put it all together and chant together. Listen for my count off.
i. T. counts off.
ii. S. play the chant while saying the words to the chant.
iii. T. observes the students accurately playing and saying the chant while the
teacher guides students whom are struggling.
Peanut Butter Pie (Mallet Madness 2007 Pg.43)
a. Focus: Sixteenth Notes, Alternating Hands, ABA Form, Timbre (Metals, Woods,
Skins)
b. T. Class, listen to this chant while I keep a steady beat. Listen for my count off.
i. T. counts off and chants Peanut Butter Pie.
ii. S. observe the performance.
iii. T. observes the students proper audience behavior and guides students whom
are off task.
c. T. Now repeat these phrases after me. Listen for my count off.
i. T. counts off and chants each phrase of Peanut Butter Pie. (8 phrases)
ii. S. echo the phrase the teacher chants. (8 phrases)
iii. T. observes students accurate chanting and guides students whom are
struggling.
d. T. We will now all chant the poem and on your instruments you will play only when
I say Peanut Butter Pie. Listen to my count off.
i. T. counts off and chants Peanut Butter Pie.
ii. S. only play on the phrase, Peanut Butter Pie.
iii. T. observes students accurate performance and guides students whom are
struggling.
e. T. Alright Drums, only you will play on the phrase Peanut Butter Pie, Listen to my
count off.
i. T. counts off and chants Peanut Butter Pie.
ii. S. sing and play their appropriate parts.
iii. T. observes students performance for accuracy while guiding students whom
are struggling.
f. T. Okay let us get everyone in this time. All right Drums, do not forget only you will
play on the phrase Peanut Butter Pie, while the other instruments play on all the
other words. Listen to my count off.
i. T. counts off and chants Peanut Butter Pie.
ii. S. sing and play their appropriate parts.

iii. T. observes students performance for accuracy while guiding students whom
are struggling.
VIII. Chinese Ribbon Dance (Mallet Madness 2007 Pg. 60)
a. Focus: Melodic Direction, Phrases, Coda, Timbre (Metals, Woods, Skins)
b. T. Class, close your eyes and listen to me play the Chinese Ribbon Dance.
i. T. performs the Chinese Ribbon Dance song on xylophone.
ii. S. listen to the performance.
iii. T. observes the students listening to the performance and guides students
whom are struggling.
c. T. Class, this time pay attention to the details [visually and aurally] of my
performance.
i. T. performs the Chinese Ribbon Dance song on xylophone.
ii. S. listen to the performance.
iii. T. observes the students listening to the performance and guides students
whom are struggling.
d. T. I will call on students whom are silent and have their hands raised after my
questions.
i. T. will ask questions.
1. Did the song have any repeated notes? [4 notes are repeated 3 times.]
2. Did the song have any downwards or upwards motions? [Downward
motion]
3. Was there a special measure with different notes? [Coda]
ii. T. will call on students.
iii. S. will answer.
iv. T. will observes students answers and call on other students who help the first
student if he/she is struggling.
e. T. I will add a Gong strike on beat 4 of the coda when we all play together. We will
only play this coda when we I signal the class with a closed fist above my head.
f. T. Look at the keyboard on the board and look at the notes that are repeated
i. T. sings and points to notes on the mock keyboard on the board.
ii. S. observe the teachers motions and note identification.
g. T. Do I have a silent volunteer whom is raising their hand to try to play this as a
solo?
i. T. calls on a silent student volunteer.
ii. S. performs the song.
iii. T. observes the students performance and provides feedback about correct
and incorrect rhythms.
h. T. Alright class, I will give you 60 seconds to individually practice the Chinese
Ribbon Song. Please only practice the Chinese Ribbon Song because those who dont
properly practice will not be selected to be our ribbon dancers in our next lesson.
i. T. will supervise class in 60 seconds of individual practice.
ii. S. practice the Chinese Ribbon Song
iii. T. observes students accurately practicing the song and guides students whom
are off task or struggling.

IX.

i. T. Alright class, Let us practice as a group, very slowly, the Chinese Ribbon Song.
Please only practice the Chinese Ribbon Song because those who dont properly
practice will not be selected to be our ribbon dancers in our next lesson.
i. T. will supervise class in 60 seconds of guided practice.
ii. S. practice the Chinese Ribbon Song
iii. T. guides students accurately practicing the song and also guides students
whom are off task or struggling.
j. T. I would like people whom are on Bass Metallophones or Bass Xylophones to play
the following notes on the board
i. T. points to accompaniment music on the board.
ii. S. observe the new notes.
iii. T. guides students to find those bars on their instrument and the quarter
rhythms.
iv. S. of the appropriate group play the accompaniment music on the board.
v. T. observes students play the correct notes and rhythms and guides students
whom are struggling.
k. T. Class let us now play the song slowly so we can practice correct repetitions for the
next lesson of Mallet Madness. Listen for my count off.
i. T. counts off the song.
ii. S. play the music.
iii. T. observes the students accurately playing the song and guides students
whom are struggling.
iv. T. signals the coda.
v. S. play the coda.
vi. T. plays the Gong to end the piece.
There Were Ten In Bed (Mallet Madness 2007 Pg. 96)
a. Focus: Steady Beat, Descending Triad
b. T. Class, please listen to this song as I read the book, There Were Ten in the Bed.
i. T. Sings There Were Ten in the Bed.
ii. S. listen to the song and watches the pages of the book.
iii. T. observes students whom are attentive and guides students whom are off
task.
c. T. Class, I need 10 quiet students whom are raising their hand to be the ten in the
bed.
i. T. picks 10 students who are silent and raising their hand.
ii. S. stand in a line in front of the class.
iii. T. Alright [picks first student] will be our little one, whom asks the group to
roll over. When We all sing roll over, the other students will spin and the
last student will sit down. Here we go!
1. T. Sings There Were Ten in the Bed.
2. S. listen to the song and watches the other students in the activity.
3. T. observes students whom are attentive and guides students whom are
off task.
d. T. Class, we will now play different parts of the song while I read the book one last
time. Listen for my directions and the count off.

