Stetson University Music Education Daily Lesson Plan

Name: Shana Wolf Date: Week 3 Period:

Ensemble or Class: 3rd Lesson Topic: Musical Alphabet

Standards: MU.3.H.3.1, MU.3.F.1.1, MU.3.S.1.1, MU.3.S.2.1, MU.3.S.3.1, MU.3.S.3.2

Long Term Goal: Students will be able to identify notes on the treble clef staff

Instructional objectives(s): Students will be able to identify the musical alphabet and parts of the treble clef staff

Key Vocabulary: Staff, Music alphabet, Instructional Materials/Resources/Technology: piano,

laptop, projector, YouTube link, Quaver link

Critical Thinking: Lesson Structure:

movement activity, lesson, rubber dot, drum stick, piano, off
instrument

ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Stetson University Music Education Daily Lesson Plan

2 minutes Have the YouTube movement video ready as another tab. Greet the
students at the door saying with the usual call and response "Eyes
to the- front! Hands in the- Back! Lips are-Closed!” They enter
quietly and sit on their designated row. The teachers assistant says
“Feet, Hands, Lips together” and then another student uses the
drum and says “Who’s ready for some fun music?” (3 second fun
party) Students say: “I am! I am!” Student plays ascending 5 note
pattern on the piano which is the “everybody up” music and the c
major chord for the students to spread out on their rows.
3 minutes Movement activity - Play Youtube dance video. Student plays the c
major chord again so the students come back to the center. Play
descending 5 note pattern marked on the piano which is the
“everybody down" music. Iterate the expectations before the
lesson.
35 minutes Have students take the pre-test. Make sure to tell them that it does
not matter how many they get wrong, this isn’t for a grade and that
it’s to see what they know. Read the question and answer choices to
the students while it is projected on the screen. Have students
close their eyes and raise their hand for the answer choice they
believe it right. Remind them they can only vote for one answer.
Record the data. Repeat this for the rest of the questions.

Once the pre-test is over, tell the students you will not give them
the answers and that the video they’re going to watch will say the
answers in it.
Move to the next slide and ask the questions again. Reveal the
answers using the text/draw tool.
Explain that the music alphabet only goes from A-G. Sing twinkle
twinkle little star but only using the music alphabet. Once you get
to G, you start at A again. Sing with the students. Ask at the end for
students who went to H or almost went to H to raise their hand.
Tell them it’s ok and that you’ve been taught the alphabet since
they were in kindergarten. For now on when they come to music,
bring A-G and leave all the other letters outside before they come
in. When they leave, pick the rest of the letters back up or else it
will be hard to do your their other work.
Show them a drum stick and ask them to point to the beginning and
have them point to the end. Pick up a rubber dot. Ask where the
beginning is and where the end is. Tell them the musical alphabet is
like a circle, no beginning or end. Ask if we have to start at A. We
can Starr anywhere. Ask a student to read the letter name on the
first bar of the orff instrument (C). The piano in the room starts on
a different note. Ask why they think the E is circled and has a 1 on
it. Explain that the first line of the staff is E. Have students sing the
musical alphabet to twinkle twinkle little star again but have a
student choose which note we start on. Sing it backwards starting
on G. Show the lines and spaces video. Point out that the first line
is e and then the next space if f. It goes in alphabetical order. Ask
about the two different kinds of numbers (odd and even numbers)
how do you only count odd numbers (skip counting). In music, there
are short cuts. There is a way to skip count using Every Good Boy
Does Fine for lines and FACE face for spaces. When they get to the
EGBDF and FACE part, have the students move their arms upward
on each letter so they physically start from the bottom and work
their way up the staff as they say the letters. Watch the rest of the
line and space video and sing the song (the lyrics will be in the
video). When they say line, put your arm out horizontally across
your body. When they say space, use both arms to create a space
between them. Tell the students that next week we are going to
leave the alphabet for a second and work with lines and spaces
without letters but soon we will visit the musical alphabet again.
1 minute Closure Procedures: Line up quietly on the 2nd step (using walking
feet) They do the Eyes, Hands, Lips mantra and exit quietly.
Stetson University Music Education Daily Lesson Plan

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire or
activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.