1st Grade General Music

DJ Montague Elementary School Schedule and General Lesson Plan

Hailey Williams, Student Teacher

Learning Tempo!

PEDAGOGY THREADS: Listening and reacting!

GOALS AND OBJECTIVES:

VDOE Fine Arts Standards of Learning- Music Elementary
1.4 The student will describe personal ideas and emotions evoked by music.
1.15 The student will recognize and perform rhythmic patterns.
b) Use instruments, body percussion, and voice.
c) Include quarter notes, eighth notes, and quarter rests.
1.17 The student will respond to music with movement.
a) Use locomotor and non-locomotor movements.
c) Demonstrates expressive qualities of music, including changes in dynamics and tempo.

Assessment Strategies:
Throughout this rehearsal I will engage in informal assessment by:
Observing students during the “feeling presto and largo” chunk of the lesson to confirm
their understanding in the difference of sound and the feelings of presto and largo in
different pieces of classical and contemporary music.

Start Time Timings Activity or Piece Developmental Hierarchy Differentiations

Totals Level/Chunks, Plan and
Sequence

Time: ~5 mins Starting off right with Chunk 1: Tip Toe to Our Seats
class routine! Chunk 2: Glad To Be Here
11:45am

Chunk 1: Tip Toe To Our Seats Size:

1. Students arrive at the front door of the room. -Words for song are projected
2. Teacher begins singing “tip toe to our seats” (singing prompts students to on the screen at the front of the
enter the room). room in large print.
3. Students walk into the room and find and sit in their assigned seats.
Color:
 Students sing along to “tip toe to our seats”. -Graphics on lyric sheet are
a. Tip toe to our seats colorful and engaging, but the
b. Clap our hands together. background remains white and
c. Nod our heads together. is not overwhelming.
d. Zip mmmmm (hum)
Pacing:
4. Once everyone is quiet, the lesson moves forward.
-These activities are designed to
Chunk 2: Glad To Be Here get the class started, and are
1. Everyone please stand up- lets sing! completed every time students
a. Start sing-a-long track for “I’m so glad to be here” song. come to music, which provides
b. Lyrics should be displayed on the screen a sense of routine to the music
2. Students stand as the song starts. room and helps students
3. Everyone sings and dances to the song anticipate a music lesson.
a. Encourage students to sing and do the motions that the song states.
(Do it with them!) Modality:
4. Once the song is over, have everyone sit down. -Lyrics are on the screen to be
seen.
-There are motions to the song
if student is unable to sing.
-There are lyrics to the song
that can be sung if students
cannot dance.

Time: ~15 mins Introducing Tempo Chunk 1: Teaching Tempo-

Presto and Largo
~11:50am
Chunk 2: Feeling Presto and
Largo

Chunk 1: Teaching Tempo- Presto and Largo Size:

1. Define Tempo (slide 1) -Text on slides is large when
a. Say the word very slowly, then say very quickly OR run in place then displayed.
walk in place.
b. Ask students what changed about my actions? (the speed, or fast and Color:
slow) -The colors on the PowerPoint
2. Watch Music K-8 video about Presto and Largo (slide 2) slides are bold enough to be
a. Video explains that largo is slow and presto is fast engaging, but soft enough to
3. Quiz students after video not be overwhelming.
a. What word did they use when the turtle was running fast? (presto!) -Presto and Largo are marked
b. What word did they use when the rabbit was running slow? (largo!) by 2 different colored
4. Pair students up characters that help distinguish
a. Sitting crisscross applesauce, knee to knee the 2 concepts.
5. Give each pair a ball to share.
 6. Listen to presto/largo video again.
7. During Presto in video, have them tap on the balls. Pacing:
8. During Largo, have them slowly pass the ball to each other. -Songs can be replayed for an
9. Put the balls away. additional listen.
-Flight of the Bumblebee and
Chunk 2: Feeling Presto and Largo Lullaby (Firebird) is also
10. Listen to Presto music (slide 3) included in the tempo mix, so
a. Presto music is fast. Tell them that this is an example of presto music. students will listen to then a
b. Play flight of the bumblebee second time and react to them.
c. Ask students what they sounded like (bees!) -Multiple questions are asked
d. Tell students what that song is called and that bees move fast so the and in various ways to check
music moves fast! for student understanding
11. Listen to Largo Music (slide 4) before moving on to the next
a. Largo music is slow. Tell them that this is an example of largo, slow chunk or activity.
music.
b. Play Firebird Lullaby Modality:
c. Ask students what that song sounded like/felt like (sad, lullaby) -Ball activity can be done with
d. Tell students that the song is called Firebird lullaby, and that most students sitting in 2 chairs
lullabies are largo because largo is more calming/soothing. facing each other.
e. composer is trying to convey. -Students have the option to
write down their feelings about
the music if desired, as opposed
to sharing out loud with the
class.

