Teacher: Danielle Hughes

Lesson Plan (Direct Instruction)

Subject/Grade: General Music/3rd-4th

Instructional Input

Standard:
S2C1PO1-showing musical pulse, pattern, and phrasing through movement
S1C1PO2-performing a steady beat while singing
S1C1PO3-singing music from memory
S1C2PO2-playing a simple ostinato accompaniment
S2C1PO1-performing a dance to a given piece of music that reflects its cultural heritage
Objective (Explicit):
The students will sing the given song while doing specific motions that demonstrate pulse and
rhythmic understanding through body percussion and percussive instruments.
Sub-objectives, SWBAT (Sequenced from basic to complex):
What-musical motion and precision in the context of the song John Kanaka
How-students will warm up using actions from last weeks lesson, incorporate those into the song, and
add new elements to the song through percussive instruments
Why-execution of actions will allow students to associate the words with the specific movements
SWBAT review actions from last weeks lesson
SWBAT gradually remember and execute the actions of the song
SWBAT add new elements to the song, which includes playing instruments
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
The students will sing their parts accurately while themselves and their classmates are able to
move correctly to the specific lyrics each action is associated with
The students, when assigned to an instrument, will provide a steady beat for their classmates
Key vocabulary: listening, movement, pulse, pattern,
Materials: teacher, students, drums, mallets,
steady beat, instruments
xylophone
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)
Give detail towards specific parts of the piece before playing as a group. .
Teacher Will:
Student Will:
Do call and response percussive
Execute percussive movements
movements
Perform and sing the movements and
Review song and movements from last
lyrics from last week
week
Execute the new warm up movements
Incorporate warm up movements into the
into the song on percussive
new elements of the song, the
instruments
percussive instruments

Guided Practice

Teacher Will:
Provide students with visual cues to
remind them of the movements for each
verse
For students playing the steady beat,
gently tap the beat on their shoulders to
help them internalize it

Student Will:
Respond to visual cues (if needed)
while they execute body percussion
and singing
Play a steady beat on percussive
instruments, utilizing the teachers
tapping if need be

Independent Practice

Teacher Will:

Student Will:

Ask students to sing song and do movements a

few times, then have them switch with the
students playing percussive instruments until
everyone has had a chance to do both activities

Sing the song, accurately executing the body

percussion and movements simultaneously.
When they are assigned to a percussive
instrument, they will perform a steady beat.

Assessment:
Formative-Throughout the lesson, watch students as they attempt and execute the motions
while singing
Summative-After giving direct instruction, analyze students abilities to execute. Give
suggestions or give them another opportunity to try it again after performing a given section.
Closure/Lesson Summary: Great job today! You all did a really great job with ____________ (whatever
I feel they did a great job with)