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SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
And Academic
Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Objectives
A-B-C-D
Bloom's Taxonomy

DETAILS
Thomas C. McKinney
General Music
5

National Standards
1. Singing, alone and with others, a varied repertoire
of music.
2. Performing on instruments, alone and with others,
a varie repertoire of music.
9.1.3 A Know and use the elements and principles of
each art form to create works in the arts and
humanities.
9.1.3 B Recognize, know, use and demonstrate a
variety of appropriate arts elements and principles to
produce, review, and revise original works in the arts.
9.1.3 C Recognize and use fundamental vocabulary
within each of the arts forms.
9.1.3 E Demonstrate the ability to define objects,
express emotions, illustrate an action or relate an
experience through creation of works in the arts.
9.1.3 H Handle materials, equipment and tools safely at
work and performance spaces.
9.3.3 B Know that works in the arts can be described by
using the arts elements, principles, and concepts.
9.3.3 D Explain meanings in the arts and humanities
through individual works and the works of others using
a fundamental vocabulary of critical response.
Formal Evaluation
Students will identify New Zealand on a map.
Students will identify recorder, and xylophone
notes/technique.
Students will perform on drums.
Informal Evaluation
The students will improvise movements and notes
within the specifications given by the teacher.
Students will answer questions based upon the lesson.
For example, according to the Maori people, how did
their island get there?
SWBAT identify New Zealand on the map.
SWBAT echo clap various rhythms.
SWBAT identify the song, Harry Potter Theme.
SWBAT define what a veteran is.

CK

Webb's Depth of
Knowledge (DOK)

SWBAT sing the warm up, Yo Ho Ho.


SWBAT sing the national anthem, Star-Spangled
Banner.
SWBAT perform the Maori Battle Chant, rhythms.
SWBAT speak the lyrics to Star-Spangled Banner with
proper diction.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students will identify the composer of the month.
Students will use body percussion through echo.
Students will sing the star-spangled banner using pretaught diction.
Hook/Lead-In/Anticipatory Set
Students will walk in to the Harry Potter Them playing.
Students will find their seats.
Explicit
Big Idea Statement
Instructions
Music is used in life. The students will learn that the
Big Ideas
Maori people used drums to play battle rhythms. They
also had battle chants.
Essential
Essential Questions
Questions
What is a Veteran?
Where is New Zealand?
What is a composer?
What is diction?
Key Vocabulary
Maori
Diction
Echo
Composer
Improvisation
Lesson Procedure Pre-Assessment of Students
Must include
Echo Clapping
adaptations &
The teacher will explain the echo clap exercise.
accommodations
The teacher will start the Harry Potter Theme via
for students with
recording.
special needs
The students will stand.
The teacher will begin clapping rhythms to the beat.
Accommodations,
(Includes pats, stomps, and snaps) (5 minutes)
Modifications
o The students will echo the teacher.
The students will sit.
Modeling of the Concept
The students will maintain a steady beat while following
the teacher.
The teacher will perform on drums and the students will
echo.

CK

Transition
The students will sit as we move to warm-ups. (Good
posture will be applied.
Guiding the Practice
The teacher will briefly explain the Yo, Ho, Ho warm
up.
1. The teacher will explain proper diaphragm use
during the exercise.
The teacher will explain the motion aspect of Yo, Ho,
Ho.
The students will sing, Yo, Ho, Ho.
The students will sway with every beat 1.
1. Exercise will move up the scale.
Providing the Independent Practice
Star-Spangled Banner
The teacher will begin teaching the music to the
Star-Spangled Banner
o Briefly explain diction as reminder.
The students will sing the Star-Spangled Banner
o Proper diction will be addressed.
o Stand and sing.
Maori and the giant fish story.
The teacher will read the Maori fish story.
The students will answer various questions after.
Maori Battle chant exercise.
The teacher will introduce the activity.
o Projector will be lowered as the students sit
back down.
The teacher will teach a brief history of the Maori
people and where they live.
o New Zealand
o Hawaii
o Battle chant.
o National soccer team still does the chant.
The teacher will show a map of New Zealand
The teacher will begin teaching the Maori Battle
Chant.
The students will identify names that use 3 syllables
The students will identify names that use 2 syllables.
o Kah Mah Tay- uses mixed meter. 3, 3, 2, 2.
The teacher will have the students say the words,
Kam-a-tay and Kow-ru with proper diction.
The teacher will reference the drawing with words
under each beat.
The students will echo clap the rhythms. (Accents on
1)
o 1,2,3, 1,2,3, 1,2, 1,2.
o Kah-mah-tay, kah-mah-tay, Kow-ru, Kow-ru.

The teacher on a hand drum will play


eighth notes.
The students will say the words in order by raised
hands.
The teacher will teach various gestures. (High and
Low) (Steps) (Angular)
The students will mimic the teacher.
The students will perform improvisational movements
within the structure set by the teacher.
The teacher will teach part B words in the same way.
(Oopanay, and Weeteh)
o The students will choose their own gestures and
step in place.
The teacher will teach the melody and form.
The teacher will teach the percussion part.
The students will echo.
o Accents on beat 1.
The students will improvise rhythm within the
specified restrictions.
The teacher will begin the recorder parts by giving
out recorders to those who forgot them.
o All others will pull their recorders out.
The teacher will teach the recorder part.
The teacher will pick random notes and the students
will play the rhythm on recorder. (D,E,G,A,B)
o The students will echo.
o The students will pick any notes in the scale
and play with rhythm. (By raised hands)
The rest of the class will stand in place
and do the visual with lyrics.
The teacher will teach the Orff parts. (Bass,
o The teacher will play the Bass part on the
xylophone visual.
The students will echo playing air
xylophone.
The students will volunteer to play the
bass xylophone while the class plays the
other parts.
the battlefield.
The teacher will explain how to set up the battle field.
o The teacher will divide the room into 2 halves.
o The students will move their chairs when they
are called.
Students will hold recorders at chair.
o The teacher will pull out the bass xylophones.
(other xylophones can be used as well)
o The teacher will count off the students using
the numbers 1-4.

Build

Materials
(reading,
technology,
equipment,
supplies, etc.)

These are group divisions.


o The students will move to their groups.
o The teacher will assign each instrument a
number.
1 Drums, 2 battle move, 3 xylophones, 4
recorders.
o Students will move to their instruments.
Battle activity
The teacher will explain the battle rules.
o Students will start in their groups.
o Students will sing and play the battle song.
o Students will rotate in a circle to the next
group.
o Teacher will play hand drums while monitoring
and while the students move.
o The last play through will end with a big Kah
Ru!!
The students will return seats to normal and then
head to their assigned seat.
Time permitting
The teacher will show a video of a Maori battle dance.
Star student
The teacher will assign a star student.
Adaptations/Accommodations for Students with Special
Needs
Exceptional Students
1. Students can be sat next to good matchers to
assist them in finding pitch.
2. Use of instructional aids
Students with physical disabilities
1. Special seating for wheel chair students
2. Broken armed students will use good arm to play
maraca.
3. Allow them to be special helpers.
Piano
Projector
Screen
Star-Spangled Banner Lyric Poster
Copy of the Maori Battle chant music.
Copy of the Maori and the great fish story.
Lap top
Map of New Zealand.
Copy of Yo, Ho, Ho warm up.
Hand percussion. (Drums, Tambourine, Shakers)
Drawing of Kam a Tay with rhythms.
Hand Drums, maracas, guiro. Xylophone (Bass or
soprano)
Video of Maori battle dance.

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Summary & Review of the Learning


Students will answer questions based upon the lesson in
order to line up.
Homework/Assignments
No Homework