Lesson Plan Outline

Name: Julia Hayes

Date: 4/1/24
Grade/Class: First Grade General Music

1. Learning Objectives: Students will know and be able to perform the interval of
sol-la. Students will know and be able to understand the relationship between mi,
sol, and la by means of learning the song “Snail Snail.” Students will know and be
able to recall the correct pitches, lyrics, solfege syllables, and hand signs to
“Mouse Mousie.” Students will know and be able to participate in critical
listening, making musical observations about aspects of the pieces they hear.

2. Assessment: There will not be a formal assessment conducted during this lesson.
Instead, the teacher will assess students using informal check-ins throughout the
lesson.

3. National Standards and MA Arts Frameworks: The National Standards that will
be addressed in this lesson are as follows: MU:Cr1.1.Ka, MU:Cr2.1.Ka,
MU:Cr3.1.Ka, MU:Pr4.2.Ka, MU:Pr4.3.Ka, MU:Pr5.1.Ka, MU:Pr6.1.Ka,
MU:Re7.2.Ka, and MU:Re8.1.Ka. The MA Arts Frameworks that will be
addressed in this lesson are as follows: PK-K.M.P.04, PK-K.D.P.04, PK-K.M.P06,
PK-K.M.R.08, and PK-K.M.R.09.

4. Required prior knowledge/skills: Students will have already completed lessons on

do, mi, and sol, as well as the relationships between them. They will have learned
these intervals using the song, “Mouse Mousie,” which they should have
memorized (including solfege syllables, hand signs, pitches, and lyrics). They will
have heard “Snail Snail” during the last class period so that the song would be
familiar to them during this lesson.

5. Review and Scaffolding: The class will participate in a rehearsal of the song
worked on during the previous lesson so that the students will be able to retain the
knowledge they have previously learned. This will remind the students of the
relationship between do, mi, and sol. Students will be asked to recall the solfege
hand signals for do, mi, and sol before learning the sign for la. Students will be
learning “Snail Snail” for a large portion of this lesson, which is a song they
listened to and observed details about during the last lesson.

6. Accessible Teaching Strategies: Agenda will be written on the board. Objectives

will be written on the board and spoken aloud by the teacher, then repeated in
unison by students. Visuals will be provided in the form of a presentation

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 projected on the board. Kinesthetic elements will include movement to keep a
steady pulse and solfege hand signals.

7. Materials, Repertoire, Equipment needed: Materials will include: laptop

(equipped with powerpoint presentation, Spotify/other music player), projector,
speakers, whiteboards, markers, and erasers.
Repertoire will include: “Snail Snail,” “Apple Tree,” and “Mouse Mousie.”

8. Lesson Sequence and Pacing:

A. Opening Est. Time: 5-8 mins

Teacher will begin class with a welcome song as students are entering the classroom.
Students will be asked to have a seat. Teacher will lead the students in a guided listening
of a new piece that will be taught next week.
B. Learning Activities Est. Time: 30 mins

Learning Activity Assessment Method

1. Students will partake in a guided 1. Teacher will conduct informal

listening activity—they will be check-in by asking students to
asked to list 2-3 observations they share their observations
made during the song and be asked
comprehension questions
regarding the lyrics of the song

2. Students will rehearse “Mouse 2. Teacher will observe students

Mousie” using correct hand signals performing the piece with correct pitches
and solfege syllables, then and rhythms, syllables, hand signs, and
transitioning to hand signs and lyrics
lyrics

3. Students will keep a steady beat 3. Teacher will observe students keeping a
with their bodies as teacher sings steady beat in accordance to the tempo at
“Snail Snail” for the class which the teacher is singing

4. Students will refer to simplified 4. Teacher will observe students utilizing

notation of “Snail Snail”, using correct rhythmic and solfege syllables
Kodaly “ta ti ti” rhythms, and while singing “Snail Snail”
abbreviated solfege

5. Students will refer to solfege hand
sign guide projected on the board
and sing “Snail Snail” using the
correct solfege syllables and hand
signs
5. Teacher will observe students using
correct solfege syllables and hand signs
while singing “Snail Snail.” Teacher will
call on individual students to demonstrate
the correct hand syllables for do, mi, sol
(these 3 are review from last lesson), and
la (new material).

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 6. Students will refer to iconic 6. Teacher will observe students singing
notation projected on the board the correct pitches and rhythms with the
and will sing in unison with the visual aid of the iconic notation
teacher

7. Students will perform the song 7. Teacher will observe students singing
without visual aids projected on the correct pitches, rhythms, solfege
the board, first using solfege syllables, and lyrics
syllables and hand signals, then
using lyrics and solfege hand
signals

C. Assessment Activity Est. Time: N/A

There will not be an assessment activity during this lesson.
D. Summative Activity/Closing/Wrap-up Est. Time:
The closing will of this lesson will be performing “Snail Snail” from memory without
using any visual aids. First, the students will perform the song using hand signals and
solfege syllables. Then, they will sing it again using hand signals and lyrics.
E. Secondary/alternative plans:
If the students need more practice with the song learned in the previous lesson, then more
of the class time will be spent on this activity. If the students learn “Snail Snail” quicker
than originally anticipated, then the class will begin work on the song from the following
lesson, “Apple Tree.”

9. Posted Agenda:
Class Listening: “Apple Tree”
Review “Mouse Mousie”
Learn “Snail Snail”
Clean up!

10. Assignment and Due Date: (if applicable)

There will not be an assignment due.