Lesson Plan for the Elementary 12-4 1st Grade

Objectives:

1. By the end of the lesson students will sing “Abiyoyo” from the song book with zero mistakes.
2. By the end of this lesson students will create a rhythmic percussion song to the book Abiyoyo.
3. By the end of the lesson students will describe why they chose certain instruments for the characters of each book.

Standards Being Addressed:

MU: Pr6.1.1a With limited guidance, perform music for a specific purpose with expression.

MU:Re8.1.1a With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect
creators’/performers’ expressive intent.

MU:Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent
expressive intent.

Materials of Instruction:

1. Abiyoyo book by Pete Seeger

2. Tubanos
3. Finger Cymbals/ Triangles
4. Shakers
5. Llumi sticks

Lesson Sequence:

Entry Activity: For this particular class, we have created personal handshakes when they enter the room, this can be seen as
they enter the classroom. “Good afternoon class, please show me the expectations when you come into the classroom.”
Students should be sitting quietly patiently waiting for the teacher, while I’m in the hall I don’t mind a little bit of talking, but I
don’t want it to be out of control.

Activity #1: Reading Abiyoyo

1. T: “Today I have a very special lesson planned. We will be reading one of my favorite books and I’m just so
excited.”
2. T: “Before we start, what do think our story will have?” “What makes a good story?”
3. S: May say things like pictures or words, they also might think you mean expectations.
4. T: Use guided questions, “what do we call the people in our books?”
5. S: “Characters!”
6. T: “What about a place for our story to happen?”
7. S: “Setting” if they don’t say setting they might just agree with places.
8. T: Really allow for them to think on their own, some answers might need guided responses, but it is
important for them to explore these options for themselves.
9. T: Introduce Abiyoyo.
10. T: “The name of this book is Abiyoyo, this book is based off of a Folktale. Do we know what a folktale is?
11. S: May or may not know allow wait time for them to think and if there is no response explain it to them.
12. T: “A folk tale, is a made up story that I passed down from generation to generation, or my grandma tells my
mom who tells me. It is a story that a lot of people know. The cool thing about this book is, it was written by
a singer and songwriter as a lullaby. Do we know what a lullaby is?”
13. S: “It’s a song you sing when you need to go to bed.”
14. T: “Very good! That’s exactly right! Now if we want to carefully and quietly move closer to the front I would
love for you to join me as I read this story.”
15. T: “Now remind me what the expectations are when we listen to a story?”
16. S: “Level zero voices, don’t touch our friends, etc..”
17. T: “Very good, come on up.”
18. T: Reads the book and pauses for questions i.e. “If you were going to take a drink and your cup disappeared
that would make a mess wouldn’t it?”
19. At the very end of the book, when everyone sings, encourage the students to sing the melody with you. It will
come back again for everyone to sing.

Transition: T: “That was a fun book. Now before we read the book we talked about characters. What are some of the
characters that we met in this book?” S: “Abiyoyo, son, dad, townspeople.” T:” Very good, now what if we made things a little
more interesting and gave each character an instrument?” S will be very excited at this point and will want to immediately
find instruments.

Activity #2: Selecting instruments.

1. T: “Now everyone quietly look around the room and raise your hand if you find an instrument that we can
use to be Abiyoyo.”
2. S: “The drums!!!”
3. T: “I think that is a perfect idea. I need four quite hands to be on the drums. (really emphasize the quite
hands and only pick students demonstrating this) (also make sure to emphasize that everyone will get to
play an instrument so there is no need to be upset if you aren’t chosen yet.) “And remember friends if you
play before I say ____________”
4. S:”You will take it away”
a. This particular procedure will need to be reinforced as the instruments are passed out. A way to help
with this is to let each group practice when they get to their instrument.
5. T: “Ok so my friends who are Abiyoyo pretend you are a giant walking up to a town.” “Now when I do this.
(Cut off) what do you think you should do?”
6. S: “Stop playing.”
7. T: “Exactly right.”
 8. T: “Now what about for the dad? What did he do again?”
9. S: “He was a magician.”
10. T: “Oh that’s right, what if we used something like this? (finger cymbals) Listen carefully while I play it.
Doesn’t that sound kind of magical?” “I need six quite hands to be the dad”
11. S: “Yea I like that!”
12. T: “Now lets practice being magicians, when I say zoop play the finger cymbals once.”
13. T: “Zoop! Zoop.”
14. T: “Very cool, now we have two more characters the son and the townspeople. What did the townspeople do
in the story, where they usually happy, sad, or mad?”
15. S: “Mad because the boy would play the ukulele and the dad would make things disappear. But at the end
they were happy because Abiyoyo was gone.”
16. T: “What instrument could we use to sound like a big group of people?”
17. S: “Look what about shakers!!!”
18. T: “Oooo I like that idea. Can the rest of my friends come quietly get shakers please.”
19. T: “Now lets practice being angry townspeople.”
20. T: “Very good, now I need you all to pay attention as I read the story, pay close attention to your characters
and know exactly when to play.

Activity #3: Read the book again but with instruments!

1. T: Reads the book and points to each instrument as necessary. As the story progresses, students will know
when to play and will be anxiously awaiting for their opportunity.

Closure/ Summative Assessment: For a closing activity have students help put their instruments away, this lesson is being team
taught so there will be a transition for Mr. Yoho to come to the front of the classroom and begin his lesson.
 Reflection of my goals

1. Lesson plan sequence finding ways to build upon previous lessons and teach content rather than random lessons.
a. For this particular goal I was able to talk a lot with Josh and how he sequentially plans lessons or units. He uses
quaver a lot as an aid in what to teach and then uses their songs as well as songs that he knows personally. I was
also able to find the 501 curriculum/ scope and sequence and develop ideas from what I knew the students
previous knowledge was as well. This is something that I think I will always work on developing, it isn’t a one
answer fixes all type of question but I was very fortunate to have a wonderful cooperating teacher who I know I
can turn to in the future should I have any questions
2. Teaching to their level, not above and not below.
a. I really feel like this lesson was a good example on how far I have come with this specific goal. There where
many opportunities for students to make their own musical decisions (such as which instruments) and I think
they really enjoyed this lesson. This particular 1st grade class is very well behaved and really enjoys little
challenges that I can give them.
b. One thing I found very helpful with this goal is taking time to celebrate all of their successes and when they do a
good job. Each grade level responds to this very well and it gives them a sense of pride in what they are doing.
3. Building community in the music classroom.
a. With this particular goal my one comment is I wish I had more time. Although I had opportunities to develop
this, the classes that really needed it are just now starting to really trust me and give me a chance to ask more of
them. One strategy that I have found effective is reminding them that I care about them and I want what is best
for them. I wouldn’t ask certain things of them if I didn’t know they could do it and if we continue to butt heads
as classmates and as students and teacher we won’t be able to be successful. This is a goal I will be able to carry
with me into my classroom, wherever it may be. It will be established with rules and expectations as well as
daily guidelines that I will have set.

This has truly been the best semester of my collegiate career. I had two wonderful cooperating teachers that I learned from on
a daily basis. At my elementary school we had to combine multiple times due to Mrs. Holler having doctors appointments and
no sub being available, but I saw josh be flexible and willing to take on those challenges. I am very excited for the future and
beyond thankful for this experience.