M342 Lesson

Plan Format Grade Level: 2-4

Area(s) of Focus: Singing with good tone and posture
National Standards Addressed:
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work
10. Synthesize and relate knowledge and personal experiences to make art

Lesson Objectives (Behavioral):

1. Artistic Expression Objective: Students will respond to the question of “What Makes the Wildcat Wild?” within context of
the song.
2. Knowledge/Skill Objective: Students will sing “What Makes the Wildcat Wild?” with good tone and posture.
Vocabulary and Academic Language
Central Focus: Singing interactively
Learning Task: Listen for their name in the song
Respond in the context of the song
Vocabulary utilized in the lesson: Call and response, form,
Prior Learning:
 Students are able to sing in unison, with good posture and good
intonation.
 Students are able to listen for differences in song lyrics and
respond accordingly.
Materials Needed:

Guitar/Piano,

“What Makes the Wildcat

Wild?” from My Singing Bird
(Erdei and Knowles) pg. 11.

Procedures:

• Ask students to tap along to the beat of the song with their cat paws and play through the song once. Then ask them to
pat and clap the beat while singing through it again. (1 min)

• Have students repeat lines of the song after the teacher (4 bar phrases) (1 min)

• Have the whole class sing the whole song through one time. (30 sec)

• Have the whole class sing through the whole song three times, but each time instead of saying “boys” or “girls” call
out a name and have that person say what they think makes a wildcat wild at the end of each verse. Make sure
students listen for their name to be called so they can respond at the right time (2 min).

o Accomodation: For students that are uncomfortable talking in class, have them write their answer down.

Methods of Assessment

• Informal Group Assessment: Listen for the way the class repeats each phrase. Assess intonation, rhythm, time and
tone. Focus feedback on tone and time.
• Informal Individual Assessment: Listen for individual students’ response to their name being called in the song and
note how quickly they respond in the context of the song.