MUS 353 Lesson Plan

(Spring 2020)
Dr. Wendy van Gent

Common Lesson Plan Template

MUS 353

Teacher Candidate Name: Sierra Wieseler and Ashley Schwarz

Grade Level: 3rd Grade

Subject: Music

Date: March 2, 2020

PLAN

STATE STANDARDS

● 3.MU.Pr.4.2.b ​When analyzing selected music, read and perform rhythmic patterns and
melodic phrases using iconic and standard notation.
● ​3.MU.Pr.6.1.a. ​Perform music, alone and with others, with expression and technical
accuracy.

LEARNING/BEHAVIORAL OBJECTIVE(S)

● Students will be able to perform the chant in a group, in small groups, and by themselves
by the end of the lesson.
● Students will be able to perform the movements that go along with the chant by
themselves.

RATIONALE

According to Emile Jaques-Dalcroze, teaching music consisted of three parts: eurhythmics,

solfege, and improvisation. Jaques-Dalcroze advocated for developing the whole child as a whole
by “. . . involving physical and muscular control, mental awareness, social consciousness, and
emotional health” (pg.230). These theories allow us to work with our students as a whole group,
small group, and individualistically to help them gain a better understanding of music and
movement and the relationship between the two. During this lesson, and with the theories given
by Jaques-Dalcroze, the best instructional strategies include repetition, modeling, and practice.
These three strategies will be very evident and clear throughout the lesson, giving the students an
opportunity to succeed.

The skill needed in order to master this lesson is eurhythmics, or rhythmic movement. During this
lesson, the students will gain a better understanding of how their body is able to move to the
macro and micro beats of this specific chant. They will be given the opportunity to move by using
both kinesthetic movements and fine motor skill movements. At this age, students’ bodies are
developing very quickly. If they are unable to use all of their muscles, their coordination
diminishes quickly making it very difficult for them gain a concept of body awareness and space.

MATERIALS

● N/A

ACCOMMODATIONS

● Student A (Autism): I will state the chant three times allowing for the student to hear it
multiple times; I will write the chant on the board so the student has a visual reference;
and I will have the students repeat the chant with me three times before I begin to let the
students take over and state the chant by themselves.
● Student B (Visually Impaired): I will state the chant three times allowing for the student
to hear it multiple times; I will write the chant using the student’s braille translator to
allow for the student to have it with him/her; and I will have the students repeat the chant
with me three times before I begin to let the students take over and state the chant by
themselves.

IMPLEMENT

LESSON OPENING ​(hook)

● Good afternoon, class! Today we are going to learn a new chant and put some actions to
those lines.
TEACHING PROCEDURES

● Step 1: I will start by writing the chant on the board and handing Student B the written
chant in braille.
● Step 2: I will start by saying the chant three times by myself to allow for the students to
hear the chant multiple times.
● Step 3: I will tell the students to state the chant with me three times through without
stopping. (I will do this to allow for the students to become comfortable with the chant
before moving onto the movements.)
● Step 4: I will have the students state the chant by themselves one time through.
● Step 5: I will take the chant stanza by stanza with the students and incorporate the
movements.
● Step 6: I will slowly begin to allow the students to take the lead by becoming quieter
when stating the chant and only doing partial movements.
● Step 7: I will eventually give the students full leadership and allow them to state the chant
and do all of the movements without any assistance.
● Step 8: I will put the students in small groups and have them lead the rest of the class. I
will do this until each group has lead the class at least one (1) time.

Chant by stanza:
The little old teacher, that was known as a preacher (Stand as an old lady would)
Who liked to talk and talk all day (Talk with your hands)
Along came a reader, that was the class leader (Hold hands like you are reading a book)
That stunned the teacher today (Put a surprised look on your face)

After visiting the teacher, that was known as a preacher (Stand as an old lady would)
Who liked to talk and talk all day (Talk with your hands)
The reader decided, they had come uninvited (Hold hands like you are reading a book)
And left as quickly as she came (Pointing behind you in a repetitive motion)

LESSON CLOSING ​(transition)

● Now that we have mastered this chant and the movements, you are now ready to go out
and teach others!