Campbellsville University

School of Education
Source of Evidence: Lesson Plan
Name: Tiffany Riggins Date of Lesson: N/A CU Course: MUS 340
School/School District: N/A Collaborating Teacher: N/A

Ages/Grades Number of Number of Number of Number of

of Students Students in Students Gifted Students
N/A Class N/A having IEP N/A Students N/A having ELL N/A
Lesson Title: Form: Call And Response
Unit Title (if applicable): Form
1. Context: Describe the Students for which this lesson is designed (KTPS/InTASC 1A, 1B, 1E, 1G, 2, 3F, 6H, 7B, 8A, 8C)
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.

This lesson is designed for students grades 2 and 3. The lesson is interactive and has timed intervals due to the attention span of
the students at that age. This lesson is gives a familiarity to pop culture, as well as provides kinesthetic exercises where students
are cutting and gluing and getting creative with their student work. The hamburger acts as a visual translation to our visual
learners while ABA is for our linguistic learners.

2. Learning Target (s)/Objectives (KTPS/InTASC 7A)

If this lesson is part of a unit, complete parts A, B, and C. If this is a stand-alone lesson, only complete part B.
a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content
area standards)
MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate
interpretation.
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and
form) in music selected for performance
KTPS 1, 4, 6, 8
Students will be able to sing and put into action motions that go with the song “Scotland’s Burning.”
Students will be able to understand the concept of a round.
Students will be able to actively participate in a game that goes along with “Scotland’s Burning.”

Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and
instruments from various cultures, as well as children’s voices, and male and female adult voices.

I can use the correct musical terms when I explain things about music.

Students listen to, analyze, and describe music.

Students identify simple music forms when presented aurally.

b. Current lesson’s learning target (s)/objective (s). (Connect each target/objective to the appropriate state curriculum/content
area standards)
MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate
interpretation.
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and
form) in music selected for performance
KTPS 1, 4, 6, 8

Students listen to, analyze, and describe music.

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Students identify simple music forms when presented aurally.

I can listen to a piece of music and recognize its form.

Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of
music of various styles representing diverse cultures, including Ghana African Song Che Che Koolay.

I can listen to music from various cultures and answer questions about it, describe it in my owns words, and move to
it.

Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music
performances.

I can use the correct musical terms when I explain things about music.

Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and
instruments from various cultures, as well as children’s voices, and male and female adult voices.

I can listen to and identify different kinds of instruments and voices.

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content
area standards)
Since this was a “Mini-Unit” there is no next lesson.

3. Students’ Baseline Knowledge and Skills (KTPS/InTASC 4D, 7D)

Describe and include the strategies used to establish students’ baseline knowledge and skills for this lesson.
Grade 1 or 2 Music Portfolios - gauge student work to see if students will be able to complete this work
Pre-test of forms from memory- gauge students knowledge on forms
Pre-test of forms from think-pair-share - allowing students to share their knowledge with another student and
collaborate their idea of what they think forms are.
Self-Reflection of form- asking questions about each form and which one would it be, allowing students to reflect
first before they speak of what it is.

4. Formative Assessment (KTPS/InTASC 6B, 6D, 6F, 6G, 8B)

Describe and include the formative assessment(s) and rubrics to be used to measure student progress during this lesson.
Formative Assessment #1:
(Powerpoint Review) Please use the blank piece of paper to answer these questions. Write your Name Class and
Date in the Right Corner.

What form involves a question and an answer?

Where were the drums that we studied from?
What is a round?
What does a round create?
What do you think A B A means?

Formative Assessment #2

Creating: (15 minutes)

I want you all to create two forms on your own using the ingredients of a cheeseburger, remember to go in
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alphabetical order and begin with A . EX:A B A C A B A, or A B A C A D

(Document)

5. Resources (KTPS/InTASC 1C, 4F, 4G, 5C)

Identify the resources and assistance available to support your instruction and facilitate students’ learning. Include internet
links and copies of ALL class handouts, presentations, and assessments.
Smartboard
Projector
Powerpoint
Youtube
Internet
Copies of Twinkle Twinkle Little Star Handout

Copies of Creative Activity Handout

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Copy of Lesson Plan
Pencil
Paper
Mentor (Student Teacher Cooperating or Professor at University)

6. Lesson Procedures (KTPS/InTASC 7A, 7C, 8E, 8F, 8I)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.

Introduction /Review (15 Minutes):

Manage Classroom: Clap once, Clap twice. Now Rest.

Good Morning Class!

We are to our last lesson of our unit, today!

Today we are going to talk about. Ternary FORM, specifically ABA FORM.
First let’s review our other two forms we have talked about. We will have a listening test over the forms we have
talked about next week.
(Powerpoint Review) Please use the blank piece of paper to answer these questions. Write your Name Class and
Date in the Right Corner.

What was the form that involved a question and an answer?

Where were the drums that we studied from?
What is a round?
What does a round create?
What do you think A B A means?

(PASS OUT ACTIVITY #1) Twinkle Twinkle Little Star Book (12 minutes)

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First let's fold are book in half hamburger style. Now fold it in half.

Everyone pretty much knows the song Twinkle Twinkle Little Star, correct?
Let’s sing it together.
Twinkle Twinkle Little Star
How I wonder what you are

Up above the world so high

Like a diamond in the sky

Twinkle Twinkle Little Star

How I wonder what you are.

Raise your hand if you think there is only one section to this song.
Raise your hand if you think two.
Raise your hand if you think three.

(THREE)

We’re talking about A B A Form, so that means that our piece has three parts, with one repeating the A section.

We are going to label A as:

Is Twinkle Twinkle Little Star How I wonder what you are (A or B)

A because it comes first.

What do you think this next part is labeled?

What about Up above the world so high, like a diamond in the sky? Is it (A or B)
B because it comes next and it is different than the first part.

Since this is the repeating line what would we label this?

Okay is the last Twinkle Twinkle Little Star How I wonder what you are (A, B, or C)?
A because it repeats the first section.

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Let’s move on, I am going to move you all to a fourth grade piece!

Teach ABA with Star Wars Theme (12 minutes) (This is just a clip of the Main Theme Song. What we are listening
to is in A B A Form) (Reminder to self: Do not talk during video, always pause if you need to say something)
Raise a number 1 for the A section. When you hear the B section Raise a number 2.

The video will display different objects for the different Forms.

Let’s look at why this clip is in A B A FORM

Creating: (15 minutes)

I want you all to create two forms on your own using the ingredients of a cheeseburger, remember to go in
alphabetical order and begin with A . EX:A B A C A B A, or A B A C A D

(Document)

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7. Watch For _____
If the lesson were observed what would like specifically like the observer to watch for:
Click here to enter text.

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