Overview

Summarize what is going on (Usually, you will want to do this step last).

Rationale

Along with recognizing differences between verse and chorus, this lesson is aimed at helping students to
grow in confidence and learn how to lead a group in music for a short period of time. Students can also
explore how they can alter their expressions and dynamics in their solo call and response section, and how
the class can follow them.

I Can Statements (learning goals)

I can follow the melody of the song, and sing it clearly

○ VA SOL 4.2.1 The student will sing a varied repertoire of songs alone and with others,
including singing with a clear tone quality and correct intonation;

I can identify the verse and chorus of this song by using varied movements and pitch patterns
○ VA SOL 2.5.3. The student will respond to music with movement, including creating
movement to illustrate AB and ABA musical forms.

I can sing the melody in various ways, changing the dynamics and my expression
○ VA SOL 4.2.4 The student will sing a varied repertoire of songs alone and with others,
including singing with expression, using dynamics and phrasing;

Materials

- Lyrics are on the board, or an overhead projector, for everyone to see

Detailed Process

Time Required
3 mins 1) As students are walking in, teacher is strumming the guitar, welcoming them into
the classroom
2) Students sit in a circle, and everyone sings the welcome back song together
3 mins 3) Students listen as the teach says, in rhythm, “peanut butter in a cup, we sing this
song to pump us up”
3 mins 4) Class repeats altogether, in rhythm (repeat as needed)
5) Teacher asks everyone to stand up
etc. 6) Class listens to teacher as she says “right left right left right left right left” while
clapping
7) Class says together, while clapping
8) Class says together, while clapping and doing the right left foot pattern (switching
 weight between feet in rhythm)
9) Class whispers together, while clapping and doing the foot pattern.
10) Class does movements without saying them
11) Class adds the original “peanut butter in a cup” to the movements
12) class listens as teacher says, in rhythm “bang bang choo choo train, cmon (name)
do your thang”.
13) Class repeats this phrase (repeat as many times as needed)
14) Class listens while teacher says “right, together, left, together, right, together, left,
together” while clapping on the together parts.
15) Class repeats just the words of the movements
16) Class repeats the words again while doing the movements
17) Class whispers the words while doing the movements
18) Class does only the movements
19) “Bang bang choo choo train” part gets added to the movements
20) Teacher takes this opportunity to explain that students can call on someone instead
of saying “name” in part 2.
21) Teacher acts as leader, helping students with their words
a) “I cant”
b) “Why not”
c) “I just cant”
d) “Why not”
e) “Because my back hurts, the sun’s too bright and my hips are popping from
the left to the right”
22) Teacher says “to the left, to the right, to the left right left right, left right left right left
right left right (2x the speed)”
23) class says the last part with teacher
24) Class says while doing the movements
25) Class whispers while doing the movements
26) Class says and does the movements again
27) Class does part 1 and 2 together
28) Class does part 2 and 3 together
29) Class does part 1 2 and 3 together
30) Teacher uses someone’s name in class for them to go first, most preferably an
outgoing student who would like to be called out

Assessments

- Listen and record student’s ability to sing on pitch, clearly

- Listen, watch and record student’s ability to apply the lyrics to their movements
- Ask students how the song is split up, or ask students in a group to perform part 1, 2 or 3, and
record their answers.
- Encourage students to change dynamics or emotions while performing, and record their ability
to do so, and other students ability to follow.

Extensions:
Adaptations

Size - The parts of the song can be broken into multiple sizes, either larger or smaller
depending if the class should be wound forward or back.

Color - Parts of the song can be color coded on the projector, breaking them into small
chunks visually

Pacing - The parts of the song can be said slowly, and repeated as many times as needed.
- Movements can be done slowly, and as many times as needed

Modality -

Include any visual aids or manipulatives here.