Sharon has an Masters of Science in Mathematics and a Masters in Education
After this lesson, students will be able to:
- define 'melody'
- identify melody in music samples
- Music samples
- Names of familiar, simple songs written on index cards
- Melodic contour
Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
- Engage students with the topic by playing a favorite or familiar song and allowing them to sing along (or jam out) with it.
- Talk about why the song is familiar and memorable to them. Then tell students they will be learning about melody in music. Share prior knowledge, preview vocabulary, and start the lesson Melody vs. Harmony: Definitions and Examples.
- Pause at 2:00 and define melody and melodic contour, then ask:
- What role does melody serve in songs?
- What kinds of things can be 'said' with melodic contour?
- Divide students into partners and have them draw the melodic contour of 'Frere Jacques' and 'Joy To The World,' then compare and contrast.
- Resume the lesson and pause again at 3:47.
- Play a few clips of songs with conjunct and disjunct motion to allow students practice, and then play the remainder of the video.
- Teach or review the song 'The Ants Go Marching' with students.
- Number students one, two, or three.
- Practice singing the song as a whole group, then sing in a round-style.
- Discuss how the melodies worked in the song, and then take the quiz together to check understanding.
- Divide students into new partner pairs and give each group two of the prepared index cards (each group should have two different songs).
- Instruct students to 'flip the melodies' by choosing one song to sing to the other song's melody. For example, if the two songs are 'Happy Birthday' and 'Mary Had a Little Lamb,' students could sing 'Happy Birthday' lyrics to the melody of 'Mary Had a Little Lamb.'
- Allow students time to practice their flip song, then allow them perform. Have other students join in to increase engagement.
- If time allows, when each pair has performed their song, have them flip the melodies again, this time singing the lyrics of the second song to the melody of the first one.
- Continue to practice identifying melodies in songs. Have students bring in a sample of their favorite song and work as groups to identify melody.
- Host a blended buddy class and have your students teach melody to their buddies through games and activities.
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