All Lesson Plans

3rd Grade General Music
Instructor: Alison Hill

Student Teacher: Lexi Jennings

Week 2

Sols/”I Can” Statements:
● 3.1 I can read and notate music (writing melodies on the treble staff, functions of basic
music symbols)

Materials needed:
● Treble staff (on board and on carpet)
● Note Naming Game (https://www.musictheory.net/exercises/note)
● Bean bags

Introduction:
● Review the treble clef, and note names for lines and spaces at the board with the entire
class as a whole.
○ Procedure:
○ Review name of treble clef
○ Review 5 lines/4 spaces
○ FACE and Every Good Boy Does Fine, read from bottom to top
○ Ask individual students for names of note example

Direct Instruction:
● Have students answer note names on the board with the entire class

Guided Practice:
● Introduce note naming game

Independent Practice:
● Students will play note name matching game as a group, will eventually split into teams
and play as a class
○ Procedure:
○ Students form two teams, in two lines facing the board/projector
○ Instructor will display one note on the treble clef on screen
○ Two students at the front of the line will figure out which note is displayed
○ The student who gets the correct answer first earns a point for their team
● Students will move from lines to spread out positions around the carpet for another note
naming activity.
○ Procedure:
○ Students will take seats around the carpet, still in two seperate teams.
○ A student will be called on and given a bean bag.
○ The student will be given a note name, and they will place the bean bag on the
line or space for that note.
○ If the student gets the note incorrect, a student from the other team will be given
the bean bag. If a student gets a note correct, they get a point for their team.

Assessment/Closure:
● I will assess students by calling on individuals while at the board, as well as assess their
accuracy during the identification games.

Adaptations
Size: Students will have multiple opportunities to test their knowledge in games of varying size.
I will explain that they can use their hand as a “cheat sheet” to decipher note names on a staff.
They will have the chance to look at a staff on the whiteboard, a staff on the projector, as well as
a large staff on the carpet in the room.
Color: When playing the activity on the carpet in the music room, students will have the option
of different colored bean bags depending on the names of the notes. If there are not enough
available colors bean bags, different colors can be used for lines and spaces, or noteheads can be
made out of construction paper.
Pacing: The initial part of the lesson involves review, which will ease into the lesson at a bit of a
slower pace for some students- but will be necessary for others that may need the extra time. The
following activity is more fast-paced, which will give the student that accel in this area a chance
to do so. It will also challenge others to apply what was reviewed at the beginning of the class to
their practice during the game. The final game should follow a steady pace for all learners,
because students that may move at a slower pace will be given the chance to do so when it is
their turn. Students that move at a faster pace will be able to follow along with other students for
the entire game, and they will also be able to apply their knowledge when it is their turn.
Modality:
● Aural: Students will have to rely on aural instruction for the introduction of the lesson, as
well as aural instruction and guidance during the following activities.
● Visual: Visuals of varying size and color will be used in all three activities, and the first
game played relies mostly on visual observation and identification.
● Kinesthetic: During the introduction and review period of the lesson, the instructor will
explain to students that they can use their hand as a guide for reading a staff. The last
activity in the lesson plan involves students using bean bags on a large staff on the carpet,
which will give them another opportunity to decipher the difference in the note names.

Week 3

● 3.1 I can read and notate music (writing melodies on the treble staff, functions of basic
music symbols)

Materials needed:
● Treble staff (on board and on carpet)
● Note Naming Game (https://www.musictheory.net/exercises/note)
● Whiteboard staff sheets with markers and erasers
● Bean bags

Introduction:
class as a whole.
○ Procedure:
○ Review name of treble clef
○ Review 5 lines/4 spaces
○ FACE and Every Good Boy Does Fine, read from bottom to top
○ Ask individual students for names of note example

Direct Instruction:
● Have students answer note names on the projector with the entire class

Guided Practice:
● Introduce note writing game

● Students will get with partners to share a white board and practice note writing in pairs as
the instructor gives examples.
○ Procedure:
○ Have students draw a treble clef on their staff.
○ Give students sets of 3 notes at a time. One student writes all three notes on the
staff, then gives the sheet to their partner.
○ The instructor shows the options for the right notes on the board, while the other
student checks.
○ After 4 turns, the instructor gives short words for the students to spell out with
notes.The same partner sequence is followed.
● Students will move from lines to spread out positions around the carpet for another note
naming activity.
○ Procedure:
○ Students will take seats around the carpet, and they will be split into two seperate
teams. .
○ One student will be called on and given a note name.
○ The student will be given two choices for bean bags, green for line notes and red
for space notes.
○ The student will put the bean bag on the floor staff on the correct line or space.
○ If the student gets the note incorrect, a student from the other team will be given
the bean bag. If a student gets a note correct, they get a point for their team.
○ Eventually, the instructor will start giving two note names at a time, and students
must figure out which bean bag to use for which note.

Assessment/Closure:
● I will assess students by calling on individuals while at the board, as well as assess their
accuracy during the whiteboard activity, and during the carpet game.

Adaptations
Size: Students will have multiple opportunities to test their knowledge in games of varying size.
I will explain that they can use their hand as a “cheat sheet” to decipher note names on a staff.
They will have the chance to look at a staff on the whiteboard, a staff on the projector, a smaller
staff on the whiteboards, as well as a large staff on the carpet in the room.
Color: When playing the activity on the carpet in the music room, students will have the option
of different colored bean bags depending on whether or note notes are line notes or space notes.
Students will also be able to choose a color marker to use with their dry erase boards.
Pacing: The initial part of the lesson involves review, which will ease into the lesson at a bit of a
slower pace for some students- but will be necessary for others that may need the extra time. The
following activity gives opportunities to students that need a faster pace as well as students that
may need more assistance. Students will have time to figure out the names of the notes, and they
can also work with their partner if they need help. Students that accel and may need more of a
challenge can figure out the exercises to help their partners. The final game should follow a
steady pace for all learners, because students that may move at a slower pace will be given the
chance to do so when it is their turn. Students that move at a faster pace will be able to follow
along with other students for the entire game, and they will also be able to apply their knowledge
when it is their turn.
Modality:
● Aural: Students will have to rely on aural instruction for the introduction of the lesson, as
well as aural instruction and guidance during the following activities.
● Visual: Visuals of varying size and color will be used in all three activities, and the first
game played relies mostly on visual observation and identification.
● Kinesthetic: During the introduction and review period of the lesson, the instructor will
explain to students that they can use their hand as a guide for reading a staff. The second
activity involves writing notes on a staff. The last activity in the lesson plan involves
students using bean bags on a large staff on the carpet, which will give them another
opportunity to decipher the difference in the note names.
5th Grade General Music

Week 3

● SOL 5.1 - The student will read and notate music (including identifying the treble and
bass clefs)

Materials Needed:
● Bass clef staff
● Slides with notes on bass clef
● Xylophones/Metallophones
● Whiteboard

Introduction:
● Review the treble clef, and how we are used to finding notes on this clef. Introduce the
bass clef, and how we will find notes on this clef.
○ Procedure:
■ Review the treble clef, note names for the treble staff, and the devices and
steps we have used to read these note names.
■ Introduce the bass clef, also called F clef.
■ Show how to draw a bass clef, describe that certain instruments read in
bass clef, and that there are also five lines and four spaces on this staff.
■ Introduce devices for figuring out note names for bass clef. (Good Boys
Do Fine Always for lines, All Cows Eat Grass for spaces.)
■ Review three step process that is used for finding note names, but add in
one step at the beginning for identifying the correct clef.
● Treble or bass clef
● Line or space note
● Read from bottom to top
● Use the saying to figure out the note
■ Identify different notes of the bass clef on the board as a class. Students
will be given individual opportunities to identify note names.

Direct Instruction:
● Go through a few examples of different notes on the bass clef as a group, and call on
individual students once a majority of the class has shown a better understanding of note
names.

Guided Practice:
● Introduce instrument activity

● Students will play notes at instruments independently, and take turns within their group.
○ Procedure:
■ Students will get in groups of 3-4 at one instrument.
■ Instructor will display short phrases of quarter notes on the bass clef on
the projector.
■ Students will be given a minute to discuss note names with their group,
and identify the corresponding note names on the
xylophones/metallophones.
■ Once all groups seem to have figured out the notes, the instructor will
count all groups in for the phrase to be played.
■ Students will give mallets to a different classmate in their group for the
next phrase, and the same procedure is repeated.
■ When students become more comfortable with reading note names/playing
them on their instruments, less time for discussion before playing will be
given.
● If there is additional time, students can play another note reading game on their
instruments;
○ Procedure:
■ The instructor will display a musical phrase on screen.
■ Students must figure out note names/prepare to play the phrase.
■ The first group to raise their hand and play the phrase correctly gets a
point for their team.
■ Students will switch mallets with other students between phrases.

