Lesson Plan - UF Music Education E-Portfolios

MUE 3311 Lesson Plan Form – Grades K-2
Grade: __Second____ Date: ___10/30/07_____ Names: Danielle Drapiza, Keith Northover
Objectives
The learner will:
• demonstrate steady beat through movement.
• read and perform quarter, eighths, half notes and quarter and half rests.
• sing songs with a 5-8 note range demonstrating vocal pitch accuracy.
Materials
• “Monster Mash” activity: CD w/Monster Mash
• Halloween Word activity (Drums, Rhythms Sticks, Jingle Bells)
• Night on Bald Mountain: CD
• America, (My County Tis of Thee) (Music Expressions)
• 150 American Folk Songs: The Closet Key (from 150 American Folk Songs)
Sunshine State Standards
Strand A GLE Strand B GLE MU.D.1.1.2 Non-music standards
and GLEs:
MU.A.1.1.1 2 nd :1,2, 3 MU.B.1.1.1 MU.D.1.1.3
MU.A.1.1.2 2 nd :1 MU.B.1.1.2 MU.D.1.1.4 SS.A.4.1.2-2 nd :1
MU.A.1.1.3 2 nd :1,2 MU.B.2.1.1 MU.D.2.1.1 SS.A.4.1.3-2 nd :1
MU.A.2.1.1 2 nd :1,2,4 MU.D.2.1.2
MU.A.2.1.2 Strand C GLE Strand E GLE
MU.A.3.1.1 2 nd :1,2 MU.C.1.1.1 MU.E.1.1.1
MU.A.3.1.2 MU.C.1.1.2 MU.E.1.1.2
MU.A.3.1.3 MU.C.1.1.3 2 nd :3,4 MU.E.2.1.1
MU.E.2.1.2
Strand D GLE MU.E.2.1.3
MU.D.1.1.1 2 nd :1 MU.E.2.1.4
Artistic Processes Concepts/Musical Elements
Performing Creating Responding Melody: Tone:
Vocal Composition Listening Harmony: Expression:
Instrumental Improvisation Writing Theory: Timbre:
Melodic Arranging Discussion Notation: Texture:
Rhythmic
Movement
Reflection
Evaluation
Pitch:
Form:
Rhythm:
Meter:
Assessment Critical Thinking Time allotted: 4
Description: Scoring Procedure:
Content Target: Matching Pitch/Notation
Formative
Bi-level, single criterion
Summative
Type:
Structured Experience
Multi-level, single criterion
Bi-level, multiple criterion
Multi-level, multiple
criterion
Criteria and Marking Guide:
Thinking Process: Pattern
Recognition/Synthesis
Thinking Direction:
Metacognition/Reflection
Structured Product See marking guide:
Student Assisted See marking guide (+/|) (Closet When we sang the closet key song, “How do
Shared Model
Key)
you know you are singing the right pitch?”

Include a copy of your
data collection
instrument
What did we learn today? (possible answers:
monster mash, Halloween rhythms, America:
patriotic.
What kinds of notes were used in the rhythm
activity? (Half, Quarter, Eighth)

