Ferris State School of Education

Lesson Plan Format

Name: Brianne Harvey, Aubrey Hodson, Gabrielle

Date: 4/03/2019
Dobroczynski, Katie Brantley, Alicia Harvill, Jenna Butler
Curriculum/Course: Music Grade level: First

Time/Period: 15 Minutes Materials: Doc Camera, Piano, Song

Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
ART.M.I.K.1
Demonstrate uses of the voice, proper instrumental technique, and steady beat.
ART.M.I.K.4
Sing melodies with confidence in a large group.

Objectives (I can statements):

I can sing the melody and use the Solfege Hand signs with confidence in a larger group

Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Formative: For the assessment, we will observe their Solfege hand signs to make sure everyone is together as well as making sure
the students repeat what is sung to them.

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
To start the class we will tell the students that we will be learning a musical meal song and the rhythm, form, and
melody that go along with the song. We will then introduce the musical meal song by having them look at the song
while we sing and clap the rhythm, and if time permits, do the Solfege hand signs.

Steps in the lesson:

1. Introduce the musical meal song by demonstrating the rhythm.
2. Have students clap along to the rhythm along with the teacher(s).
3. Discuss how the musical meal song is in Ternary form (ABA).
4. Remind students what the Solfege hand signs are.
5. Demonstrate the musical meal song to the class using the Solfege hand signs (to show melody).
6. Have students demonstrate the Solfege hand signs along with the teacher(s).
7. Have students demonstrate the musical meal song without teachers(s) assistance.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.

The closure will be the students singing the musical meal song and using the Solfege hand signs without assistance
from the teacher. We will also congratulate them on completing their goal of learning the musical meal song and the
Solfege hand signs together.

Extension Activities:
Accommodation /Modification:
Specific Student/Group:
We will modify this lesson based on the needs of certain individuals. Students who have a hearing impairment will be
able to follow along with the doc camera and those who have a vision impairment will be able to follow along with the
help of a paraprofessional. Students with learning disabilities will be placed near more advanced students who can
guide them.

Differentiation:

What will I differentiate? Content Process Product Environment

Explain:
We will differentiate the process by which we teach the musical meal song based upon how quickly the class typically
grasps the song. We will also differentiate by breaking students up into small groups

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain:
We will differentiate for ability level by pairing more advanced students with less advanced ones so that the whole
group benefits. We will also include individualized assessment before and after in order to measure each students’
ability and progress.

Diversity:
To address diversity, if we had a student who spoke a different language we could write a song in their language and go
through it.

Technology:

We will be using the Doc camera to display the musical meal song.

Reflection/Teacher Notes: