Selmer Elementary School

Date: 10-26-17
TEAM Lesson Plan Template

Teacher: Kerry Radcliffe

Class: 3rd Grade Music
Lesson Title: Veterans Day Program Songs
SPI Identify what you want to teach.
1.0 Students will sing, alone and with others, a varied repertoire of music.
1.1.1 Sing a melody with accurate rhythm and pitch (solfege and/or lyrics).
1.2.1 Exhibit good posture, grade-appropriate diction, and breath control.
6.0 Students will listen to, analyze, and describe music.
6.3.1 Discuss a listening example through teacher-guided questioning.
6.3.2 Describe a listening example by using teacher-given characteristics.
6.3.3 Classify the elements of music, using teacher-given vocabulary, for a listening example.
6.4.3 Classify styles and/or genres of selected music using teacher-given vocabulary.
7.0 Students will evaluate music and music performances.
7.1.1 Discuss a musical selection or performance using teacher-given criteria.
7.1.3 Discuss a student performance using grade-appropriate music vocabulary and teacher-given criteria.
7.2.2 Discuss and demonstrate appropriate audience member behavior in a classroom setting.
7.2.3 Demonstrate appropriate audience behavior in a formal performance setting (live or recorded.)

“I Can” Statement Student-Friendly

I can sing on pitch.

I can make my voice match the pitches in the song and on the piano.
I can listen to music and describe how it sounds and how it makes me feel.
I can compare two songs and describe what is the same and what is different.
I can perform a song with a serious manner and do my best job.
I can imagine a veteran and be respectful and grateful for what veterans do.

Assessment and Evaluation Students show evidence of proficiency through a variety of

assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

Since new material is being introduced during this lesson, most of the teacher’s assessment will
be informal. The teacher will walk around and listen to individual students while the whole
class is performing.

During the first song, the teacher will be listening more formally and making a note of students
who are performing exceptionally well. These students will be put on a list and included in the
honorary choir that will lead the school in singing during the program.

During the second song, the teacher will informally assess student performance and give
feedback as necessary to improve pitch and vocal tone.

This assessment aligns directly with the lesson objective of performing the Veterans Day songs
 Selmer Elementary School
Date: 10-26-17
as well as possible. Assessment is based on student performance.

Materials Aligned with the Lesson Objective

Rigorous & Relevant
Laptop computer
Projector
Speakers
“See the Veteran” tutorial on YouTube
“Veterans Day” powerpoint

Activating Strategy Motivator/Hook

An Essential Question encourages students to put forth more effort when
faced with a complex, open-ended, challenging, meaningful and authentic
questions.

We will perform our two Veterans Day songs at our program in two weeks. We need to be prepared so
that we can do our very best job for our veterans. Veterans are people who have volunteered to give their
life for their country, and they have done a very hard job. They deserve our respect and our love, and we
will show them our gratitude by performing with our best singing voices and behavior.

Instructional Outline Step-by-Step Procedures-Sequence

Discover/Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

1) Students will enter and select a carpet square to sit on. The teacher will introduce the lesson and
explain that we will prepare for our Veterans Day program during this class.
2) The class will perform one of the regular “Hello Songs” that are usually a part of the class’s
procedures as a vocal warm-up. The teacher will review the concept of matching pitches and
remind the class that a singer’s job is to assess their voice to ensure it matches the music.
3) The teacher will review the song “See the Veteran,” modeling vocal excerpts for students to sing
back. The teacher will informally assess student performance during their turns and give feedback
as needed.
4) Students will perform “See the Veteran” along with the video to practice for the program. The
teacher will review performance expectations such as standing still, facing forward, paying
attention, and watching the conductor. Students will sing through the song on their own. The
teacher will move through the students’ seats and assess student performance quality.
5) The teacher will introduce the next song, “Veterans Day,” and will explain that this song is going
to sound and feel different that the first selection. Through teacher-guided questioning, students
will establish listening criteria that they heard in the first song, “See the Veteran.”
6) Students will be asked to close their eyes and listen to a performance of the second selection,
 Selmer Elementary School
Date: 10-26-17
“Veterans Day,” and listen for criteria such as: is the song slow or fast? Does it sound happy or
sad? How does how it sounds make you feel? What do you imagine when you listen to the words
of the song?
7) Students will listen to the whole track and will discuss their conclusions. Through teacher-guided
questioning, students will discover that “Veterans Day” is a very different selection than “See the
Veteran.” It is slow, respectful, and more serious.
8) Students will begin learning the words to “Veterans Day” through teacher-modeling and student
response. “I’ll say it, you say it back” will become “I’ll sing it, you sing it back.” The teacher will
remind students of their job as a singer, as established at the beginning of the lesson.
9) Students will go through the first four lines of the song, responding to teacher-modeling. Then the
class will put everything together, with students humming the pitches while the teacher sings the
words. This is an opportunity for students to assess themselves and fix any wrong pitches or
rhythms before they have to sing aloud.
10) The class will sing the first four line of the song all together.
11) Steps 8, 9, and 10 will be repeated with the next four lines of the song, and then put together with
the first section learned.
12) The class will culminate in a performance of the first two sections of “Veterans Day.” The teacher
will remind students to do their best work by asking them to imagine a veteran, whether it’s a
family member or a general soldier, and make that person proud to be a veteran through their
music. The teacher will explain how music can touch someone’s emotions and change feelings,
and will ask the students to do such a good job that they move someone to tears.
13) The students will perform what they have learned of “Veterans Day.” The teacher will explain
that they will finish it next class and have students line up to leave.

Guided & Independent Practice “We Do”-“You Do”

Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension

This lesson will be taught largely by teacher modeling. The process of “I’ll say it, you say it back”
will allow the teacher to model the performance for the students and then assess student performance
and give the necessary feedback to improve the next rendition.

The teacher may increase the length of a section or break it down into smaller chunks to increase
student success. Students may be asked to sing with their eyes closed so that they can focus on how
their voice sounds without worrying about any other stimuli.

The class will compare and contrast two pieces of music and discuss the elements of those two songs,
such as tempo, emotion, and lyrics, change the way the music makes them feel. These higher order
thinking skills apply to many studies that they do in their general classroom in reading and math.
Describing how the music makes them feel is a higher level of thinking that just how the music
sounds. Students will describe why the way the music sounded affected their emotions.

This lesson is relevant to the past lessons in music class where the concept of Veterans Day and who
veterans are has been introduced. The upcoming program will make the goal of performing well more
relevant.

Closure/Exit Activity Reflection/Wrap-Up

Summarizing, Reminding, Reflecting, Restating, Connecting
 Selmer Elementary School
Date: 10-26-17
Students will perform everything they learned in music class that period with the goal of sounding on
pitch and behaving as well as possible. The teacher will remind them that their motivation is to make
our veterans proud and to express our gratitude through music. By visualizing a veteran in their
minds, students can relate their performance to a real person and make it more meaningful. After their
performance, the teacher will explain that they will finish the song next week and have them line up.

Cross-Curricular Connections

Students will connect the concept of honoring and respecting veterans to American culture and holidays.

The teacher will use the simile of putting gas in a car to explain how important it is to breathe before
singing. A singer cannot produce good vocal tone without breath support, just as a car cannot go
anywhere without gas.

Notes: