Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Rhythm

Date

November 17, 2014

Subject/Gra
de Level

K-Music

Time
Duratio
n

40min
1:25pm 2:05pm

Teacher

Jon Koegler

Unit

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

K: Creative Expression
The child explores self-expression through creative thought and through language, art,
movement, music and drama.
Explores and experiments with patterns, movement, rhythm, sound, and music
Begins to recognize and respond to elements in music, such as rhythm,
melody, harmony, form, and expression.
Responds to the beat in music through such movements as walking, running,
hopping, skipping, and repetitive rhythmic actions, such as clapping and
tapping.
explores and begins to distinguish among the sounds of various musical
instruments

LEARNING OBJECTIVES
Students will:
1. Associate rhythm with emotion/energy level.
2. Associate rhythm as fast or slow
3. Identify sounds they hear
4. Understand behavior and participation expectations for music class.

ASSESSMENTS
Observations:
Key Questions:

Who seems shy or uncomfortable? How can I adapt for them?

Which type of activity, style, movement hooks them in?
What is a rhythm?

Can anyone show me a rhythm?

Products/Performan
ces:

Drum on knees to show energy level

Identify sounds they hear
Seeing them dance to the rhythm

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Marlo the Moose
White board and marker
Smartboard

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Get Videos loaded up

Introduction
Have all students make a big sharing circle to sit in. Everyone
hold hands with two people until we are in a circle, then sit
down.
Who remembers Marlo the Moose?
Who can tell me what everyone is supposed to do when
someone else has Marlo? (Listen)
Who can tell me what Marlo lets you do? (only Marlo the
Musical Moose gives you power to talk)
Listening
If I need your attention (I will start drum roll on my
knees, everyone joins in. When I stop and put up my
hands, you stop)
PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE
PRACTICE!!!

Adapted from a template created by Dr. K. Roscoe

Time
3min

1min

Lesson Plan Template ED 3501 (Version C)

Time

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Body
Sit in a sharing circle:
Get everyone doing a slow rhythm on their knees = Sad day
Get everyone doing a FAST rhythm on their knees = HAPPY day
I will name students as they take hold of Marlo and when they
hear their name they will do a fast or slow rhythm. Then
everyone will say GOOD AFTERNOON _______ and then they
will pass Marlo on to the next.
Build expectations with class
Music and dance each class
How should we treat others? -Hands to ourselves, listen
when they talk
Remember, I am Mr. K
If I need your attention (I will start drum roll on my
knees, everyone joins in. When I stop and put up my
hands, you stop)

10-15 min

1min

Recognize sound:
Point them to (picture) instructions on the board: Listen, think,
then raise hand. LISTEN THINK RAISE YOUR HAND
repeat until solid
I will do an impersonation of pop being opened and then poured
Then bongo sound effect below
http://www.freesound.org/people/jonny_koegler/bookmarks/
Listen, think, then raise your hand when you know what it is.
Pick a hand up. What did you hear?
Dance time:
Have everyone stand like a statue, statues are quiet statues are
still.
I am going to beat box and we will walk or run on spot
according to the speed of the beat. Then I will choose someone
that has been dancing with me and listening well to be our
leader. we will play this music below and the leader will march
and lead their peers around the classroom.
https://www.youtube.com/watch?v=RMtXmug8uYU

20 min

Still like statues! New leader, play music. Ask them partway in
is this song is faster or slower.
https://www.youtube.com/watch?v=EZmsKcaAbJ4
Teacher Notes:
Assessments/
Differentiation

You can either clap to the beat of the music OR you can
dance to the music (some shy kids)

Consolidation of
Learning:

Closure
Stop music. Gather everyone into circle again, holding hands.
Sit down.

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Get drumroll going and have them say with me I

LOVE
MUSIIIIIIC!! with their hands up high. Repeat with them until
they can do it
Now quietly in whispers
What was one thing you liked today

Time

2min

3min

Answers

4min

Everyone stand up holding hands, break two apart and walk

quietly to the door to wait.

2:05

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Sponge
Activity/Activities

Hockey Pokey
Hold hands to get into circle. Left hand, turn yourself around,
right hand, turn yourself around, left leg, right leg, HEAD, whole
self.

5min

https://www.youtube.com/watch?v=EZmsKcaAbJ4
Reflections from the
lesson

I loved teaching this lesson!!! It was super fun and enjoyable. I felt like I had
their attention and most of them danced to all portions of music
I felt good creating it and was excited leading up to it. I have even tried to
build it so I wouldnt be extremely reliant on my plan though because I felt
like I was letting go of some of my natural personal relation. I planned and
reviewed it so I could think about what I was trying to accomplish and what
activities we were going to do to get there. I thought that my use of the
curriculum was pretty good.
Lesson planning takes me a long time to complete. It is becoming
incrementally easier for me to create them in a detailed way but Im still not
a professional at it.
Delivery
IT FELT SO NATURAL THAT IT BOOSTED MY CONFIDENCE!!! I had learned a
trick from my TA to get all the kids in a circle by having everyone hold
hands, I was so pleased with how much quicker this was than just telling
them to get into a circle Marlo the Moose has also been a fail safe for me,
having this little fuzzy stuffy moose has been my talking stone (thanks
Sharon!!) and then I can use it to direct their outburst to what the rule is
with Marlo the Moose. If a student wants to talk I pass it to them and then
show the students who is holding Marlo.
I had the time to let them try lots of different ways to experience what beat
is in rhythm. I had them doing lots of kinesthetic activities and then I had
the chance to get them being really quiet to listen and I loved how silent
they were just before and during the sound clip. I thought it was really
helpful to pair instruction down (I learned that from my TA because she is
AWESOME!!) Listen Think
Raise hand.

Some of the video links I used have dancers that you can follow their
movements but I decided to turn off the screen and just have them
follow one another around and march to a beat instead because it
would be counter productive. I wanted to focus them on beat not just
following someone else.
At the end of the lesson I was realizing that maybe they didnt
understand the question I asked them about the class we had just
had. Some of their answers about what they learned today were
things like making crowns I like pizza moose go like I can
count to 20 but then some said they liked dancing to the songs or
they learned how to march to music. It was just a hilariously
humbling experience to see what comes if you dont clarify a
question or say examples you may be looking for. The saying also
came to mind just because something is taught doesnt mean it was
learnt or understood.
When I first taught this lesson I had to pair it down to the bare
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

necessities of what I wanted them to get out of it. So I would like to

plan in a better way where I will know clearly in my mind what the
objectives of my lesson are. Because I know what I wanted to
accomplish it was easier to see what the activities were getting at
and what I expected of them. I also used a lot of wait time for the
kids to be quiet and listen. I need to be confident in what I want them
to do and then show them that confidence.

Adapted from a template created by Dr. K. Roscoe