Ruth McEntire (Music Teacher)

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

Music Lesson Plan H
2014-2015
Grade Level: First
Date: February 23, 2015
Focus: Rhythm

Melody

Unit: Rhythm
Lesson: Singing
Playing

Harmony

Singing

Listening

Style Form

Vocabulary: Rest, Beat, Quarter Note, Quarter Rest, Half Note, Repeat
Objectives:
Students will keep a steady beat with 100% 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 softer/louder music in a group with 100% accuracy.
Students will identify and perform counting in a musical game with 100% accuracy.
Students will identify and perform quarter rests with 90% accuracy.

TEKS

1.1A. identify the known five voices and adult/children singing voices;
1.1B. identify visually and aurally the instrument families;
1.1C. use basic music terminology in describing changes in tempo, including allegro/largo, and dynamics, including forte/piano; and
1.1D. identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.
1.2A. read, write, and reproduce rhythmic patterns, including quarter note/paired eighth notes and quarter; and
1.2B. read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.
1.3A. sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;
1.3B. sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;
1.3C. move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;
1.3D. perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration; and
1.3E. perform music using tempo, including allegro/largo, and dynamics, including forte/piano.
1.4A. create short, rhythmic patterns using known rhythms;
1.4B. create short, melodic patterns using known pitches; and
1.4C. explore new musical ideas using singing voice and classroom instruments.
1.5A. sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music;
1.5B. identify steady beat in short musical excerpts from various periods or times in history and diverse cultures; and
1.5C. identify simple interdisciplinary concepts relating to music.
1.6A. identify and demonstrate appropriate audience behavior during live or recorded performances;
1.6B. recognize known rhythmic and melodic elements in simple aural examples using known terminology;
1.6C. distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances;
1.6D. respond verbally or through movement to short musical examples.

Activities:
Games/Songs
Knick Knack Paddy Whack
Young Persons Guide to the Orchestra
Introduction to the Orchestra
Woodwind Family
Flute & Piccolo
Oboe
Clarinet
Bassoon

Notes:

Procedures: (Student Teacher)

I.

Games/Songs
a. Knick Knack Paddy Whack (10 min)
i. T. Alright class, come to the carpet to listen to the story of this old man in, Knick Knack Paddy
Whack.
1. S. sit on carpet quietly.
2. T. observes students behaviors and redirects inappropriate ones.
ii. T. I will sing the first page of the book and Id like for you guys to join me after.
1. T. sings and speaks the first pages of Knick Knack Paddy Whack.
2. S. follow along and join when the following pages are read.
II.
Young Persons Guide to the Orchestra
a. T. Class, we will be going on a special safari today learning about an orchestra and the woodwind
family of instruments.
b. T. Please pay attention to the video and let help me guide you guys on this safari.
i. S. listen to the Carnegie Halls Young Persons Guide to the Orchestra
ii. T. guides students through the following chapters:
1. Introduction to the Orchestra (15 min.)
2. Woodwind Family (20 min)
a. Flute & Piccolo
b. Oboe
c. Clarinet
d. Bassoon
Assessments
I.

II.

III.

IV.

V.

VI.

Steady Beat (Song 1)

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.
Audience and Performer Behavior (Song 1 and Young Persons Guide to the Orchestra)
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 (Song 1)
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 Softer/Louder Portions (Song 1)
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
Counting (Song 1)
a. T. Class, please say how how many the old man had.
b. S. say how many the old one has
c. T. observes students accurately saying how many the old man has and counts while teacher guides
students whom are struggling.
Rests (Song 1)
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.