Student Teachers Name: Pat Walters

Date: 11-15-14
Grade Level: 6th Grade
Subject Area: Music
Physical Setting: Classroom
School: Wilson Middle School
District: Wyandotte
Lesson Plan Title: Good King Wenceslas
Outcomes (objectives/performance indicators):
students will be able to:
1. Map out the form of the song Good Kind Wenceslas and understand how to interpret the
map.
2. Explain what a Palindrome is both in the context of music and English
Standards:

ART.M.V.6.2 - List musical elements and find a connection to at least one other discipline.
Rationale:
Students need to memorize this piece for the christmas concert and I think this will help them
visualize the form of the piece and thereby make memorizing the song easier.
Materials:
Markers
Paper
Sheet music
CD of song

Teacher Procedure/Development of Lesson:

Introduction:
1. Begin by asking students what is the form of a song?
1. The shape of a song. Or how a song moves.
2. Explain that there are different ways to identify the form of a song. You can explain it through
letters (ABACA) or you can simply map the song to identify the order of different themes.
Methods and Procedures:
1.

Ask students how many different voices or people are speaking in this song.
1. 3. Narrator, king, and paige.

2. Next tell have students break into 4 small groups for about 5 minutes and with 3 markers,
color each verse according to who is speaking.
1. Students should have the first and fifth verse colored the same, as the narator. the second verse should be half king, and half paige. The third verse should be half king, half
narrator, and the fourth verse should be colored half paige and half king.
3. Next ask students to compare their maps with each other and correct anything they may
have made a mistake on.
4. Next ask students how this map helps them understand the song.
1. Helps visualize the order of voices. Helps memorize the song, etc.
5. Write Racecar on the board and explain to them that this is a palindrome. Show students
how you can spell the word forwards and backwards and it would end up the same.
6. Draw their attention to the pattern of colors in the map. they should notice that they could
draw the order forward or backwards and it would look the same. Explain to students that
this is also a palindrome.
Closure:
1. to finish ask students. What are two methods of finding the form of a song.

2. What is a palindrome?
Accommodations/ Adaptations:
If students seem confused by the small group activity, draw a map with them and walk them
through the process using the Elmo projector.
Assessment/Evaluation:
Assess students understanding of the form of the song by looking at their map.
Teacher Reflection:
Was the lesson smooth in transitioning between sections?
Did students understand what they were supposed to do in the small groups?
Could the palindrome have been explained in a better and more effective way?