Peer Teaching #1 Lesson Plan

Teacher Name: Mr. Martinez

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

Materials of Instruction: “Hunt the Slipper” (Below is the rhythmic notation for Hunt the Slipper)

Phrase #1: Phrase #2:

Phrase #3: Phrase #4

Lesson Objective: Students in 1st grade will recite a rhythmic text “Hunt the Slipper” with accurate beat
and rhythm in 2/4 meter.

Lesson Sequence, Activity #1. 1. Begin lesson by demonstrating a quarter note pulse for students to pat
on legs while the teacher sings the Hunt the Slipper song.

2. Through the echo strategy go over each phrase by pointing to yourself followed by the students,
Starting with Phrase #1:
2a. Teacher: (Points at self) “Cob-bler, cob-bler, make my shoe”. Students: (Being pointed at by
teacher): “Cob-bler, cob-bler, make my shoe”. (Repeat until each student can sing it back confidently)

3.Repeat Echo strategy done in step 2 throughout remaining three phrases:

3a “Get it done by half past two”

3b “Half past two is at the door”

3c “Get it done by half past four”

*Make a connection between Phrase Two and Four by mentioning that the only word different is the
last.

4.Do an extended echo with two phrases at once, followed by the whole song when students are ready.

4a. Use "fill in the blank" method just so that the flow of the whole poem becomes easier. (leave off last
word of each phrase).

5. Explain “Magic Lips” to students and have them ready to try it out. Starting them with “1, 2, ready
go.” Leave the knee pats on steady beat off for this so that students can mouth the words to their own
internal beat.

6.Ask students following questions: What did we sing about? What happens in the song? Ask to raise
hands, have students talk with a partner on what they think. (15-45 seconds) Explain afterwards and
answer any questions.

7. Explain how poem can be made into a game: GAMES ARE FUN 😊

a. While other students sit in a circle, one student goes to corner of room (Make sure not to
make student seem like they are in trouble), looking away from the circle.

b. Students at the circle sing the song while passing an object around which resembles the shoe
in the song.

c. When students finish the song, the student in the corner comes back to the circle and guesses
which student has the shoe by singing “Is my shoe ready?” in whatever creative way the student wishes
to sing. If correct the student holding the object goes to the corner, if wrong the student goes to corner
to try again (limit 3 times for time).
 d. Encourage kids to be creative and demonstrate ways to possibly sing the song in a unique
way. Try and allow for each student to have a turn at being the student away from the circle.

Closure: Awesome job learning a new song everyone! Have a great weekend, Next Monday we will sing
this again and move onto other songs as well!

Assessment: Can all students recite the poem “Hunt the Slipper” with accurate beat and rhythm? Did
the game affectively stimulate the children in a fun positive learning atmosphere? (Teacher
observation.)
 Activity #2, Peer Teaching #2
Standards Being Addressed: MU:Pr6.1.1a With limited guidance,perform music for a specific
purpose with expression.
MU:Pr6.1.1b Perform appropriately for the audience and purpose.
Grade Level: 1st Grade

Materials of Instruction: “Hunt the Slipper” (Below is the rhythmic notation for Hunt the
Slipper)

Body Percussion:
 Lesson Plan Sequence:

Peer Teaching #1 Lesson Plan and Peer Teaching #2 Lesson Plan

Teacher Name: Mr. Martinez

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

Materials of Instruction: “Hunt the Slipper” (Below is the rhythmic notation for Hunt the Slipper)

Phrase #1: Phrase #2:

Phrase #3: Phrase #4

Lesson Objective: Students in 1st grade will recite a rhythmic text “Hunt the Slipper” with accurate beat
and rhythm in 2/4 meter.

Lesson Sequence, Activity #1. 1. Begin lesson by demonstrating a quarter note pulse for students to pat
on legs while the teacher sings the Hunt the Slipper song.

2. Through the echo strategy go over each phrase by pointing to yourself followed by the students,
Starting with Phrase #1:
2a. Teacher: (Points at self) “Cob-bler, cob-bler, make my shoe”. Students: (Being pointed at by
teacher): “Cob-bler, cob-bler, make my shoe”. (Repeat until each student can sing it back confidently)

3.Repeat Echo strategy done in step 2 throughout remaining three phrases:

3a “Get it done by half past two”

3b “Half past two is at the door”

3c “Get it done by half past four”

*Make a connection between Phrase Two and Four by mentioning that the only word different is the
last.

4.Do an extended echo with two phrases at once, followed by the whole song when students are ready.

4a. Use "fill in the blank" method just so that the flow of the whole poem becomes easier. (leave off last
word of each phrase).

5. Explain “Magic Lips” to students and have them ready to try it out. Starting them with “1, 2, ready
go.” Leave the knee pats on steady beat off for this so that students can mouth the words to their own
internal beat.

