FULL Lesson Plan for the Elementary Music Class

Alicia

Standards Being Addressed: MU:Pr6.1.Ka With guidance, perform music with expression.

Materials of Instruction:
● Each student and the teacher will need a hand drum.

Phrase 1

Phrase 2

Phrase 3

Phrase 4
Body Percussion

New Poem for Improvising

Transition for Improvising

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition: Welcome students and invite them to sit in a circle on the floor as they
walk into the classroom. (conga line to get into a circle)

Activity #1 Objective: Students will recite a rhythmic text, Pass the Drum, with accurate beat
and rhythm.
1. T sits in the circle with the Ss.
2. T starts patting quarter notes on legs Ss will follow, continue to the end
3. T recites the rhythmic text 3 times. Recite the 1st one loud, the 2nd one softer, the 3rd
even softer
4. T asks the Ss what instrument she just sang about: the answer is drum
5. T sings the song again
6. T points to herself and recites phrase 1 then points to Ss, repeat as often as necessary
7. T points to herself and recites phrase 2 then points to Ss, repeat as often as necessary
8. T points to herself and recites phrase 3 then points to Ss, repeat as often as necessary
9. T points to herself and recites phrase 4 then points to Ss, repeat as often as necessary
10. T points to herself and recites the 1st measure then points to Ss, repeat as often as
necessary
11. T points to herself and recites the 2nd measure then points to Ss, repeat as often as
necessary
12. T tells Ss to fill in the blank, T recites text but leaves out the last beat of both
measures
13. T asks S’s to use their magic lips to sing the song. T asks S’s if they had trouble with
any of the words. Address the problems spots.
14. T says let’s try this all together, T and Ss recite rhythmic text, repeat as often as you
would like.
Optional
15. T takes out hand drum and starts to play it while the Ss continue to recite text
 16. T passes the hand drum to the student to the right during the 2nd measure, Ss follow
this example
17. Once the drum makes it all the way around, T ends the game by telling the Ss good
job

Assessment: Throughout the learning process I will be listening for accurate beats,
rhythms, and text. In the performances of each phrase there will be no mistakes before
moving on to different stanzas and performing the nursery rhyme.

Transition/Closure: Next time the students will use the same rhythmic text but they
will add body percussion to it.

18. T will tell students next time they will be learning body percussion.

Activity #2 Objective: Kindergarten Students will perform body percussion to accompany Pass
the Drum with steady beat and accurate rhythm.

Entry Activity/Transition: Welcome students and invite them to sit in a circle on the floor as they
walk into the classroom.

1. T starts patting quarter notes on legs Ss will follow

2. T recites the rhythmic text 3 times; S’s will join in when they can
3. T recites rhythmic text 2 times with the body percussion
4. S’s stop patting quarter notes; T shows them only body percussion
5. T tells the students to watch and join when they get it.
6. T does measure 1 of the body percussion, S’s follow, repeat as often as necessary
7. T does measure 2 of the body percussion, S’s follow, repeat as often as necessary
8. T does both measures of the body percussion, S’s follow, repeat as often as necessary
9. T tells the students “now we are going to add the words, but if you can’t do both just
the body percussion. Watch and join.”
10. T does both measures of the body percussion with rhythmic text, S’s follow, repeat as
often as necessary
11. S’s continue to repeat the body percussion with rhythmic text, T drops out and lets
S’s do it on their own
12. T stops the students and nonverbally puts S’s into two groups
13. T shows the first group to pat quarter (or eighth) notes with rhythmic text on their
legs, S’s follow
14. T shows the second group to do body percussion with rhythmic text, S’s follow
15. T stops S’s with hand motion.

Assessment: Throughout the learning process I will be listening for accurate beats,
rhythms, and text. In the performances of each measure there will be no mistakes before
moving on to the next step.

Transition/Closure: At this point we will discuss rhythm. I will show them the body
percussion rhythm and how it fits with the rhythmic text. Next time we will learn how
 to read the rhythms.

16. T shows Ss the written body percussion rhythm and explains to Ss that they just
performed the written rhythm.
17. T will show S’s the body percussion rhythm with the rhythmic text.
18. T will discuss with S’s when the two rhythms lined up and why.
19. T will tell S’s next time they are going to learn how to make their own rhythms.

Activity #3 Objective: Students will demonstrate their knowledge of duple meter as well as
2 bar phrase length using rhythmic improvisation and the body percussion to Pass the
Drum.

Entry Activity/Transition: Welcome students and invite them to sit in a circle on the floor as they
walk into the classroom.

1. T set’s the hand drums in front of each S. Teacher tells them not to touch the drums
yet.
2. T asks S’s “do you remember what we did last time, if you don’t that’s okay, I’m
going to do it and join in when you can.”
3. T starts patting quarter notes on legs Ss will follow
4. T recites the rhythmic text 3 times; S’s will join in when they can
5. T recites rhythmic text 2 times with the body percussion
6. T stops the S’s; T says “good job remembering, now I want you to watch closely
because I’m going to do something different, let’s pat the steady beat”
7. T and S’s pat quarter notes; T points to herself and recites the first measure of the
new text (which is the same), then points to S’s, repeat as often as necessary
8. T points to herself and recites the second measure of the new text, then points to S’s,
repeat as often as necessary
9. T points to herself and recites the whole text, points to S’s, repeat as often as
necessary
10. S’s stop patting quarter notes; T says “now what we are going to do is make our own
rhythms with the hand drums, can you pat the steady for me?”
11. S’s pat quarter notes on lap; T shows on her hands the amount of beats while reciting
the text, T says “you get eight beats to make your rhythm”
12. T says “keep patting and watch me”; S’s pat quarter notes, T recites text then picks up
drum while saying transition counting, then pats a 2 bar phrase.
13. T says “now it’s your turn, I want you to make your own rhythm similar to mine, turn
to your partner and practice”
14. T gets the S’s attention: “Class focus on me, let’s try it all together now, first we are
going to recite the new poem but instead of saying teacher we are going to say class,
then everyone gets to pick up their drums and play their rhythm, let’s pat the steady
beat”
15. T and S’s pat quarter notes and recite new poem, T continues to pat quarter notes
while S’s pick up drums and improvise
16. T claps the last to beats to emphasis the end of the 2 bar phrase
17. T says “good job class, does anyone want to share their rhythm, matt and Shelby do
awesome, first we’ll say Matt’s name in the poem, then we’ll do it again and say
Shelby’s name, let’s pat the steady beat, everybody else if you want to try and do the
body percussion with poem you can but you don’t have to”
18. T and S’s pat quarter notes (or the body percussion) and recite new poem with Matt’s
name, then Shelby’s name

Assessment: Throughout the learning process I will be listening for accurate beats,
rhythms, and text. In the performances of each measure there will be no mistakes before
moving on to the next step. Students will improvise a 2 bar phrase for their partner and
for the teacher as a group while keeping a steady beat.

Transition/Closure: Good Job improvising your own rhythms on the drums, next time
we are going to improvise with words…