1

Katherine Dobson
Date of Lesson: February 16th, 2015
Grade: 1st
Sonoraville Elementary School
Candidate Teaching Spring 2015
First Grade Lesson Plan
A. National and State Performance Standards Referenced in Current Lesson
National Standards
1. Singing, alone and with others, a varied repertoire of music

4. Improvising melodies, variations, and accompaniments

5. Composing and arranging music within specified guidelines
6. Listening to, analyzing, and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines
10. Moving, alone and with others, to a varied repertoire of music
Georgia Performance Standards
M1GM.1 Singing, alone and with others, a varied repertoire of music
a. Sing melodies in a limited range using appropriate head voice accompanied and
unaccompanied.
b. Echo simple singing and speech patterns; perform call and response songs.
M1GM.4 Improvising melodies, variations, and accompaniments
b. Improvise soundscapes (e.g., weather, animals, and other sound effects).
M1GM.5 Composing and arranging music within specified guidelines
a. Create sound effects and movements to accompany songs, poems, and
stories
M1GM.6 Listening to, analyzing, and describing music
b. Describe music using appropriate vocabulary (e.g., high, low, loud, quiet,
fast, and slow).
M1GM.7 Evaluating music and music performances
b. Explain personal preferences for specific musical works using appropriate

vocabulary
M1GM.8 Understanding relationships between music, the other arts, and
disciplines
outside the arts
a. Describe the relationship between music and the other arts. (Art-drawing)
b. Describe the relationship between music and disciplines outside the arts.
(Literature- story)
M1GM.10 Moving, alone and with others, to a varied repertoire of music
a. Respond to contrasts and events in music with gross locomotor and
nonlocomotor movements.
b. Perform choreographed and non-choreographed movements.
B. Essential Content/ Objectives
Essential Content:
1. Tonal Memory Attendance/Warm-Up
2. Scarf Movement Activity
3. Theme and Variation
4. Freddie the Frog Story
Knowledge Objectives:
1. Students will understand matching pitch
2. Students will understand the overall concept of high/low and fast/slow
3. Students will understand theme and variation
4. Students will understand the connection of music and literature through the
reading of Freddie the Frog
Performance Objectives:
1. Students will accurately sing the attendance song on the correct pitch level and
with the correct melody
2. Students will be able to demonstrate the difference between high/low and
fast/slow with scarves and movement
3. Students will be able to briefly explain and show comprehension of theme and
variation.

4. Students will listen and participate throughout the story of Freddie the Frog
Objectives/ Essential Question:
1. Students will display proper use of tonal memory
2. How can you show high and low and fast and slow with scarves and body
movements?
3. Gaining musical knowledge through connecting music and literature
Essential Content:
o *Theme and Variation- a musical form that has a main idea followed by changed
versions of the idea.
* Definitions are from Spotlight on Music- Grade 5: Glossary- Page 456
C. Materials for Student Use
o Ukulele
o Bose Sound System
o Scarves
o SOM recordings, book, and CDs
o White Board, Markers, and Erasers
D. Activate and Pre-assess Students Prior Knowledge
1. Tonal Memory
Students perform the Attendance Song regularly. I will listen for pitch accuracy and
see how well directions are followed.
2. Scarf Activity
High/ Low and Fast/Slow have been taught before, but this is a reinforcing activity.
3. Theme and Variation Activity
I have not introduced this concept in my time at Sonoraville Elementary School. I
will ask if any of the students have heard of it or can guess what it might be.
4. Freddie the Frog Book

I will ask if any of the students remember what was happening in the book when we
stopped reading the story previously.
E. Identify Differentiated Strategy(ies) and Element(s) Used
o Delivery of Information: Will be accessible to a variety of learning types

Visual Learners
1. Drawing
2. Visual Demonstration
3. Hand Gestures
4. Listening Maps
5. Movements
*Visual learners will be provided with visual learner aids to assist with
acquisition of knowledge.

Auditory
1. Singing Demonstrations
2. Listening
3. Recordings

*Auditory learners will be provided with demonstrations and recordings to assist

in acquisition of knowledge

Kinesthetic and Tactile

1.

Body Percussion

2. Movement
3. Drawing
*Kinesthetic/Tactile learners will be provided with kinesthetic and tactile ways to
assist in acquisition of knowledge
F. Provide for New Knowledge Acquisition/ Procedures
1. Take Roll (5 Minutes)
i.

Have students sit down

ii.

Take attendance while playing Ukuele

a.Tonal memory

2. Scarf Activity (8 Minutes)

i.

Pre-assess prior knowledge

a. Ask about high/low and fast/slow

ii.

Explain procedures with scarves

iii.

Make siren noises and have student mimic my vocal example visually with
scarves.

iv.

Allow volunteer students to come and be the leader and make their own siren
noises

v.

Informally Assess

3. Theme and Variation Lesson (17 minutes)

i.

Anticipatory Set
a. Ask students if they have ever heard of Theme and Variation
b.

Have students guess and use critical thinking skills to figure out
what it is.

ii.

Teach the concept of Theme and Variation

a.Use the White board for demonstrations
1. Stick figure wearing different clothing for variations

iii.

Explain to the students that the listening example they are about to hear is an
example of theme and variation.
a.Tell students to pop up when they hear the Pop Goes the Weasel
theme.

iv.

Play recording

v.

Informally Assess by watching how many students recognize the altered

theme by popping up.

4. Freddie the Frog (10 minutes)

i.

Explain that music and literature are connected

ii.

Listen to recording of book

iii.

Discuss rhythms that are mentioned in the book

iv.
5. Line Up/ Informally Assess
i.

Informal Assessment/Review of Knowledge learned during the class period

*If extra time is , allotted a musical game will be included. (Fine Rhythm, Freeze Dance,
etc.)
G. Adjust Assignments for Student Applied Practice:
No assignments will be given
H. Conduct Post-Assessment
o Continue to ask about Theme and Variation
o Ask students about High/ Low