Name: Payten Ford Date: 1/31/22- 2/4/22 Period: K

Ensemble or Class: Kindergarten Music Lesson Topic: Rhythm, maintaining the steady beat,
high and low sounds, mallet technique, call and
response
Standards: MU.K.C.1.1-Respond to music from various sound sources to show awareness of steady beat.
MU.K.F.1.1- Respond to and explore music through creative play and found sounds in the music classroom.
MU.K.O.1.1- Respond to beat, rhythm, and melodic line through imitation.

Long Term Goal: Students will be able to control their vocals and access falsetto. Students will be able to maintain a steady
beat. Students will be knowledgeable of proper mallet technique. Students will be able to participate in call and response.
Instructional objectives(s): Students will be able to perform the rhythm of their name through body percussion. Students
will be able to perform simple locomotor movements while singing and maintaining a steady beat. Students will be able to
identify high and low sounds on the glockenspiel. Students will be able to demonstrate proper mallet technique while
playing the glockenspiel.
Key Vocabulary Rhythm, high and low sounds, steady beat Instructional Materials/Resources/Technology:
Chicka-Chicka-Boom-Boom by Bill Martin Jr. and John
Archambault
Non-Pitched Percussion
Glockenspiel
Recorder
Critical Thinking: Lesson Structure:
Students will be able to create lyrics to the song by adding Welcome, Drum Warm Up, Name Rhythm Game, “There
different locomotive movements “Can anyone think of a She Goes” Game, Call and Response Song, “Chicka-Chicka-
word that rhymes with *locomotor movement*?” Then add Boom-Boom”, Conclusion
the new words to the song There She Goes while having the
students perform the locomotive movements.
Students will be able to analyze rhythms and performs them
on non-pitched instruments. Students will perform the
rhythm of their name on non-pitched percussion
instruments.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
30 sec Welcome students to class
3 mins Perform drum warm-up, select three students to come up and
assist
Lesson/Rehearsal Procedures:
30 sec Have students transition into a circle.
10 min “Today class, you know that Ms. Ford is new, and I would like to Watch students as sing the name song
get to know your names better. I’ve heard that you all know a and have them tap the steady beat.
name game that goes like this: proceed to sing Watch that they are maintaining the
Rickety, rackety, pulse.
rockety, ree
Can you clap your name for me?”
Proceed to go around the circle and have students clap the When students clap their names, praise
syllables of their name, then the class repeats. students that clap in rhythm.
After all students have clapped their name, bring out the non- When using non-pitched percussion,
pitched percussion (shakers, wood block, etc.) “Now we are going explain to students how to properly
to be musical and play our names on instruments, repeat after handle the instruments and watch to
me” Demonstrate how to play name while still saying the name make sure this technique is maintained.
out loud. Then go around the circle.
“Now boys and girls, we are going to make this very tricky. We When going around the circle, check
are just going to play our names, but we will not say them out that students are beating the rhythm of
loud.” Have students perform their names, the class will then their name and not repeating the
echo the students’ pattern. student before them.
10 min “Very good everyone, lets go back to our dots.” Transition back to
dots.
Once students are seated, begin to play the recorder part for
“There She Goes” After playing the melody 1-2x, ask the students
if they know what instrument is being played. Introduce the
recorder.
“Very good everyone, this is a recorder. The recorder can play
beautiful music just like the song you just heard. Everyone
repeats after me: proceed to sing
There she goes
There she goes
Walking in her
Sunday clothes.” Teach song in chunks. After students have When students are singing, guide them
learned the entirety of the song, have them perform the song through melody so they are matching
while walking around the room. Perform it on the recorder while pitch.
they sing. Have students pick other locomotive movements to
perform while singing There She Goes, change the lyrics to reflect
this change in movements. Repeat this until all days of the week
have been used.
5 min Transition into a circle
Start the students off by patting a steady beat once the steady
beat is established have the students listen to you sing: Listen to hear that students are
“Down by the bay, matching pitch and maintaining the
Where the watermelons grow, steady beat.
Back to my home,
I dare not go,
For if I do,
My mother will say,
Have you ever seen a bear combing his hair?
Down by the bay”
Proceed to have the students repeat the teacher verse after
verse, then break into larger phrases until the class is singing the
entire song. Maintain the pulse using body percussion.
10 min Teacher will then transition to students sitting in a circle. The When students play the glockenspiel,
teacher will then introduce the book Chicka-Chicka-Boom-Boom. praise ones that use the extremes of the
Set a glockenspiel down next to the student on the left, proceed
 to read the first page of the book. Then have the student instrument to show high and low
interpret the text on the glockenspiel. Keep following this sounds.
procedure until the book is finished.
Closure Procedures:
1 min Once the book is completed, have students line up in line order.

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on the assessments performed in my class, I would say that all content was appropriate for
the age and ability level of students. All concepts were comprehensible, and students were able to display understanding
through visual and aural observations made by the teacher. I did have to use different materials than listed above, I had to
switch out the book “Chicka-Chicka- Boom-Boom” for “The Musical Carnival” Students were still able to complete the same
objective of experimenting with high and low sounds.

Rehearsal or Lesson Adjustment: The lesson adjustment that I would make to this lesson would be to adjust the pacing of
the Name Rhythm game at the beginning of the lesson so that all students will be able to participate with the glockenspiel
at the end of the lesson. I often found myself not able to finish the book and not all students would get a turn to “play
circus music” on the glockenspiel before they had to stand in line order.

Reflection on Teaching: I do believe that I was able to effectively present the material and that students were able to
show understanding of the subject presented when observed, the only thing I would adjust would be the pacing of the
Name Rhythm game which can easily be fixed with better instruction provided to students through the teacher.