LESSON PLAN

Kindergarten Grade Lesson Plan

Objective:

The students will:

1. Experience and demonstrate the steady beat
2. Improvise there name on so, mi, la and improvising a brief rhythm.
3. Sing a six note song while finding a friend.

4.      Movement activity with the Three Bears.

5.      Steady beat and Movement activity.

Standards:

Strand A: Skills and Techniques

Standard 1: The student sings, alone and with others, a varied repertoire of music.

Benchmark MU.A.1.1.1: The student sings songs within a five-to-seven note range alone and maintains the tonal center.

1. sings melodic patterns and songs, alone and with others and matching pitch, within a five- to seven-note range (D-B).

2. echoes simple melodic patterns, using sol, la, and mi accurately and maintaining the tonal center.

3. demonstrates use of healthy singing techniques, including head tone, posture, diction, and breath support.

Benchmark MU.A.1.1.2: The student sings simple songs (e.g., folk, patriotic, nursery rhymes, rounds, and singing games) with appropriate tone, pitch, and rhythm, with and without accompaniment.

1. sings simple unison songs, with and without accompaniment, with accurate pitch, accurate rhythm, and appropriate tone quality.

Standard 3: The student reads and notates music.

Benchmark MU.A.2.1.1: The student performs independently simple patterns and melodies on rhythmic and melodic classroom instruments (e.g., percussion instruments and barred instruments) and maintains a steady tempo.

5. performs simple rhythmic patterns and sound effects on instruments to accompany poems, rhymes, chants, and songs.

Strand B: Creation and Communication

Standard 1: The student improvises melodies, variations, and accompaniments.  

Benchmark MU.B.1.1.1: The Student improvises appropriate “musical answers” (e.g., simple rhythmic variations) in the same style to given rhythmic phrases.

1. improvises a short rhythmic pattern in response to a musical prompt.

2. improvises a short melodic pattern in response to a musical prompt.

Benchmark MU.B.2.1.1: The student creates simple accompaniments with classroom instruments.

1. creates sound effects for songs, poems, and stories

Benchmark MU.E.2.1.1: The student knows how music is used in daily life (e.g., for entertainment or relaxation).

1. understands the use of music in daily life (for example, entertainment)

Accomplish Practice:

1. Assessment. Assesses student learning in music.

• Uses assessment techniques appropriate to the grade level and students.
• Employs a variety of assessment techniques.
• Assesses individual and group musical performance and gives specific behavioral. instruction for improvement.
• Assesses learning in a positive, non-threatening manner.
• Maintains accurate records of student progress.
• Involves students in self-assessment activities at appropriate intervals.

4.  Critical and Creative Thinking. Encourages critical and creative thinking by the students. 

• Includes opportunities for critical and creative thinking in learning activities.
• Develops musical activities that include composition, improvisation, and/or arranging.
• Involves students in making decisions about the interpretation of songs and musical works.
• Provides opportunities for critical reflection and metacognition.

10.  Planning. Plans effective music instruction in a variety of musical settings.

• Plans lessons that meet students' musical interests and needs.
• Plans and sequences of instruction that lead to the maximum learning of music.
• Includes strategies to accommodate special learners.
• Connects subject matter to the Sunshine State Standards.

Materials:

1. Cow bell
2. Music CDs

Procedures:

1. Experience and demonstrate the steady beat

·        Instructor will greet students at the door and explain that the boys and girls will follow Mr. Graham around the carpet.

·        Teacher will play rhythms on a drum and the students will dance to the beat.

·        When the music stops Mr. Graham will ask for suggestions on dance moves from the students.

2. Improvise there name on so, mi, la and improvising a brief rhythm.

·        Instructors will demonstrate the “welcome” name game.

·        We will sing a short melody followed by a chant, say our name on a variation of so, mi, and la, and then improvise a four beat rhythm by striking sticks on the floor.

·        Demonstrate four beat patterns four the students to play.

·        Students will follow our demonstrated example.

·        We will repeat this twice.

3. Movement activity with “Johnny Mr. Brown”.

·        Play “Johnny Mr. Brown” and have the student listen

·        Ask the students questions about the song.

o       What is the song about?

o       What does the song say to do?

·        Have the students keep a steady beat while listening to the song.

·        Let the students get up and act out song with accompaniment.

4. Let’s take a Walk Activity
   • Reteach “Let’s Take A Walk And Find A Friend”
   • Split class in half and have stationary students and moving students
   • Have students move around and find friends

5.      Movement activity with the Three Bears.

·        Ask if the students know the story of the Three Bears.

·        Ask if the students know of a good way to start a nursery rhyme.

·        Model the song.

·        Ask the students what the bears talked about.

·        Teach the students the rhyme by means of echoing.

6.      Steady beat and Movement activity.

·        Explain the instructions for the activity.

·        A quite volunteer will leave the circle while another volunteer is picked to stay in the circle.

·        A steady beat will be established and the volunteer that left the circle will stand in the center of the circle.

·        The volunteer that remained a part of the circle will change where the other students are tapping the steady beat from there heads to shoulders to arms to knees.

·        The volunteer in the center will try to pick the person making the changes.

Assessment:

1. Teachers observe students’ ability to sing on pitch.
2. Teachers identify who is correctly maintaining the steady beat.
3. Teachers identify students’ who are able to demonstrably imitate given rhythms.
4. Teachers identify students’ who are able to correctly make connections the story of the Three Bears.
5. Teachers identify students’ ability to correctly answer the critical thinking questions.

 

---

	Home
Teaching Philosophy	Accomplished Practices	Goals and Accomplishments
Coursework	Resume	Personal Information
Portfolio Project Home	Music Education Home	University of Florida Home