X.

XI.

i. When the song doesnt begins with there were [x] in the bed, students will
play a Cow C and G.
ii. When the song says roll over, students will roll a low C.
iii. When the song says and one fell out, the students on drums will play a
single quarter note.
iv. When the song says goodnight, the students will play a G then a C.
v. T. will count off the group as the song starts.
vi. S. will play their appropriate parts when the song progresses.
vii. T. observes students accurately playing their parts and guides students whom
are struggling.
Little Bunny Foo-Foo (Mallet Madness 2007 Pg. 57)
a. Focus: Steady Beat, Melodic Direction, V-I Relationship
b. T. Class, please follow my directions for how we will play along with my reading of
Little Bunny Foo-Foo.
c. T. will guide students through each phrase of the song and their appropriate part.
i. T. will guide students of the [instrument group] to play [the appropriate part]
sections of song to rehearse the song.
ii. Little Bunny Foo-Foo, hopping through the forest
1. S. play lightly on C or pat gently on their drum.
iii. Scoopin up the field mice,
1. S. glissando upwards or gently roll on their drum.
iv. And boppinem on the head!
1. S. all play a single accented quarter note after the word, head.
v. Down came the good fairy and she said,
1. S. walk the mallets down the keyboard.
vi. T. speaks, Rabbit Foo-Foo, you are very naughty! I am going to give you
[Three/Two/One more chance(s)]! And if you misbehave, Im going to turn
you into a goon!
1. S. roll a C.
2. S. tap on drums on the word, goon.
vii. T. speaks, Rabbit Foo-foo, thats it for you!
1. S. roll a C
2. S. sing Fid-dle-dee Fie, Fid-dle-dee-Dee, Fid-dle-dee-Foon, Rab-bit
Foo-foo, youre a goon!
d. T. Alright now that we know what to do for each section, let us sing and play the
song! Listen for my count off!
i. T. counts off and starts to sing, Little Bunny Foo-Foo.
ii. S. perform their appropriate parts.
iii. T. observes students accurately performing the appropriate parts while
guiding students whom are struggling.
Up and Down in Mallet Town (Mallet Madness 2007 Pg. 51)
a. Focus: Up/Down, High/Low/Middle, Phrases, Rhythm Phrases
b. T. Class, let us review which direction is up and down on our instruments.
i. T. directs students on board to illustrate what direction on the keyboards and
drums are up and down.

XII.

ii. T. points to the progression of smaller keys to show an upwards direction.

And progression of larger keys to show a downwards motion.
iii. T. instructs students that strikes on the drums rim are higher pitched and that
strikes in the center of the drum are lower pitched.
c. T. Class, let us look at the board to see our next chant. Please click your mallets or
clap the rhythm of the phrases as I ask you to repeat them back to me..
i. T. leads students through the four phrases of the chant.
ii. S. repeat the teachers responses.
iii. T. observes students accurately repeating the phrases while guiding students
whom are struggling.
d. T. Class, let us play this chant now! Listen for my count off.
i. T. counts off the chant.
ii. S. perform the appropriate upwards/downwards motions.
iii. T. observes students correctly performing the motions of the chant while
guiding students whom are struggling.
Jack and Jill (Mallet Madness 2007 Pg. 34)
a. Focus: Notes/Rests, Alternating Hands, Melodic Direction, Swing Feel
b. T. Class, listen to this song and snap when you hear a rest. Listen for my count off.
i. T. counts off and chants Jack and Jill.
ii. S. snap their fingers on the rests in between each phrase of Jack and Jill.
iii. T. observes students snapping and guides students whom are struggling.
c. T. Now I want you to click your mallets or clap when there are rests. Listen for my
count off.
i. T. counts off and chants Jack and Jill.
ii. S. click their mallets or clap their hands on the rests in between each phrase of
Jack and Jill.
iii. T. observes students clicking and clapping while guiding students whom are
struggling.
d. T. Now please play ascending or descending notes based on which direction we are
going in the poem. Listen for my count off
i. T. counts off and chants Jack and Jill.
ii. S. play notes on their keyboards or drums ascending for the first half and
descending for the last half.
iii. T. observes students performance for accuracy and guides students whom are
struggling.
e. T. Alright, now we will play the rhythm of the chant on our instrument and [click
our mallets/clap our hands] when we get to the rests. Listen for my count off.
i. T. counts off and chants Jack and Jill.
ii. S. play notes on their keyboards or drums ascending for the first half and
descending for the last half and [click their mallets/clap their hands] during
the rests.
iii. T. observes students performance for accuracy and guides students whom are
struggling.

