Lesson Plan 11-7 11-11

Name: Colton Bean
Elementary Student Teaching Lesson Plan Template

Concept(s): Following directions, listening and moving to music, and
developing social skills
Objective(s): Students will perform Hop, Old- Squirrel with body
movement, and then instrumentation.
State Standard(s):
1.2.3 [A] [B]
1.4 [A] [B] [C]
1.6 [D]
Materials: Metronome, Projector, Wood Blocks, Barred Instruments, Game
plan 1
Grade/Age Level: 1st Grade
Procedures:
--Musical Opener: Clap rhythms and have the class respond (They are trained
to do so)
T. Review Music Class Rules
1. Sit Criss Cross
2. Be kind to others
3. Do not talk when the teacher is talking
4. Mind your own space
5. No touching or horseplay
6. Do not misuse the equipment
7. Raise your hand to get up from your spot
8. Sign out when leaving the classroom
T. Display song Hop, Old Squirrel
What time signature is this in? (4/4)
What tempo is this? (144 bpm)
T. Sing song and have students repeat after you.
What animal are we singing about?
What is the Squirrel doing?
What rhythms are we seeing?
T. Pass out woodblocks and bells
Students play glissando on ei-dle-dum, ei-dle-dum
Students play quarter notes on Hop, old squirrel

T. Teach mallet parts to ei-dle-dum, ei-dle-dum and bass marimba parts.
Move students over to barred instruments. Some students will still play
accessories.
Make sure each student is successful. Take them aside if necessary. Make
necessary adjustments to classroom procedure based on progress of the
students. If there are any behavior issues, address them immediately.
Terms: BPM, metronome, woodblock, accessories, tempo, time signature
Behavior:
If the students are talking, let them know that you are waiting for them to be
quiet. Praise the students that are behaving appropriately. Give individual
warnings if necessary. Refer to classroom guidelines already set by Mrs.
Garcia. Dont fight with your students.
Assessment: The teacher will ask questions of information already given to
make the students are listening and gathering information. At the end of
class ask the class for a couple of things they worked on today in class.
Possible Evaluation:
Are the students accurately matching the pitch?
Are the student playing along in tempo?
What new terms did the students learn today?
Were the students able to follow directions?
Did the students perform the body work well?
Did the students demonstrate good behavior today?
Closure: I hope we had fun today! It was a lot of fun to work with all of you!
Name: Colton Bean

Objective(s): Students will place number cards in order and perform the
poem 1, 2, Buckle My Shoe
State Standard(s):
K.3.1 [B]
K.4.1 [A]
K.1 [E]
K.3 [A] [B]
Materials: Game Plan K, Number Cards, Projector, Metronome
Grade/Age Level: Kindergarten
Procedures:
to do so)
1. Sit Criss Cross
T. Show the students number cards
What number is this?
T. Display 1, 2, Buckle My Shoe
T. Say poem and have students repeat after you.
What items are we talking about?
What are we doing with our shoe?
What are we doing with the door?

What are we doing with the sticks?
T. Add dance to each phrase. Body movement.
T. Make a circle and pick one student to put in the middle
Student in the middle lays out cards in the number order from the song
while the poem is sung.
Mix up the cards each time. If the student messes up, start over.
Pick a new student each time.
Terms: Numbers, tempo, BPM, time signature, metronome
Behavior:
Are the students saying the correct words in the song?
Are the student singing along in tempo?
Did the students correlate numbers with the poem?
Name: Colton Bean

Objective(s): Students will perform Mabel, Mabel with suggestions to lyric
changes
State Standard(s):
2.2.3 [A] [B]
2.2 [C]
Materials: Game Plan 2, Metronome, Projector, Paper
Grade/Age Level: 2nd Grade
Procedures:
to do so)
1. Sit Criss Cross
T. Display Jeremiah
T. Say rhyme and have students repeat after you.
What items are we talking about?
What are we doing to the fire?
T. Discuss dynamics. Difference between Forte and Piano. The first line of the
rhyme is loud, and the second line is soft.
T. Add body movement.
Arm movement for puff puff puff
Finger motion for gently

T. Add paper effects at the end of the rhyme. Paper crumpling for fire. Pick
students to try it.
Terms: Metronome, tempo, time signature, dynamics, forte, piano, loud, soft
Behavior:
Are the students accurately saying the correct words in the rhyme?
Are the student singing along in tempo?
Did the students demonstrate correct understanding of dyamics?
Name: Colton Bean

Objective(s): Students will discuss the concept of Thanksgiving and develop
a word bank. Two reasons to give thanks and add crescendo and
decrescendo.
State Standard(s):
3.2.3 [A]
3.3.1 [A] [B] [C]
3.5 [A] [B]
Materials: Game Plan 3, Metronome, Projector
Grade/Age Level: 3rd Grade
Procedures:
to do so)
1. Sit Criss Cross
T. Display Two Reason to Give Thanks
T. Say rhyme and have students repeat after you.
What holiday are we talking about?
T. What does thanksgiving means to you?
Make a list
Clap everything (syllables)
Do add ideas to both lines

T. Draw a crescendo/decrescendo (one at a time)
Soft to loud gradually
Apply to song
Terms: crescendo, decrescendo, tempo, time signature, syncopation, BPM
Behavior:
Name: Colton Bean

Objective(s): Students will perform The Blacksmith with body movement
and on barred instruments.
State Standard(s):
4.2.2 [C]
4.2.3 [A] [B]
Materials: Metronome, Projector, Game Plan 4, barred instruments
Grade/Age Level: 4th Grade
Procedures:
to do so)
1. Sit Criss Cross
T. Display The Blacksmith
T. Vocal Warm up
T. Sing song and have students repeat after you.
What type of job are we talking about?
What are our arms doing?
T. Add arm movements, and clapping/patting.
T. Teach notes for barred instruments. Assign students to instruments.
T. Teach Bass instruments first, then add Alto instruments, then

bells/glockenspiel.
Terms: Barred instruments, BPM, tempo, glockenspiel, bells, bass marimba,
time signature
Behavior:
Name: Colton Bean

Objective(s): Students will continue to practice Hosisipa on recorder in
preparation of their test.
State Standard(s):
5.2.3 [A]
5.3.1 [C]
5.6 [D]
Materials: recorder, metronome, Hosisipa recorder music, projector
Grade/Age Level: Grade 5
Procedures:
to do so)
1. Sit Criss Cross
T. Lets warm up on recorder:
Go through notes: B, A, G, E, D, high C, High D
Play each note through the rhythm tree (including 16th notes)
Articulate everything
T. Take out Hosisipa from your recorder packet.
T. What time signature are we in? (2/4)
T. What is our first rhythm? (Eighth notes, Ti-ti)
T. What notes are we playing? (B, A, G, E)

Play onesies exercise with B, and A then A, and G, and then G, and E
T. Lets say the note names and finger along with the metronome. Do a
measure at a time.
T. Lets count the entire line (maybe do a measure at a time)
Demonstrate the song.
Play the line repeatedly.
Make sure students are articulating all notes. Begin testing one student at a
time. Once the test is over, begin to pass out beads.
Terms: recorder, time signature, tempo, articulation
Behavior:

Lesson Plan 11-7 11-11

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Lesson Plan 11-7 11-11

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Name: Colton Bean

Elementary Student Teaching Lesson Plan Template

Students play quarter notes on Hop, old squirrel

Name: Colton Bean

What are we doing with the door?

Name: Colton Bean

Finger motion for gently

Name: Colton Bean

Do add ideas to both lines

Name: Colton Bean

T. Teach Bass instruments first, then add Alto instruments, then

Name: Colton Bean

T. What notes are we playing? (B, A, G, E)

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