Assessment/Closure:
● I will assess student understanding during the introductory period of the lesson by calling
on individual students. I will also assess student performance and collaboration during
the instrument activity.

Adaptations:
Size: Students will be referring to the bass clef on the board as a class. I will also remind
students that they can use their hand as a “cheat sheet” to count the lines and spaces of a staff.
Students will also be reading from a bass clef staff projected on a screen as a group.
Color: If students are having trouble reading a clef in black and white, different colors can be
assigned to different note names. Different colors can also be used as stickers on instruments to
differentiate the separate note names.
Pacing: The initial part of the lesson will provide all students with a slower pace, as we will be
introduced to new concepts. I will review with the class as a whole until a majority of the class
shows an understanding of how to identify the notes. The next activity allows for students who
excel in reading the bass clef notes a chance to do so independently, as well as help their peers
who may need more assistance in doing so.
Modality:
● Aural: Students will rely on aural instruction during the lesson introduction. Instruments
will be used for the first activity, and student will be able to put pitches to note names.
● Visual: Visuals of varying size and color will be used between the introduction and the
first activity. Students will use the powerpoint slides to read notes, and they will have
time to apply them personally to instruments that have the letter names on them.
● Kinesthetic: During the introduction of the lesson, the instructor will explain to students
that they can use their hand as a guide for reading a staff. The following activity gives
students the opportunity to apply reading to playing with mallets, which will show how
notes differentiate on instrument bars.

Kindergarten General Music

Week 4

● K.1 I can read music symbols
● K.1 I can read high and low sound symbols.
● K.1 I can read rhythms
● K.3 I can sing songs alone and with others

Materials needed:
● Rhythm sticks
● Rhythm slides
● Rhythm cards
● Music for rhythm walk game
● Music for “I Like School”
● Lyrics for “I Like School”

Rhythm Sticks
Introduction:
● Talk about steps for playing a rhythm
○ 1. Look
○ 2. Say
○ 3. Play

Direct Instruction:
● Play through slides as a class.

Guided Practice:
● Procedure:
● Students get a pair of rhythm sticks and sit in a seat.
● Project first slide, and figure it out using “look, say, play.”
● Play through the first few slides with call and response.
● Try having students “look, say, play” and play it along with the instructor (omit call and
response)
● When instructor gets to slides with dynamic markings, talk about playing loud or soft.
● Play through following slides with the same sequence, either loud or soft.

● Students will evaluate slides with “look, say, play” and play rhythm sticks with the rest of
the class.

Assessment/Closure:
● I will assess students by calling on individuals during the slides, and assess accuracy
while playing slides.

Rhythm Walk
Introduction:
● Introduce rhythm walk game; students sit in chairs while instructor sets rhythm cards
around carpet.
Direct Instruction:
● Explain rules for rhythm walk game:

Guided Practice:
○ Students walk around the border of the carpet while the music plays. When the
music stops, students freeze in their spots and look and see if they are in front of a
rhythm card. The instructor will say a rhythm using ta’s, ti-ti’s and sah’s. If a
student is standing in front of the spoken card, they pick it up and show it to the
class. The music begins for the next round.
● Students figure out rhythms on cards as they are spoken.

Assessment/Closure:
● I will assess accuracy throughout the game. If multiple students are reading rhythm cards
at one time, I will have them pick up their cards and follow along with their finger to read
while I speak the rhythms again. I will use this to check for accuracy.

Musical Song
Introduction:
● Introduce first song with lyric slides on screen

Direct Instruction:
● Learn song lyrics by rote (call and response, then putting pieces together)
○ Break down songs by phrases in the verses and chorus, and sequence together
when appropriate

Guided Practice:
● Learn small pieces of the song, and sequence together into bigger chunks. Try bigger
chunks with music when appropriate.

● Students will eventually sing through chunks of the song with me, with the recording, and
by themselves until they are confident with the music.

Assessment/Closure:
● I will assess students by listening throughout the song learning process, and we will sing
through everything we have learned at the end of instruction.

Adaptations:
Size: Students will read rhythms of various sizing throughout the lesson. While playing rhythm
sticks, they will read rhythms off of a slideshow. Rhythms for the rhythm walk game will be read
off of smaller cards. Students will read song lyrics off of a slide show on the board, and slides
can be printed as an alternative.
Color: Different colors can be used to represent different rhythm values. Lyrics of the songs will
be in different colors depending on the song sequence.
Pacing: The activities for this lesson will be completed as a group. Multiple activities will be
used and changed throughout the lesson to retain attention. Some students will be given the
chance to try reading rhythms off of the slides independently if they are feeling confident, and
this will show other individuals the correct way to play these rhythms in a clear way.
Modality:
● Aural: All of instruction will be given aurally. We will also use music during rhythm
walk, which is another opportunity for students to find the steady beat. Music will also be
taught by rote, in call and response style.
● Visual: I will write instructions for reading rhythms on the board (Look, play, say) for
students to refer to. Rhythms will be projected on slides, and can be printed for students
that this may benefit.
● Kinesthetic: Students will use rhythm sticks to play rhythms on slides as a class.
Students will also walk to the beat for rhythm walk. Students can also use different
movements and signs to remember lyrics of musical songs.

Week 4

● 3.11 I can identify instruments from the four orchestral families visually and aurally.

Materials needed:
● treble staff
● youtube video ( https://www.youtube.com/watch?v=vQ95KUWCGT0 )
● instrument family slides
● quiz questions (
http://www.musictechteacher.com/music_quizzes/aq_identify_instrument_families/quiz.h
tml )
● note cards
● instrument sounds (
http://www.musictechteacher.com/music_learning_theory/music_instruments.htm )

Introduction:
class as a whole.
● Play video that introduces the four instrument families

Direct Instruction:
● Go through slides that break down the four families, asking students questions and
making sure students are actively listening and participating

Guided Practice:
● Take quiz questions together as a class

● Students will be given a card with one of the instruments we discussed on it
● Students will move to the family they think their instrument belongs to
● We will check each group as a class to make sure all students are in the right spot
● I will play a short sound file of an instrument noise, and students will move to the corner
where they think the sound belongs (percussion, woodwinds, brass, strings)
● We will identify the instrument and family as a class. Instructor will call on students that
want to guess the instrument name.

Assessment/Closure:
● I will assess students by calling on individuals during the slides and group quiz, as well
as assess their accuracy during the classification activity.

Adaptations:
Size: Students will be primarily introduced to the four instrument families with a slideshow. As
an alternative, slides can be printed out and given to students that this would assist. Students will
also be given their own index cards to read with their own instrument on them to identify.
Color: Different colors can be used for different instrument families. This can be applied to
printouts, slides, and index cards.
Pacing: Students will be given many opportunities for discussion and questions when talking
about the different instrument families with the slideshow. We will talk through the quiz
questions as a class, where students can be called on independently. All students will be
encouraged to either agree or disagree when going over the answers to the quiz questions. During
the listening activity, students will be able to help their peers in picking a family for the sounds
they hear.
Modality:
● Aural: Students will watch an introductory video about the instrument families, and this
video includes music from the four different instrument families. The lesson also includes
a listening activity, where students will listen to instrument sounds and try to classify
them by family.
● Visual: Students will be shown information and pictures of instruments on slideshows.
An alternate option would be to print out slides and give students handouts to follow
along.
● Kinesthetic: Students will move to four different corners of the four different instrument
families for different instrument sounds. Students can be shown different movements to
help them remember characteristics of the different instrument families. (Ex., “bowing”
motion for strings, shaking or striking motion for percussion, etc.)

Week 4

● 4.1 I can read and notate music.
● 4.3 I can play a variety of pitched and non-pitched instruments alone and with others.

Materials needed:
● Recorder
● Music for yellow belt
● Music for orange belt
● Treble staff

Introduction:
● Review yellow belt song as a warm-up.
○ Give students the opportunity to test for the yellow belt song at the beginning of
this class if they did not get to test last class.
● Try a few simple warm-ups by ear
○ Example:
■ Instructor plays B four times, students echo.

Direct Instruction:
● Introduce orange belt song
○ Procedure:
○ Trying playing song through once as a class to challenge students, and to give
other students a chance to apply their skills if they practiced at home.

Guided Practice:
● Break down orange belt song by phrases, and give feedback and guidance when
necessary.
○ Try it at a slower tempo.
● Piece together song in chunks.

● We will piece parts of the song together as a class, and students will eventually play
through the entire orange belt song on their own.