6.Ask students following questions: What did we sing about? What happens in the song? Ask to raise
hands, have students talk with a partner on what they think. (15-45 seconds) Explain afterwards and
answer any questions.

7. Explain how poem can be made into a game: GAMES ARE FUN 😊

a. While other students sit in a circle, one student goes to corner of room (Make sure not to
make student seem like they are in trouble), looking away from the circle.

b. Students at the circle sing the song while passing an object around which resembles the shoe
in the song.

c. When students finish the song, the student in the corner comes back to the circle and guesses
which student has the shoe by singing “Is my shoe ready?” in whatever creative way the student wishes
to sing. If correct the student holding the object goes to the corner, if wrong the student goes to corner
to try again (limit 3 times for time).
 d. Encourage kids to be creative and demonstrate ways to possibly sing the song in a unique
way. Try and allow for each student to have a turn at being the student away from the circle.

Closure: Awesome job learning a new song everyone! Have a great weekend, Next Monday we will sing
this again and move onto other songs as well!

Assessment: Can all students recite the poem “Hunt the Slipper” with accurate beat and rhythm? Did
the game affectively stimulate the children in a fun positive learning atmosphere? (Teacher
observation.)

Transition into Body Percussion

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

MU:Pr6.1.1b Perform appropriately for the audience and purpose.

Grade Level: 1st Grade

Activity #2 Objective (This is Peer Teaching #2):1st grade students will perform body

Percussion to accompany “Hunt the Slipper” with steady beat and accurate rhythm in

2/4 meter.

1.Teacher: Pats tempo for students and has them synchronize up the tempo with them to solidify pulse

and rhythm.

1.5 Teacher: Reviews the rhyme with the students, speaking the rhyme and inviting students

to join in. When students are ready they may join in, make sure to vocalize this as students may be

overwhelmed by beat and rhyme.

2. Teacher transitions into body percussion by having students stop patting and saying “Watch what I do

students and join me if you can! “WATCH AND JOIN STRATEGY” (Took off unnecessary step involving

echo strategy)
2.5 Introduce each measure phrase and solidify patterns, make sure to make students aware of the

difference in measures for examples measure 4 contrasts to the rest of the piece! Start with phrase 1

with just body percussion, add rhyme when ready (repeat steps for phrase 2-4)

3. Teacher will then sing the rhyme while students are patting the body percussion pattern, assess

students and adjust accordingly depending on fluency of each student.

3.5 Teacher will continue body percussion and have students sing rhyme.

4. Students will be split in two and one do body percussion while other sings the rhyme.

5. If students are getting through this with ease have them try and sing and do the body percussion at

once, if not have students rewind a little bit and go back to the foundations of the body percussion.

Materials of Instruction: “Hunt the Slipper” (Below is the rhythmic notation for Hunt the
Slipper) AND Body Percussion “Hunt The Slipper”

Body Percussion:
 Peer Teaching #3: Rhythmic Improvisation

Teacher Name: Mr. Martinez

Standards Being Addressed: MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas
for a specific purpose

Materials of Instruction: “Hunt the Slipper” (Below is the rhythmic notation for Hunt the Slipper)

Phrase #1: Phrase #2:

Phrase #3: Phrase #4

Lesson Objective: 1st grade students will improvise rhythmically using Hunt the Slipper within the
parameters of 2/4 meter and phrases #3 and #4

Lesson Sequence:

1. Begin lesson by demonstrating a quarter note pulse for students to pat on legs while the teacher sings
the Hunt the Slipper song, Recap the first lesson by having students sing rhyme with you with pats
*Utilize Echo strategy here if student need it.

2. Add the Body Percussion, Using the Watch and Join strategy have students come in when ready.
2a. Review what the four phrases of the rhyme are as follows.

Phrase #1: Phrase #2:

Phrase #3: Phrase #4

3. Grab student’s attention by saying “now watch me”

3a. “Improvise over Phrase #3 and Phrase #4.” *DO NOT sing song while improvising as it will give
students too much to think about*

4. Ask students “What did you guys notice” (Have them raise hands)

4a. Do Improvisation again, “Give an example of an improvisation that doesn’t work. (out of time).

5. Help students understand how to do an improvisation of their own using the following steps

5a. Model regular line and improvisation line for students to get a visual idea of how it works, Improv
as a group the first time, followed by pairing up for peer teaching in the next step. *DON’T ask
students to think of improvisation ahead of time as that relates to composing it should be made up
spontaneously.

5a. Pair up class in two, one partner will play stock body percussion part while the other partner will
improv during Phrase #3 and Phrase #4.

5b. Make sure to not give TOO MUCH instruction on what a correct improv looks like and don’t
interrupt there thinking in creating an improv, see where their ideas lead them and assess them.

5c. Have students give each other high fives for great work and creativity!

6. Bring class to closure and ask questions such as, what did we learn today? Can we use improv on
other songs?