Time: ~20 mins Practicing Tempo Chunk 1: Preparing for Tiptoe

with Instruments Joe
~12:05pm
Chunk 2: Reading and
engaging with Tiptoe Joe

Chunk 1: Preparing for Tiptoe Joe Activity Size:

-Text on slides is large when
1. Set up instruments and talk about Tiptoe Joe and his friends. (slide 6) displayed.
a. Split the class in half. Each half gets 3 different instruments, in order to
keep them more engaged during the reading and playing for multiple Color:
animals. -The colors on the PowerPoint
b. Play instruments while explaining the animal so students are aware of slides are bold enough to be
how to play the instruments, as many may not know how. engaging, but soft enough to
c. Wood Blocks = Donkeys, clop clop not be overwhelming.
d. Rhythm Sticks = Rabbits, thump thump -Presto and Largo are marked
e. Mini Tambourines = Turkeys, flap flap by 2 different colored
f. Hand Drums = Moose, thud thud characters that help distinguish
 g. Sand Blocks = Owls, swish swish the 2 concepts.
h. Hand Clickers = Beaver, slap slap -Animals in PowerPoint match
2. Practice presto and largo by having students clap with phrases for each. the animals in the book, so the
a. Presto phrase: pres-to-pres-to-this-is-pres-to students play time can be easily
b. Largo phrase: Lar-go-is-slow. identified.
c. Count in before saying these phrases, and ask students to wait for the
count in before coming in. Pacing:
-Pages of the book can be
Chunk 2: Reading and Engaging with Tiptoe Joe reread.
1. Read Tiptoe Joe and Click through slides. -Playing of instruments can be
a. There is a slide for about every other page of Tiptoe Joe displaying done a second time per slide if
presto and largo, and when each animal should play one or the other and the concept was not well
when. understood the first time.
b. Count them in a specify which animal should play and at what speed. -Reading of the book can be
c. Be very expressive when reading the book. Discuss that when the done a second time so students
animals are tiptoeing at a presto tempo, that they are excited for Joe’s can use other instruments and
surprise, but that Joe tells them to be soft and slow, so they must change gain a better understanding of
to largo and contain their excitement. the flow of the activity.
2. Last Slide and end of the book
a. Cute bear cubs! Everyone should put their instruments back in the bins Modality:
and go back to their assigned spots without “waking the cubs”. -Students need not use
b. If time allows, have groups rotate and read the book again, allowing instruments during the
students to use different instruments. instrument activity if unable.
Students may pat the tempo on
their lap, clap, etc.
-Headphones may be provided
for those with a sensory
sensitivity to loud noises.

Time: ~3 mins Assessment Chunk 1: Presto Largo Ribbon

Assessment
~12:25pm

Chunk 1: Presto Largo Ribbon Assessment Modality:

1. Pass Out Ribbons (slide 5) -Ribbon activity can be done in
2. Explain the activity and show example. a seated position and with small
a. When the music is presto, we are going to wave the ribbon in small, motions.
quick motions. -Ribbon activity can be done
b. When the music is largo, we will wave the ribbon in big and slow without a ribbon. Presto and
circles. largo can be represented with
 3. Explain Rules different hand motions of the
a. Silent/Resting position is when the ribbon is over the student’s shoulder student’s choosing.
and still. Students should be in resting position during the directions and
when they are not actively using the ribbon. Failure to do this will mean
that the student sits out of the game for a short period of time.
b. We must be quiet so we can hear the music.
c. We cannot hit anyone or get into anyone’s personal space/bubble with
the ribbon.
d. If we break these rules, then the ribbon will be taken away and the
student will sit out.
4. Play Tempo Song Mix
a. Talk throughout the activity, asking if each song is presto or largo and
managing behavior.
b. Watch students for signs of learning.
c. Song order key: Presto, largo, presto, largo, largo, presto
5. Talk about the feeling of Presto and Largo
a. Ask the students how each of the tempos made them feel. Presto might
be excited or anxious, largo might be sleepy or sad.
b. Explain that tempos can affect how the music makes us feel, and that
composers are always thinking about the tempo when writing their
music, and how they want their listeners to feel.

Time: ~1 min Our Grand Exit Chunk 1: See ya later alligator.

Chunk 2: Review
~12:28pm

Chunk 1: See Ya Later Alligator Song

1. This song is a part of the student’s routine. Once the teacher has begun singing it,
the students know to get up and get in line, repeating after the lines of each song.
2. Students should be in a straight and quiet line, and will lose a DJ Dollar if they
are out of line or are not quiet.
Chunk 2: Review
1. Once the students are quiet and in line, ask them what the word for fast is, and
what the word for slow is.
2. Thank the class for their great work in music class.