6th Grade Lesson

Standards:
● MU:2.N Demonstrate, using music reading skills where appropriate, how knowledge of
formal aspects in musical works inform prepared or improvised performances.
● MU:Pr.5.N.a Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.
● MU:Re.2.N Identify how knowledge of context and the use of repetition, similarities,
and contrasts inform the response to music.

Objectives:
1. Students can perform the Mary Poppins section of Disney Spectacular with little to no
mistakes.
2. Students can perform the movement to go along with the Mary Poppins section of Disney
Spectacular with little to no mistakes.

Materials:
● “Disney Spectacular” arr. Mac Huff
● Choreography
○ Part One: https://www.youtube.com/watch?v=dZdJnPcu90E
○ Part Two: https://youtu.be/NcgHdiA7GW8
○ Part Three: https://youtu.be/71sXymZMIUY

Warm-Up:
1. T will have Ss sing solfege scale (Do-Sol) up and down. T is listening for matching pitch,
blend, and balance.
a. G Major scale to help Ss have the key in their minds already.
2. T has Ss sing the arpeggio of the scale (D-M-S-M-D)

Activity Sequence:
1. T: “On Tuesday we learned two songs from the Mary Poppins section of our Disney
Medley. Who can tell me which two songs we learned?”
a. “A Spoonful of Sugar” and “Supercalifragilisticexpialidocious”
2. T: “Today we are going to have some fun and add some movement to our songs! But
first, let’s review what we have already learned.”
a. Ss review the two songs
3. Once the two songs are reviewed, T will teach the movement choreography to the Ss.
(Part One Video in Materials)
 a. T will teach the movement in small sections adding on to what the Ss learn. T will
show the dance by modeling it to them.
4. T: “You just learned the dance to two of the songs in our Disney medley! Let’s keep
learning more and finish up the Mary Poppins section of the song.”
a. T teaches Ss “Chim Chim Cheree” and “Step in Time”
i. Help in areas that are difficult for Ss
ii. Once one of the songs is learned, start from the beginning of that song to
reinforce it (repeat with the second song)
5. T: “Great work! Let’s review everything once more time. Once we get to the end of the
two new songs, lay your music on your chairs and we will continue with the song while
performing our new movements in ‘A Spoonful of Sugar’ and
‘Supercalifragilisticexpialidocious!’”

Assessment:
● T will evaluate Ss as the lesson goes and take note of those that might need more help in
future lessons.
Reflection:

Kinsey Volk
Wamego Middle School, 6th Grade
Rehearsal: 2

1. As I reflect on the lesson, to what extent were the students actively engaged? How do
you know?

Students were engaged enough that they were doing what they were asked to do, but it
was not necessarily because they felt enthusiastic about the lesson. Some students really
enjoyed learning movement for the song because they have not incorporated movement
in their songs all year. The interaction between most of the students and teacher was more
neutral.

2. Did the students learn what I had intended? Were my instructional goals and
objectives met? What is my evidence?

My instructional goals and objectives were fairly broad. With this in mind, the choir met
them at a basic level. I wanted my students to learn the movement to help with
memorization, but instead, they worried more about the movement instead of singing.

3. Did I alter my goals, strategies, activities, student grouping and/or assessment as I

taught the lesson? If so, what changes did I make and why did I make these
changes?

I did not make a lot of changes because my goal was to teach the movement that went
with the song and I did not have enough time to also focus on learning the notes.
However, when I changed how I was teaching it was because I noticed that students were
not able to produce the action I was going for.

4. Were my strategies and activities effective? What is my evidence?

My strategies and activities were effective enough to complete the activity, but there were
some areas where I should have not been as lenient, such as having certain students get
away with not always participating.

5. To what extent did the classroom environment (Respect and Rapport, Culture for
Learning, Classroom Procedures, Appropriate Student Behavior, the Physical
Environment) contribute to student learning? What is my evidence?
 A lot of classroom management was affected by the proximity of a teacher. This means
that students in the front of the room tend to be more actively engaged throughout the
lesson or more responsive to any discussions. My cooperating teacher sat and participated
from the back of the room which helped keep more students focused and engaged
throughout the lesson.

6. Was my assessment effective and useful to my student and me? Describe an instance
in which my feedback positively affected a student’s learning.

With this being one of my first times in front of the choir, my assessment was more
self-focused than student-focused. In addition to this, aurally observing how students are
participating is subjective, especially as a student-teacher. I can comment on some things
but there are other aspects of the rehearsal that I do not notice and do not fix.

7. If I had the opportunity to teach this lesson again, what might I do differently?
Why?

I would have a better layout on how I would teach the movement. I felt like a lot of this
rehearsal I spent more time trying to think of better ways of teaching the movement than
assessing the students.