Extension:
● If students finish orange belt early enough, we will play a treble clef reading game.
○ Use floor staff on carpet
○ Instructor has two bean bags; one color for line notes, one color for space notes
○ Students are split into two teams
○ Students come up one at a time, and are given a note name
○ students find that note on the staff, and then tell the instructor what color bean bag
they need.
○ Student places the bean bag on the correct line or space on the staff
○ if a student finds the correct note, they get a point for their team.

Assessment/Closure:
● I will assess students by listening to performance throughout instruction, from the intro
warm-ups to the orange belt song.

Adaptations
Size: All students will be reading music for their recorder off of a projector. Printed music can be
provided if students would benefit from reading music of a smaller size.
Color: The music that the students will be reading is in black and white. A few alternative
options would be to put the note names in colors underneath the corresponding notes, or to
change the colors of the note heads. I could also provide different colors that include the correct
fingering patterns- for example, finger one for B would be written in red, finger two for A would
be written in blue, etc.
Pacing: Most of the lesson is taught to the class as a whole. Some alternatives could be to have
students practice in groups, where students that are struggling could be paired with students that
are advanced enough to help out their peers. This would provide an opportunity to break things
down if needed, and it would also give students a chance to help others out if they need more of
a challenge.
Modality:
● Aural: Instruction is most based on aural direction. Students will have the opportunity
during warm-ups to play short musical phrases by ear, some of which will be taken from
the song they will be learning that day.
● Visual: Students will use music that is projected onto a screen, and smaller sheets of
music can be provided for students that need it. I will also tell students to watch for
fingering patterns while we practice aural warm-ups if this is more helpful for some
learners.
● Kinesthetic: Students will use recorders throughout the lesson. I will have students
practice fingering patterns alone without playing to help access certain notes without
necessarily having to play.

Week 4

● 5.1 I can read and notate music (I can identify the treble (G) and bass (F) clefs.)
● 5.2 I can sing a varied repertoire of songs alone and with others.

Materials needed:
● Bass clef
● boomwhackers
● musictheory.net
● Lyrics to Identity, Don’t Ever Give Up
● Music tracks for Identity, Don’t Ever Give Up

Bass Clef Review
Introduction:
● Review the bass clef, and note names for lines and spaces at the board with the entire
class as a whole.

Direct Instruction:
● Ask students for names of individual notes with the class.

Guided Practice:
● Introduce boomwhacker races game.

● Students play boomwhacker races.
○ Procedure:
○ One student from each team comes to the line
○ Students are given a note on the bass clef on the projector
○ Boomwhackers are lined up in alphabetical order underneath the projector
○ The first student to grab the correct boomwhacker for the note name shown and
play it gets a point for their team.

Assessment/Closure:
● I will assess students by calling on individuals during the group review, as well as assess
their accuracy when playing the game.

Musical Songs
Introduction:
● Introduce first song with lyric slides on screen (if there is enough time in class, we can
start by listening to the songs and read the lyrics along with the recording)

Direct Instruction:
when appropriate

Guided Practice:


Assessment/Closure:
through everything we have learned at the end of instruction. If there is enough time, I
can have students sing through parts of the song in groups.

***Repeat plan for multiple songs for their musical.

Adaptations
Size: Bass clef is shown on the projector, along with lyrics to the songs. As an alternative, the
instructor could provide index cards of the different notes for bass clef, or printouts of the song
lyrics.
Color: Boomwhackers are different colors for different note names. Lyrics on musical slides are
different colors depending on where they fall in the song. (verses in one color, chorus in another
color, etc.). As an alternative, Slides can be made that have the note names of the bass clef
written in corresponding colors to the boomwhackers.
Pacing: Most of instruction for this lesson is taught to the class as a whole. The instructor can
provide students with recordings of the class music and words to the song for independent
practice if they are struggling with the pace of the class. Smaller teams can be used for class
games where students can play independently for more turns (for advanced students) and for
more time to figure things out for students that need it.
Modality:
● Aural: Most of instruction will be given aurally. Boomwhackers provide a pitch to match
the note names of the bass clef. Music will be taught by rote in call and response style.
● Visual: Alternative visual aids can be provided if necessary. Bass clef notes will be
shown on a projector, and lyrics to musical songs will be shown on a projector with
varying colors depending on the structure of the song.
● Kinesthetic: Students will be reminded that they can use their hand as a guide for
reading the staff. Students will also use boomwhackers when it is their turn during
boomwhacker races. If students benefit from a kinesthetic approach for learning songs,
hand motions or signs can be used to help remember song sequencing.

Week 5

● K.1 I can read music symbols.
● K.3 I can sing songs alone and with others.
● K.4 I can demonstrate high and low.

Materials needed:
● Popsicle sticks
● Rhythm Slides
● Lyrics and music for “I Like School”
● Lyrics and music for “Big Dreams”
● High and low sounds computer game ( https://musicplayonline.com )

Popsicle Sticks
Introduction:
● Review rhythm notation for quarter notes, tied eighth notes, and quarter rests on slides. (2
slides that show all possible rhythm options)

Direct Instruction:
● Pass out bags of popsicle sticks to students and have them find their own workspace.

Guided Practice:
● Instructor writes rhythm examples on the board, and students notate these rhythms with
their sticks.
○ once students write out their rhythms with their sticks, they can speak and clap
them through.
● Instructor will call on individual students to come up to the board and write their own
rhythms for the class to make.

● Students can come up with their own rhythms and speak and clap them through.

Assessment/Closure:
● Instructor will assess student accuracy during notation, as well as when
speaking/clapping through the different rhythms.

Musical Song
Introduction:

Direct Instruction:
when appropriate

Guided Practice:


Assessment/Closure:

High and Low Sounds
Introduction:
● Introduce the difference between high and low sounding pitches at the piano.

Direct Instruction:
● Play a few patterns (high and low) and have students show if they think the sounds are
high or low by stretching high or stretching low.

Guided Practice:
● Play high or low game on musicplay as a class.

● Students will play high or low game on musicplay.
○ Have students raise their hands when they would like to share their answer
○ Have all students show high or low by stretching high or stretching low (same as
exercise at the piano)

Assessment/Closure:
● I will assess student accuracy during the introduction as well as during the computer
game.

Adaptations:
Size: Students will work with rhythm notation of various size and shape throughout the lesson.
The introduction/review portion of the lesson will include quarter notes, quarter rests, and paired
eighth notes on a large display screen. Students will also look at different rhythms notated in
large writing on the board. They will have the opportunity to make their own rhythm phrases in a
personal workspace using popsicle sticks. The lyrics to their song will be projected on the screen.
Printouts of lyrics can be made.
Color: Different colors can be used to notate different rhythms. For example, quarter notes can
be written in red, paired eighth notes in blue, etc. Lyrics to songs will be in different colors
depending on where they fall/change in the song.
Pacing: Pacing will vary throughout this lesson. The first rhythm notation activity will involve
partner work, which will give students a chance to work with someone else if they need help, and
other students will have the chance to help their peers that may need it. We will learn the songs
together as a group. During the high and low activity, I will assess each student’s answer choice.
They will listen to high and low sounds as a group, but make their own choice of what they hear
individually.
Modality:
● Aural: Most of instruction will be given aurally. We will have the chance to speak out
each rhythm that we play. We will also learn the songs by rote. High and low sounds will
be played from the piano and computer for this portion of the lesson.
● Visual: Students will have a chance to read rhythms on slides at the beginning of class,
and then read them off of the board for the following activity. They will write they out
themselves using popsicle sticks. Students will also be show powerpoint slides of their
song lyrics, some of which will be color coded.
● Kinesthetic: Students will be instructed to clap out their rhythms. They will also get to
“build” the rhythms themselves using popsicle sticks. For the high and low activity,
students will be instructed to stretch up if they think they hear a high sound, and stretch
down if they think they hear a low sound.
1st Grade General Music

Week 5

● 1.1 I can read music symbols.
● 1.1 I can read and notate rhythms.

Materials needed:
● Popsicle sticks
● “I have, who has” game
● Rhythm slides

Popsicle Sticks
Introduction:
● Review rhythm notation for quarter notes, tied eighth notes, and quarter rests on slides.

Direct Instruction:
● Pass out bags of popsicle sticks to students and have them find their own workspace.

Guided Practice:
● Instructor writes rhythm examples on the board, and students notate these rhythms with
their sticks.
○ Once students write out their rhythms with their sticks, they can speak and clap
them through.
● Instructor will call on individual students to come up to the board and write their own
rhythms for the class to make.

● Students can come up with their own rhythms, and speak and clap them through.

Assessment/Closure:
● Instructor will assess student accuracy during notation, as well as when
speaking/clapping through the different rhythms.

Extension:
● Students play “I Have Who Has” game. Students are each given a card that has an “I
have” rhythm at the top, and a “who has” rhythm on the bottom. We will speak through
the cards as a class until all students have spoken through their cards when it is their turn.
● Dancing!
Adaptations:
Size: Students will work with rhythm notation of various size and shape throughout the lesson.
The introduction/review portion of the lesson will include quarter notes, quarter rests, and paired
eighth notes on a large display screen. Students will also look at different rhythms notated in
large writing on the board. They will have the opportunity to make their own rhythm phrases in a
personal workspace using popsicle sticks. They will also read smaller rhythms off of notecards.
If students would benefit from seeing one rhythm at a time (as opposed to seeing both rhythms
on one card), the individual rhythms can be isolated and written on the board.
Color: Rhythms for popsicle activity can be written using different colors for different notations-
quarter notes, quarter rests, and paired eighth notes. If materials are present and students benefit
from color variation, they can use different color items to notate their rhythms (coloring in
popsicle sticks, using play-dough, using construction paper strips, etc.). Students may also
highlight the different rhythm values on notecards during “I have, who has” game.
Pacing: Pacing will vary throughout the different activities in this lesson. During the review,
students who need more time can use this group review to grasp more difficult concepts.
Students that are more advanced can be asked to demonstrate for their peers. When notating
rhythms with popsicle sticks, students that need more basic rhythm practice can notate simpler
rhythms. Students that need more of a challenge can notate more difficult rhythms, and try
clapping them out without speaking along. The instructor should supervise student progress in
between writing rhythms on the board. The “I Have, Who Has” game should provide a singular
pace for the entire class. Students can be paired together to share a card depending on whether
they think the game is too simple, or if they think the game is more challenging.
Modality:
● Aural: Aural instruction and practice will be present during each activity. Each activity
will be introduced and explained aurally. Rhythms will be spoken using “ta’s”, “ti-ti’s”,
and “sah’s” to decipher. Rhythms will also be clapped out. “I have, who has” is based on
reading and audiation.
● Visual: Visual guides and examples will be present during each activity. The review will
include the 3 steps for reading rhythms on the board (Look, say, play). Rhythm examples
will be written on the board by the instructor, and re-written using sticks in student
workspaces. Students will also have notated rhythms to read on their cards during “I
Have, Who Has”.
● Kinesthetic: Students will be instructed to clap out their rhythms while speaking them
from the beginning of the lesson, during the introduction. Students will be physically
building their own rhythm phrases using popsicle sticks, as well as clapping them out
while they read them through. Students will also be encouraged to use clapping or some
sort of movement when playing “I have, who has.”
2nd Grade General Music

Week 5

● 2.1 I can see that melody patterns move the following directions; upward, downward, and
stay the same (or repeat).

Materials needed:
● Music for “Down Down Baby”

Introduction:
● Start by learning music for Down Down Baby

Direct Instruction:
● Students sit or stand in a circle and keep a steady beat and sing the song through once as
a group.
● Once students have the beat and lyrics secure, introduce hand game.
○ Students put left hand under and right hand over other students hands in a circle.
○ Students clap right hand to left side (hitting other students hand) to the beat of the
song around the circle.
○ Students continue clapping to the beat until the word “pop”
○ Student who this beat lands on moves to the inside of the circle and keeps the
steady beat on their lap while continuing to sing with the class.
○ Continue game for a few rounds until students have the beat, lyrics, and melody
secure. (8-9 students in middle)

Guided Practice:
● Students in middle move to the Orff instruments.
● Music is projected for Down Down Baby.
● Student locate notes F, D, and C on their instruments.
● Instructor shows where notes fall in the song as the other half of the class continues the
game.

● Students play melodic patterns along with the game; students eventually switch
instruments.

Assessment/Closure:
● Instructor will assess accuracy of steady beat, melody when singing, and accuracy in
playing Orff instruments.

Adaptations:
Size: Students will learn about the staff in ways of various size. There will be a grand staff on the
board for the class to observe, and they will also use their own staff on a whiteboard to work
individually.
Color: Different colors can be sued for different letters of the musical alphabet. Students can
also use color with their whiteboard for melody mapping.
Pacing: The staff will be introduced and reviewed to the whole group. Students will be given the
opportunity to ask questions, as well as prompted through self-assessment. They will have time
to work with a partner on their white board to help figure certain things out if they are struggling.
Modality:
● Aural: Most of instruction will be given aurally. Students will also listen to melodies by
ear, and match them to a visual example.
● Visual: Students will be given a slide of music to follow along with during the aural
activity. They will also look at a staff/melody in a large size at the board, as well as on
their own whiteboard.
● Kinesthetic: Students will be able to write out their own melodic patterns during the
“melody mapping” activity. They will also be reminded of the concept of the “hand
staff.”

Week 5


Materials needed:
● Instrument families slides
● Woodwinds presentation
(https://docs.google.com/presentation/d/1cL3a4q81bo3tf93OUdiGfKPT3PtM1TYORlzc
Xr8nrv4/edit?usp=sharing )
● Instrument sounds (
http://www.musictechteacher.com/music_learning_theory/music_instruments.htm )

Introduction:
● Review the four instrument families.

Direct Instruction:
● Introduce the woodwind family and slideshow.

Guided Practice:
● View woodwind slideshow, and videos for each woodwind instrument.

● Students can play brief “what instrument am I” game in style similar to 20 questions,
using questions like:
○ Is it high sounding?
○ Is it low sounding?
○ Is it made of wood?
○ Is it made of metal?
○ Is it a double reed instrument?
○ Does it have a reed?

Extension:
● Students play four corners game using instrument sounds.

Assessment/Closure:
● Students may ask questions throughout woodwind slideshow, and instructor will assess
accuracy during instrument game, and four corners game.
Adaptations:
Size: We will review the four instrument families with a slideshow, as well as discuss the
woodwind instruments with a slideshow. As an alternative, slides can be printed out and given to
students that this would assist.
Color: Different colors can be used for different instrument families, and the different woodwind
instruments. This can be applied to printouts and slides.
about the different instrument families and different woodwinds with the slideshow. We will talk
about the different sounds and qualities of the different woodwinds as a class, and all students
will be able to test what they know in the “what instrument am I” game that we play at the end of
the lesson.
Modality:
● Aural: A majority of instruction will be given aurally, and students will have a chance to
watch videos that include the different instrument sounds.
They will also watch videos of people playing instruments, and they will watch a few
videos on how the different instruments are made. An alternate option would be to print
out slides and give students handouts to follow along.
● Kinesthetic: Students can be shown different movements to help them remember
characteristics of the different instrument families. (Ex., “bowing” motion for strings,
shaking or striking motion for percussion, etc.) Students will also be given parts of
instruments (reed, bow) and a clarinet to pass around and see during the discussion.

Week 5


Materials Needed:
● Recorders
● Orange belt song
● Treble staff
● Boomwhackers
● Treble staff notes (musictheory.net)

Recorders
Introduction:
● Warm ups on recorders by ear, with call and response exercises.
○ Focusing on phrases from orange belt song, and techniques used during this song.

Direct Instruction:
● Students will play through orange belt song.

Guided Practice:
● Students practice orange belt song as a group
○ eventually have them try it in smaller groups
○ provide feedback/make adjustments when necessary
● Students practice orange belt song in smaller groups

Assessment/Closure:
● If students have progressed enough on orange belt, the class can test for orange belts at
the end of practicing. If students need more class time to practice, the instructor will
assess student performance throughout class, as well as when students play in smaller
groups.

Boomwhackers
Introduction:
● Review treble clef/lines and spaces as a class
○ call on individual students for specific note names

Direct Instruction:
● Instructor introduces boomwhacker races game.
○ Procedure:
○ One student from each team comes to the line
○ Students are given a note on the bass clef on the projector
○ Boomwhackers are lined up in alphabetical order underneath the projector
○ The first student to grab the correct boomwhacker for the note name shown and
play it gets a point for their team.

Guided Practice:
● Practice going through one turn as a group, so all students understand the game.

● Students play boomwhacker races.

Assessment/Closure:
● Instructor will assess student accuracy during introductory review, as well as during the
game.

Adaptations:
Size: All students will be reading music for their recorder off of a projector. Printed music can be
change the colors of the note heads. I could also provide different colors that include the correct
fingering patterns- for example, finger one for B would be written in red, finger two for A would
be written in blue, etc.
are advanced enough to help out their peers. This would provide an opportunity to break things
down if needed, and it would also give students a chance to help others out if they need more of
a challenge.
Modality;
music can be provided for students that need it. I will also tell students to watch for
fingering patterns while we practice aural warm-ups if this is more helpful for some
learners.
● Aural:Instruction is most based on aural direction. Students will have the opportunity
during warm-ups to play short musical phrases by ear, some of which will be taken from
the song they will be practicing that day.
● Kinesthetic: Students will use recorders throughout the lesson. I will have students
practice fingering patterns alone without playing to help access certain notes without
necessarily having to play.

