Lesson Plan

Name: Jacob Pini Date & Time: Friday, October 14, 2022,
11:35AM
Grade: K2 Class Type: General Music

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want
the students to be able to do by the end of the class.)

Students will:
● Keep a steady beat while singing, tapping on body parts and playing maracas
● Sing “My Aunt Came Back” and “Frog in the Meadow” tunefully and in their head voices,
and perform accompanying motions
● Identify errors in the lyrics of “Frog in the Meadow” as sung by the teacher
● Improvise short tunes to answer questions and perform them in their head voices
● Move expressively in response to music, by both mirroring teacher-generated responses and
generating their own movement responses

2.Assessment: (What evidence will show that the students understand? Describe the assessment used –
formal and informal assessments based on learning objectives.)

● The teacher will assess the students’ success at keeping a steady beat during the singing of all
rote songs, as well as their ability to select and maintain their own tempi in “Engine, Engine.”
● The teacher will listen to ensure students are using their singing voices at all times, and will
observe students’ ability to sing and perform motions simultaneously.
● The teacher will present “Frog in the Meadow” both correctly and with intentional mistakes
in the lyrics, and assess students’ ability to hear and correct these errors.
● The teacher will ask students questions in their singing voice, and students’ ability to respond
tunefully in their singing voice will be assessed.
● The teacher will observe students moving in response to music and assess their responses
with regard to movement speed, weight, direction and use of personal space.

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 3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.)

MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question) for
a specific purpose.
MU:Cr1.1.Kb With guidance, generate musical ideas (such as movements or motives).
MU:Pr4.1.PKa With substantial guidance, demonstrate and state preference for varied musical
selections.
MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and
melodic contour) in music from a variety of cultures selected for performance.
MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality,
dynamics, and tempo) that support the creators’ expressive intent.
MU:Pr6.1.Ka With guidance, perform music with expression.
MU:Pr6.1.2b Perform appropriately for the audience and purpose.
MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic
direction) is used in music.
MU:Re8.1.1a With limited guidance, demonstrate and identify expressive qualities (such as
dynamics and tempo) that reflect creators’/ performers’ expressive intent.
MU:Cn10.0.Ka Demonstrate how interests, knowledge, and skills relate to personal choices and
intent when creating, performing, and responding to music.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you
will be addressing in their entirety.)

Generate and conceptualize artistic ideas and work. With prompting and support, sing or play
short original musical ideas. (PK-K.M.Cr.01)
Organize and develop artistic ideas and work.
Name and demonstrate vocal production types (including speaking, singing, whispering).
(PK-K.M.Cr.02.b)
Develop and refine artistic techniques and work for presentation. Demonstrate beat
competency by using a steady beat when performing pieces that incorporate simple rhythmic
patterns (e.g., body percussion, classroom instruments, or movement). (PK-K.M.P.05)
Convey meaning through the presentation of artistic work. Perform a short original musical
idea through singing and playing with expression. (PK-K.M.P.06)
Perceive and analyze artistic work. Meet expectations of an audience member (e.g., listening
quietly, clapping at the end). (PK-K.M.R.07)
Apply criteria to evaluate artistic work. Articulate personal responses to music (e.g., “this piece
made me feel…” “this piece made me think…”). (PK-K.M.R.09)

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 Relate artistic ideas and works to societal, cultural and historical contexts to deepen
understanding. Move to different genres and styles of music (e.g., classical, jazz, rock, country,
hip-hop). (PK-K.M.Co.11)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)

● “Hello Around the World” tune and choreography

● “My Aunt Came Back” tune
● Familiarity with observing teacher in Star Dance activity

6. Material, Repertoire, Equipment needed: (Be sure to include music titles, composer/arranger, text
etc.)

● Teacher’s laptop and slideshow presentation, w/ media:

○ “Hello Around the World (Jambo)” w/ audio recording
○ “Cowboy Joe” poem (Feierabend)
○ “My Aunt Came Back” (recording optional)
○ “Frog in the Meadow” (recording optional)
○ “Rubylou’s Lullaby” (Brian Blade and the Fellowship Band) audio recording
○ “Engine, Engine” (recording optional)
○ “There Was a Man and He Was Mad” w/ audio recording
● Optional: star-tipped “magic wand” for teacher to use in Star Dance
● Maraca/s for “Engine, Engine”

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.)

● Classroom norms and expectations

○ No calling out or sidechat
○ Quick, quiet transitions
○ Hands to yourself
● Lyrics to rote songs (“My Aunt[...],” “Frog in the Meadow”)
● “Riddle Ree” and “Speaking Voice/Singing Voice” chants

8. Accommodations: (Special Needs, ELL, etc.)

The content of this lesson includes a range of modalities of learning, including singing, movement,
listening and playing instruments. Information and responses will be presented using visual (lyrics,
teacher modeling), aural (recordings, teacher modeling) and kinesthetic (motions, free movement)

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 supports. The teacher will ensure that most or all of the students are participating and achieving
outcomes before moving on, and students who need additional support may form pairs and/or small
groups to reinforce individual learning outcomes (i.e. singing a rote song in a duet rather than
individually). If students are overwhelmed and need to cool down, break spaces will be available both
in the room and directly outside, and there will be a paraprofessional and other teachers who can
support students who need a break.

9. Agenda: (List items to be taught and post and post in the classroom.)

Do Now
Hello!
Cowboy Joe
My Aunt Came Back
Musical Conversation
Frog in the Meadow
Star Dance
Move It!
Engine, Engine
There Was a Man and He Was Mad

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10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher-posted group or brief individual assignment, or A.
overview of the agenda. Brief reading, writing, editing, or problem-solving
activity to ready them for learning – may be a question about the rehearsal
music or at the younger levels it may be a learning activity to set up for
today's lesson such as a "Do Now.)

S enter class one at a time to find their spots on the rug. Posted on the 3 min.
board: “What’s your favorite animal? Turn and talk to your
neighbor”

“Good morning everyone! Please enter the room one at a time and
find your spot on the rug. Once you’re sitting criss-cross applesauce,
think about your favorite animal. When you know what your favorite
animal is, turn and talk to your neighbor about why you like that
animal so much.”

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 B. Learning Activities: (What learning experiences and instruction will enable B.
students to achieve the desired results – have more learning activities than you
need.)

1. “Hello Around the World” (Jambo) 4 min.

a. S will sing and perform choreography to “Hello Around the
World” in Swahili (Jambo)
b. S will practice proper performance etiquette: silent
transitions from sitting to standing, safe and strong poses

“On Wednesday, we learned a new language to say ‘hello’ in. Does

anybody remember what language we learned? [Swahili] And does
anyone remember how we say ‘hello’ in Swahili? [Jambo]

Repeat after me:

Jambo, [jambo] [T and S echo-sing the Swahili portion of ‘Hello

Around the World’]

I think you’re ready to sing for the audience. Abra-cadabra, don’t call
out, raise your hand if you’re ready to sing: [Beat.]

Feet on your spot! In 3…2…1…

Ladies and gentlemen, live from Orchard Gardens, Ms. Vlajkovic’s

K2 class will be performing ‘Hello Around the World’ in Swahili!

[T begins recording of ‘Hello,’ models singing and choreography for

S. When the song ends:]

And…pose! [Ensure S are posing and frozen before continuing]

Change your pose in 3, 2, 1, go! [Repeat until desired]

Tush-tush! In 3…2…1… [if S transitions are not quick and quiet, T

must repeat! They just have to do it right]”

2. Pitch Exploration: “Cowboy Joe” 6 min.

a. S will listen to “Cowboy Joe” poem (Feierabend) and respond
with “yee-haw” calls in their head voices

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 “When I was your age, there were a lot of things that I thought I
might want to be when I grew up. I thought I wanted to be an
astronaut, or a basketball player, or an animal doctor. Abra-cadabra,
don’t call out, raise your hand if you know what you want to be when
you grow up:

[T fields three or four responses from S. Note who is listening and

practicing classroom etiquette: “Who’s sitting the nicest in their
spot?”]

