1st Grade

National Core Arts Standards:

MU:Pr4.1.E.5a- Select varied MU:Cr1.1.Ka- With guidance,

repertoire to study explore and
based on interest, music experience music
reading skills (where concepts (such as
appropriate), an beat and melodic
understanding of the structure contour).
of
the music, context, and the
technical skill of the
individual or ensemble

Learning Targets:

Overarching (Report Card): Daily Target:

H.O.W. - P.I.R.R. I can sing sol mi patterns.

Enter  Follow the leader style enter.

Teacher will use cabasa to lead
students into the classroom.

Warm up: Hello Song  Students will sing the hello song
with Teacher while keeping the
beat on their laps.
 Teacher will listen to students
sing the hello song on their own.
 Teacher will sing a greeting to
each student and the class will
echo.
Two Little Black Birds
 Students will say the chant for
‘Two Little Black Birds’ along
with Teacher.
 Teacher will say, “These birds
have a message for us, and they
would like us to echo them.”
 Teacher will sing various sol mi
tonal patterns on different
 rhythms and students will echo.
 The class will repeat this 5-6
times.

Focus #1: Star Light, Star Bright  First, teacher will sing the song
‘Star Light Star Bright’ on their
own.
 Then, Teacher will invite
students to sing along.
 Teacher will listen as students
sing the song on their own.
 Teacher will sing the song again
using curwen hand signs and
then assess that students are
able to do the same.
 Teacher will ask students to
raise their hand and offer an
answer if they know they names
of those hand signs.
 Teacher will show 3 different so
mi tonal patterns on the board.
 Teacher will model a tonal
pattern first, then ask students
to echo and then listen to
students sing the tonal pattern
on their own. Teacher will
repeat this process for all tonal
patterns.
 Teacher will then review the
beat values of quarter notes,
eighth notes, and quarter rests
as well as the syllable names
they use.
 Teacher will show another
selection of so mi tonal patterns
using these note values.
 With each tonal pattern, teacher
will clap the beat out first, then
do it with students, then listen as
students to it on their own.
 The class will repeat any tonal
patterns that need more
reinforcement until proficiency
is shown.
 Teacher will remind students
throughout to use so mi curwen
hand signs.

Transition: Autumn Themed Rhythm Play Along https://www.youtube.com/watch?

 v=FHtYGGoPcaQ

Focus #2: The Beat:  Teacher will instruct students to

Pumpkin Patch keep the beat on their chest and
say “Echo me. The beat, the beat,
the beat is in my heart.”
 Teacher will repeat this 3 times
keeping the beat on their
shoulders, on their toes, and on
the nose.
 Teacher will then ask students
to raise their hands to suggest
some other places they can keep
the beat. Teacher will take 3
more suggestions.

 Teacher will set the tempo and

say, “Keep the beat on your lap
just like this and listen to my
song.”

 Teacher will say the ‘Pumpkin

Patch’ chant several times and
then invite students to chant
along if they think they know it.
 Teacher will then take out a
tambourine and say the chant
while tapping a steady beat and
walking around the circle.
 The student that the teacher
lands behind will stand up and
tap the steady beat while
walking around the circle and
the class will chant. The person
that the student lands behind
will stand up and continue the
exercise.
 This will be repeated 5-6 times.

Song Tales Kitty Alone  Teacher will instruct students to

either sit up or lay down on their
dot and listen while Teacher
sings the story.

Evaluation: Notes/Reflections:

Informal Assessment: Teacher will observe

students’ ability to sing sol mi patterns
throughout the various exercises and activities.