OBJECTIVE: Upon hearing the teacher chant an familiar duple TB, MB, and MB division pattern on a neutral syllable, the SWBAT identify the pattern by chanting it back correctly, with the appropriate syllables, with consistent tempo and accurate meter. 

ACTIVITY: Rondo

TASK: Students will repeat echo a pattern and remember it.  The teacher will chant other patterns and the students will always respond with the original pattern. 

MATERIALS: none

PROCEDURE:

T: Explain that we are imagining ourselves in a country where we only know one phrase so that whatever is said to us, we can only respond with that one phrase.  Ask them to echo your pattern. “1 2 pat with me.” Chant a pattern on neutral syllable. 

S: Echo

T: Ask students to chant in their heads on solfege syllables.  Pat and clap. Chant 1 ta ne ta 2 ne 1 ta ta ta ta.

S: Think

T: Chant 1 ta ne ta 2 ne 1 ta ta ta ta on a neutral syllable.

S: Echo

T: Remind students that no matter what you do, they can only respond with 1 ta ne ta 2 ne 1 ta ta ta ta. Chant 1 ta ne ta 2 ne 1 ta ta ta ta..

S: 1 ta ne ta 2 ne 1 ta ta ta ta.

T: 1 ta ne 2 1 ta ne ta 2

S: 1 ta ne ta 2 ne 1 ta ta ta ta.

T: 1 2 1 ta ne ta 2

S: 1 ta ne ta 2 ne 1 ta ta ta ta.

T: 1 ta ta 2 ta ne 1 ta ne ta 2

S: 1 ta ne ta 2 ne 1 ta ta ta ta.

T: 1 ne 2 ne 1 ta ne 2

S: 1 ta ne ta 2 ne 1 ta ta ta ta.

T:  continue with different patterns. 

 

T: End with the original pattern, 1 ta ne ta 2 ne 1 ta ta ta ta.

S: 1 ta ne ta 2 ne 1 ta ta ta ta.

.

    I was very happy with my rapport with the students, which is important to communication.  I felt very confident.  This confidence helped me emote better and enabled me to be myself.  I kept good eye contact throughout.  The words in my directions were loud and clear.  The actual sentences could use work to become more efficient.  There are easier and clearer ways for me to say what I want to say.