MUS 353 Lesson Plan TEMPLATE

(Fall 2019)
Dr. Wendy van Gent

Common Lesson Plan Template

MUS 353
Teacher Candidate Name: Rebekah Williams
Grade Level: 3rd grade
Subject: Geography
Date: November 8, 2021
PLAN
RATIONALE
According to the Long-Term Retention of Content article, it supports that when students use oral production, it
enhances their reading and understanding by putting it with sound. Our language and music are connected to each
other.

In this lesson, I will teach the 50 states and their capitals using oral production.

LEARNING/BEHAVIORAL OBJECTIVE(S)
Students will be able to:
 State the 50 states and their capitals through oral production.

ACCOMMODATIONS
If there are students who are hard of hearing, I will have them stand closer to the speaker and play it louder. I
will also use a microphone while I am speaking, so that they can hear me better. I will put the subtitles on the
video, so they can read exactly what the song is saying if they cannot hear it. If there is a student who struggles
to remember, I will have a student stand next to them who can help them through the actions each time or I will
place them next to me so I can help them. I will also walk around the room to help any student that may need
the help. If a student is not able to do the actions, I will have the students come up with other actions that I
know all the students will be able to do. If they are not able to, I will have backup actions that I have already
created that I know everyone is able to do.
 IMPLEMENT
LESSON OPENING (hook)
 Introduce the lesson.

TEACHING PROCEDURES (music facilitation)

 https://www.youtube.com/watch?v=KQEHLMyAWeY
 Teacher – “This week we will be going over the states and their capitals. We will practice them each day
and on Friday we will take a quiz over the states and their capitals to see where everyone is at.”
 Teacher – “I have a song that we will listen to each day. As a class, we will make up actions to the song.
When we create actions for the songs, we will be able to remember each of the states based on those
actions.”
 Teacher – “Everyone stand up.” Everybody stands up.
 Teacher pulls up the song and begins to play it.
 Teacher pauses the song after Alabama and its capital Montgomery.
 Teacher – “Does anyone have an action that they think will help us remember Alabama and its capital
Montgomery?”
 Give time for the students to discuss with each to other and then have them share their ideas. As a class,
vote on which action would work the best.
 Teacher plays song.
 Teacher pauses the song after Alaska and its capital Juneau.
 Teacher – “Does anyone have an action that they think will help us remember Alaska and its capital
Juneau?”
 Give time for the students to discuss with each other and then have them share their ideas As a class,
vote on which action would work the best.
 Teacher plays song.
 Repeat these steps until you have listened to the song and come up with actions for each of the states and
its capitals.
 Once the class has listened to the song once, play the song two more times. One the next time, have the
students just practice the actions. On the last time, have all of the students say the states and capitals
while doing the actions with the song.
 Teacher can play the song throughout the day while the students are doing homework or in their free
time, so that they hear the song several times.
 The next few days, the teacher will play the song and have the students practice it while saying the states
and capitals with the actions.
LESSON CLOSING (transition)
 Teacher will wrap up the lesson with a fun game that goes over all of the states and their capitals. The
game will have them in groups and they have to match the state to its capital.

REFLECT