EdTPA Lesson Plan One
Grade Level: Kindergarten
Lesson Topic/Focus
Standards
(Note: Please include the
number and text of each
standard that is being
addressed. If only a
portion of a standard is
being addressed, then
only list the part or parts
that are relevant.)
Learning Objective(s)
Assessment(s)
Instructional Strategies
and Learning Tasks
Instructional Materials
Prior Knowledge
Warm Up:
Procedures
1
Class Type: Vocal/General Music Length of Lesson: 55 Minutes
Melody: High and Low
MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as
beat and melodic contour).
MU:Cr2.1.Ka With guidance, organize personal musical ideas using iconic
notation and/or recording technology.
MU:Re7.1.Ka With guidance, list personal interests and experiences and
demonstrate why they prefer some music selections over others.
MU:Re9.1.Ka With guidance, apply personal and expressive preferences in the
evaluation of music.
Students will be able to differentiate high and low pitches by exploring animal
sounds, outlining with scarves, and rehearsing So and Mi.
Formal:
1.) Lady Bug and Grasshopper So-Mi pre-assessment.
Informal:
2.) Pitch matching during “Hello Song” solos.
Prompting Questions, Academic Vocabulary, Compare and Contrast, Think-
Pair-Share, Multi-Media Instruction, Iconic Notation.
 Projector
 PowerPoint Slides – “EdTPA Lesson One”
 Pre-assessment worksheets, front and back.
 Writing utensil for students
 Scarves
Procedures:
Rhythm: Students should have a basic understanding of quarter note (ta),
eighth note pair (ta-ti), and quarter rest
Timbre: speaking vs. singing voices
Dynamics: Loud vs Soft
Percussion: Shake, Scrape, Strike instruments
Body Break: Bluey Spot It! Dance Party (Coach Corey Martin, 2022)
Mindfulness: Bluey Relaxation Compilation (Bluey’s Adventures, 2021)
A. Routine:
1.) Classroom Commitment Chant (We commit to listen carefully, to being
musical, to respect and care for others.)
2.) Incentive Discussion – Bonus Blue Behavior: What does it look like?
3.) “Hello Song”
4.) Objective analysis/vocabulary breakdown
a. Differentiate high and low pitches.
b. Exploring animal sounds
 c. Outlining with scarves
d. Rehearsing So and Mi.
B. Pre-Assessment:
5.) Prepare answer key for reference through assessment.
6.) Select 3 paper passers, 3 pencil passers. Hand each child a handful of
their corresponding materials to distribute.
7.) Once they have a pencil and paper, students will find a spot on the
floor and write their name on the paper.
8.) Discuss observations: How many boxes do you see? What animals are
in each box? What are the letters?
9.) Show step-by-step PowerPoint photos for visual directions.
10.)Students should rest their pencil on the shape with number 1. “What
shape is this number in?”
11.)Teacher will sing the corresponding So-Mi melody three times with 10-
15 seconds in-between. *Five for student with support needs*
Students will circle the example they think is correct.
12.)Repeat with questions 2-4.
13.)Paper and Pencil Passers will now collect materials and return to
teacher while class finds their chairs.
C. What are Sounds:
14.) Continue through PowerPoint. Think-pair-share for the question,
“What are sounds?"
15.) State definition and have students demonstrate by clapping or
stomping.
16.) Review different types like loud, soft, squeaky, clear. Have student
perform these as well with their voices.
17.)“If we had to put a high sound on our body, where would it go?”. Have
students touch high and low points of their body like their head then
toes.
D. High and Low Animal Game:
18.)Explain the game: Students will learn animal names in American Sign
Language (ASL) using miscellaneous visual resources in the
PowerPoint. As we move through the animals, they will first predict
whether a given animal makes a high or low sound. If they think high,
they will sign above their head. If they think low, they will sign close to
the floor. “Why did you choose high/low?”
19.) Next, we will listen and evaluate the sounds from an audio file
attached to the PowerPoint. Ask students to try and make the sounds,
is the animal big or small?
E. Body Break:
20.)Brief Bluey themed dance break, students will dance like gifs featured
on the projector.
21.)Vocal exploration movement activity! Begin playing teacher’s virtual
story-time of Mr. Wiggle and Mr. Waggle with self-recorded video
(slide in PowerPoint).
22.)Walk around and assess individuals as needed, opportunity for
pullouts. Encourage students to participate in the actions and vocal
activities.

