Music Lesson Plan 1
Candidate: Veronica Herrero- Velarde
Subject(s): Social Studies
LESSON ELEMENT
1.TEKS
-Cite by number and name
2.Lesson Objective/Learning
Target(s):
-What will students know and/or be
able to do as a result of this lesson?
3.Resources/Materials:
-What materials and resources will
you need for the instruction?
-What materials and resources will
the students need?
4.Assessment Criteria for Success:
How will you and your students know
they have successfully met the
objective/target?
Formative: How will you measure
progress toward mastery of target(s)
during instruction? Include prepared
questions or any additional
documentation related to your
assessment strategies.
Summative: How will you measure
Grade(s): Kindergarten
National Patriotic Holidays: Presidents’ Day
Provide detailed descriptions
Use student-friendly language where applicable
SS.K.1A
MUSIC.K.2A, MUSIC.K.2E, MUSIC.K.3A
 TSW explain the reasons for national patriotic holidays such as Presidents’
Day, Veterans Day, and Independence Day.
 TSW sing or play classroom instruments independently or in groups.
 TSW perform music using louder/softer and faster/slower.
 TSW sing songs and play musical games, including rhymes, folk music, and
seasonal music.
Teacher Materials:
 Duck for President by Doreen Cronin
 Interactive Whiteboard
 Dry Erase Marker
 Presidents’ Day Facts for Kids Video
 Presidents’ Day Song Video
 Coin Cutouts (free download)
 Fact Hunt Cards (free download)
 Ballot Box
 Stapler
Student Materials:
 Presidents’ Day Printables (free download)
(Fact Hunt, “If I Were President”, Word Search, Presidential Words,
“Was Had Wanted”, Coloring Page)
 President’s Day Booklet (free download)
 Ballot (free download)
 Pencil
 Crayons
 Scissors
 Paper Straws (in patriotic colors/patterns if available)
 Foam Star Stickers
 Pre-Curled Ribbons (red, blue, and silver)
 Glue Stick (optional)
Assessment Criteria for Success:
The teacher and students will know they have successfully met the
objective/target when they…
 can successfully explain why we celebrate Presidents’ Day.
 can successfully perform the Presidents’ Day Song.
 can successfully sing faster, slower, louder, and quieter when
instructed by the teacher.
Formative:
 TTW ask questions throughout the lesson to check the students’
understanding.
 TTW listen to students’ responses during discussions.
 TTW walk around the room to observe students’ work while working in
achievement of target(s)? Include
worksheets, tests, rubrics that will be
used.
5. Introduction:
-How will you introduce the concept,
skill or tasks in a way that gains
students’ attention?
-How will this lesson be meaningful
to the students and connect to their
lives?
-How will this lesson connect to prior
learning?
6. Key Vocabulary:
What vocabulary will need direct
instruction or review in order to
ensure student understanding?
7. Sequence of Instruction:
-Give detailed, step-by-step
instructions on what you will do/say
during the instruction.
-Give detailed, step-by-step
description of what students will do
during the lesson.
-Include prepared examples and/or
questions that you will use in the
instruction.
-Describe how you will guide
students’ practice of the learning.
- Describe how students will be
divided into groups, if applicable.
stations.
 TTW also check the students’ work and provide feedback.
Summative:
As this is a unit that contains lessons specific to holidays that do not take
place consecutively, there will not be a summative assessment specifically
over the national patriotic holidays. Questions about Presidents’ Day will be
included in the next social studies test that students will take.
 TTW have the students sit on the carpet for a read aloud.
 TTW ask the students, “Do you know why we don’t have school on
Monday? What special holiday is it?”
 After announcing that Monday is Presidents’ Day, TTW tell the students,
“We are going to read a book about a duck that became the President.
Listen very carefully to the story to find out how the duck became the
President.”
 TTW read Duck for President.
 During the read aloud, TTW stop to ask guiding questions, to check for
understanding, and to explain key vocabulary that may be confusing.
 After the read aloud, TTW ask the students, “Do you think a duck could
actually run for President? Of course not! That’s silly. Today we are going
to talk about Presidents’ Day. We will learn about why we celebrate this
holiday and about how the President becomes elected, just like the duck in
the book.”
National, patriotic, holiday, Presidents’ Day, President, celebrate, election,
registration, protest, recount, campaign, parade, cast, ballot, vote,
autobiography
1. The class will watch a video all about Presidents’ Day.
 Before watching the video, TTW ask students what they already know
about Presidents’ Day and will write their responses on the board.
 After watching the video, TTW ask students what they now know
about Presidents’ Day and will write their responses on the board.
 Why do we celebrate Presidents’ Day?
 Who do we celebrate on Presidents’ Day?
 When is Presidents’ Day?
2. Music Integration: The class will learn a Presidents’ Day song.
 TTW say, “Now that we know a bit more about Presidents’ Day, let’s
learn a song that we can sing and march to during our Presidents’ Day
Parade!”
 TTW pull up the music video and introduce the song (to the tune of
Do You Know the Muffin Man?).
Do you know the President, the President, the President?
Do you know the President? His face is on the penny!
Yes, we know the President, the President, the President!
Yes, we know the President! His name is Abraham Lincoln!
Do you know the President, the President, the President?
Do you know the President? His face is on the nickel!
Yes, we know the President, the President, the President!
Yes, we know the President! His name is Thomas Jefferson!
Do you know the President, the President, the President?
Do you know the President? His face is on the dime!

