Date/Cycle Day: Tuesday, September 26th, Cycle Day D

Lesson Topic: Music Class Driver’s License

Grade: Third Grade

PA Academic Standards (Benchmarks/Indicators) or National Standards of Music

addressed
- MU:Pr4.2.3a Demonstrate understanding of the structure in music selected for performance.
- MU:Pr5.1.3b Rehearse to refine technical accuracy, expressive qualities, and identified
performance challenges.
- MU:Pr6.1.3a Perform music with expression and technical accuracy.
- MU:Cn11.0.3a Demonstrate understanding of relationships between music and the other arts,
other disciplines, varied contexts, and daily life
Instructional Objectives:
- By the end of this lesson, students will develop and perform awareness of the characteristics
of musical sounds and silence by starting and stopping when appropriate
- By the end of this lesson, students will begin to develop and perform awareness of movement
and driving space in music classroom.
- By the end of this lesson, students will individually assess their ability to perform the
objective listed above.
Materials:
- Whiteboard
- Marker
Opening/Introduction Activity
T will begin with reminding S of activity.
T will engage S imagination by…
- Opening the car door
- Putting on seat belts
- Starting the engine
- Fixing the rearview mirror
- Grabbing the steering wheel
Learning Opportunities/Procedure:
• T will review song with S by having them walk about around their dot at normal tempo.
• T will communicate goal is to drive and stop (beep) at the right time within the song.
• T will ask S, “When cars drive do they stay in one spot?”
• T will tell class to watch Miss. Horner as she demonstrates moving from one spot to another
without “crashing” into another S. T will sing while doing this.
• T will ask one S to demonstrate driving to the song and stopping while T sings.
• T will give corrections if needed.
• T will then ask two/four students to do it together while T sings.
• T will give corrections if needed.
• T will notice S who go around each other, stop, or make speed adjustments when colliding.
• T will ask half of the class to try it together while T sings the song.
“Show that you know when to move and stop.”
“Show me that you can be on your own path.”
• T will direct kids back to their music class dots.
• T will informally assess S personal assessment of how well they think they can start and
stop to the song and how they are doing navigating their own path.

Closing Activity
• T will observe and take note of students’ personal assessment with how well they are doing
with starting and stopping.
• T will observe and take note of students’ personal assessment with how well they are
finding individual space in the music room.

Specific Differentiation Strategies:

• Using Go/Stop sign for the few times for students who need visual cue to move and stop.
• Using S volunteers to also teach the class.
• Relating activity to real world driving situations.
Assessment:
• T will formally assess if S are reaching objectives by watching small groups perform with
the song.
• T will informally observe S self-assessment for driving vs. stopping
o Thumbs up (I am starting and stopping at the same time)
o Thumbs in the middle (I need to practice it with the song a few more times)
o Thumbs down (I do not know when to drive or stop in the song)
• T will informally observe S self-assessment for finding individual space in the music room
o Thumbs up (I can navigate and direct myself away from other drivers)
o Thumbs in the middle (I need to practice it a few more times)
o Thumbs down (I do not know how to move without colliding with another S)

Reflection: