GENERAL MUSIC LESSON PLAN TEMPLATE
NAME: Cullyn Murphy
TITLE OF LESSON: Sea Lion Woman/To Stop The Train
GRADE: Fifth Grade Week 12
GAMEPLAN - November Week
4 bordun, canon/round, phrase, identify orchestral famalies
Prior Knowledge:
What musical skills and
concepts do the students know?
Prior Learning Experiences:
What musical skills and
concepts did the students learn
before this lesson?
Post Lesson Knowledge:
What musical skills and
concepts will the students gain
after this lesson?
Language Demands:
Key terminology and language
functions
Materials for the Week:
Accommodations & Universal
Design for Learning:
What means of representation
will be used to accommodate all
learning styles?
State of Illinois
Music Standards:
What state standards are
addresses in this lesson?
Artistic Processes:
Highlight which processes are
addressed and indicate the title
of the activity in which they
occur.
Assessments:
What formal and informal
assessments are used in this
lesson?
Pulse, vocal repertoire, SR-BAGED, question-answer, crossover
Students are familiar with the To Stop the Train melody, students
are familiar with BAGED on SR, students have participated in
question-answer on percussion, students have performed
rounds, students have been asked to identify different
percussion instrument families.
Students are familiar with the To Stop the Train melody, students
are familiar with BAGED on SR, students have participated in
question-answer on percussion, students have performed
rounds, students have been asked to identify different
percussion instrument families.
Students will have a deeper understanding of melodic principles
involved with question-answer technique.
Question-Answer
Chart #7, recorder fingering charts, BX/BM, AM/SM, CBB-F,
BX/BM
Track the word visual for deaf/hard-of-hearing.
Language & Arts: 25.A.1c – Identify differences in elements and
expressive qualities
Creating & Performing: 26.B.1c – Sing or play on classroom
instruments a variety of music representing diverse cultures and
styles.
Arts & Civilization: 27. .1a – Identify the distinctive roles of artists
and audiences.A
Creating: Sea Lion Woman
Performing: Sea Lion Woman, To Stop The Train
Responding: Sea Lion Woman, To Stop The Train
Connecting:
Informal:
1. Listen to students sing alone for pitch accuracy during Sea
Woman and To Stop The Train.
2. Observe students playing with proper mallet technique for
 GENERAL MUSIC LESSON PLAN TEMPLATE
Objectives:
What will the students be able
to do at the end of this lesson?
Initiation & Procedure:
Introduce the objectives in kid
friendly language. This is your
“hook” to engage the students
Script this
Sea Lion Woman and To Stop The Train.
3. Listen for students critically responding in Question-
Answer game for Sea Lion Woman.
4. Listen to students playing with proper recorder technique.
5. Observe students ability to identify melodic fragments in
Sea Lion Woman.
6. Listen to students perform the round in To Stop the Train
with accuracy.
Formal:
1. N/A
The learner will:
1. Students will be expected to sing with accurate pitch for
Sea Lion Woman and To Stop The Train.
2. Students will be expected to play with proper mallet
technique for Sea Lion Woman and To Stop The Train.
3. Students will be expected to properly respond to
Question-Answer technique during Sea Lion Woman.
4. Students will be expected to properly play recorder with
proper technique for Sea Lion Woman.
5. Students will be expected to identify melodic fragments in
Sea Lion Woman.
6. Students will be expected to be able to perform To Stop
The Train in a round.
Whole Lesson Initiation:
Does everyone remember when we learned about question and
answer on the djembes? Today we are going to use that concept
with our recorders and explore more of the pitches we have
available to us. After that we will add some orchestration to our To
Stop The Train and create a round.
Activity title: Sea Lion Woman
Initiation: Script – “Let’s learn a new song on our recorders!”
Procedure or summary: We will start by echoing short patterns
combining BAGE. Students will then go over low D after I
demonstrate proper hand position. After demonstrating BX/BM
and AM/AX parts I will pick a group of students to play the
exercise. Students will continue to play ostinato pattern on barred
instruments. While this occurs, I will improvise eight-beat phrases
on recorder incorporating BAGED patterns. I will do this several
times before introducing the Question and Answer process. After
presenting chart #7, students will be asked to identify melodic
fragments from the bottom of the chart. We will then sing the
entire melody and point to the melodic fragments as they occur. I
will repeat the song encouraging others to sing melodic fragments.
I will then teach the song through rote process. We will then sing
the melody with orchestration. We will then extend this into a
ternary form including A-sing melody over orchestration B-
Question-Answer, Question-Answer over orchestration, A-Sing
 GENERAL MUSIC LESSON PLAN TEMPLATE

melody over orchestration.

Activity title: To Stop The Train

Initiation: Script – “Let’s add some orchestration to a song we
learned a few weeks ago!”
Procedure or summary: We will start by reviewing the melody for
To Stop the Train. Then we will prepare the BX/BM/CBB parts and
transfer them to those instruments. We will then divide the class
in half and perform as a two part cannon at eight beats. We will
then challenge the class to divide into three groups entering after
right beats.

Closure: Who can raise their hand and tell me one thing you learned today?
Students should be able to identify that they learned about
question-answer, a new song, and new orchestration.

Additional Notes: