Name: Chelsea Greer Date: 4/7/2023 - 4/17/2023 Period: 1st

Ensemble or Class: 1st Grade Lesson Topic: Expression

Standards: MU.1.C.1.1, MU.1.C.1.2, MU.1.C.3, MU.1.S.1.1, MU.1.S.1.2, MU.1.O.3.1, MU.1.H.1.1 (edit for 2nd grade)

Long Term Goal: The student will compose a piece of music that utilizes expressive techniques to represent an emotion.

Instructional objectives(s):

Key Vocabulary Instructional Materials/Resources/Technology:

Natsumi! - Susan Lendroth
Expression
Powerpoint -
● Pitch, Volume, Speed https://docs.google.com/presentation/d/1gLhSL3XPo5L2kSl
09hxFAFJtBGwUU4inpykBaNSyPeg/edit?usp=sharing

Critical Thinking: Lesson Structure:

1. What kind of opposites were in the book? Enter/Attendance
2. Students will place expression in different places Brain Break
in the book. Lesson Intro
Lesson
Performance
Clean Up/ Star Student
Exit
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: Use a teacher-selected sensory skill to recognize specified musical characteristics

Supported: Recognize a teacher-selected musical characteristic in a song or instrumental piece

Participatory: Attend to a teacher-selected musical characteristic in a song or instrumental piece

ESOL: Repetition, Question and Answer, Demonstration, Modeling, Description, Introduction, Samples, Visuals,
Directions, Vocabulary, Participation

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Attendance
Brain Breaks
● TBD
● TBD
What is Expression?
● Pitch, Volume, Speed, and Feelings
● What is an opposite?

Teach melody! (descending 5 note scale)

 ● “Not so _(insert word)_ Nat-su-mi!
● Explain that they should sing the melody when you do,
using the words in the book.

Read book! Discuss the moral and how the book relates to
expression. Pull up PowerPoint of Japanese festival drums.
● Discuss their expressive techniques (volume, speed,
pitch, etc.)

Make an 8-beat rhythm on the board as a class. Allow students to

use quarter notes, eighth notes, and quarter rests.
● (add 16th notes for advanced 2nd grade groups)
● Practice the rhythm together by speaking and clapping it

Pass out rhythm sticks to students. Practice doing expressive

techniques with the sticks.
● Loud vs. quiet
● Fast vs. slow
● (Add crescendo and decrescendo for more advanced
groups)

Flip a coin for expression. Do each category separately first and

then do both sets of expressive techniques simultaneously.
● Fast vs. slow
● Loud vs. quiet

Read the book and ask students to mimic the expression on the
page for the rhythm.
● Not so loud - quiet
● Not so fast - slow
● Thunder - loud
● etc.

Grading
Star Musician
Line up in line order.

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire
or activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s
lesson/rehearsal?

Nothing was omitted from today’s plan.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently?

If I were to reteach today’s lesson plan I would display a map of East Asia. Many students don’t know where Japan is
located and some even thought it was the same country as China. I would also like to take this lesson into older grades to
teach Taiko Choreography.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.

Today’s lesson went well. I would like to work on managing student commentary. When lessons include interesting
literature or unknown cultures they tend to have a lot to say. While I love hearing them discuss these topics it can inhibit
the progression of the lesson. I need to find better strategies for redirection.