Scaffolding Tempo by Identifying & Concept Practice
Connections: Literacy/Reasoning
Students will be able to visually and aurally identify fast and slow tempos.
Connections: Literacy/Reasoning
Students will be able to visually and aurally identify fast and slow tempos.
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Procedure:
(Required background knowledge) Discuss or read the story of the tortoise and the hare with students on the rug. Student question: Which character represented fast and which character represented slow? Ask students to provide examples of other things that are fast or slow. Lead students in a rote song with students at the slow "tortoise" tempo and then at the fast "hare" tempo. *Possible extension: Create visual "flash cards" of fast and slow examples for whole-class practice, or for students to change tempos as the cards change during a song. Students will practice writing the words "fast" and "slow" and identifying fast and slow items by completing this two-sided worksheet at their tables. Check student understanding back at the rug but going through the items and asking students to display thumbs up or thumbs down for each side. Use cards displaying the words "fast" and "slow" to have students change tempos during a rote song to practice word recognition. |
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