Lesson Plan Template A – ED 3501 MNO

Lesson
Singing Lesson 10 Date April 12
Title/Focus
Subject/Grade Time
Grade 1 Music 30 Minutes
Level Duration

Unit Singing and Melody Teacher Mr. Zappone

Today’s wrap up lesson will have students writing a melody as a class and adding instruments to
Lesson
accompany the melody on so and mi.
Overview

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning  Enjoyment of music
Outcomes:  Insights into music through meaningful activities
 Musical skills and knowledge

Specific
Learning  Melody-Students will understand that:
Outcomes: o 1 Sounds may be high or low
o 3 A sequence of sounds may move from low to high, high to low, or stay the
same
o 4 A melody is made up of sounds organized in patterns.
 Singing- Students will be able to:
o 2 Respond to tone matching and echo games.
o 3 Respond to so–mi hand signals.
o 5 Sing, in tune, many rhythmic and melodic songs, singing games and action
songs.
o 6 Experience singing alone and in a group.
o 7 Sing accurately in unison.

Main Inquiry
Question How do you notate music?

Guiding
Questions
How do you organize different music notes?
(These
How do you divide music notes?
facilitate and
guide the
lesson)
LEARNING OBJECTIVES
Students will:
1. Create (B) a 4 note melody (P) on reduced staff paper(M)
2.Respond (B) to Solfege hand signals (P) Singing echoed melodies(M).
3. Keep the beat (B) to the 4 measure melody (P) written in class (M)
ASSESSMENTS
Formative: 
Observation/Anecdotal  Singing: Students will be asked to sing single measures solo, or in small
Self-Assessment groups/pairs.
Peer Assessment

Adapted from a template created by Dr. K. Roscoe 1


Student/Teacher
conferencing
Summative:
Final Product
Rubric
LEARNING RESOURCES CONSULTED
Alberta Program of Study- Elementary Music
Prior to lesson
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
Teacher Notes: Assessments/
Differentiation
Learning Activity #2
Teacher Notes: Assessments/
Differentiation
Learning Activity #3
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template A – ED 3501 MNO
 Questioning-Students will be asked questions about notating music on the staff-
beats per measure, etc.
 Writing/performing-are students writing what they put on paper
 Participation in group song-Students will be assessed on accuracy of minor third as
well as keeping the beat and singing in a group.
MATERIALS AND EQUIPMENT
 Smartboard
 Orff instruments.
PROCEDURE
Prep slides
Organize instruments
Introduction Time
 Have Ordinary Day by Great big sea playing as you greet classes
at the door Tell students to tap the beat as they are entering.
Direct their attention to the today board which will instruct them
3
to sit in a circle on the carpet.
Having students sing the circle song will act as an assessment of students’
ability to sing in a group in unison.
Students will respect instruments and only play when instructed to.
Have the card for sitting in a circle placed in the grade 1 section of the
activity board.
“This was another Great Big Sea song. They are a Canadian bad that
writes their own music. We are going to create OUR OWN band today and
2
write and perform a song as a class today. What should we call our band?”
Body Time
OSTINATO
 “Let’s work on our ostinato first. Everyone watch then repeat
after me” 5
 Tap a rhythm on one and three. Have students echo your beat.
 Add words by stating “down-up-down-up”
N/A
Melodies
 “We need to create a melody to go with our ostinato rhythm.
Who would like to make a melody?”
 Ask several students, maximum of 4 to create a melody using so 5
and mi. Encourage the use of hand signals while working on
them.
N/A
Student Melodies
 “Everyone turn and look at the board. We have four measures to
fill. I am looking for students sitting criss-cross applesauce to
12
give me a melody.”
 Have a student give you four notes. Ask if they would like to sing
it for the class.”
2
 Lesson Plan Template A – ED 3501 MNO

 Once all 4 measures have been filled, lead students in the rhythm
of the ostinato by patting your legs. Tell students you are looking
for people who are participating to be part of the “band” when
we add more instruments.
 Sing through the melody several times.
 Add one student to rhythm sticks tapping to the beat instead of
the ostinato (giving the beat)
 Run the song with the student giving the beat. Choose one
student to go on the bass bar, giving the ostinato.
 If time permits, have different students switch to the beat and
the ostinato instruments.
Teacher Notes: Assessments/
Differentiation
N/A
Closure Time
Consolidation of  “We need a name for our song. Does anyone have any ideas?”
Learning:  Once you and the classs have come to a conclusion for a name for
the song, run it one more time. 3
 Have students give themselves a round of applause.
 Instruct individual classes to line up at the door with voices off.

Adapted from a template created by Dr. K. Roscoe 3