8. Closure:
- How will you and the students
summarize or review what they have
learned?
Yes, we know the President, the President, the President!
Yes, we know the President! His name is Franklin Roosevelt!
Do you know the President, the President, the President?
Do you know the President? His face is on the quarter!
Yes, we know the President, the President, the President!
Yes, we know the President! His name is George Washington!
Yes, we know our Presidents!
 TTW teach motions to go along with the words:
 Shrug: “Do you know the President…?”
 Thumbs up: “Yes, we know the President…”
 Point to your face: “His face is on the”
 Point to the coin cutouts: “…the penny/nickel/dime/quarter”
 The class will sing the Presidents’ Day song several times. TTW have
the class sing some parts faster, some slower, some louder, and some
quieter.
3. The class will do Presidents’ Day stations in their table groups, rotating
about every 10 minutes.
 Station 1: Fact Hunt
 Prep: Print, cut, and laminate the Fact Hunt cards and
tape them around the classroom.
 TSW walk around the room hunting for the President Fact
Cards and will record them on their worksheet.
 Station 2: Booklet
 TSW color the pictures.
 TSW cut out the pages and TTW staple them together.
 TSW read their booklets out loud if extra time.
 Station 3: “If I Were President” Writing Activity
 TSW respond to the prompt “If I were President…” and
illustrate their writing.
 Station 4: Cast Your Ballot + Parade Craft
 TSW participate in an election! They will be voting on
their favorite animal: cat, dog, monkey, or rabbit.
 TSW cast their ballot by coloring in the square next to
their favorite animal and placing it in the ballot box.
 With the remaining time, TSW will create a patriotic wand
to wave during the Presidents’ Day Parade at the end of
class.
 TSW select a paper straw, 2 foam star stickers, and 2 curly
ribbons. Flatten one end of the paper straw and stick it to
one of the foam star stickers. Place the ends of the curly
ribbons onto either side of the straw. Attach the other
foam star sticker to cover the sticky side holding the straw
and ribbons.
 Music Integration: The class will march in a Presidents’ Day Parade with
their wands to celebrate this patriotic holiday. Students will sing the
Presidents’ Day song that the class practiced earlier.
 After the parade, the class will sit in a circle and take turns sharing
something that they learned about Presidents’ Day or an experience they
had today.
 TTW count the ballots and announce which animal has won the class
election.
9.Access and Engagement for All Gifted and Talented/Advanced Learner:
(Differentiation):  TSW pick to either research President Washington or President
-How will you ensure that all Lincoln.
students are able to engage  With the corresponding “Was Had Wanted” graphic organizer, TSW
appropriately in this lesson? use classroom books or online sources (approved by teacher) to write
-What modifications and down facts about the President.
accommodations will you make for English Language Learner:
students with special needs or EL?  TSW complete the Presidential Words alternate activity to help them
-What enrichment will you provide work on 2, 3, and 4+ letter words.
for your high achieving students?  As an adaptation to Station 1 (Fact Hunt), the students can draw a
picture and use a few words to express the fact they read about.
Special Education/Struggling Learner:
 TSW meet at the teacher’s table during Station 2 (the booklet) to read
the book together, using their fingers to track while they read.
10. Reflection:
-Was the instructional objective met?
How do I know students learned
what was intended?
-Were the students productively
engaged? How do I know?
-Did I alter my instructional plan as I Not Applicable
taught the lesson? Why?
-What additional assistance, support,
and/or resources would have further
enhanced this lesson?
-If I had the opportunity to teach the
lesson again to the same group of
students, would I do anything
differently? What? Why?

Candidate: Veronica Herrero- Velarde
Subject(s): Social Studies
LESSON ELEMENT
1. TEKS
-Cite by number and name
2.Lesson Objective/Learning
Target(s):
-What will students know and/or be
able to do as a result of this lesson?
3.Resources/Materials:
-What materials and resources will
you need for the instruction?
-What materials and resources will
the students need?
4.Assessment Criteria for Success:
How will you and your students know
they have successfully met the
objective/target?
Formative: How will you measure
progress toward mastery of target(s)
during instruction? Include prepared
questions or any additional
documentation related to your
Music Lesson Plan 2
Grade(s): Kindergarten
National Patriotic Holidays: Veterans Day
Provide detailed descriptions
Use student-friendly language where applicable
SS.K.1A, SS.K.2B
MUSIC.K.1D, MUSIC.K.2A, MUSIC.K.2C, MUSIC.K.3A
 TSW explain the reasons for national patriotic holidays such as Presidents’
Day, Veterans Day, and Independence Day.
 TSW identify contributions of patriots and good citizens who have shaped
the community.
 TSW identify same/different in beat/rhythm, higher/lower, louder/softer,
faster/slower, and simple patterns in musical performances.
 TSW sing or play classroom instruments independently or in groups.
 TSW move alone or with others to a varied repertoire of music using gross
and fine locomotor and non-locomotor movement.
 TSW sing songs and play musical games, including rhymes, folk music, and
seasonal music.
Teacher Materials:
 Veterans: Heroes in Our Neighborhood by Valerie Pfundstein
 Anchor Chart Paper
 Markers
 Interactive Whiteboard
 Beat and Rhythm Activity Video
 Stomps, Claps, & Beatbox Music
 Stapler
 4 Veterans’ Names & Addresses (to mail thank you letters)
Student Materials:
 Veterans Day Easy Reader Booklet (free download)
 Pencil
 Crayons
 Thank You Letter Worksheet (free download option 1 or option 2)
 Pocket Chart
 Veterans Day True and False Cards (free download)
 Construction Paper (green, black, brown, tan)
 Glue
 Veterans Day Poem (free download)
 Writing Journal
 Veterans Day Sentence Sorter (free download)
Assessment Criteria for Success:
The teacher and students will know they have successfully met the
objective/target when they…
 can successfully explain why we celebrate Veterans Day.
 can successfully perform the Veterans Day Song/March.
 can successfully distinguish beat and rhythm in the Veterans Day
Song.
Formative:
 TTW ask questions throughout the lesson to check the students’
assessment strategies.
Summative: How will you measure
achievement of target(s)? Include
worksheets, tests, rubrics that will be
used.
5. Introduction:
-How will you introduce the concept,
skill or tasks in a way that gains
students’ attention?
-How will this lesson be meaningful
to the students and connect to their
lives?
-How will this lesson connect to prior
learning?
6. Key Vocabulary:
What vocabulary will need direct
instruction or review in order to
ensure student understanding?
7. Sequence of Instruction:
-Give detailed, step-by-step
instructions on what you will do/say
during the instruction.
-Give detailed, step-by-step
description of what students will do
during the lesson.
-Include prepared examples and/or
questions that you will use in the
instruction.
-Describe how you will guide
students’ practice of the learning.
- Describe how students will be
divided into groups, if applicable.
understanding.
 TTW listen to students’ responses during discussions.
 TTW walk around the room to observe students’ work while working in
stations.
 TTW also check the students’ work and provide feedback.
Summative:
As this is a unit that contains lessons specific to holidays that do not take
place consecutively, there will not be a summative assessment specifically
over the national patriotic holidays. Questions about Veterans Day will be
included in the next social studies test that students will take.
 TTW have the students sit on the carpet for a read aloud.
 TTW ask the students, “What are some special holidays that we celebrate
every year?” Allow students to think and respond, then TTW tell the
students, “There is a special holiday today. Did you know that? What do
you think it might be?”
 After announcing that today is Veterans Day, TTW tell the students, “We
are going to read a book that will tell us about Veterans Day. A veteran is
a person that served in the military, who fought for our country’s
freedom. While we read the book, think about what we celebrate on
Veterans Day.”
 TTW read Veterans: Heroes in Our Neighborhood.
 During the read aloud, TTW stop to ask guiding questions, to check for
understanding, and to explain key vocabulary that may be confusing.
Veterans Day, veteran, serve, military, freedom
1. The class will participate in an interactive anchor chart to learn about
Veterans Day and what a veteran is.
 TTW ask guiding questions, such as…
 What is a veteran?
 What are some characteristics of a veteran? What are
they like?
 What do we celebrate on Veterans Day?
 Why is Veterans Day important?
 What can we do to celebrate Veterans Day?
 TTW write the students’ responses on the anchor chart. Here is
some inspiration (click pictures for links):
 TTW briefly discuss the different branches of the military.
  TTW ask students for their own experiences with veterans. Do
you know any veterans? What do you know about them? What
did they do?
2. Music Integration: Beat and Rhythm Activity
 TTW play the Stomps, Claps, & Beatbox music and guide the class
through the words, march, and motions. It may take some
practice for the class to catch on to some of the responses.
 This activity is designed to help students to practice beat by
marching and rhythm through clapping, stomping, snapping, and
drumming. It also incorporates echoing, imitating, counting, and
keeping time.
3. The class will do Veterans Day stations in their table groups, rotating
about every 10 minutes.
 Station 1: Easy Reader Booklet
 TSW color the pictures.
 TTW staple the pages together.
 TSW read their booklets out loud if extra time.
 Station 2: Thank You Letter
 TTW give each group the name of a veteran and some
information about them.
 TSW write a thank you letter to the veteran using one of
the worksheet templates
 TSW color/decorate the letter if extra time.
 Station 3: Veterans Day True and False
 At the top of a pocket chart will be the True card and
False card (2 columns).
 In a bag will be 12 cards with statements on them. TSW
have to decide if the statement is true or false and place
it in the correct column on the pocket chart.
 TTW draw attention to cards that are false and have a
discussion with the students.
 Station 4: Tear Art Craft
 This will be the cover for the thank you letters that the
students wrote. Each group will make one cover.
 TSW draw an army hat outline on a sheet of construction
paper.
 TSW tear small pieces of brown, black, and tan
construction paper and glue them onto the hat.
 TSW write Thank You, Veteran! on the paper.
 TTW staple the students’ letters to the cover and send it
to the veteran.

