1st Grade

I. Objective(s) and Standards (NGSSS, CCSS) and materials

MU.1.C.2.1- Identify the similarities and differences between two performances of a familiar
song.
MU.1.S.3.3- Sing simple la-sol-mi patterns at sight.
MU.1.S.3.4- Match simple aural rhythm patterns in duple meter with written patterns.
MU.1.S.3.5- Show visual representation of simple melodic patterns performed by the teacher or a
peer.
II. Brief description of lesson (including scripted higher-level questions and ESOL/ESE
modifications)
Rhythm Cards (PP) 3-5 min

• Dots
• T presents PP; explains 4 beat procedure on woodblock
• T continues through rhythms

Movements Improv (pg.74 GP) 5 min

• Personal space; standing
• T uses imagery to tell a story; Ss act out story through movement “Since were pantomiming the
story, you cannot talk. Only listen.”

Melodic Warm Up (PP) 3min

• T leads students through melodic warm up using S-L-M w/ hand signs; Ss echo
• T displays Acka Backa pitch latter
• T conducts short patterns on pitch latter w/ no hand signs; Ss echo T assesses

Acka- Backa (pg. 80 GP; PP) 20 min

• T displays PP; speak text 4 cards at a time while Ss echo

• T sings entire poem on Sol while pointing to cards positioned in straight line
• T explains “This time I’m going to sing the song differently, notice which words are high or
lower. Which cards might need to be moved up/ down”?
• T sings first 4 cards using S-L-M; if Ss struggle T will show melody on body
• Continue through phrases
• T guides Ss sing entire song w/ melody and hand signs; Ss perform on own
• Transition to circle for game
• Game: T stand in middle of seated circle; Class sings song w/ steady beat while T points at one
student per beat. Out student moves to instrument to perform chord bordon on C-G. Game
repeats; Ss rotate instruments.

II. Assessment
Students will read rhythmic notation to correctly perform rhythms.
Students will use movement as a form of expression.
Students will match pitches Sol, La, and Mi with Teacher.
Students will use aural skills to decode the song Acka Backa.
 Students will perform a Chord Bordon with correct pitches and mallet technique.

III. Lesson Differentiation

Students will be provided visual aids through Power Point and body movement during
melodic training. Students will also be provided aural aid as the teacher will model sing prior
to students echoing.

V. Lesson Reflections
Incorporating the woodblock into the rhythm cards allowed the rhythm cards to progress
smoother, allowing less time to be spent on unnecessary counting. The movement improv was very
successful if the procedures were explained. If students were not given procedures before the activity, the
activity was not as effective. The pitch latter was a great addition to the melodic warm up as it allowed
me to assess if students had retained La that was labeled the week prior. Decoding Acka- Backa was
extremely successful as student were able to accomplish the goal of decoding the song and the game.