LESSON PLAN

Class: Grade 1
Date: Week 10
Time: Last session 2-2.45
Period/Lesson:
Topic: Music Story
Length: 45 mins
Science/Music
Student background knowledge and learner considerations:
- Knowledge of Aboriginal and Torres Strait Islander people ( not necessary can be reinforced by
teacher)
ACARA Outcome/s:
Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement
and body percussion (ACAMUM080)
Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs
used by cultural groups in the community
Lesson Outcomes:
Students will be able to (know cognitive processes AND do demonstrate):
Students will demonstrate:
Outcome 4: Children and confident and involved learners
- Children develop a range of skills such as experimentation, investigating and exploring
- Children transfer what they have learned from one context to another
- Children connect a prior experience to a new experience
Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the
outcomes?)
Evaluation in looking at the way in which students engage in the lesson
Assessment can be completed by watching the way in which students work with each other to create the
sounds of the story.
Asking questions along the way will help understand which students understand the concept and those
that need help.
Productive Pedagogies: (How will productive pedagogies be applied to / realised in the learning?)
Classroom Management Considerations:
Ensure classroom noise doesnt get out of hand use clapping signal
Students with behaviour problems will be separated and seated at the front or during the musical section
their instrument be taken away
Safety and Risk assessment: (prac lessons)
Students to be monitored around instruments to ensure all students handle instruments properly
Anticipatory Set: (How do I settle students/ prepare them for lesson/ encourage participation/ motivate?)
Prepare the students for the music book by introducing the book as a starter to the lesson in order to
calmly engage and hold the childrens interest for the lesson, while allowing the students to start thinking
about the context of the book in order to participate in the music activity.
ORIENTATING PHASE / INTRODUCTORY PHASE:
Time: Teacher direction/
Student activity / what
Check for
Resources:
activity / instruction:
students are doing:
understanding / key
questions / manage
the learning:
2pm

Introduce the terms

program but telling the
children that last term you
did seasons in science and
this term we will be looking
at movement. We will be
focusing on how things
move.
Read the story: Were
Going on a Bear Hunt.
After the reading discuss

Listening to the story and

contributing ideas about the
story. For example:
Who are the characters?
Are the characters brave or
scared?

Discuss the concepts

of over, under, through.
Discuss the idea of
being brave.

Book

the different places the

family went on the bear
hunt.

ENHANCING PHASE / BODY OF LESSON:

Time:

Teacher direction/
activity / instruction:

Student activity / what

students are doing:

Check for understanding

/ key questions / manage
the learning:

Were Going On a Bear

Hunt Song

Looking for instruments

that can help tell the story.

Have the children look at

different instruments that
can be used to make the
sounds of the story such as
swishy swashy, stomp
stomp. Can we use our
voices to add sounds to the
story?

Students can explore the

instruments and generate
ideas about how the story
can be told.

Make sure the students

are familiar with the
instruments. Ask
questions and discuss
the names of the
instruments.

Resources:

Instruments
2.10

Look through each page of

the book and students
decide which instrument
will make the best sound
similar to the page.
Talk about what type of
instruments they have
chosen. What are the
names of the instruments?
Which country may use
them? Ie Australia, Africa
etc. Provide Indigenous
instruments (clapping
sticks, rain sticks) and
discuss the most popular
known instrument the
Didgeridoo. Explain what
these instruments are used
for.
May need to reinforce the
concept of Aboriginal and
Torres Strait Islander
people.
SYNTHESISING PHASE / CONSOLIDATION:
Time:

2.40

Teacher direction/ activity /

instruction:

Student
activity /
what
students are
doing:

Check for understanding

/ key questions / manage
the learning:

Group students into 6 groups one for each

movement sequence in the page. E.g
Swishy Swashy
Splash Splash
Squelch Squelch
Stumble trip
Hoo wooo
Tiptoe Tiptoe
Once the instruments have been decided and
each student has an instrument the class will
perform the song in its total with the
instruments. Students can add movements
and actions throughout the story, becoming a
part of the story.

Students are
participating
through music
and movement.

Encouraging movement
allows students to become
more engaged.

Resources:

Instruments,
audio cd

Finish / summing up / link to the next lesson:

Future lessons will focus on introducing new instruments and developing skills of listening to music

Homework:
Students to have a look at how their instrument can be played in other contexts. Watch a video where the instrument
they played is used.
Evaluation:
Student: Outcomes met / engaged / on task / learning
Throughout the first reading of the book most of the
students capably pointed out certain aspects of the books
such as the dog running away or the people in the book.
The children were effectively engaged in the reading of the
story due to settling them on the carpet first before the
instrumental hands on experience.

My teaching: Lesson was a fun learning experience,

engaged children in loco motor movement and music
interaction.
Strengths: Having the children get up and down from
reading the book to the movement session was good in
keeping the childrens attention
Weaknesses: Set expectations so children are aware of
what is expected of them.
The end of the lesson needs to be strengthened by
having a clear end activity.
Changes: Continue to do more positive reinforcement to
help with class management
Example when children speaking:
Say hands up
Can someone point out (ie where is the dog)?
Use thanks strategy Grab the drum thanks