Lesson

 Plan  
 
 
Name: Fabiola M. Mendez                           Date:  2/7/18  
Grade: 1st grade   Class  Type: General Music  
 
1.    Measurable  Objective(s):    (Measurable  learning  objectives  use  action  verbs  to  describe  what  you  
want  the  students  to  be  able  to  do  by  the  end  of  the  class,  course,  or  unit)    
Students will be able to differentiate between micro and macro beat in the song and game Ambos a Dos.  
 
2.    Required  Prior  Knowledge  and  Skills:    (What  must  students  know  to  be  successful)  
Feel the pulse
Definition of macro (big beat) vs. micro (small beat)
Song Ambos a Dos
 
3.    Review  Needed:    (What  needs  to  be  reviewed  to  reinforce  prior  learning  related  to  this  lesson)  
Definition of macro vs micro
Song Ambos a Dos
 
 
 
4.    Materials,  Repertoire,  Equipment  needed:      
Helicopter toy  
Carnival of the Animals book by Jack Prelutsky and Mary GrandPré  
The Cuckoo Bird audio - Camille Saint-Saëns
Cuckoo bird (stuffed animal)
Ukulele
iPod  
Speakers  
Prokofiev’s Peter and the Wolf (The Bird) audio  
The Fox book  
 
 
5.    Agenda:  (list  items  to  be  taught  and  post  –  use  large  paper  and  dark  marker  if  white  board  is  not  
available)    
Helicopter  
Elevator  
Ambos a Dos  
Carnival of the Animals
In the Woods
Move It!  
Songtale  
 
 
6.    Lesson  Sequence  (be  sure  to  list  time  in  the  pacing  section)        Pacing  
A.  Brief  Opening:  (Teacher  posted  brief  assignment  that  may  be  done  independently.      
Brief  reading  writing,  editing,  or  problem  solving  activity  to  ready  them  for  learning  –    
may  be  a  question  about  the  music  that  will  be  rehearsed  or  at  the  younger  levels  it    
may  be  a  learning  activity  setting  up  for  today’s  lesson)    
1. The Helicopter (warm-up)    
a. The teacher will introduce the helicopter toy and remind the students to make  
the sounds of the helicopter as it goes up and down in the room. 5min  
b. The teacher also reminds students to not run and get the helicopter, because she  
will choose a helper to get it.  
 c. Students perform  
   
2. Elevator  
a. The teacher will introduce the term “elevator” and ask students to define what  
an elevator is.  
b. The teacher will tell students they will be traveling up and down the elevator 7min  
and their job is to make the sound as the elevator goes up and down.
c. The teacher will guide students through the different floors of the elevator.
 
B.    Learning  Activities:  (What  learning  experiences  and  instruction  will  enable    
students  to  achieve  the  desired  results  –  have  more  learning  activities  than  you  need)    
1. Ambos a Dos  
a. The teacher will ask students if they remember what macro and micro means.  
b. The teacher review each term and asks students to keep the macro beat on their  
head. The teacher will sing the song while students keep the beat.  
c. The teacher will ask students to keep the micro beat on their head, while she  
sings the song. 15-20min  
d. The teacher will teach the song by rote.  
e. The teacher will teach the game that goes along Ambos a Dos (in which a  
student is in the middle of the circle, he/she performs a beat motion, and the rest  
of the students imitate).  
f. Play the game  
 
   
2. Carnival of the Animals  
a. The teacher tells students that we're continuing our journey through the Carnival  
of the Animals.  
b. The teacher asks students if they remember the animal they listened to last time.  
(Bird)  
c. The teacher tells the students that there is a Cuckoo bird hiding somewhere in  
the classroom. It is a stuffed animal about this size. (Show them). Once they've 5-7min  
found it they can sit down. If they're the only student to find it they will get a  
prize, so it's important that they don't shout or point if they find it.  
d. The teacher plays the song while students look for the Cuckoo bird.  
e. This can be repeated if no one finds it on the first try.  
 
3. In the Woods
 
a. The teacher will sing the song while students listen and count how many times
 
they hear the word stream. (1)
 
b. The teacher asks students to define what a stream is.
7min  
c. The teacher sings the song while students listen and count how many times they
 
hear the word cuckoo. (4)
 
d. The teacher asks students to sing the word cuckoo every time it comes in the
 
song.
e. The teacher shows students the hand pattern for the chorus of the song. (slap,  
clap, snap)  
 
3. Move It!    
a. The teacher will review the rules for the Move It!  
i. Follow the teacher  
ii. Be expressive  
iii. Be silent 5min  
b. The teacher plays Prokofiev’s The Bird from Peter and the Wolf while students
follow the moves.
 
C.  Assessment:  (What  evidence  will  show  that  the  students  understand?    Describe  the    
assessment  used  –  formal  and  informal  assessments  based  on  learning  objectives)  
Informal teacher observation of:  
Students performance of the beat during Ambos a Dos game - students will individually
perform a beat motion. I will be observing if students can keep the beat correctly.  
 
D.  Closing/Wrap-­‐up:  (This  is  a  recap  of  the  key  learning  of  the  day  to  check  for    
understanding.    Could  be  a  ticket  to  leave  as  individuals  or  group  answers)    
1. Songtale - The Fox  
a. The teacher sings the song while students listen for different animals in the 5min  
song.
 
E.    Assignment:    N/A    
 
7.    Accommodations:    (a.    Special  Needs,    b.    ELL  etc.  )  
1. Visual - The teacher will write down the words macro (big word – all caps) and micro (small word – all
lowercase) on the board so that students can make the connection.  
2. Seating chart  
 
8.    Teacher  Reflection/Self-­‐Evaluation:    (a.    Reflect  on  the  process  and  include  student  responses  b.    
Rethink  &  Revise  -­‐  what  could  you  have  done  differently  to  improve  the  outcome  of  this  lesson)    
My  lesson  had  good  pacing  and  good  transitions.  Students  were  actively  engaged  in  the  activities  I  
planned.  To  improve  the  outcome  of  the  lesson,  I  could  have  been  more  clear  with  the  difference  
between  the  word  micro  and  macro.  Besides  writing  each  word  on  the  board,  I  could  have  
emphasized  the  difference  between  the  “a”  (in  macro)  and  “i”  (in  micro).  Because  these  two  words  
are  so  similar,  some  students  were  getting  confused  with  what  each  one  refers  to.  
 
9.    National  Standards:    (Creating,  Performing,  Responding)  
MU:Re7.2.1a  With  limited  guidance,  demonstrate  and  identify  how  specific  music  concepts  (such  as  
beat  or  pitch)  are  used  in  various  styles  of  music  for  a  purpose.  
MU:Pr6.1.1a  With  limited  guidance,  perform  music  for  a  specific  purpose  with  expression.    
 
 
10.    State  Standards:    (Singing,  Reading  &  Notation,  Playing  Instruments,  Improvisation  &  
Composition,  Critical  Response,  Purposes  &  meaning  in  the  arts,  Rose  of  artists  in  communities,  Concepts  
of  style,  stylistic  influence  &  stylistic  change,  Inventions  technologies  &  the  arts,  Interdisciplinary  
connections)  
5.1  Perceive,  describe,  and  respond  to  basic  elements  of  music,  including  beat,  tempo,  rhythm,  meter,  
pitch,  melody,  texture,  dynamics,  harmony,  and  for  
 
5.5  Respond  through  purposeful  movement  to  selected  prominent  music  characteristics  or  to  specific  
music  occurrences  while  singing  or  listening  to  music