Rachel Hutchinson

Book Title: Those Rebel, John & Tom

Author/Illustrator: Barbara Kerley, edwin Fotheringham

Song Title: The American Revolution

Song Melody/Tune Name: Take Me Out to the Ball Game

Team member Names: Kendall Parker, Rachel Hutchinson,

Callianne Hodson, Megan Campbell

Date: 10/25/15

EDEL 4540 Section

Grade: 5th

Length: 25-30 minutes

Standards:

Social Studies Standard 2

Students will understand the chronology and significance of key events leading to self-government.

Music Standard 1, Objective 2

Singing The student will develop the voice and body as instruments of musical expression

Objectives:

-Students will know who the Revolutionary War was between.

-Students will know the difference between rhythm and beat

Indicators:

-Students will explain who fought in the Revolutionary War.

-Students will demonstrate and explain the difference between rhythm and beat.

Materials:

-Copies of the song

-A word free version of “Take me out to the Ball Game”

-Those Rebels, John & Tom, ISBN- 9780545222686

BRIEF EXPLANATION OF PURPOSE/LESSON OBJECTIVES:

The purpose in creating this lesson is to stir interest in the students about the Revolutionary War in a fun and interactive way. If you can get the students whole body involved, it is likely that they will remember it longer and with more detail. Along with teaching the students about the Revolutionary War, it provides a way to teach about music and how music influences their lives. The book provides interesting detail to our country's history and helps them grasp the freedoms we do have now because of this war.

WARM-UP:

Have the students gather in a circle in the middle of the classroom. Teach or review with them the basics to “Down by the Banks”. Have the students begin playing “Down by the Banks”, passing along the clap to the beat of the song. This will provide a basis for learning how to tap out the beat vs. the rhythm.

SINGING INSTRUCTION:

-Lyrics: We're fighting for our country

In 1776

Against King George and his monarchy

To gain independence and finally be free

We will shoot, fight, stab for that freedom

If we don't win then we'll lose

All the life, liberty and happiness

That's our right to pursue

-Tune: Take me out to the Ball Game

http://stream.schools.utah.gov/videoarchive/faa2/Track-36.mp3

The students will sit down on the floor and we will begin by briefly asking what they know about the revolutionary war (Concept development modified).
Teacher will sing the song by herself and ask if they heard anything that the class listed on their concept development.
The teacher will ask the students to listen and find out who we were fighting against. Teacher will sing by herself. Ask the class if they know which county was King George III was king over, and what the word monarchy means. Teach these things if not known.
Teaching will ask the students to listen to find out why we were fighting. The Teacher will sing by herself, with the class joining her on who we were fighting.
The teacher will ask the students to listen and see if they can hear what we will lose if we lose the war. Teacher will sing again by herself, with the class joining in on who and why we were fighting.
While the teacher sings students join in the song on why we fought and what we would have lost.
The teacher will have the class listen for how the colonist fought, and have the class join in on all the parts they have previously discussed.
The students and teacher sing the whole song together.
Demonstrate how to clap the beat, everyone will sing while clapping the beat.
Demonstrate how to clap the rhythm, everyone will sing while clapping the rhythm.
The class will be divided into two groups, one side will do the rhythm and the other the beat. Repeat and switch the sides.
Ask the class what they noticed about both beat and rhythm. Which one was harder, why?
Talk about the differences between the two. Give them the definitions of beat and rhythm (Beat: the main accent in music, typically constant) (Rhythm: the pattern of sounds created by the music and the words).

ASSESSMENT SUGGESTIONS:

Students will separate into groups and choose from the assorted instruments what they would like to use. They will then perform the song using what they learned about beat and rhythm to the class.

EXTENSIONS/ADAPTATIONS

Tyler gets anxiety when there is a lot of commotion. Have him work on his own with a copy of the book and the voice recording I made of the song.