Ruth McEntire (Music Teacher)

Lawrence D. Varela-Halbert Jr. (Student Teacher)

Music Lesson Plan I
2014-2015
Grade Level: Fourth
Date: March 2, 2015
Focus: Rhythm

Melody

Unit: Rhythm
Lesson: Singing
Playing

Harmony

Singing

Listening

Style Form

Vocabulary: Refrain, Rest, Beat, Quarter Note, Quarter Rest, Half Note
Objectives:
Students will keep a steady beat with 100% accuracy.
Students will sing in a group or in an echo format with 90% accuracy
Students will perform motions to unique verses of songs in group with 90% accuracy
Students will demonstrate appropriate audience and performer behaviors with 100% accuracy.
Students will perform higher/lower pitches in a group with 90% accuracy.
Students will perform slower/faster music in a group with 100% accuracy.
Students will perform softer/louder music in a group with 100% accuracy.
Students will identify and perform quarter rests with 90% accuracy.
Students will identify and perform half, quarter, and eighth notes with 90% accuracy.
Students will perform simple recorder melodies with 100% accuracy.
Students will sing simple melodies with 100% accuracy.

TEKS
4.1A. categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;
4.1B. categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;
4.1C. use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical
sounds presented aurally; and
4.1D. identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.
4.2A. read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4,
and 3/4 meters as appropriate;
4.2B. read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and
4.2C. identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.
4.3A. sing and play classroom instruments with accurate intonation and rhythm, independently or in groups;
4.3B. sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups;
4.3C. move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;
4.3D. perform various folk dances and play parties;
4.3E. perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and
4.3F. interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.
4.4A. create rhythmic phrases through improvisation or composition;
4.4B. create melodic phrases through improvisation or composition; and
4.4C. create simple accompaniments through improvisation or composition.
4.5A. perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas;
4.5B. perform music representative of America and Texas, including "Texas, Our Texas";
4.5C. identify and describe music from diverse genres, styles, periods, and cultures; and
4.5D. examine the relationships between music and interdisciplinary concepts.
4.6A. exhibit audience etiquette during live and recorded performances;
4.6B. recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;
4.6C. describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;
4.6D. respond verbally and through movement to short musical examples;
4.6E. describe a variety of compositions and formal or informal musical performances using specific music vocabulary; and
4.6F. justify personal preferences for specific music works and styles using music vocabulary.

Activities:
All About Texas
1 Texas Our Texas
4 Old Texas
7 Cowboy Ragtime
Games/Songs
Musical Alphabet

2 Mariachi Loco
3 If Youre Gonna Play in Texas
5 Como La Flor
6 Salute to Texas
8 Step into the Spotlight
Recorder Baseball

Notes: Rehearsing All About Texas program

Procedures: (Student Teacher)

I.

II.

Rehearsing All About Texas Program (20 min)

a. T. Alright students, we are now going to prepare for our All About Texas Program. I expect to see each of you
singing and participating the best you can so we can all have an enjoyable performance.
b. T. Begins Texas Our Texas
i. T. Guides and cues students in the correct motions for each verse for accuracy.
ii. S. sing and use the correct gestures for each stanza.
1. T. observes students in each verse for correct pitch and accurate physical motions.
c. T. Students, what is the next song?
d. S. answers, Mariachi Loco
e. T. Great, Let us sing it and dance the correct motions!
f. T. Begins, Mariachi Loco
i. T. Guides and cues students in the correct motions for each verse for accuracy.
ii. S. sing and use the correct gestures for each stanza.
1. T. Observes students in each verse for correct words and accurate physical motions.
g. T. Alright the next song is If Youre Gonna Play in Texas, Here we go!
i. T. cues students in singing the correct words.
ii. S. sing the correct words
1. T. Observes students singing the correct words.
h. T. Okay, the next song is Old Texas. This is our first song where the second and fourth grades have different
parts. Please remember to sing only your assigned part.
i. T. begins Old Texas.
i. T. Guides and cues the students on their verse and the associated motions.
1. Students only sing the first statements of verses.
2. T. Observes the students in singing the correct verse and guides the students who sing the
wrong verse.
3. S. sing, Old Texas.
j. T. Okay, what is the next song?
k. S. answers, Como La Flor!
l. T. Good! Let us all sing it!
i. T. cues students in singing the correct words.
ii. S. sing the correct words
1. T. Observes students singing the correct words.
m. T. Okay, students! The next song is Salute to Texas!
n. T. Begins, Salute to Texas!
i. T. Cues students for phrase entrances while also observing for correct words.
ii. S. sing correct pitches and words.
o. T. The next song is Step into the Spotlight! Let us continue practicing good performer practices and use large
gestures for this song to show our audience our different motions!
p. T. Begins, Step into the Spotlight.
i. T. Guides and cues students in the correct motions for each verse for accuracy.
ii. S. sing and use the correct gestures for each stanza.
1. T. Observes students in each verse for correct words and accurate physical motions.
q. T. Okay class, we have done some great work. Let us start Recorder Baseball!
Games/Songs
a. Musical Alphabet
i. T. Good afternoon class. Today we will be playing a game but first we need to do a couple preliminary
steps. First Let us all saw the musical alphabet which is the first 7 letters.
1. T. counts off class.
2. S. say the musical alphabet by saying, A, B, C, D, E, F, G in succession, repeated, and at
various tempos.
3. T. observes students for accuracy and guides those whom are struggling.
ii. T. Alright , let us say it backwards.
1. T. counts off class.
2. S. say the musical alphabet backwards by saying, G, F, E, D, C, B, A in succession, repeated,
and at various tempos.