Week 5

● 5.14 I can collaborate with others to create a musical presentation and acknowledge
individual contributions as an integral part of the whole.

Materials Needed:
● Lyrics and music for “Identity”
● Lyrics and music for “Don’t Ever Give Up”
● Music careers powerpoint
● Craft materials for posters

Musical Songs
Introduction:
● Introduce first song with lyric slides on screen (if there is enough time in class, we can
start by listening to the songs and read the lyrics along with the recording)

Direct Instruction:
when appropriate

Guided Practice:


Assessment/Closure:


Music Careers
Introduction:
● Introduce different careers in music.

Direct Instruction:
● Go through slideshow as a class which highlights different career options for musicians.

Guided Practice:
● Students will observe career options during presentation, and watch various short clips
related to the different options.

● After viewing career options in a slideshow, students will make a “help wanted” sign that
advertises a specific music career of their choosing. Students will be required to pick a
career, list a few requirements related to the career they chose, and be creative.

Assessment/Closure:
● Instructor will assess student participation during the slideshow presentation, as well as
student reflection while making posters.

Adaptations
Size: Lyrics to the songs and slides for music careers will be shown on the projector. As an
alternative for student that benefit from materials of a smaller size, printouts of the lyrics/slides
and be made.
Color: Lyrics on musical slides are different colors depending on where they fall in the song.
(verses in one color, chorus in another color, etc.). The music careers slideshow uses different
colors/pictures for the different professions. .
Pacing: Instruction for this lesson is taught to the class as a whole. The instructor can provide
students with recordings of the class music and words to the song for independent practice if they
are struggling with the pace of the class.
Modality:
● Aural: Most of instruction will be given aurally. Music will be taught by rote in call and
response style. Different videos with audio will be shown that describe and give
examples of different music careers.
● Visual: Alternative visual aids can be provided if necessary. Lyrics to musical songs will
be shown on a projector with varying colors depending on the structure of the song.
Music careers will be shown in different colors, with different videos for each career.
● Kinesthetic: If students benefit from a kinesthetic approach for learning songs, hand
motions or signs can be used to help remember song sequencing. Students will have the
opportunity to make their own “help wanted” poster with craft materials for the career of
their choice.

Week 6

● K.4 I can demonstrate high and low.

Materials needed:
● Music for “Lady, Lady”
● Orff instruments
● Egg shakers

Musical Song
Introduction:

Direct Instruction:
when appropriate

Guided Practice:


Assessment/Closure:

High and Low Sounds
Introduction:
● Review the difference between high and low sounds with Orff instruments.

Direct Instruction:
● Teach class the song “Lady Lady” by rote.

Guided Practice:
● Sing through the song as a group, and use hand signs for “sol” and “mi” whenever it is
sung (on the text Lady, Lady). This will also be the two notes played on Orff instruments.
(G and E).
● Teach simple hand motions for middle text
○ hands sweep low on “sweep it low”
○ hands sweep high on “sweep it high”
■ shows difference in low and high pitch

● Students break off into two groups
● One group will be taught G and E pattern on Orff instruments
● Second group will keep steady beat with egg shakers
○ discuss style of the song
■ lullaby, egg shakers should not be too loud

Assessment/Closure:
● I will assess student accuracy as we play through the song in groups.

Adaptations:
Size: The lyrics to their song will be projected on the screen. Printouts of lyrics can be made.
Color: Lyrics to songs will be in different colors depending on where they fall/change in the
song.
Pacing: Pacing will vary throughout this lesson. We will learn the songs together as a group.
During the high and low activity, I will assess each student’s answer choice. They will listen to
high and low sounds as a group, but make their own choice of what they hear individually.
Students will also learn hand motions to “Lady Lady” as a group, and apply them individually.
Modality:
● Aural: Most of instruction will be given aurally. We will learn the songs by rote singing.
Students will have a track of “Lady Lady” to listen to.
● Visual: Students will be show powerpoint slides of their song lyrics, some of which will
be color coded. Students will also be able to watch hand signs during “Lady Lady” to
help them remember the patterns in the songs.
● Kinesthetic: Students will use hand motions to learn the lyrics to the song “Lady Lady.”
They will also use Orff instruments to learn parts of the song as well.

Week 6

● 1.3 I can sing a variety of songs by myself and with others.
● 1.4 I can play a variety of pitched and nonpitched instruments by myself and with others.

Materials needed:
● Orff Instruments
● Egg shakers
● Claves
● “Travelin’ Shoes” music (by rote)

Popsicle Sticks
Introduction:
● Learn refrain music for “Travelin’ Shoes”
○ Teach lyrics by rote until all students have learned the whole phrase
○ Have students pat the steady beat for the chorus once they learn the whole thing

Direct Instruction:
● Piece together the whole song
○ Instructor sings text for verses
○ the rest of the class joins for the chorus
● Use claves for 4-beat intro of song (imitates knocking)
○ give some students a chance to start off song with claves by passing them around
● Have students raise their hands and give suggestions for different types of shoes (eg.
running, sparkly, etc.)
● Students move/walk to the beat during the refrain, and use the new word suggested in
place of “traveling”
● Once students seem secure in the whole song, introduce Orff instruments

Guided Practice:
● Half of the class will move to Orff instruments
● Half of the class will get an egg shaker and continue to march/play to the beat of the
chorus
○ if students wish to sit in a chair and play the beat and not march, they may do so
● Students at Orff instruments will play “C” and “E” when singing “no no no” during the
chorus

● Students will eventually switch groups after a few shoe suggestions have been given and
it is clear that all students at Orff instruments have played different notes successfully

Assessment/Closure:
● Instructor will assess student accuracy during song learning process, and will assess how
well students keep the beat. I will also assess accuracy in playing the separate notes at the
instruments.

Adaptations:
Size: Lyrics to the song will be projected on a screen in large text. Text color will vary
depending on certain parts of the song.
Color: Different color text will be used to show the different parts of the song on the screen.
(One color for solo, one color for chorus, etc.) Colored stickers will also be used on the bars of
the Orff instruments to make it easier for students to identify which bars to play and when to play
them.
Pacing: Most of instruction will be taught to the class as a whole. Instruments can be set up so
that there can be more than one student at an instrument, which would help some students that
would benefit from working with a classmate. It will also give other students a chance to help out
their peers if they are doing well with playing these instruments.
Modality:
● Aural: The song will be taught aurally, and we will put instruments with certain parts of
the songs. I will also demonstrate the song by playing and singing before students put
these two together themselves.
● Visual: Students will have a slide to look at for words to the song. Different colors will
be used for different sections of the songs. Words that include playing will be bold and
underlines, and bars that will be played will have stickers on them.
● Kinesthetic: Students will be instructed to move around to the beat at the chorus of each
song. They will also play Orff instruments during corresponding parts of the chorus.

Week 6

● 2.1 I can see that melody patterns move the following directions; upward, downward, and
stay the same (or repeat).

Materials needed:
● Staff
● Board up front
● Individual white boards with markers/erasers
● Melody examples

Introduction:
● Introduce concept of the staff

Direct Instruction:
● introduce musical alphabet (7 letters)
● introduce staff
○ different clefs
○ lines and spaces
■ each line and space gets its own note name
○ alphabet order on a staff
■ if students show a clear understanding of the staff, introduce note names
for lines and spaces of the staff.

Guided Practice:
● Discuss melodic patterns in music, and how they are shown on a staff.
○ show examples on projector
● Show simple examples of melodic patterns side by side on screen
○ play both patterns out loud for students to listen and choose which pattern they
think they hear (either on Orff instrument or piano)

● Have students practice melody mapping with white board staffs
○ Tell students where to draw first note (Line 2, space 3, etc.)
○ Play entire pattern
○ play notes in pattern one by one, and have students write where they think the
notes falls in relation to the one given
■ all notes will be stepwise, so students will just have to figure out if the
note is higher or lower than the one they were given.

Assessment/Closure:
● Instructor will assess accuracy of picking which melody they hear, as well as accuracy in
mapping out melodies on white boards.

Week 6


Materials needed:
● Woodwinds presentation
(https://docs.google.com/presentation/d/1cL3a4q81bo3tf93OUdiGfKPT3PtM1TYORlzc
Xr8nrv4/edit?usp=sharing )
● Strings family presentation
● Violin to pass around

Introduction:
● Review the woodwind family

Direct Instruction:
●
● Introduce the string family with slideshow.

Guided Practice:
● View strings family slideshow, and videos for each strings instrument.
● Pass around violin for students to look at
● Can demonstrate how string instruments work on a ukulele

● Students can play brief “what instrument am I” game in style similar to 20 questions,
using questions like:
● Students may ask questions/share comments throughout powerpoint presentation

Assessment/Closure:
● Students may ask questions throughout strings slideshow. I will ask a few questions about
strings instruments at the conclusion of the presentation. If there is time, students can
play 20 questions game using string instruments.

