Katherine Dobson

January 26th, 2015

Sonoraville Elementary School
Third Grade Lesson Plan
A. National and State Performance Standards Referenced in Lesson
National Standards:
1.
2.
4.
5.
6.
7.
8.

Singing, alone and with others, a varied repertoire of music

Performing on instruments, alone and with others, a varied repertoire of music
Improvising melodies, variations, and accompaniments
Composing and arranging music within specified guidelines
Listening to, analyzing, and describing music
Evaluating music and music performances
Understanding relationships between music, the other arts, and disciplines outside the

arts
9. Understanding music in relation to history and culture
Georgia Performance Standards

M5GM.1 Singing, alone and with others, a varied repertoire of music

a. Sing melodies expressively using appropriate head voice accompanied and
unaccompanied
M5GM.2 Performing on instruments, alone and with others, a varied repertoire of
music
b. Perform instrumental parts while other students sing or play contrasting
parts
M5GM.4 Improvising melodies, variations, and accompaniments
c. Perform simple rhythmic or melodic variations.

M5GM.5 Composing and arranging music within specified guidelines

a. Create rhythmic and melodic motives to enhance literature.

M5GM.7 Evaluating music and music performances

b. Explain personal preferences for specific musical works and styles using
appropriate vocabulary.

M5GM.8 Understanding relationships between music, the other arts, and disciplines
outside the arts
a. Describe the relationship between music and the other arts.
b. Describe the relationship between music and disciplines outside the arts.

M5GM.9 Understanding music in relation to history and culture

a. Perform, listen, move and/or distinguish between music from various
historical periods and cultures from the Civil War to present (e.g., jazz,
musical theater, rock-n-roll, country, gospel, new age, rap, heavy metal, pop).
b. Describe the role of music and musicians in various historical time
periods.
c. Demonstrate appropriate audience behavior for the context and style of
music performed.
B. Essential Content/ Objectives:
Essential Content:

Chorus Audition Songs (Its a Small World and America)

History of Beethoven
Aural Perception Listening (Beethovens Minuet in G)
The Percussion Family (Winter Fun and Happy)
What is Solfege

Knowledge Objectives:

Students will learn the chorus audition songs

Students will know a brief history of Beethovens life and music
Students will understand the basics of ABA form
Students will understand what types of instruments are in the percussion family
Students will have an understanding of solfege

Performance Objectives:

Students will be able to accurately perform the chorus audition songs

Students will be able to give general information about Beethoven
Students will be able to recognize ABA form and the different sections within
Students will play the bongos and have an understanding of the percussion family
Students will be able to sing an arpeggiated tonic chord using solfege and hand signs

Objectives/ Essential Question

How can aural perception help with form analysis?

Who was Beethoven?
What is the percussion family of instruments?

C. Materials for Student Use

Active Board
Bose Stereo System
Poster of Beethoven
Beethovens Wig Book and CD
Recording of Minuet in G, Winter Fun, and Happy
Percussion Posters
Bongos
D. Activate and Pre-assess Student Prior Knowledge:
Aural Perception:
Students were involved in a listening/movement activity the week prior that had them
model and evaluate form. The song was The Elephant from The Carnival of the Animals
by Saint Saens. We did the activity together three times. Each time they were to change to
a different type of movement when the A and B section changed. From my observations,
the majority of the students were hesitant at first to react to the change in section. As the
activity progressed, they became more comfortable with the idea of form and were able
to tell me exactly when the A and B sections arrived. Before we begin the aural
perception activity with Beethovens Minuet in G, I will ask the class if they remember
the elephant activity we worked on the week prior and explain to them that we will be
listening for similar sections in the music.

Beethoven:

During my lesson, I will ask the class if they have ever heard of Beethoven or his music. I
will ask them if they know anything of his life.

The Percussion Family

Over the past few weeks, the classes have been reviewing music learning targets
(including the percussion family). They have been playing a matching game that
requires them to find the learning target on a game board and cover it with a game
piece.
The game board will be attached.
E. Identify Differentiated Strategy(ies) and Element(s) Used
Delivery of Information: Will be accessible to a variety of learning types
o Visual
1. Active Board
2. Books
3. Posters
4. Hand Gestures
o Auditory
1. Recordings
2. Singing
3. Listening
o Kinesthetic
1. Playing Instruments
2. Small Movements
F. Provide for New Knowledge Acquisition/ Procedures

1. Take Roll
2. Chorus Audition Songs
a. Explain that almost thirty spots will be opening up for the after school
fourth and fifth grade chorus.
b. Tell the students how exciting it will be to be in chorus.
c. Have the students listen to the songs once through
d. Sing the songs together.
3. Composer of the Month: Beethoven
a. Introduce Beethoven by asking the students if they know anything about
him or his music.
b. Give a brief history of his life and music
c. Give information on how life in Beethovens era was different from life
today
d. Introduce the book Beethovens Wig
i. Explain the music in the book is music that Beethoven wrote

e. Play several recordings of Beethovens music

4. Aural Perception
a. Remind the students of the elephant activity that we did.
b. Ask them if they remember the type of form that the song was
c. Tell them we are going to do a similar activity
d. Play Minuet in G and have them raise their hand when the B section
begins
e. Play the song one more time to reinforce the knowledge
f. Explain that the song was written by Beethoven
5. The Percussion Family
a. Ask the students what types of instruments are in the percussion family
b. Give a brief description of what percussion instruments are
i. Melodic and Non-melodic
c. Show posters of percussion instruments
6. Bongo Activity
a. Split the class into thirds
b. Have one of the sections play the bongos while the other two-thirds of the
class sings
c. Have kids play along with the steady beat on the bongos to Happy or
Winter Fun
d. Rotate when song ends
7. Solfege Demonstration ( If time permits)
a. Using call and response, have kids sing solfege back using the appropriate
hand signs
G. Adjust Assignments For Student Applied Practice:
No assignments will be given
H. Conduct Post-Assessment
Continue to play the matching learning target board game
Continue to include listening examples using ABA Form
Ask students about Beethoven

Matching Game Board