Middle/Secondary Education Lesson Template

Candidate Name: Morgan Marama-Stout

Content Area/Grade Level: Kindergarten

Unit Topic: Voice exploration- Low, Middle, High (Mi,Sol,La)

Unit Compelling Question: Are students able to recognize and recall pitches using their body and
singing voices? (Working Question, potential update)

Lesson Topic: Low, Middle, High pitches w/ introduction to solfege

Describe the students in the classroom:

(for example -- cultural and ethnic diversity, religious diversity, number of students who receive free/reduced lunch,
are gifted, are ELL, have an IEP, and/or a 504 plan, have varied learning styles, etc...)

Standard(s) Addressed in the Lesson: (Refer to lesson procedures and notes for when standards
appear throughout the lesson and/or additional standards that are applicable, specifically with dance
objectives)
(MU:Pr4.2.1)a With limited guidance, demonstrate knowledge of music concepts (such as beat and
melodic contour) in music from a variety of cultures selected for performance.
(DA:1.Cr1.1.1)b- Explore a variety of locomotor and non-locomotor movements by experimenting with
and changing the elements of dance.
Essential Content for the Lesson:
steady beat
Singing voice vs. speaking
Pitch identification/ recognition of High vs. Low through echo
Control of self and others
Ability to follow directions and care for resources

Lesson Guiding Question:

Are students able to recognize and demonstrate high, middle, and low sounds with their singing voices?
Will students be able to begin incorporating Mi, Sol, La with the provided songs?

Lesson Objective(s):
Students will be able to accurately demonstrate High, Middle, and low pitches with their singing voices
and through movement.

Students will be able to create and demonstrate dances with their peers
Students will be able to maintain pitch throughout the activity.

Materials for Lesson:

Smart board
Alto Xylophone
Prop for “Doggie Doggie”
Formative Assessment(s): (Refer partially to lesson procedures and notes)
I will utilize call and response/echo to assess students of their pitch recognition and appropriate singing
voice.
Students will be assess based on their ability to recognize Low,Middle, and High pitches when using
non-locomotive body movements.
Students will be assessed on their ability to keep steady beat using body percussion and melodic
percussion.

Lesson Procedures and Notes: (add additional rows as needed)

Procedure/Activity/Transition Questions to Ask; Materials to Use;
Accommodations and/or Modifications
Greet students as they walk into class. Remind students to come in quietly as the walk to
their assigned seat.

Greeting & “What are we doing today?” Materials in use: Slide show
Students will wonder why Mrs.Wooten is not
teaching and who our special guest is, we will
discuss briefly and discuss what we are
learning!

2 Minutes
Let’s get our body up and moving with a silly I like starting class with a video, something silly and
song! with music. This gives me the opportunity to see
GoNoodle Make a pattern how students are interacting with the lesson and each
https://youtu.be/BQ9q4U2P3ig? other.
feature=shared What I am looking for:
 What movements are they willing to
perform? What do they like/dislike?
 Are they comfortable with singing/dancing?
 Are they using friendly language and safe
3 Minutes behavior?