Assessments:

I.

Steady Beat (Songs 1-12)

a. T. Class, use your hands or mallets to keep track of the beat for this exercise
b. S. pulse, clap, sing, or perform on instruments in a steady beat in the exercise under
direction of teacher.
c. T. observes students accurately keeping a steady beat and guides students whom are
struggling.
II.
Quarter/Eighth/Sixteenth Notes/Rests (Songs 1-12)
a. T. Class, sing or perform the rhythm on the board using the appropriate note value
in this exercise.
b. S. pulse, clap, sing, or perform on instruments rhythms that contain the appropriate
note value of the exercise under direction of the teacher.
c. T. observes students accurately performing the appropriate note value and guides
students whom are struggling.
III.
Mallet Technique (Songs 1-12)
a. T. Class, lift your hands above your instruments and show me your very best mallet
grip.
b. S. lift hands above instrument demonstrating the proper mallet technique.
c. T. observes students accurately demonstrating the appropriate mallet technique and
guides students whom are struggling.
IV.
Non-pitched Percussion Technique (Songs 1-12)
a. T. Class, hover your hands over your drums and show me your very best striking
stance.
b. S. lifts hands above instrument demonstrating the proper striking technique.
c. T. observes students accurately demonstrating the appropriate non-pitched
percussion technique and guides students whom are struggling.
V.
Phrasing (Songs 1-12)
a. T. Class, perform this phrase by [playing, singing, or clapping].
b. S. performs phrase by [playing, singing, or clapping].
c. T. observes students accurately performing phrasing and guides students whom are
struggling.
VI.
Accents (Song 4)
a. T. Class, please change the notes on beats one and three into accents and play them
on your instrument in this exercise.
b. S. performs accents on their instrument on notes that fall on beats one and three in
the exercise.
c. T. observes students accurately performing accents and guides students whom are
struggling.
VII. Melodic Direction (Songs 8, 10, and 12)
a. T. Class, please demonstrate the melodic direction of this exercise
b. S. demonstrate accurate melodic direction by [playing or singing] in the exercise.
c. T. observes students accurately demonstrating melodic direction and guides students
whom are struggling.
VIII. Scales and Triads (Songs 4-12)
a. T. Class, please use a [pentatonic or ascending/descending triad] on this exercise.
b. S. performs the accurate [scale or triad] in the exercise.

c. T. observes students accurately performing the [scale or triad] and guides students
whom are struggling.
IX.
Timbre (Metallophones, Xylophones, Non-Pitched Percussion) (Songs 1-12)
a. T. Class, please [rotate to the next instrument group or perform on the
appropriately scored instrument group.] in this exercise.
b. S. [rotate to the next instrument group or perform on the appropriately scored
instrument group.] in the exercise.
c. T. observes students accurately identify their appropriate instrument group and
guides students whom are struggling.
X.
ABA Form (Songs 1 and 3-12)
a. T. Class, please [identify/perform] the [A section/B section/entire ABA form] of this
exercise.
b. S. will [identify/perform] the [A section/B section/entire ABA form] of the exercise.
c. T. observes students accurately demonstrating knowledge of the ABA form and
guides students whom are struggling.
XI.
V-I Direction (Song 10)
a. T. Class, please [identify/perform] the [V/I] section of this exercise.
b. S. will [identify/perform] the [V/I] section of the exercise.
c. T. observes students accurately demonstrating knowledge of the V-I direction and
guides students whom are struggling.
XII. Pitch Differentiation (Songs 8 and 10-12)
a. T. Class, please perform the appropriate pitches of this exercise by
[playing/singing.]
b. S. will perform the appropriate pitches of the exercise by [playing/singing.]
c. T. observes students accurately demonstrating different pitches and guides students
whom are struggling.
XIII. Tempo Differentiation (Songs 2 and 11)
a. T. Class, please perform the [faster/slower] rhythm of this exercise by
[playing/singing/clapping.]
b. S. will perform the correct speed of rhythms for the exercise.
c. T. observes students accurately demonstrating different rhythm speeds and guides
students whom are struggling.
XIV. Proper Audience Behavior (Songs 7 and 8)
a. T. Class, please be a good listener and be silent during this performance.
b. S. will be actively listening and silent during a teacher performance.
c. T. observes students accurately demonstrating audience behavior and guides
students whom are struggling.
XV. Swing Style (Song 12)
a. T. Class, please perform the swing style of this exercise by [playing/clapping].
b. S. will perform the swing style of the exercise by [playing/clapping].
c. T. observes students accurately demonstrating the swing style and guides students
whom are struggling.