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 F. So and Mi – Revisiting the Pre-Assessment
23.)Continue to slide with two ladders and the figures from the pre-
assessment (ladybug and grasshopper). Prompt discussion about
which direction you travel when climbing a ladder, and compare the
flying ladybug to the lowly grasshopper.
24.)Associate so-mi with high-low. Lady bug flies high with so, and the
grasshopper stays low with mi.
25.)Guide students through the vocalization of pitches while also teaching
hand signs (So looks like a selfie, and when you move to mi, you put
your phone down.)
26.)Revisit a photo of the assessment. Discuss patterns and evaluate some
of the answer choices. Trace the melodies with hand signs or with
pointer fingers.
27.)Using iconic notation slides, continue to guide students through
reading the provided melodies using solfege and the words high-low.
28.)Have the class compose a melody or two with interactive slide.
Teacher will drag and drop a ladybug for so, and grasshopper for mi.
Class will sing through together, and repeat as needed.

CLOSURE G. High and Low with Scarves

Pass out scarves to each student.

Using The Music Show High and Low song (Fergon, 2020), students will take
scarves and follow along with the melody. When they hear, “We’re gonna sing
high.”, the scarf goes up, etc.

H. Restate Objective

EXTENSION Poor Little Bug on the Wall, a song from Bluey.

Students will learn the melody (uses mi, fa, and so).
 Follow the melody by placing hands on hips for the low note (mi), head
for high (so), and shoulders for middle (fa).
 OR
 Follow the melody by squatting for low, jumping up for high, and
standing normal for middle.

Students can pass finger cymbals around the circle and play the rhythm during
the repeated phrase, “Ding Ching!”.

 Lesson plans must include the following information, even if your teacher preparation
program requires you to use a specific lesson plan format:
o   State-adopted student academic content standards and/or national standards that are
the target of student learning (Note: Please include the number and text of each
standard that is being addressed. If only a portion of a standard is being addressed, then
only list the part or parts that are relevant.)

3
 o   Learning objectives associated with the content standards.
o   Informal and formal assessments used to monitor student learning, including type(s) of
assessment and what is being assessed.
o   Instructional strategies and learning tasks (including what you and the students will be
doing) that support diverse student needs.
o   Instructional resources and materials used to engage students in learning.

Coach Corey Martin. (2022). Bluey Spot It & Dance | Brain Break | GoNoodle Inspired | Just Dance

[YouTube Video]. In YouTube. https://www.youtube.com/watch?v=YdMNcHxkDuA

‌Bluey’s Adventures. (2021). Bluey Relaxation compilation!!! Bluey and Bingo [YouTube Video].

In YouTube. https://www.youtube.com/watch?v=2gZ55SbkpQw&t=3s

4

Grade Level: Kindergarten
Lesson Topic/Focus
Standards
(Note: Please include the
number and text of each
standard that is being
addressed. If only a
portion of a standard is
being addressed, then
only list the part or parts
that are relevant.)
Learning Objective(s)
Assessment(s)
Instructional Strategies
and Learning Tasks
Instructional Materials
Prior Knowledge
Warm Up:
Procedures:
5
EdTPA Lesson Plan Two
Class Type: Vocal/General Music Length of Lesson: 55 Minutes
Melody: High and Low
Students will be able to differentiate high and low pitches by exploring
rollercoaster vocals, tracing pitch with pipe cleaners, and rehearsing So and
Mi.
Formal: High-Low Pitch Matching. Pairs will echo teacher’s vocal exploration
examples.
Informal:
Prompting Questions, Academic Vocabulary, Compare and Contrast, Think-
Pair-Share, Multi-Media Instruction, Iconic Notation,
 Projector
 PowerPoint Slides – “EdTPA Lesson One”
 Pipe cleaners
Procedures:
Developing Knowledge:
 High vs. Low
 So and Mi pitches and hand signs
Academic Vocabulary: Differentiate, explore, outline, rehearse
Continuing Knowledge:
Rhythm: Students should have a basic understanding of quarter note (ta),
eighth note pair (ta-ti), and quarter rest.
Timbre: speaking vs. singing voices.
Dynamics: Loud vs Soft
Percussion: Shake, Scrape, Strike instruments.
Body Break: Would You Rather Fun Fitness, Animals Edition
Mindfulness: Mindful Minute Breathing with Bluey
A. Routine:
1.) Classroom Commitment Chant (We commit to listen carefully, to being
 musical, to respect and care for others.)
2.) Incentive Discussion – Bonus Blue Behavior: What does it look like?
3.) “Hello Song”
B. Activate Prior Knowledge:
4.) Review the prior week’s activities and objectives (high/low animal
sounds, scarf dance with high/low song, so-mi with ladybug and
grasshopper.)
5.) Evaluate kitten (high) and tiger (low) sounds, and introduce the
phrase, “Small is high, big is low. That is science you should know.”
6.) Discuss so-mi with the grasshopper and the ladybug. Which one is
higher? What are the hand signs?
7.) Revisit the pre-assessment and discuss high and low patterns. Have
students sing through some of the answer choices.
8.) Proceed through additional so-mi example melodies as needed.
9.) Objective analysis/vocabulary breakdown
a. Differentiate high and low pitches.
b. Explore rollercoaster vocals.
c. Trace pitch with pipe cleaners
d. Rehearse So and Mi.
C. Rollercoaster Vocals Challenge:
10.) Echo activity with high and low vocal glissandos. How can we show
the high sounds on our body? The low sounds? Rehearse several
examples, asking questions to evaluate the vertical direction of the
pitches.
11.)Row one form two parallel lines to form rollercoaster cart. Students
will only make it through the rollercoaster if they echo teachers’ roller
coaster vocal with their seat partner! Once they pass, they take a seat
to cheer on their friends. Repeat for rows two and three.
D. Pipe Cleaner Maps:
12.) Introduce pipe cleaners and etiquette when using them. Have class
come up with examples of good and bad choices with the materials.
13.)Carefully distribute pipe cleaners to students – they should receive
with an open hand, then hold in a fist until instructed to begin forming.
14.)Present one of four linear shapes on the board for students to create
with their pipe cleaner maps. Sing each shape using the words high-
low or so-mi. Have class echo.
15.)Have students form the pipe cleaner to match the given shape, then
check their neighbors to see if they got it right.
16.) Next, students will sing the melody and trace it with their fingers on
their tactile maps.
17.)Perform these steps for examples one and two. For three and four,
challenge students to form the shape first, then sing the pitches.
Students can be pulled for individual performance for class.
18.)Allow opportunity for students to create their own pipe cleaner shape
to present and sing to teacher upon material collection.
E. Body Break - High and Low on the Piano:
19.) Have students stand up with their hands on their hips. This is their
statue pose when they hear silence.