Students will be asked to sit back onto the
carpet.
“The audience is silent”
Acknowledge the students and their great
dance moves.
Punchinella
Some students will have the opportunity to
show their dance moves or create silly dances
with their classmates.
Additionally, this will allow students to learn
a new song and sing and dance!
Change slide to “Punchinello(a)” Sharing an “I can”/
“Students will be able to” statement and applied
standard.
(MU:Pr4.2.1) a- With limited guidance,
demonstrate knowledge of music concepts (such as
beat and melodic contour ) in music from a variety
of cultures selected for performance.
(DA:1.Cr1.1.1)b- Explore a variety of locomotor and
non-locomotor movements by experimenting with
and changing the elements of dance.
Students will actively walk through the
directions and “how to”. Students will need to
know how to properly and safely walk in a
circle, Drop hands during “we can do it too”,
pick a friend by the end of “choose another
partner”, and rejoin hands
3-5 students (Aiming 10 minutes max)
Once Punchinella has concluded, students
will remain in the circle (I will walk the circle
to the center of the room)to prepare for the
next singing game.
Begin with a question: “Miss Morgan has a
fun activity for us and we are going to talk
about Low, Middle, and High
Apple Tree
Students will sit on their bottoms while
instruction is given.
Guide a vocal exercise using D,M,S,L
Outline the melody of “Apple Tree”
(Can be used as assessment)
15 Minutes
Once “Apple Tree” has concluded, Students
will quietly reconstruct the circle, sit on their
bottoms, and prepare for Apple
Remind students about how we are listening
for the low, middle, high pitches of a song.
Utilize the slide of rhythm icons and follow
the L,M,H, Click to next slide to reveal lyrics.
(Used as assessment)
Explain the rules briefly and explain that not
everyone will get a turn.
Play until time is up.
Depending on how students are reacting to
the end of class and if some are upset, I will
use the glockenspiel and allow students to
play on their way out as a “goodbye”
15 Minutes
For students: The slide will share the lyrics in
different colors showing how the lyrics change.
Change slide to “Apple Tree” sharing “I can”/
“Students will be able to” statement and applied
standard.
(MU:Pr4.2.1) a- With limited guidance,
demonstrate knowledge of music concepts (such as
beat and melodic contour ) in music from a variety
of cultures selected for performance.
(DA:Pr4.1.1) a. Demonstrate locomotor and
nonlocomotor movements that change body shapes,
levels, and facings. Move in straight, curved, and
zigzagged pathways. Find and return to place in
space. Move with others to form straight lines and
circles.
For students: The slide will show lyrics, if available,
I will include rhythm icons
Change slide to “Doggie, Doggie” sharing “I can”/
“Students will be able to” statement and applied
standard.
For students: Lyrics will be shown
Optional depending on availability- Rhythm icons,
notation
Alto xylophone will be used and depending on
student behavior, a couple students will be able to
keep the steady beat on the Xylo.
Explain how this lesson addresses the lesson objective(s) and standards.
This lesson addresses standard: (MU:Pr4.2.1)a With limited guidance, demonstrate knowledge of music
concepts (such as beat and melodic contour) in music from a variety of cultures selected for
performance.
By engaging students to actively perform steady beat and varied melodies using D,M,S,L. In addition,
students are allowed to lead and create.

This lesson supports standard: (DA:1.Cr1.1.1)b- Explore a variety of locomotor and non-locomotor
movements by experimenting with and changing the elements of dance.
By engaging students in constant movement. Students throughout the lesson will be able to demonstrate
dances that are in place and throughout the room. Students will be able to create circles, follow the
leader, and demonstrate passing motions to the steady beat.

How did the lesson address the diverse needs/experiences of the students in the classroom?
This lesson addresses the diverse needs and experiences of the students relevant content that is
accessible and may be reused for future lessons or for musical fun.
Students are actively engaging with their peers, creating a safe and positive environment.
In addition, Students of diverse learning are provided frequent movement breaks, Preferential seating,
Repeated directions, visual and verbal cues throughout the lesson, and extended time to rehearse
procedures and expectations for the activity.
Reflection
Name: Morgan Marama-Stout

Lesson Title: High-Low Pitches

1. Use the formative assessment data for each lesson objective/learning target to sort the students’
performance into three categories (Below, Meets, and Exceeds):

Objective / Learning Target 1: Students will be able to accurately demonstrate High, Middle, and low
pitches with their singing voices and through movement.

students Below students Meet students Exceed

Objective / Learning Target 2:

students Below students Meet students Exceed

Include a description of the formative assessment data used and the criteria used to determine the
students’ performance on each of the lesson’s learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? Did the students
achieve the learning target(s)?

3. What will you do for those students who did not achieve the learning target criteria? For those
students who exceeded the criteria?

4. In addition to the student work witnessed by the observer, identify any other student work
samples, evidence or artifacts that assisted you in making your determination regarding student
achievement.

5. Did you depart from your plan? If so, how and why?

6. If you had the opportunity to teach this lesson again to the same group of students, what would
you do differently, and why?