Lesson

Plan


Name: Claire Joy Moss Date: 2/8/18
Grade: 2nd Grade Class Type: General Music

1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you
want the students to be able to do by the end of the class, course, or unit)
• Students will be able to play the accompaniment to “Love Somebody” with appropriate
rhythm and pitches.
• Students will be able to sing the melody to “Love Somebody” with appropriate rhythms and
pitches.
2. Required Prior Knowledge and Skills: (What must students know to be successful)
• Note names on xylophone

3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)
• Xylophone etiquette
• Note names on xylophone


4. Materials, Repertoire, Equipment needed:
• PowerPoint
• Xylophones
• Mallets

5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is not
available)
• Xylophone Note Review
• “Love Somebody” Singing
• Xylophone Distribution
• “Love Somebody” Accompaniment
• “Love Somebody” Playing
• Will You Be My Valentine Game
• Dancing

6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be done independently.
Brief reading writing, editing, or problem solving activity to ready them for learning –
may be a question about the music that will be rehearsed or at the younger levels it
may be a learning activity setting up for today’s lesson)

To ensure keeping a proper beat, teacher will get students’ attention by patting a
beat on their legs. Once the entire class is doing so, the teacher will begin singing
“Love Somebody.”
B. Learning Activities: (What learning experiences and instruction will enable
students to achieve the desired results – have more learning activities than you need)
1. Teacher sings “Love Somebody” with the ukulele. 1. 1 min
2. Teacher continues to sing it with words posted on board, telling students that
they will join in with her when they are ready. 2. 3 min
• “Alright friends, when you think you know the words to the song, sing it
with me!”
3. If students have a hard time, teacher will teach song using rote method instead. 3. 5 min

1
 • “Let’s break it up so we can all sing it together!”
4. Once students are comfortable with song, teacher will have two students pass out 4. 2 min
xylophones and mallets.
• “Show me who’s ready to help me out.”
5. Once students have mallets, teacher will play an accompaniment pattern on the
xylophone, telling the class that she is starting on C, and have them figure out the 5. 5 min
rest in small chunks.
6. Have a few students demonstrate what the accompaniment is. 6. 3 min
7. Teacher will have the entire class play the accompaniment together.
• “Let’s all play on the xylophones together!” 7. 2 min
8. Teacher will sing while the class plays the accompaniment.
9. Teacher will have students sing and play the accompaniment. (If necessary, one 8. 1 min
group will play and one will sing.)
9. 4 min
C. Assessment: (What evidence will show that the students understand? Describe the
assessment used – formal and informal assessments based on learning objectives)
Informal: Students will be assessed through the group activity – accompaniment
section. If they are playing the correct rhythms and pitches, they have grasped the
lesson.
D. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers) 3 min

To line up, have groups perform part of the song.
E. Assignment: N/A


7. Accommodations: (a. Special Needs, b. ELL etc. )
a. Special Needs: Students will special needs will benefit from having a clearly planned lesson so the
agenda will be written on the board. Additionally, teacher will repeat instructions loudly and clearly
for students who are diagnosed with ADHD. Verbal and physical accommodations will be adapted as
needed.
b. ELL: Teacher will do frequent modeling instead of talking as it will ELL students follow along in
the lesson.
8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses b.
Rethink & Revise - what could you have done differently to improve the outcome of this lesson)
TBD
9. National Standards: (Creating, Performing, Responding)
• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter)
in music from a variety of cultures selected for performance.
• MU:Pr6.1.2a Perform music for a specific purpose with expression and technical
accuracy.
10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation &
Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in communities, Concepts
of style, stylistic influence & stylistic change, Inventions technologies & the arts, Interdisciplinary
connections)

• 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic
accuracy, appropriately-produced sound (timbre), clear diction, and correct posture
• 3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy,
appropriate technique, and correct posture
• 3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and
independently on rhythmic, melodic, and harmonic classroom instrument