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 20.)When teacher plays low sounds on the piano, students will crouch
down on the floor.
21.)When teacher plays high sounds on the piano, students will wave their
hands in the air.
F. High and Low Pitch-Matching on the Xylophone:
22.) Revisit the phrase, “Small is high, big is low. That is science you should
know.”.
23.)Present a visual of a xylophone and have students observe which end
is larger than the other. Which side would produce a low sound?
Which side would produce a high sound?
24.) Have students in row one line up to play a large bar (mi) or small bar
(so) on a class xylophone. The xylophone should be hidden behind
something.
25.)When the note is played the class will be tasked to sing the high or low
pitch back.
CLOSURE G. Fairies and Giants:
26.)This twist on the traditional game will focus on high and low sections
of music. Students who choose to be fairies during the song will dance
around during high sections while the giants are frozen. Giants will
march to the steady beat during low sections while the fairies are
frozen.

H. Restate Objective
EXTENSION The Flower Song: Rhythm and Solfege Play Along Video

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Grade Level: Kindergarten
Lesson Topic/Focus
Standards
(Note: Please include the
number and text of each
standard that is being
addressed. If only a
portion of a standard is
being addressed, then
only list the part or parts
that are relevant.)
Learning Objective(s)
Assessment(s)
Instructional Strategies
and Learning Tasks
Instructional Materials
Prior Knowledge
Warm Up:
Procedures:
8
EdTPA Lesson Plan Three
Class Type: Vocal/General Music Length of Lesson: 55 Minutes
Melody: High and Low
Formal: So-Mi Post-Assessment
Informal:
Prompting Questions, Academic Vocabulary, Compare and Contrast, Think-
Pair-Share, Multi-Media Instruction, Iconic Notation,
 Projector
 PowerPoint Slides – “EdTPA Lesson One”
 Pre-assessment worksheets, front and back.
 Writing utensil for students
 Scarves
Procedures:
Unit Relevant Knowledge:
Continuing Knowledge:
Rhythm: Students should have a basic understanding of quarter note (ta),
eighth note pair (ta-ti), and quarter rest.
Timbre: speaking vs. singing voices.
Dynamics: Loud vs Soft
Percussion: Shake, Scrape, Strike instruments.
Body Break: fun fitness Would You Rather or Zookeeper Fitness
Mindfulness: Mindful Minute with Animal movements
A. Routine:
1.) Classroom Commitment Chant (We commit to listen carefully, to being
musical, to respect and care for others.)
2.) Incentive Discussion – Bonus Blue Behavior: What does it look like?
3.) “Hello Song”
 B. Activate Prior Knowledge
4.) Objective analysis/vocabulary breakdown
a. Differentiate high and low pitches.
b. Review animal sounds
c. Rehearse So and Mi
d. Match pitches to different actions.
5.) What we’re learning graphic organizer and discussion
6.) What we’ve learned graphic organizer and discussion
C. Roller Coaster Vocals Challenge:
7.) Discuss the activity from last week, select one student to demonstrate
the vocal exploration sounds and motions.
8.) This time, students will come up with their own roller coaster vocals to
share with teacher or present to the class! Have them partner with a
neighbor or two and create an exploration using high and low vocals.
9.) Pull 2-3 groups for presentation.
D. Fairies and Giants Game Rules:
10.) Revisit the Fairies and Giants game from last week. Follow the
PowerPoint text to share the story and guidelines for the adapted
version (essentially the game, “Dodo”). If students are fairies, they will
sing melodies that start with a higher pitch (so). If they are giants, they
will sing melodies that start with a lower pitch (mi).
E. So-Mi Review:
11.) Present the familiar infographic for So and Mi and compare and
contrast the differences between the ladybug-grasshopper pair and
the fairy-giant pair. Which solfege pitch is higher?
12.)Class will sing through some iconic notation so-mi melodies using
