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(Creating, Performing, Responding, Connecting - Write Out The Standards That You Will Be

This lesson plan is for a kindergarten general music class. The objectives are for students to keep the beat while moving their body and to assess students' ability to match pitch, echo a melody, and sing in time. The lesson will address national standards about exploring music contrasts and state standards involving beat competency. Students will review tapping a steady beat. The lesson will include singing songs while moving and listening to a musician. Assessment and accommodations are described. The pacing of learning activities is outlined in detail. Reflection prompts are included at the end.

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101 views2 pages

(Creating, Performing, Responding, Connecting - Write Out The Standards That You Will Be

This lesson plan is for a kindergarten general music class. The objectives are for students to keep the beat while moving their body and to assess students' ability to match pitch, echo a melody, and sing in time. The lesson will address national standards about exploring music contrasts and state standards involving beat competency. Students will review tapping a steady beat. The lesson will include singing songs while moving and listening to a musician. Assessment and accommodations are described. The pacing of learning activities is outlined in detail. Reflection prompts are included at the end.

Uploaded by

api-374880895
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Name: Emily Browne Date: 02/05/2020


Grade: Kindergarten Class Type: General Music

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class.)
Students will be able to keep the beat while moving their body on a spot.

2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on learning objectives.)
Formal – students will be given a number from 0-3 indicating if they could match pitch, echo a melody,
and sing in time

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.)
MU:Pr4.2.Ka With guidance, explore and demonstrate awareness of music contrasts (such as high/low,
loud/soft, same/different) in a variety of music selected for performance.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Demonstrate beat competency by using a steady beat when performing pieces that incorporate simple
rhythmic patterns (e.g., body percussion, classroom instruments, or movement). (PK-K.M.P.05)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
N/A

6. Material, Repertoire, Equipment needed: (Be sure to include music titles, composer/arranger, text etc.)
N/A

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.)
Students will have tapped the quiet beat for other songs.

8. Accommodations: (Special Needs, ELL, etc.)


Proximity – stand near students who need reminders to be quiet and focus
Verbal reminders – remind students throughout class to be respectful and stay focused

9. Agenda: (List items to be taught and post.)


My Little Boat
See How I’m Walking
Cobbler, Cobbler
Musician of the Month

10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may be
a question about the rehearsal music or at the younger levels it may be a learning activity
to set up for today's lesson such as a "Do Now.")
N/A
B. Learning Activities: (What learning experiences and instruction will enable B
students to achieve the desired results – have more learning activities than you need.)
1. Be sure that each person is sitting criss-cross on their spot with their hands in 1. 1 minute
their lap.

2. “I’ll sing the first few times. Just listen for the first few times, your turn is 2. 2 minutes
coming.” Sing the song a few times, doing the motions around the circle.

3. Allow students to sing after a few times until everyone around the circle are 3. 2 minutes
standing walking around.

4. Have students tip-toe back to their spots and stay standing. 4. 30 seconds

5. Sing “See How I’m Walking” and tap your legs. Do this with stomping, 5. 4 minutes
dancing, shrugging, clapping.

6. Sing Cobbler, Cobbler – go around with claves and match the beat of half of 6. 5 minutes
the class.

7. Listen to Tisket, Tasket sung by Ella Fitzgerald. Have students tap the beat and 7. 3 minutes
listen to see what she did differently to the song.

C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for C
understanding. Could be a ticket to leave as individuals or group answers.)
N/A

D. Assignment: D.
N/A

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?

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