Adaptations:
Size: We will review the four instrument families with a slideshow, as well as discuss the strings
instruments with a slideshow. As an alternative, slides can be printed out and given to students
that this would assist.
Color: Different colors can be used for different instrument families, and the different strings
instruments. This can be applied to printouts and slides.
about the different instrument families and different strings with the slideshow. We will talk
about the different sounds and qualities of the different strings as a class, and all students will be
able to test what they know with questions at the end of the lesson.
Modality:
watch videos that include the different instrument sounds.
shaking or striking motion for percussion, etc.) Students will also be given parts of
instruments (bow) and a violin to pass around and see during the discussion.

Week 6


Materials Needed:
● Recorders
● Green belt song
● Printed green belt music/picture of fingering for E

Recorders
Introduction:
● Warm ups on recorders by playing orange belt song (give students a chance to test that
did not test in the previous week).
○ set reminders about:
■ tone,
■ articulation,
■ and technique for covering holes and holding properly-will apply for
learning new note

Direct Instruction:
● Introduce E on the recorder
○ show a picture that demonstrates fingering for E (on bottom of green belt slide)
○ Few call and response exercises just using E
■ use this time to help students achieve correct fingering/hand placement
○ If students can successfully play different rhythms on E, try a few simple phrases
going from G to E

Guided Practice:
● Start working on green belt in isolated chunks
○ only try transition measure that use jumps from G to E (and E to G) until students
can successfully play both
○ eventually work on sequence of A-G-E

● clap rhythm for green belt
● Let students listen to all of green belt and try to finger along with recording

Assessment/Closure:
● The instructor will assess student performance visually and aurally. I will walk around
and help students in learning the new note, and assess their progress.

Adaptations:
Size: Students will be reading music for their recorder off of a projector. Printed music can be
change the colors of the note heads. The instructor could also provide different colors that
include the correct fingering patterns- for example, finger one for B would be written in red,
finger two for A would be written in blue, etc.
are advanced enough to help out their peers if necessary. This would provide an opportunity to
break things down if needed, and it would also give students a chance to help others out if they
need more of a challenge.
Modality:
music can be provided for students that need it. (Printed sheets of music will be given to
students to take home and practice on their own.) I will also tell students to watch for
fingering patterns while we practice aural warm-ups if this is more helpful than listening
for some learners.
● Aural: Instruction for recorders is primarily based on aural direction. Students will have
the opportunity during warm-ups to play short musical phrases by ear, some of which
will be taken from the song they will be rehearsing that day.
● Kinesthetic: Students will use their own recorders throughout the lesson. Instructor will
encourage students to practice fingering patterns alone without actually playing to help
students access certain notes without necessarily having to play.

Week 6


Materials Needed:
● Recorders
● Green belt song
● Printed green belt music/picture of fingering for E

Recorders
Introduction:
● Warm ups on recorders by playing orange belt song (give students a chance to test that
did not test in the previous week).
■ tone,
■ articulation,
■ and technique for covering holes and holding properly-will apply for
learning new note

Direct Instruction:
● Introduce E on the recorder
○ show a picture that demonstrates fingering for E (on bottom of green belt slide)
○ If students can successfully play different rhythms on E, try a few simple phrases
going from G to E

Guided Practice:
● Start working on green belt in isolated chunks
○ only try transition measure that use jumps from G to E (and E to G) until students
can successfully play both
○ eventually work on sequence of A-G-E

● clap rhythm for green belt
● Let students listen to all of green belt and try to finger along with recording

Assessment/Closure:
● The instructor will assess student performance visually and aurally. I will walk around
and help students in learning the new note, and assess their progress.

Adaptations:
Modality:
for some learners.

Week 6

● 5.14 I can collaborate with others to create a musical presentation and acknowledge
individual contributions as an integral part of the whole.

Materials Needed:

Musical Songs
Introduction:
● Start by singing through “Identity” as a warm-up/refresher
○ possibly review spoken part of song if student struggle
● Sing through chorus of “Don’t Ever Give Up”

Direct Instruction:
● Learn song lyrics and music to verses of “Don’t Ever Give Up” by rote (call and
response, then putting pieces together)
when appropriate

Guided Practice:


Assessment/Closure:


Music Careers
Introduction:
● Review presentation on careers in music
○ watch videos that we didn’t get to in the previous week that covers different
music careers

Direct Instruction:
● Present list of different career options that involve music
○ ask students if they have an idea of a career that appeals to them/have chosen a
career that they think they like best (for project purposes)

Guided Practice:
● Introduce poster activity
○ give guidelines for making help wanted poster
○ show list of options again if students need a list to choose from
■ students may still choose a career that they don’t see listed

● After viewing career options in a slideshow, students will make a “help wanted” sign that
advertises a specific music career of their choosing. Students will be required to pick a
career, list a few requirements related to the career they chose, and be creative!

Assessment/Closure:
● Instructor will assess student participation during the slideshow presentation, as well as
student reflection while making posters.

Adaptations
alternative for students that benefit from materials of a smaller size, printouts of the lyrics/slides
and be made. Students will also be working on their own posters with craft materials.
(verses in one color, chorus in another color, etc.). The music careers slideshow utilizes different
colors/pictures for the different professions. Students will also work on their own help wanted
posters, and they will be encouraged to use color and pictures when possible.
Modality:
response style.
be shown on a projector with varying colors/sizing depending on the structure of the
song. Music careers will be shown in different colors, with different videos for each
career. Students will also make their own posters for the music career of their choice.
opportunity to design their own “help wanted” poster with craft materials for the career of
their choice.

Week 7

● K.4 I can play (pitched and non-pitched) instruments (alone and with others).
● K.4 I can demonstrate loud/soft and fast/slow.

Materials needed:
● Lyrics and music for “I Can Learn”
● “Treasure Island” story
● Instruments for story activity
○ claves, shakers, sand blocks, guiros, tambourines, hand drums

Musical Song
Introduction:
● Review “Big Dreams” song with lyric slides on screen

Direct Instruction:
● Learn new song (I Can Learn) with lyrics by rote (call and response, then putting pieces
together)
when appropriate

Guided Practice:


Assessment/Closure:

Story Lesson
Introduction:
● Introduce pirate story to class, and a general overview of what the story will be about.

Direct Instruction:
● Talk about the four locations in the story, and ask students what they might hear in each
location
○ coconut grove, waterfall, jungle, stormy mountain

Guided Practice:
● Divide the class into four groups, and discuss the sounds you would hear in each location
and what instruments we have that might help represent them.
○ Coconut grove: claves, shakers
○ Waterfall: sand blocks, finger cymbals?
○ Jungle: guiros, tambourines
○ Stormy mountain: hand drums
● Have students from each group get instruments and figure out how to make the sound of
each location.
● Discuss what happens to sounds as they get closer or move farther away.
○ introduce the concept/symbols of crescendo and decrescendo.
● Try crescendo/decrescendo with each of the four groups until each group demonstrates an
understanding of the difference.

● Learn the song from the story
● Read story and have students from each group play when it is their turn.

Assessment/Closure:
● Instructor will assess students accuracy in playing instruments during the introduction of
crescendo/decrescendo concepts, as well as during the story reading. Instructor will also
assess students singing participation throughout the story.

Adaptations:
Size: The lyrics to their song will be projected on the screen. Printouts of lyrics can be
made.During the story activity they will not have any music or lyrics to read along with, but
there will be crescendo and decrescendo symbols written on the board.
Color: Lyrics to songs will be in different colors depending on where they fall/change in the
song. Notecards with instrument pictures labeled in different colors will be on the board for
students to refer to for their assigned instrument during the story.
Pacing: Pacing will vary throughout this lesson. We will learn the songs together as a group.
During the story, students will be split into four groups to represent the four different locations in
the book. Each group will be given their own instruments to choose from- this allows for a wider
range of instruments to be used, so students will be exposed to varying instrument sounds. We
will read the story as one class, but each group will be given their own opportunity to play.

Modality:
● Aural: Most of instruction will be given aurally. We will learn the songs by rote singing.
The students will also be asked to imitate the sounds they would hear in the story with
their instruments.
● Visual: Students will be show powerpoint slides of their song lyrics, some of which will
be color coded. They will also have an example of a crescendo and a decrescendo drawn
largely on the board to refer to when playing. There will also be colored pictures of the
different instruments used for students to refer to in order to understand which instrument
plays for which group.
● Kinesthetic: Hand motions to song lyrics can be used to help students remember the
words to their songs. Students will each have their own instrument to play as we read the
story as a group.

Week 7

● 1.1 I can read and notate rhythms (with quarter notes, paired eighth notes, and quarter
rests, using music symbols).
● 1.3 I can sing a variety of songs by myself and with others.
● 1.8 I can show movement changes of music when changes in the music happen.
(dynamics and tempo)

Materials:
● Rhythm cards
● music for rhythm walk
● “Treasure Island” story
● Instruments for story activity
○ claves, shakers, sand blocks, guiros, tambourines, hand drums

Rhythm Walk
Introduction:
● Introduce rhythm walk game; students sit in chairs while instructor sets rhythm cards
around carpet.

Direct Instruction:
● Explain rules for rhythm walk game:

Guided Practice:
○ Students walk around the border of the carpet while the music plays. When the
music stops, students freeze in their spots and look and see if they are in front of a
rhythm card. The instructor will say a rhythm using ta’s, ti-ti’s and sah’s. If a
student is standing in front of the spoken card, they pick it up and show it to the
class. The music begins for the next round.

● Students figure out rhythms on cards as they are spoken.

Assessment/Closure:
● I will assess accuracy throughout the game. If multiple students are reading rhythm cards
at one time, I will have them pick up their cards and follow along with their finger to read
while I speak the rhythms again. I will use this to check for accuracy.

Story Lesson
Introduction:
● Introduce pirate story to class, and a general overview of what the story will be about.

Direct Instruction:
● Talk about the four locations in the story, and ask students what they might hear in each
location
○ coconut grove, waterfall, jungle, stormy mountain

Guided Practice:
● Divide the class into four groups, and discuss the sounds you would hear in each location
and what instruments we have that might help represent them.
○ Coconut grove: claves, egg shakers
○ Waterfall: sand blocks, triangles
○ Jungle: guiros, tambourines
○ Stormy mountain: hand drums
● Have students from each group get instruments and figure out how to make the sound of
each location.
● Discuss what happens to sounds as they get closer or move farther away.
○ introduce the concept/symbols of crescendo and decrescendo.
● Try crescendo/decrescendo with each of the four groups until each group demonstrates an
understanding of the difference.

● Learn the song from the story
● Read story and have students from each group play when it is their turn.

Assessment/Closure:
● Instructor will assess students accuracy in playing instruments during the introduction of
crescendo/decrescendo concepts, as well as during the story reading. Instructor will also
assess students singing participation throughout the story.

Adaptations:
Size: Students will have the chance to read different rhythm phrases of large size on rhythm
cards during the rhythm walk activity. During the story activity they will not have any music or
lyrics to read along with, but there will be crescendo and decrescendo symbols written on the
board.
Color: Different colors can be used to show different rhythm values (ex. quarter notes in red,
eighth notes in blue, etc.). Notecards with instrument pictures labeled in different colors will be
on the board for students to refer to for their assigned instrument during the story.
Pacing: The lesson involves work as a class. The rhythm walk activity is for the entire class to
play at one time. During the story, students will be split into four groups to represent the four
different locations in the book. Each group will be given their own instruments to choose from-
this allows for a wider range of instruments to be used, so students will be exposed to varying
instrument sounds. We will read the story as one class, but each group will be given their own
opportunity to play.
Modality:
● Aural: Instruction will be given orally. Rhythm walk will involve listening to the music
played to know when to walk vs. when to stop. The students will also be asked to imitate
the sounds they would hear in the story with their instruments.
● Visual: Students will read different rhythms off of large laminated cards during rhythm
walk. They will also have an example of a crescendo and a decrescendo drawn largely on
the board to refer to when playing. There will also be colored pictures of the different
instruments used for students to refer to in order to understand which instrument plays for
which group.
● Kinesthetic: Students will be moving/walking to the beat during rhythm walk. They will
each have their own instrument to play as we read the story as a group.

Week 7

● 2.1 I can read and write music.
● 2.1 I can use the musical alphabet to write out melodic patterns.

Materials needed:
● Staff
● Boomwhackers
● Floor staff
● bean bags

Introduction:
● Review the musical alphabet and concept of the treble staff.
● Review how to figure out notes names (bottom to top) vs. how to read melodies (left to
right).

Direct Instruction:
● Introduce boomwhacker game to practice learning note names of alphabet
○ start by leaving letter names on board next to staff for reference

Guided Practice:
● Students play boomwhacker game with help of instructor

● Students play boomwhacker game until a clear understanding is shown.

Extension:
● Students play bean bag game on floor staff.

Assessment/Closure:
● Instructor will assess student understanding in introduction/review of staff and musical
alphabet by asking students questions, and allowing students to ask questions. Instructor
will also assess student accuracy during games.

Adaptations
Size: Treble clef is shown on the board, along with the letters of the musical alphabet. As an
alternative, the instructor could provide index cards of the different notes for treble clef or the
musical alphabet.
Color: Boomwhackers are different colors for different note names. As an alternative, Slides can
be made that have the note names of the treble clef spaces written in corresponding colors to the
boomwhackers.
Pacing: Most of instruction for this lesson is taught to the class as a whole. Smaller teams can be
used for class games where students can play independently for more turns (for advanced
students) and for more time to figure things out for students that need it.
Modality:
● Aural: Most of instruction will be given aurally. Boomwhackers provide a pitch to match
the note names of the bass clef.
● Visual: Alternative visual aids can be provided if necessary. Students will refer to a large
treble clef staff in order to practice naming the notes on the spaces.
reading the staff. Students will also use boomwhackers when it is their turn during
boomwhacker races.

Week 7


Materials needed:
● Strings family presentation
● Brass family presentation
● Pictures for “4 corners” game

Introduction:
● Review the strings family with powerpoint used in the previous lesson.
○ ask specific questions about important concepts regarding each instrument family
○ students will be encouraged to ask questions on string instruments

Direct Instruction:
● Introduce the four corners game that will help review instruments learned in the
woodwind and strings family.
○ use powerpoint to show corners 1,2,3,4
○ use slides that show what each corner represents for each turn
● start with slides that represent one family at a time (i.e. all woodwinds, all strings) then
eventually incorporate instruments from different families

Guided Practice:
● Introduce the instruments of the brass family with a slideshow/videos that show each
instrument
○ trumpet, french horn, trombone, tuba

● Students will be prompted to ask questions/share comments throughout powerpoint
presentation.

Assessment/Closure:
● Students may ask questions throughout strings review, four corners game, and brass
presentation. Students will become more aware of their on progress and knowledge while
playing four corners. The instructor will ask a few questions about brass instruments at
the conclusion of the presentation.

Adaptations:
Size: We will review the strings instrument family with a slideshow, as well as play a game
using large pictures on the projector. As an alternative, slides can be printed out and given to
students that this may assist.
Color: Different colors can be used for different instrument families, and the different types of
instruments (e.g. trumpet, french horn, trombone, tuba). This can be applied to printouts and
slides.
Pacing: Students will be given many opportunities for discussion and questions when reviewing
the different strings instruments and playing the review game. We will talk about the different
sounds and qualities of the different brass instruments as a class, and all students will be able to
test what they have learned with questions at the end of the lesson.
Modality:
watch videos of brass instruments that include the different instrument sounds.
The review game will include large images of instruments that we have learned thus far.
shaking or striking motion for percussion, etc.) Students will also be up and moving
around during the review game.

Week 7


Materials Needed:
● Recorders
● Green belt song

Introduction:
● Remind students how to play “E”
○ try phrases that involve the note E, eventually incorporate phrases taken from
green belt song

Direct Instruction:
● Warm-ups on recorders by playing call and response exercises (taken from green belt
song that involve E)
■ tone
■ articulation
■ technique for covering holes

Guided Practice:
● Start working on green belt in isolated sections
○ trickier jumps, trickier fingering patterns
○ line one vs. line two

● Clapping rhythms for green belt (especially second line)
● Let students listen to all of green belt and try to finger along
● Let students listen to isolated sections of green belt and try to finger along; eventually try
playing on their own

Assessment/Closure:
● The instructor will assess student performance visually and aurally. The instructor will
walk around and help students in learning the new note, and assess their progress.
Students will also be given opportunities to provide feedback on their own performance
via self-assessment, and they will have the chance to listen to their peers and provide
positive comments and constructive feedback.

Adaptations:
Modality:
for some learners.

Week 7

● 5.7 I can recognize various professional music careers (e.g, music producer, recording
engineer, composer, arranger, music business attorneys, arts administrators, music
therapist, music teacher).
● 5.7 I can describe the roles of music and musicians in society.