I eventually decided that I wanted to be a music teacher, but my

friend Joe knew his whole life that he wanted to be a cowboy. He
spent his whole life practicing and practicing what he would say
when he became a cowboy. Who knows what cowboys say?
[Yee-haw.]

Now, when I point to you, give me a nice, long ‘yee-haw’ in your

singing voice, like this: [T demonstrates, points to S to echo.]

[T reads ‘Cowboy Joe’ poem, stopping at stanza breaks for S to call

out ‘yee-haw.’ ‘Yee-haws’ should first ascend into the head voice, then
descend. T may trace a shape with their finger if desired.]”

3. Song Fragments: “My Aunt Came Back” 5 min.

a. S will sing “My Aunt Came Back” as an echo song, singing
tunefully and in their head voices.
b. S will perform motions to accompany “My Aunt Came Back”

“Abra-cadabra, don’t call out, raise your hand if you’ve ever been on a
vacation. [Beat.] Raise your hand if you’ve been to another state.
[Beat.] …another country. [Beat.]

Well, I don’t go on too many vacations, but do you know who does?
My aunt! She goes all around the world and comes back with the
craziest gifts. Everybody match me:

[T begins patting the beat on their lap, wait for S to join. S knows the
song well by now, so T should be able to jump right in, with the
movements:]

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 Oh, my aunt came back [Oh, my aunt came back]
From Timbuktu [from Timbuktu]...

[On the last line: T and S point at each other to sing ‘A nut like you!’]

Tush-tush! In 3…2…1…”

4. Arioso: Favorite Animal Conversation 4 min.

a. S will use their singing voices to improvise short tunes to
answer questions

“[When S are sitting quietly:]

Riddle, riddle, riddle ree, [S echo]

Do what I do after me!

This is my speaking voice,

This is my singing voice [sol-mi-la-sol-sol-mi] [x2]

When you came into class today, I asked you to turn and talk with
your neighbor about your favorite animals. Abra-cadabra, don’t call
out: raise your hand if you have a favorite animal. [Beat.]

[T selects S volunteer. In speaking voice:] What’s your favorite

animal? [S responds in speaking voice.]

[In singing voice on sol-mi-la:] What’s your favorite animal? [S

responds in singing voice.]

[T continues to select S volunteers, presenting the question in singing

voice only. If S do well, ask them more questions: ‘What kind of {dog,
cat, bird, fish}?’ ‘Why do you like them?’]

5. Simple Song: “Frog in the Meadow” 5 min.

a. S will sing “Frog in the Meadow” tunefully in their head
voices, individually and in groups
b. S will distinguish between correct and incorrect presentations
of “Frog in the Meadow”

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 “Thank you everyone for telling me about your favorite animals. I like
a lot of different animals, but I especially like frogs! I love watching
frogs jump from place to place in the water. Can everybody jump
their frogs with me?

[T ‘jumps’ two fingers in palm of hand {frog}, invite S to join. When

S are jumping frogs:]

Frog in the meadow, can’t get him out,

Take a little stick and stir him about. [x3, then…]

Frog in the parking lot, can’t get him out,

Take a little sweater and stir him about.

[Hopefully, S notice that this was wrong and laugh/call out. If not, T
returns to singing the song with correct lyrics. If so:]

What? Were those the right words? [No.] Okay, let me try again:

Frog in the spaceship, can’t get him out,

Take a little airplane and stir him about. [S notice the words were not
right.]

I don’t know, I can’t seem to remember the words. Abra-cadabra,

don’t call out: raise your hand if you think you can teach me the right
words. [Beat. If the majority of the class is raising hands, T invites all
to sing. If not, T selects S volunteers until the majority of the class is
ready, then S all sing together.]”

