Teacher Candidate: Johnny Park
Teaching Context: Grade Level/Class
Date:
Lesson Sequence
Learning Outcomes: In class students will…
Determine the specific Learn and sing a new song by rote
skills, and/or content
knowledge that those you
Play a game associated with the song
teach will engage with Play percussion instruments to accompany their new song
during this lesson. What
skills and content
knowledge do you want
those you teach to have
obtained by the end of the
year? The end of the
quarter? An elementary
student will not have
“developed” a skill or
“obtained” content
knowledge at the end of a
single lesson but will over
several. Meaningful
repetition is key for
young students. How are
you incorporating
meaningful repetition?
Materials, EITHER a set of alto xylophones, a set of bass xylophones, a set of alto
Equipment, & glockenspiels, and a set of unpitched percussion instruments OR a computer
Setup: for each student with access to Scratch.
(Describe the materials, A projector to display visual symbols (can use a whiteboard or blackboard
equipment, and class instead).
setup needed for this
lesson.)
Playlist:
Virginia State Creating
Music Standards Anchor Standard #
Performing
4.13.a Sing in simple harmony.
4.13.b Sing diatonic melodies.
4.15.a Use a counting system.
4.15.c Use instruments, body percussion, and voice.
4.15.d Include dotted quarter note followed by eighth note.
Responding
Anchor Standard #
Connecting
Anchor Standard #
Rubrics:
(Rubrics to evaluate the final unit project.)
UDL Strategies: We have visual aids on the board – a visual representation of the words and
Multiple means of of the rhythm (and notes) for the bass part
engagement, Group singing so no one is pressured
representation, and action
and expression.
Instruments for non-speaking students
**strategies: visuals,
entry points of
involvement
(easy/medium/difficult)
Lesson Activity Scripting
Have students come sit in a circle for the game.
While they come to the circle, demonstrate the song by singing it in
its entirety.
Ask students to listen to the words on this next singthrough and
figure out what the song is about.
Tell students that you will walk around the circle during the song
and drop off the letter to someone at the end, whose job it is to find
a friend to pass the letter to. After the letter has found its new home,
that person gets to walk around during the song and deliver it to
someone else.
This time, have students fill in the blanks (don’t sing all the words,
and let them fill in the ones you don’t sing and choose prominent
words for them to fill in).
Before the next round, have students “think” (audiate) the song
while you point to the beat counts on your fingers.
Next, have students try to find their simple rhythms while you sing
and have students sing the song through with only the notes that
have the simple notes. Then add in the longer notes, still keeping
smaller subdivisions out.
Next, have students find the melodic patterns. Have them look for
the fifth at the start of the lines, then look for other patterns. Have
them sing the words when it isn’t one of the patterns. While they
sing like this, sing the harmony part with them. Then have some of
the class sing the harmony part with you while the other half sing
the melody.
Before playing the instruments, have students speak the rhythm
with the words “train, is, off the track”. Then they can speak and
play at the same time (they’ll be playing the same rhythm they’re
speaking). Then, have them play the accompaniment part while
singing the melody.
Next, introduce the countermelody and have the students play the
countermelody while they sing it.
Then, split the group for half to play the countermelody and have to
play the rhythmic bass part. Those on the bass part can sing along.
Then have the students do rhythmic snaps as a pickup and
downbeat (the alto glockenspiel part). After this they can play the
glock itself.
Now we can play all three parts while singing.
