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Lesson Plan Song by Rote

My Hat German Folk Song


I.

Corrine Frederick: September 10, 2013: 8:00 A.M.: Grade Level 2

II.

Musical Concepts: Melody Individual pitches, when compared to each


other, may be higher, lower, or the same

III.

Learning Outcome: Students will be able to sing a new song with hand
motions.

IV.

Students Prior Knowledge:


Entry Ability: Students are able to sing a C Major Scale with reasonable
accuracy. Students also know the Kodally hand signs for Do, Mi, and Sol.
Exit Ability: Students will be able to sing My Hat with hand motions with
reasonable accuracy.

V.

National/State Standards to be Addressed:


National Standard #1 Singing, alone and with others, a varied repertoire of
music
National Standard #6 Listening to, analyzing, and describing music
State Standard #9.1 Production, Performance and Exhibition of Dance,
Music, Theatre, and Visual Arts

VI.

Materials: Teacher copy of My Hat (Source: World of Music Grade 2, p137)


Piano
Various Hats (including a hat [could be made with paper] with three corners)

VII.

Teaching Procedures:
Opening Steps:
T. says Good Morning Class!
T. asks Who likes to wear hats?
T. says Well guess what
T. sings My Hat
Teaching Steps:
T. asks Ss. to raise their hand if they know how many corners her hat has.
*If not all Ss. raise their hand T. will sing My Hat again
T. says Show me with your fingers how many corners my hat has.
T. will give positive feedback for correct answers and correct wrong answers
T. says Every time I sing the word three, hold out three fingers
T. Sings song T. and Ss. do motion
T. says Now this time, I want you to count how many times I sing the word
hat. But dont forget to hold out three fingers on the word three!

Frederick, My Hat 2
T. sings whole song, does motion and asks how many times hat was sung (3)
T. asks Ss. where a hat is worn Ss. respond
T. tells Ss. to touch their head every time the word hat is sung. Ss. will also
show three fingers on the word three
T. sings song T. and Ss. do motions
T. says Youre doing well,* lets add another motion! What word comes
before hat? Ss. respond
*Unless students are struggling then T. will keep doing the song with the
motions for three and hat
T. says This time when I sing point to yourself for my, touch your head for
hat and show three fingers for three.
T. sings song T. and Ss. do motions
T. asks My hat has three what? Ss. respond
T. asks What shape has three corners? Ss. respond
T. asks Can you make a triangle with your fingers? Ss. make triangle with
index fingers and thumbs
T. says Every time I sing corners make the triangle with your fingers.
Remember to do the other motions too!"
T. sings song T. and Ss. do all motions (My, Hat, Three, Corners)
*If students struggle with motions T. will give Ss. another try while T.
sings song
T. asks Ss. to echo back the first line of the song after it is sung by T. with
motions!
T. sings Ss. echo
Ss. echo back line two after sung by T. with motions
T. sings line three Ss. echo with motions
T. asks Ss. which word had the highest sounding pitch in that line
T. is looking for the answer had
*If Ss. do not know correct response, T. and Ss. will sing the line again
T. shows movement of melody with hand
T. sings And had while showing the melodic direction with Kodally hand
Signs (Sol up to Do)
T. asks Ss. to echo 3 times with Kodally hand signs
T. sings line four Ss. echo with motions
T. ask Ss. which word had the lowest sounding pitch in that line
T. is looking for the response of hat
*If Ss. do not know correct response, T. and Ss. will sing the line again
T. shows movement of melody with hand
T. sings my hat while showing the melodic direction with Kodally
hand signs (Sol down to Do)

Frederick, My Hat 3
Ss. echo T. 3 times with Kodally hand signs
T. will ask Ss. to sing the entire song with motions (My, Hat, Three, Corners).
T. tells students there will be a special reward if they sing and do the motions
well.
If students sing with reasonable accuracy they will be able to wear the hats.
*T. gives positive feedback and hands out the hats
OR
*T. asks students to sing song again with motions
T. will ask Ss. to sing entire song with movements with hats on using piano
accompaniment
T. says Youre doing such a great job!* Are you up for a challenge? This
time whenever theres a motion were not going to sing the words! Like
this
* If students sing with reasonable accuracy T. will move on, if not, T. will
have Ss. sing again with piano accompaniment
T. sings first line of song
T. sings introduction of song for Ss. to sing the challenge
CLOSURE: T. gives feedback on how Ss. sang
(T. will set the correct pitch and tempo every time before Ss sing)
VIII.

Assessment of Students: Teacher will informally observe students singing and


note students unable to sing the song accurately. Were there problems with
the pitch? The motions? Other problems?

Post-Lesson Reflection: Taught in MED 333-01 Fall 2013


Students: Students were able to do the motions with ease while teacher sang. They
also were able to sing the song accurately while doing the hand motions. Could have
had more energy while participating. Students LOVED the reward of wearing
various hats after they sang well! While wearing the hats the students sang even
better and had much more energy. Next week* we will try the challenge of singing
the song with only doing the motions for my, hat, three, and corners instead of
singing those words.
*If this would be a class that met again.
Teacher: Next time use the piano more often to avoid loss of tonal center. Also pay
close attention so the correct Kodally hand sign is used for sol. Students should be
more involved, perhaps have them stand a few times to keep them active and paying
close attention. Piano accompaniment had a few hiccups.
Great reward of wearing the hats! Also, repeating the song/line when students did not
know the answer to the question worked well. When students had a focused listening
they paid closer attention and were more interested.