4. Music Integration: The class will take a brain break by doing the Veterans

8. Closure:
- How will you and the students
summarize or review what they have
learned?
9.Access and Engagement for All
(Differentiation):
-How will you ensure that all
students are able to engage
appropriately in this lesson?
-What modifications and
accommodations will you make for
students with special needs or EL?
-What enrichment will you provide
for your high achieving students?
10. Reflection:
-Was the instructional objective met?
How do I know students learned
what was intended?
-Were the students productively
engaged? How do I know?
-Did I alter my instructional plan as I
taught the lesson? Why?
-What additional assistance, support,
and/or resources would have further
enhanced this lesson?
-If I had the opportunity to teach the
lesson again to the same group of
students, would I do anything
differently? What? Why?
Day March (the beat and rhythm activity from earlier).
The class will sit in a circle on the carpet for a discussion on Veterans Day.
TTW ask the students questions such as…What have you learned today? What
was the most interesting thing you learned? What was something new you
learned? Did anything surprise you? How will you celebrate Veterans Day?
Gifted and Talented/Advanced Learner:
 TSW read the Veterans Day poem.
 TSW write their own Veterans Day poem in their Writing Journal.
 TSW illustrate their poem and share it if extra time.
English Language Learner:
 TTW pull students during Station 2 to assist them in writing their
letter.
 TTW encourage students to look at the pictures in their booklet to get
context as to what it is about.
 TSW complete the Veterans Day Sentence Sorter as an alternative
activity by cutting out the words/phrases and gluing them in the right
order.
Special Education/Struggling Learner:
 TSW meet at the teacher’s table during Station 1 (the booklet) to read
the book together, using their fingers to track while they read.
 TSW complete the Veterans Day Sentence Sorter as an alternative
activity by cutting out the words/phrases and gluing them in the right
order.
Not Applicable
 Music Lesson Plan 3

Candidate: Veronica Herrero- Velarde Grade(s): Kindergarten

Subject(s): Social Studies National Patriotic Holidays: Independence Day

Link to Lesson Plan Idea: Singing Patriotic Music and 4th of July Theme for Preschool

To wrap up this mini-unit on national patriotic holidays to be used throughout the school year, I have selected
this lesson plan called “Singing Patriotic Music” as a foundation for a lesson on Independence Day. What
caught my eye when I came across this specific lesson was its musical content. It uses a familiar and patriotic
tune, “America”, to teach pitch and rhythm, which are concepts throughout the music TEKS for kindergarten. I
like that this lesson breaks down the song by having the class clap it out and look at which parts are loud, soft,
and emphasized. While this lesson is no doubt intended for music class, I think this would be a great activity to
incorporate into a lesson on Independence Day. I would definitely tweak it to make it kindergarten-friendly. I
think it would be best to stay away from some of the technical vocabulary used in this lesson and just focus on
the musical concepts. I love the practice with clapping and counting out beats, though! I also included the
lesson titled “4th of July Theme for Preschool”, which is another great option for a music-integrated lesson to
teach all about Independence Day. What drew me to this lesson was the fact that it has numerous options for
activities: art, blocks, circle time, cooking, drama, easel, gross motor, library, math/manipulatives,
music/movement, sand and water, science, and writing. These simple activities would complement the more
music-heavy activity that I talked about first, so I would definitely include some of those into my lesson. I also
found other great songs, fingerplays, and centers linked here as well as circle time and story ideas found here
and movement cards linked here. All in all, I think music connects beautifully to this unit on patriotic holidays,
as students are more than likely already familiar with the songs. It offers a great opportunity to look at those
songs a bit closer in order to work on beat, pitch, and rhythm in a fun way, and that is what I intend to do
through this lesson.