6. Movement Exploration: Star Dance Warm-Up 4 min.

a. In partners, S take turns leading and mimicking movements
w/ hands

“Abra-cadabra, don’t call out, I need one volunteer to come help me

with a very special magic trick. [Beat, T selects S volunteer, invites
them to the front of the room]

Can you hold out your finger for me like this? [T demonstrates index
finger straight up]. This is your star. Your star is very special, and it
has magic powers, but the powers only work when everyone is quiet

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 and listening. Are you ready to try the magic trick? All you have to do
is follow along with me, like a mirror:

[T produces star {either ‘magic wand’ or index finger} and begins to

move around, humming ‘Twinkle, Twinkle.’ S mimics movements
for one chorus.]

Thank you very much for helping me with my magic trick.

Abra-cadabra, don’t call out, raise your hand if you think you can
help me with my trick.

[T takes one or two more volunteers, then:]

Now I want everyone to turn to their neighbor, and the two of you
can do the magic trick yourselves. One person will be the leader, and
the other person will follow them like a mirror. Then you can switch,
and the other person will be the leader. Everybody find your partner
in 3…2…1…

[T hums ‘Twinkle, Twinkle,’ and observes S performing star

movements together. Praise S who are doing well, and assist those
who need help. Repeat for two choruses, and then have S switch who
is the leader. Repeat for two more choruses.]

7. Movement for Form and Expression: Laban Exercises 4 min.

a. S will listen and respond to a recording of the Brian Blade
Fellowship Band’s “Rubylou’s Lullaby,” supplying their own
movement responses and mirroring T when desired
b. S will demonstrate Laban principles including:
i. Isolated body parts/leading with a part
ii. Awareness of time: slow movement
iii. Movement in personal space
iv. Direction/distance of movement

“Feet on your spot! In 3…2…1…

[T plays recording of ‘Rubylou’s Lullaby,’ demonstrates movements

for S to mirror. Special care should be paid to issues of weight and
distance in movements.]”

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 8. Beat Motion: “Engine, Engine” 5 min.
a. S will select tempi and keep a steady beat w/ maracas

“Now, every morning when I come here to school, I don’t walk or

drive a car. I get up very, very early and take the train. [w/ maraca]
The train can go very fast [shake maraca at a fast tempo], or very slow
[shake maraca at a slow tempo].

Now listen to me keep the beat and chant this poem about my train:

[T chants ‘Engine, Engine’ and keeps the beat w/ maraca. T

demonstrates twice at a moderate tempo, once at a slow tempo and
once at a fast tempo. Then:]

Abra-cadabra, don’t call out: raise your hand if you think you can
keep the beat for me. [T selects S volunteer.] Go ahead and start the
beat:

[T listens to S tempo, chants ‘Engine, Engine’ twice at tempo selected

by S. T asks S to pick another tempo, chants ‘Engine, Engine’ twice at
the new tempo. Repeat with other S volunteers as time allows.]”

9. SongTales: “There Was a Man and He Was Mad” 4 min.

a. S will listen to the recorded SongTale for retention and to
cool down at the end of class.

“Thank you for helping me with that activity. Now let’s all sit quietly
and use our listening ears for one more song before it’s time to go. Try
to see if you can remember all the things that make the man mad in
this song: [they’ve heard it before]

[T plays recording of ‘There Was a Man…], S listen quietly and

attentively. If there is time, T can ask questions about the song or the
way it was sung: ‘Do you remember something that made the man
mad?’ ‘Was that a fast song or a slow song?’]”

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 C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for C.
understanding. Could be a ticket to leave as individuals or group answers.)

Students line up at the door, leave one at a time after matching teacher “star”
motions.
D. Assignment for Students/Follow-up (What the teacher will address in the D.
next class):

No homework, next class will revisit “Engine, Engine” to engage and assess
more individual student responses.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your
students’ learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently?
How would this have impacted your students’ learning?

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