MUSIC LESSON PLAN TEMPLATE

Stage:

Duration: 50 minutes

Key Musical Concept(s): Duration, Pitch, Tone Colour,

Structure

Repertoire:
Song: Jack Frost (Singing Sherlock Book 2, Whitlock, Val &
Court, Shirley

Rationale/Overview:

This unit provides a sequence of learning activities which are focused on the song Jack Frost. Students will focus on
Duration (recognizing and creating a constant beat), Pitch (distinguishing between high and low sounds), Tone colour
(exploring and describing sounds) and Structure (the way in which a piece is put together). Students will be using percussion
instruments, their own voices as well as ICT within this lesson to modern day learners. This unit assumes that students have
had experience using percussion instruments and identifying the beat as well as a good understanding of using crotchet,
quavers and rests. They will also be familiar with the app Garage Band and ways in which is can be used within a music
class.
Content
Students will
Learn to:
Perform a variety of music through singing, ICT and playing,

Learn about:
Through recognising musical features of the music they

demonstrating an understanding of the music

Improvise, experiment, select and combine musical ideas using

ICT to form simple musical structures and notate these ideas
using commonly understood symbols
Listen to, and appreciate, a range of repertoire showing some
understanding of musical concepts

perform

By organising sound, listening, performing and representing

these ideas in traditional and non-traditional notation

By responding to music through performing and organising

sound activities and identifying features of this music

Outcome(s) and Indicators of Learning: (The students will:)

Performing
Organising Sound
(Singing/Playing/Moving)

MUS2.1 Sings, plays and moves to a range

of music demonstrating a basic knowledge
of musical concepts
performs songs and speech rhymes
demonstrating an awareness of duration,
pitch and tone colour
performs music using a variety of sound
sources including the voice, percussion
and environmental sound sources
performs own compositions.

MUS2.2 Improvises musical phrases, organises

sounds and explains reasons for choices
experiments with a range of sound sources and
organises them into a simple composition.

Listening

MUS2.4 Identifies the use of musical

concepts and musical symbols in a range of
repertoire
discusses musical concepts in their own
work and the compositions of others.

MUS2.3 Uses commonly understood symbols to

represent own work
devises graphic symbols to represent sound
sources used in simple compositions.

Assessment Strategies (linked to Indicators of Learning)

Performing
Organising Sound
(Singing/Playing/Moving)
o Observation of students
o Observe students ability to create
ability to imitate a rhythm
their own ostinato based on words
accurately
from the song
o Observation of students final
o Observe students ability to create
performance to create a group
their own accompaniment for the
composition to the beat of
song using Garage Band which is
Jack Frost
notated

Listening
o

Observation of students ability

to imitate rhythm and beat of
song accurately
Observation of students
involvement in classroom
discussion

Resources
Song : Jack Frost Singing Sherlock Book 2, Whitlock, Val & Court, Shirley
iPads
Classroom percussion instruments (non-pitched) such as maracas, claves, woodblocks, bells, rain stick, tambourines
Butchers paper and markers for student mind map

Purpose

Performin
g
S
P
M
L

To learn the song

accurately
To identify the
steady beat within
the song and
maintain it

O
S

*
*
*

*
*

To identify the
rhythm within the
song
*
To understand the
difference between
beat and rhythm
Identify a
difference in pitch

To identify the
different pitch
within a song
*

To understand the
meaning of a
round
To demonstrate
understanding of a
round using a

Teaching/Learning Sequence

Introduction:
o Students listen to the song Jack Frost
o Teacher recites whole song
o Teacher recites line by line, students repeat
each line
o Students step on the beat and move in the
circle, repeating the rhyme once most
students have memorised the lyrics
o Students stop moving and clap the rhythm
of the song
o Teacher divides the class into two groups.
Group one will step on the beat while group
two claps the rhythm of the song. Students
then swap
o Teacher asks students to identify the highest
note of the song, using do, re, mi hand
signals as a guide.
o Teacher asks students to identify the lowest
note of the song, using do, re, mi hand
signals as a guide.
o Teacher creates a mind map on what
students think a round/cannon is in music.
The same melody in unison but beginning
at different times of the song
o Teacher explains the meaning (of a round)
and uses the song Jack Frost as an example
o Students demonstrate a round, as group one
performs the song (stepping on the beat),
group two will join in after the song has been

D
Y

T
C

*
*
*

Notes to teachers

Works best for

students if the
lyrics are said
clearly and
articulated well.
Make sure that
most students are
able to recite
accurately before
moving to the next
activity

Asking open ended

questions and
asking students to
explain their
reasoning to
promote higher
order musical
thinking

Best if teacher
signals to students

steady beat,
imitating the
musical piece

o
*
*

To create a beat or
rhythm, using
voice and ICT
based on the song
Jack Frost
To notate own
rhythmic ostinato
based on words
from the song Jack
Frost
To organise ideas
using graphic
notation of
crotchet, quavers
and rests.
To perform a
musical piece to an
audience

sung once, then joining in from the

beginning on Snowflakes
Students select non-tuned percussion
instruments to accompany the final run
through of the song

*
*

*
*

Body:
o Students are placed in groups of two
o Each group receives an iPad to use the app
Garage Band to create their version of Jack
Frost.
o Students are to record themselves
singing/talking the song using a
constant tempo.
o Students draft ideas on what
instruments they would like to use on
the app to create their own rhythmic
ostinato based on words from the
song.
o Students write down these ideas using
graphic notation of crotchets, quavers
and rests.
o The song is then recorded and students
are able to experiment with their
ideas
Conclusion:
o Students perform their piece to the class
o Students recap on what a round is
o Three stars and a wish (three things they
enjoyed and one thing they wished could be
changed or they would like to do in the
following lessons)

when to begin
singing
*
*

*
*
*

*
*

Teacher places out

these instruments
for students to pick
from in an orderly
way

(L=listening; S=singing; PL=playing; M=moving; O/S=organising sound)

S=Structure)

(D=Duration; P=Pitch; DY=Dynamics; TC=Tone Colour;