Accomplished Practices
Instructions: Check (√) the AP you are demonstrating, and bold underline the indicator(s) you are demonstrating.
Assessment
• Uses assessment techniques appropriate to the grade level and
students
• Employs a variety of assessment techniques
• Assesses individual and group musical performance and gives
specific behavioral instruction for improvement
• Assesses learning in a positive, non-threatening manner
• Maintains accurate records of student progress
• Involves students in self-assessment activities at appropriate
intervals
Communication
• Uses correct grammar in speaking and writing
• Instructs students in a clear and understandable manner
• Communicates appropriate musical interpretation verbally
and through conducting gestures
• Communicates purpose and value of music instruction to students,
parents, and other interested persons
• Communicates to students in behavioral terms followed by
concepts as they are learned
Continuous Improvement
• Uses assessment results as a basis for self-improvement in teaching
• Encourages students to value music and to continue involvement in
music beyond the classroom
• Continues to read professional publications and attend workshops
and conferences
• Seeks feedback from students, parents, and other professionals
• Employs reflection as a tool for self-improvement
Critical/Creative Thinking
• Includes opportunities for critical and creative thinking in
learning activities
• Develops musical activities that include composition,
improvisation, and/or arranging
• Involves students in making decisions about the interpretation
of songs and musical works
• Provides opportunities for critical reflection and metacognition
Diversity
• Maintains a classroom atmosphere that respects the differences
among students
• Honors the musical heritage and experiences of all students
• Teaches classes that include appropriate music from a variety of
cultural backgrounds
Ethics/Professionalism
• Demonstrates professional concern for students
• Adheres to relevant code of ethics for music teachers
• Meets expectations regarding attendance, punctuality, and
record keeping
Human Development and Learning
• Selects developmentally appropriate material and activities
• Uses a variety of activities to motivate students
• Seeks to develop both musical skills and useful information about
music
• Develops activities that reflect current theories of musical
development
Knowledge and Presentation of Subject Matter
• Presents all subject matter accurately and musically
• Detects errors in performing music accurately and consistently
• Links instruction to national and state standards, to other
disciplines, and to the students’ lives
• Is able to present subject in a manner meaningful to the students
Learning Environment
• Establishes an active environment for music learning
• Assists students to develop responsibility and self-discipline
• Maintains a positive class or rehearsal room atmosphere,
including the appropriate use of praise
• Focuses instruction on the learning of music by the students
Planning
• Plans lessons that meet students’ musical interests and needs
• Plans and sequences instruction that leads to the maximum
learning of music
• Includes strategies to accommodate special learners
• Connects subject matter to the Sunshine State Standards
Role of Teacher
• Models appropriate behavior as teacher and musician
• Considers instruction in music as part of the larger educational
effort of the school
• Uses specific directions at appropriate times
• Serves as a guide to students developing musical understandings
and skills
Technology
• Uses learning media, computer applications, and other technology
to enhance instruction in music
• Provides students with appropriate hands-on experiences with
technology in learning music
• Assumes a proactive attitude toward technological
developments in music and music instruction

Lesson Plan #3
I. Movement Activity: “Monster Mash” (5-8 minutes)
a. Activity Description:
Children will demonstrate steady beat as they learn and perform the motions to the song.
b. Procedure:
Teacher will play music as children enter class room.
Ask the students to think about how a monster moves. Select a few children to demonstrate how they would
walk, move their arms, nod their heads, bend, etc.
Teacher will play music and lead children through motions. (When you hear the music, roam around the room
like a monster, and when the music stops freeze. When the music begins again, you are a new monster) (This
may be repeated depending on time.)
o After activity, ask a few questions to describe the monster voice in the recording, man or woman, high
or low. What kinds of monsters are described in the song?
II. Halloween word rhythms: (8-10 minutes)
a. Activity Description:
Children will perform quarter, eighth, and half notes on different instruments.
b. Procedure:
Teacher will divide children into three groups. Group 1 will use drums, group 2 rhythm sticks, and group three
jingle bells.
Teacher will demonstrate steady quarter notes and speak “pumpkin” on drum to group 1 and have students join.
Teacher will demonstrate “candy corn” eighth note rhythm on sticks to group 2 and have children join.
Teacher will demonstrate “ooooh, ooooh” half note rhythm with bells and have group 3 join.
Teacher will lead group 1 in keeping the beat, followed by the addition of groups 2 and 3 one at a time.
Teacher will have children change groups twice and will repeat the exercise.
Reflection/Discussion: What kinds of notes were used in this exercise? Half Notes, Quarter Notes, Eighth Notes.
III. Movement Activity: “Night on Bald Mountain” (5-8 minutes)
Children will listen to piece and remember feelings associated with piece.
After listening, ask “what kinds of feelings do you feel during the piece, happy, sad? How does the piece end? Could
you create a story to the song? “Possible scenario; Evil Creature and his minions come out during one night and dance
on a mountain peak. At dawn, the ghosts and goblins disappear and the sun comes out.”
IV. Song: “America” (8-10 minutes)
a. Procedure:
Teacher will review song by leading class in echo/ response.
All together, the class will sing the song.
Class will sing “America” with accompaniment CD
V. Closet Key Game (8-10 minutes)
a. Procedure:
Review by singing song through to class.
Have the class join in singing.
Review the rules to the game.
Play game several times and assess students’ pitch accuracy.
VI. Critical Thinking: (3-5 minutes).
“When we sang the closet key song, how do you know you are singing the right notes?”
What did we learn today? (possible answers: monster mash, Halloween rhythms, America: patriotic.