Lesson number K.
Lesson objectives: (Students will have a better understanding of)
• Maintaining the steady beat
• Instrument etiquette and playing technique
• Recognition of Spanish language in music
• Recognizing similarities between different songs
• Develop gross motor skills and game etiquette (handling loss of a game)
VA Music SoLs -
K.3a: The student will analyze music; identify selected instruments visually and aurally.
K.5: The student will identify how people work as a team while participating in music experiences.
K.13: The student will develop skills for individual and ensemble singing performance.
a) Sing songs using echo and ensemble singing.
b) Sing at the appropriate time following a musical introduction.
c) Match pitches within an appropriate range.
d) Demonstrate expressive qualities of music, including loud/soft and fast/slow.
K.14: The student will develop skills for individual and ensemble instrumental performance.
b) Demonstrate loud/soft and fast/slow.
c) Accompany songs and chants using body percussion as well as instruments.
K.17: The student will respond to music with movement.
a) Use locomotor and non-locomotor movements.
b) Demonstrate expressive qualities of music, including loud/soft and fast/slow.
c) Illustrate moods and contrast in music and children’s literature.
d) Perform dances and other music activities.
Lesson Flow/ Rationale/ Questions to pose
Opening/Entrance music: On The Danforth Widen students’ aural repertoire, beat-keeping
practice
Transition statement or idea: Walk along or pat
the beat to practice beatfulness
Warm-ups/Focus activity
Sing Hello, Welcome • Prepare students to sing by building proper
technique
Voice echos
Body readiness (shoulders, diaphragm) • An established opening routine facilitates
learning
Transition: Begin singing Mi chacra
Activity 1: Mi chacra w/ instruments! • Develop understanding of Spanish
language/recognize other cultures
- Review Mi chacra song with students (break • Strengthen listening skills by playing only on
into chunks, then run longer sections) one group’s turn
• Learning to sing and play tuneful, beatful,
and artful
- Move students around the room to different
hoops; each hoop has new instruments to the
students
- Explain each instrument to the students and
how to play, then have them move to hoops, or
“farms”
- Students will play during the first half of song;
“vengan a ver mi chacra,’ and stop playing
when they must make the animal noise.
- During the second half, students will rotate to
the next farm to play another instrument.
Transition: Sing “please go back to your seats”
to the tune of “Did You Ever…”
Activity 2: Did You Ever See a Lassie? • Develop gross motor skills
• Reinforce the steady beat
- Take instruments out of hula hoops and have • Develop good habits when losing a game
students stand four to a hoop • Encourage tuneful and beatful singing
- Learn the song “Did You Ever See a Lassie?”
- Students don’t need to sing along while
playing the game, but are encouraged to
- Teach game:
- Students must jump in and out of the hula
circle on the steady beat. By the end of the
song, students who are in the wrong place
must sit down outside the hula hoop. Sing
through 3-5 times and change number of times
I sing “this way and that way.” At the end, the
hoop with the most standing students wins!
Students who are out may pat along to the
steady beat.
Transition: Have students bring instruments
and hoops to put away; ask class to name
instruments as they are brought up
Activity 3: Farmer and the Dell • Reinforce the steady beat
• Following of instruction and recognizing
- Teach song to students in chunks movement of others
- Play game
- Students stand in a circle, and one student is
in the middle. Middle student stands with eyes
closed while outside circle walks around. Once
song ends, middle student keeps their eyes
closed and points randomly at the circle. That
student is now the spouse. The game
continues through the phrases until the
“cheese” is selected; that person is the farmer
for the next round.
Transition: Play until class ends, then sing
“please find your spot in line”
Closing • Creating connections between different
pieces of music
Ask: “Does this song sound familiar? The tune • Recognizing familiar tunes
of our line-up song is the same as “The Farmer
and the Dell!”
• Ask star: what did you learn or practice
in music class today?
•directions about lining up
Materials needed: Smartboard w/ slides, hula hoops, triangles, tambourines, toneblocks, hand drums,
egg shakers
Assessment: Informal assessment of artful, beatful, and tuneful singing and playing, following of
instruction, fair sportsmanship, using singing voices, recognizing instruments and playing them
correctly
Lesson reflection: Students responded very well to this lesson. The constant engagement and plethora
of gamelike activities greatly encouraged everyone to participate, including students who may struggle
with attention. Participating in fun competitions encouraged students to try their best, and their end
result ended up much better because of this!
