Lesson Plan

Name: Emily Browne Date: 03/10/2020

Grade: 1st Grade Class Type: Social and Educational Enrichment
General Music

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class.)
Students will be able to decode melodies containing mi, sol, and la.
Students will be able to move independently from other students while responding to the music.

2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on learning objectives.)
Informal – teacher assessment – teacher will watch and listen for student participation and
understanding of material.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.)
MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic
contour).

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Demonstrate beat competency by using a steady beat when performing pieces that incorporate simple
rhythmic patterns (e.g., body percussion, classroom instruments, or movement). (PK-K.M.P.05)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Keep a steady beat
Actions for “Seven Jumps”
Actions for “Sally Walker”

6. Material, Repertoire, Equipment needed: (Be sure to include music titles, composer/arranger, text etc.)
Recorder
Ukulele
Smart board and agenda
Sound cards

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.)
Melody of “Sally Walker”
Melody of “Dillon Bay”

8. Accommodations: (Special Needs, ELL, etc.)

Students may need to take breaks from the class in order to refocus.
Student may need to sit next to the teacher or aid in order to focus.
Student may read a book in order to stay focused.

9. Agenda: (List items to be taught and post.)

Welcome
Sound Cards
“Shoolio”
“Charlie over the Ocean”
“Sally Walker”
Bounce the Bubble
Mi, sol, la
“Seven Jumps”
“Aiken Drum”
“Dillon Bay”
Goodbye

10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may be
a question about the rehearsal music or at the younger levels it may be a learning activity
to set up for today's lesson such as a "Do Now.")
Students walk calmly into the room and sit down on a circle spot. Once all 1 minute
students are seated, we sing “The More We Get Together” using the names of the
students present.

B. Learning Activities: (What learning experiences and instruction will enable B

students to achieve the desired results – have more learning activities than you need.)
1. Sound Cards 1. 1 minutes
a. Students will echo sounds shown by shapes on cards
2. “Shoolio” 2. 4 minutes
a. “Can you say, ‘Shoolio’?” Repeat the word with the correct pitch and
rhythm until students are singing it confidently.
b. Sing the song, adding in the name of a student who is sitting with a
calm body.
c. When that student’s name is sung, they can choose a new spot in the
circle.
d. Repeat until all students have moved to a new seat.
e. Sing, “Go back to your real spot” instead of a new name to prompt
students to move back to their original seats.
3. “Charlie Over the Ocean” 3. 5 minutes
a. In the key of F, sing “Charlie Over the Ocean” with students echoing
each line. Play ukulele accompaniment.
b. Allow students to choose the animal that will be “caught” in the
song.
c. Repeat this until all students have been able to pick an animal.
4. “Sally Walker” 4. 5 minutes
a. Allow one student to sit in the center of the circle and do the
corresponding actions with the song.
b. Sing the song once through.
c. Allow students to sing the song while another student is chosen to do
the actions.
5. Bounce the Bubble 5. 5 minutes
a. Instruct students to blow an imaginary bubble in the air.
b. “Can you bounce that bubble with your hands?”
c. Repeat this with various sized bubbles, various numbers of bubbles,
and passing it to other students in the circle.
6. Mi, sol, la patterns 6. 7 minutes
a. Echo – students will echo m sl patterns, associating mi with knees,
 sol with shoulders, and la with head. They will touch each body part
when singing the associated pitch.
b. Poison Pattern – students will hear a pattern that they are not to sing
during the game.
c. Decode – students will decode m sl patterns played on the recorder.
7. “Seven Jumps” 7. 5 minutes
a. “I’m wondering if there is someone who can show us how to calmly
walk around the room.” “Can two people show us?” Do this until all
students have demonstrated.
b. Play the music for “Seven Jumps.” Ask students to walk around the
room during the interlude and do the actions that were previously
taught.
8. “Aiken Drum” 8. 5 minutes
a. Sing the song, tapping the quiet beat on your legs first.
b. Ask students for different foods to go with different body parts. Tap
those parts of the body to keep the quiet beat.
c. Repeat until all students have participated.
9. “Dillon Bay” 9. 5 minutes
a. Sing the first verse of the song. If students are singing along, allow
them to sing the next verses on their own.

C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for C.
understanding. Could be a ticket to leave as individuals or group answers.)
Sing the “Goodbye” song, adding student’s names to the song. When they hear 30 seconds
their name, they can go get lined up.

D. Assignment: D.
N/A

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?