SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/ anchors/
competencies
PA/Common
Core/Standards
(Plus any others as
may be required)

Formative AND/OR
Summative
Assessment
Evidence

DETAILS
Emma Firment
Music-Elementary General Music
5th grade
11/18/14-40 minutes
MU:Cr1.1.5b. Generate musical ideas (such as rhythms,
melodies, and accompaniment patterns) within specific
related tonalities, meters, and simple chord changes.
MU:Cr3.2.5 Present the final version of personal created
music to others that demonstrates craftsmanship, and
explain connection to expressive intent.
MU:Pr4.2.5a. Demonstrate understanding of the
structure and the elements of music (such as rhythm,
pitch, form, and harmony) in music selected for
performance.
MU:Pr5.1.5b. Rehearse to refine technical accuracy and
expressive qualities to address challenges, and show
improvement over time.
(National Core Arts Standards)
Formal Evaluation
Assess whether students are able to clap and chant the rhythm
cards used as the opening activity.
Assess whether students are able to perform the tune using
correct pitch, rhythm and a consistent pulse. Students will
demonstrate this as a full class through singing, on recorders,
Orff and auxiliary instruments.
Informal Evaluation
Assess accuracy on rhythm cards
Assess correct pitch
Assess correct rhythm
Assess keeping a steady pulse

Objective
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

SWBAT perform the rhythm cards accurately

SWBAT keep a consistent tempo and pulse throughout the
song
SWBAT keep the pitches stable throughout the song (through
singing and on their instruments)
DOK level 1: Recall and reproduction
DOK level 2: Skill/concept

CK

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Clap and chant the rhythm projected onto the board (the rhythm
to Hosisipa).
Hook/Lead-In/Anticipatory Set
Use the 4th grade rhythm cards to review different rhythmic
patterns
Present each card one by one and have the class chant and
clap the rhythms (chanting dus and du-des)
Explicit Instructions
Big Idea Statement
Big Ideas
Students will be able to perform Hosisipa through singing, on
recorders, Orff and auxiliary instruments.
Essential Questions Essential Questions
When is creative work ready to share?
How does understanding the structure and context of musical
works inform performance?
How do musicians improve the quality of their performance?
Key Vocabulary
Pulse-the steady beat of a piece of music
Pitch-a certain sound that a note has in a piece of music. Can be
high or low.
Rhythm-the pattern of how the notes are arranged in a piece of
music.
Echo- repeating a pattern that you have previously heard.
Lesson Procedure
Pre-Assessment of Students
Must include
Play echo game with the students using the recorders. The
adaptations &
teacher plays one measure of the tune and the students repeat.
accommodations for
Review the rhythm of Hosisipa by chanting and clapping.
students with special Modeling of the Concept
needs
Identify the letter names of the tune
Students sing the letter names while fingering the pitches on the
Accommodations,
recorders
Modifications
Students will play the melody on their recorders
Teach students the pronunciation of Hosisipa and add text to
the melody

CK

Guiding the Practice

Divide the class into groups as to who will play the Orff
instruments, who will play the auxiliary instruments and who will
sing
Review the rhythm of each instrument, having the class chant
and clap
Sing the tune again, but have Orff students pat their rhythm and
auxiliary students clap their rhythm
Incorporate a game into the tune. Have the singing students
start off the tune and have the instruments play only when they
are cued.
Have the students switch instruments and repeat the activity
Have the students quietly return to their seats and put away their
recorders
Providing the Independent Practice
Students will play on their assigned instrument when cued
Adaptations/Accommodations for Students with Special Needs
Students who are hard of hearing may sit closer to the front to
hear.
Students with a behavioral disability will be placed closer to the
front so the teacher can keep a close eye on them.
Students with low vision may sit closer to the screen
Materials
Piano
(reading, technology,
Hosisipa music
equipment, supplies,
White board
etc.
Dry erase markers
Elmo
4th grade rhythm cards
recorders
Orff instruments
Auxiliary instruments
iPad
Closure
Summary & Review of the Learning
Students will be able to perform Hosisipa with the addition of all
instruments
Other(This area is
to be determined by
instructor OR
student as needed)
Supervising teacher
comments and
signature
Teacher
Self-reflection

What
worked?
What would
you change?