fairies and giants, then transition to only the letters S and M.
F. Fairies and Giants Adaption:
13.)Have each row hide behind their chairs. Quickly summarize the rules
again, or have a student reiterate the instructions. If a melody starts
high, the fairies will sing. If a melody starts low, the giants will sing.
G. Post Assessment:
1.) Prepare answer key for reference through assessment.
2.) Select 3 paper passers, 3 pencil passers. Hand each child a handful of
their corresponding materials to distribute.
3.) Once they have a pencil and paper, students will find a spot on the
floor and write their name on the paper.
4.) Discuss observations: How many boxes do you see? What animals are
in each box? What are the letters?
5.) Follow along with PowerPoint presentation and review the
introductory slide detailing how to read the iconic notation from left to
right.
6.) Students should rest their pencil on the shape with number 1. “What
shape is this number in?”
7.) Present all step-by-step PowerPoint photos and pre-recorded videos
for visual direction.
8.) Students should rest their pencil on the shape with number 1. “What
shape is this number in?”

9
 9.) Teacher will sing the corresponding So-Mi melody three times with 10-
15 seconds in-between. *Five for student with support needs*
Students will circle the example they think is correct.
10.)Repeat with questions 2-4.
11.)Paper and Pencil Passers will now collect materials and return to
teacher while class finds their chairs.

CLOSURE H. Post Assessment:

1.) Prepare answer key for reference through assessment.
2.) Select 3 paper passers, 3 pencil passers. Hand each child a handful of
their corresponding materials to distribute.
3.) Once they have a pencil and paper, students will find a spot on the
floor and write their name on the paper.
4.) Discuss observations: How many boxes do you see? What animals are
in each box? What are the letters?
5.) Follow along with PowerPoint presentation and review the
introductory slide detailing how to read the iconic notation from left to
right.
6.) Students should rest their pencil on the shape with number 1. “What
shape is this number in?”
7.) Present all step-by-step PowerPoint photos and pre-recorded videos
for visual direction.
8.) Students should rest their pencil on the shape with number 1. “What
shape is this number in?”
9.) Teacher will sing the corresponding So-Mi melody three times with 10-
15 seconds in-between. *Five for student with support needs*
Students will circle the example they think is correct.
10.)Repeat with questions 2-4.
11.)Paper and Pencil Passers will now collect materials and return to
teacher while class finds their chairs.

I. Restate Objective

EXTENSION Song and Game: Bingo Bungalow

 Students take turns in lines of 5 while singing the melody (So, La, Mi).
 During the phrase, “Up and down and high and low”, Students jump or
squat in that direction.
 When they sing, “Jump into the Danube”, students jump as far in front
of them as they can, and the furthest person moves on to the final
round.
Continuation of Roller Coaster Vocals Presentations
The Flower Song: Rhythm and Solfege Play Along Video

 Lesson plans must include the following information, even if your teacher preparation
program requires you to use a specific lesson plan format:
o   State-adopted student academic content standards and/or national standards that are
the target of student learning (Note: Please include the number and text of each

10
 standard that is being addressed. If only a portion of a standard is being addressed, then
only list the part or parts that are relevant.)
o   Learning objectives associated with the content standards.
o   Informal and formal assessments used to monitor student learning, including type(s) of
assessment and what is being assessed.
o   Instructional strategies and learning tasks (including what you and the students will be
doing) that support diverse student needs.
o   Instructional resources and materials used to engage students in learning.

11