Materials Needed:
● Lyrics and music for “The Only World We’ve Got”

Musical Songs
Introduction:
● Sing through “Don’t Ever Give Up”
○ with reminders about the ending (learned last week)
● Sing through “Identity” as a refresher
○ challenge students to sing as much of it as they can without looking at the lyrics
○ possibly review spoken part of song if students struggle

Direct Instruction:
● Learn song lyrics and music to verses of “The Only World We’ve Got” by rote (call and
response, then putting pieces together)
○ Break down songs by phrases and sequence together when appropriate

Guided Practice:
● Learn small pieces of the song, and sequence together into bigger sections. Try bigger
longer sections with music accompaniment when appropriate.

● Students will eventually sing through a section of the song with me, with the recording,
and by themselves until they are confident with the music.

Assessment/Closure:
● Instructor will assess students by listening throughout the song learning process, and we
will sing through everything we have learned at the end of instruction. Students will also
be able to assess their own progress when challenged to try and look away from the
lyrics- this well allow them to become more aware of what they are retaining, and what
they should pay more attention to. If there is enough time, the instructor can have
students sing through parts of the song in groups.

Music Careers
Introduction:
● Review the help wanted poster ad project (started last week) and slide with list of
different music careers

Direct Instruction:
● Students will finish their posters independently.

Guided Practice:
● Students will be given time to finish their help wanted posters, the instructor will walk
around and give feedback/help.
○ students must finish posters by the end of class period

● Students will be given the option to present their poster to the class if there is enough
time.

Assessment/Closure:
● Instructor will assess student participation while making posters through observation and
one-on-one help/feedback, as well as during (possible) presentations at the end.

Adaptations
alternative for students that benefit from materials of a smaller size, printouts of the lyrics/slides
and be made. Students will also be working on their own posters with craft materials.
(verses in one color, chorus in another color, etc.). The music careers slideshow utilizes different
colors/pictures for the different professions. Students will also work on their own help wanted
posters, and they will be encouraged to use color and pictures when possible.
Modality:
response style.
be shown on a projector with varying colors/sizing depending on the structure of the
song. Music careers will be shown in different colors, with different videos for each
career. Students will also make their own posters for the music career of their choice.
opportunity to design their own “help wanted” poster with craft materials for the career of
their choice.

Week 8

● 1.1 I can read and notate rhythms (with quarter notes, paired eighth notes, and quarter
rests, using music symbols).
● 1.4 I can play two-pitch melody, imitating my teacher or a music example.

Materials:
● Rhythm cards
● Rhythm sticks
● White board
● Orff instruments (xylophones, metallophones, bells)

Tic-Tac-Toe
Introduction:
● Introduce rhythm tic-tac-toe
○ will be played as a class (class vs. instructor)

Direct Instruction:
● Review rhythms for game
○ rhythms including quarter notes, quarter rests, and paired eighth notes.
○ Give some students a chance to model a rhythm before checking it as a group
● Introduce how to play tic-tac-toe game.

Guided Practice:
● Students may come up one at a time or in pairs to pick a rhythm on the tic-tac-toe board.
● Once they pick the rhythm, they get a chance to play it for the class.
● After student/pair plays a rhythm, the whole class plays it with them.
○ Students then mark their spot on the board.
● When it is the instructor’s turn, the instructor will pick one spot on the board, and play it.
● Students will read rhythms and raise their hands to identify which rhythm was being
played.
○ Once identified, the instructor marks their spot on the board.
● Game is played until 3 in a row is achieved.

● Play game once or twice (depending on student interest and attention), changing the
rhythm examples between games.

Assessment/Closure:
● I will assess rhythmic accuracy throughout the game. Students will be able to test their
reading skills when picking a rhythm, as well as their listening skills when listening to the
instructor’s rhythm.

Orff Instruments
Introduction:
● Students will pick an Orff instrument
○ xylophone, metallophone, bell

Direct Instruction:
● Class plays warm-ups on Orff instruments.
○ Talk about the idea of musical warm-ups; what it means to play a warm-up, why
we play a warm-up
● Call and response rhythms using one bar note- C
● Eventually incorporate G into warm-ups (Now using both C and G)
○ discuss which pitch is higher, and which pitch is lower)

Guided Practice:
● Play copy cat game
○ Teacher plays a short phrase using C and G only, students try to echo pattern.
■ Call on individual students that would like to try playing alone.
■ Students can offer their own short phrases that stay within the steady beat.

● Play “rondo” music game
○ Instructor teaches one phrase to the whole class
○ Class plays phrase until all students are confident in pattern
○ Instructor keeps a steady beat, and students play their learned musical phrase.
○ Alternate between class and instructor:
■ instructor plays different phrases (trying to “throw off” the rest of the
class) while the rest of the class is instructed to keep playing their learned
phrase for that round.
○ play with 2 or three different phrases

Assessment/Closure:
● I will assess students ability to identify the difference between C and G when playing
their own instruments. Students will be able to observe that the smaller bar ( G ) plays
higher than the bigger bar ( C ). I will also access response accuracy during “copy cat”
activity. Instructor will also observe student participation/accuracy while playing rondo.

Adaptations:
Size: Students will read rhythms off of large rhythm cards on the board during tic-tac-toe. They
will also have a picture “map” of an Orff instrument with pictures that indicate which bars to
play on the screen at the front.
Color: The picture of the Orff instrument map will use different colored pictures to label the
different bars that will be used. Colored stickers can also be used on the instrument bars in order
to help students identify which bars to play.
Pacing: The class will participate in the different activities as a group. Tic=tac-toe will be class
against teacher, because some students struggle with playing in teams. This is to also make it
easier to make sure all students are moving at a similar pace in practicing rhythms. Students will
also each have their own mallet/bar instrument to play for the second half of the lesson.
Modality:
● Visual: Students will be able to read rhythms off of large cards on the board during
tic-tac-toe. As an alternative, rhythms can be printed off and given to students
individually. There will also be an Orff instrument diagram with colored labels on the
projector while playing instruments.
● Aural: Instruction will be given aurally. Students will also be challenged to listen and
play during the Orff activities, without music to read or follow along to. This will help
students to aurally identify/differentiate patterns.
● Kinesthetic: Students will use rhythm sticks to play the various rhythm cards during
tic-tac-toe. They will also each have a mallet to try playing patterns on Orff instruments.

Week 8

● 2.1 I can read and write music.
● 2.1 I can use the musical alphabet to write out melodic patterns.

Materials needed:
● Staff
● Treble staff notes
● Fly swatters
● bean bags
● floor staff

Introduction:
● Review the musical alphabet and concept of the treble staff.
● Review how to figure out notes names (bottom to top) vs. how to read melodies (left to
right).
○ review how we find space notes (FACE)

Direct Instruction:
● Introduce names of line notes, and the sentences used to remember the line notes.
● Practice identifying names of line notes as a class.

Guided Practice:
● Students will take turns independently identifying the names of the different line notes on
the staff
○ students can pick a note and then call on a classmate to identify the note, then
pick a new note

● Students play swat the note game at the board, taking turns

Extension:
● Students play bean bag game on floor staff.

Assessment/Closure:
● Instructor will assess student understanding in introduction/review of staff and musical
alphabet by asking students questions, and allowing students to ask questions. Instructor
will also assess student accuracy during games.
Adaptations
Size: Treble clef is shown on the board, along with the letters of the musical alphabet. As an
alternative, the instructor could provide index cards of the different notes for treble clef or the
musical alphabet.
Color: Different color bean bags will be used to identify line notes and space notes. As an
alternative, Slides can be made that have the note names of the treble clef spaces written in
corresponding colors for each note name.
Pacing: Most of instruction for this lesson is taught to the class as a whole. Smaller teams can be
used for class games where students can play independently for more turns (for advanced
students) and for more time to figure things out for students that need it.
Modality:
● Aural: Most of instruction will be given aurally. The instructor should reinforce with
questions and aural feedback.
● Visual: Alternative visual aids can be provided if necessary. Students will refer to a large
treble clef staff in order to practice naming the notes on the spaces.
reading the staff. Students will also use bean bags on the floor staff to name notes.

Week 8


Materials Needed:
● Recorders
● Green belt song
● Purple belt song

Recorders
Introduction:
● Warm ups on recorders by ear, with call and response exercises.
○ Focusing on phrases from green belt song, and techniques used during this song.

Direct Instruction:
● Students will play through green belt song.
○ both lines with music

Guided Practice:
● Students practice green belt song as a class
○ eventually have them try it in smaller groups
○ provide feedback/make adjustments when necessary

● Students practice green belt song in smaller phrases, practicing certain phrases when
necessary.

Assessment/Closure:
● If students have progressed enough on green belt, the class can test for green belts at the
end of class. If students need more class time to practice, the instructor will assess student
performance throughout class, as well as when students play in smaller groups.

Adaptations:
Modality:
for some learners.

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3rd Grade General Music

Instructor: Alison Hill

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