3. T. observes students for accuracy and guides those whom are struggling.
iii. T. Now we will use this to translate this to learning how to read music on the treble and bass clef.
These clefs are known respectively as the G and F clefs based on what line they are sitting on.
iv. T. Who would like to raise their hand and come up here and write the letters for the lines and spaces
on the board using their musical alphabet?
1. T. calls on student with hand raised.
2. S. writes letters on board for the appropriate clef.
3. T. observes students for accurate answers and guides those whom are struggling.
v. T. Alright, let us play a game with this now. If you are sitting in row 1 you are on team 1 and if you are
sitting on row 2 you are team 2. I will call a student from each row up at a time to face off. I will then
write a clef and a mystery note on the board and the first one to count their musical alphabet out loud
and write and say the correct answer will get a point. The first team to 7 will go first in recorder baseball.
1. T. calls on students in each row to represent their team.
2. S. count the musical alphabet out loud, write the note on the board, and finally say the letter
name of the note.
3. T. observes students for accurate answers and guides those whom are struggling.
vi. Transition: Alright, Team X won and will start off recorder baseball.
b. Recorder Baseball
i. T. Alright class, we are going to play recorder baseball for the remainder of the class. I will pick two
team captains based on who has pass off the most songs and we will have a draft of who is on what team.
I will decide if anyone is left over where they will go. Here are the rules of the game:
1. Each team will have a chance to come up to bat and either play or sing a recorder melody.
2. You may play a recorder melody
a. Depending on the difficulty of the song, that will determine the amount of bases you
score on your chance at bat.
i. White-Red = Single
ii. Green-Purple = Double
iii. Red and Brown =Triple
iv. Black = Homerun
3. You may also come up and sing any melody from the book but, it will only qualify as a single.
a. If you perform a wrong note, rhythm, or substantially fall off the beat, that will be a
strike.
i. Three strikes and the player is out.
ii. Three outs and the game switches over to the other team.
4. The team with the most runs, wins! Any questions?
a. T. will answer any questions regarding the games rules.
5. T. Then let us play. After we select teams, I will have the teams sit on separate portions of the
room. Each student will sit in their section of chairs and be called up to bat, one at a time.
a. T. will guide students in the drafting process based on who the team captains are,
further bases off who has completed the most recorder karate belts.
b. S. will come up one at a time in chair order, to perform their song.
c. T. observes and evaluates students performances and guides those whom struggle.
Assessments
I.

II.

III.

Steady Beat (Songs 1-8)

a. T. Class, please keep a steady beat as we sing this next song.
b. S. students sing the song in a steady beat.
c. T. observes students accurately singing in a steady beat and guides students whom are struggling.
Group/Echo Performance (Song 4)
a. T. Class, please sing this song as [a group together/an echo to your appropriate grade level].
b. S. sing song [a group together/an echo to your appropriate grade level].
c. T. observes students accurately singing [in a group/in an echo in response to their appropriate grade level] and
guides students whom are struggling.
Unique Motions with Songs (Songs 1, 8, and 14)
a. T. Class, please use the correct hand motions with the verse that you are singing in respect to the song
b. S. uses the correct hand motions and sings to the appropriate verse with respect to the song.
c. T. observes students are accurately using hand motions and singing song while teacher guides students whom
are struggling.

IV.

V.

VI.

VII.

VIII.

IX.

X.

XI.

Audience and Performer Behavior (Songs 1-8 and Recorder Baseball)

a. T. Class, please be silent when you are not singing a song and if you are singing [keep hands at side if it is a song
without motions/use the correct gestures for a song with motions].
b. S. stand with correct stance with respect of other students [singing/gesturing].
c. T. observes students accurately demonstrating performer/audience behavior with the appropriate
gestures/singing teacher guides students whom are struggling.
Music with Higher/Lower Pitches (Songs 1-8)
a. T. Class, please sing this verse with the [higher/lower] pitches which are appropriate with this song.
b. S. sings the selected verse with the appropriate [higher/lower] pitches of the song.
c. T. Observes students accurately singing with [higher/lower] pitches while the teacher guides students whom are
struggling.
Music with Slower/Faster Portions (Song 8)
a. T. Class, please sing these verses in the appropriate [slower/faster] speed that is appropriate for this song.
b. S. sings verses within the song at the appropriate [slower/faster] speed for the song.
c. T. observes students accurately singing verses within the song at the appropriate [slower/faster] speed with the
song while the teacher guides students whom are struggling.
Music with Softer/Louder Portions (Songs 3 and 8)
a. T. Class, please sing these verses in the appropriate [softer/louder] section with respect to the specified song.
b. S. sings verses in the song with the appropriate dynamic level.
c. T. observes students accurately singing the appropriate dynamic level with respect to the specified song while
the teacher
Rests (Recorder Baseball)
a. T. Class, please raise your hand during the portion of the song that has rests in it.
b. S. raises hands in rest recognition/performance.
c. T. observes students accurately recognizing/performing rests and guides students whom are struggling.
Note Values (Recorder Baseball)
a. T. Class, who can raise their hand, tell me what note value [student at bat] didnt perform well, AND clap the
correct rhythm using correct syllables?
b. S. raises hands, speaks and claps the rhythm the performing student did not perform well.
c. T. observes students responses for accuracy.
Perform on Recorder (Recorder Baseball)
a. T. Alright, play your selected melody for recorder baseball.
b. S. performs melody on recorder using proper technique.
c. T. observes and evaluates students performance for accuracy and subsequently guides students whom are
struggling.
Sing (Recorder Baseball)
a. T. Alright, sing your selected melody for recorder baseball.
b. S. sings melody using proper singing technique.
c. T. observes and evaluates students performance for accuracy and subsequently guides students whom are
struggling.