CALIFORNIA STATE UNIVERSITY, LONG BEACH

BOB COLE CONSERVATORY OF MUSIC

MUSIC EDUCATION
LESSON PLAN REQUIREMENTS Revised: 11/16/2015 Music Education, Cole Conservatory
of Music

NAME: Kania Gandasetiawan CHECK ✓BELOW

SCHOOL: N/A Lesson Plan
GRADE/LEVEL: 3rd Grade Rehearsal Plan
SUBJECT: Music: General Music Where in the UNIT does this occur?
INSTRUMENTAL: N/A Beginning
CHORAL/VOCAL: N/A Middle
OTHER: General Music End

Student Learning Outcome(s) (SLO): Students will be able to demonstrate the difference in tempo between largo,
andante, and presto.
Essential Question(s): What is the difference in tempo between largo, andante, and presto?
Enduring Understanding(s): Students understand tempo differences, such as largo, andante, and presto.

National Core Arts Standard(s)

MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’
interpretations to reflect expressive intent.
MU:Pr4.3.3a Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
California Music Content Standard(s)
4.2 Create developmentally appropriate movements to express pitch, tempo, form, and dynamics.
Prior Knowledge: 1) Students understand that a beat is the pulse of the music.
2) Students are able to identify and demonstrate the beat when listening to music.
Materials: Teacher - whiteboard, markers, computer, PowerPoint presentation, projector, projection screen
Students - paper and pencil
Vocabulary: Academic - beat, tempo, largo, andante, presto
Tier II - demonstrate, explain, identify
Anticipatory Set/Introduction/Pretest:
“Put your hand over your heart and tap with me.” (Modeling for expanding EL students.)
Teacher taps beat in andante. Teacher observes if students are tapping the beat with the teacher.
If students are not tapping with the teacher, remind students to listen and tap together.
“Raise your hand and remind me what the word for pulse of the music is called.”
Choose a student to answer the question. If no student answers “beat,” provide hints for students.
“Yes, the pulse is the beat of the music.” (2 min)

“I will play three songs for you. Tap the beat of the song on your heart while you are listening to the songs.”
Play “You’ve Got a Friend in Me” from the PowerPoint.
Teacher observes if students are tapping the beat in andante with the song.
“Let’s try this one next.”
Play “Master of Puppets” from the PowerPoint.
Teacher observes if students are tapping the beat in largo with the song.
“What about this one?”
Play “Orpheus and the Underworld” from the PowerPoint.
Teacher observes if students are tapping the beat in presto with the song.
“Did you notice a difference in the speed of the beat? Thumbs up for yes, thumbs down for no.”
Teacher observes students’ thumbs. If students show a thumbs down, go over the songs and explain how to look for the beat.
“Yes, there was a slow, medium, and fast beat.” (5 min)
“With a partner, discuss which song had a slow speed of the beat, medium, and fast.”
Teacher walks around and observes student discussions.
“Raise your hand and share what you discussed with your partner about the speed of each song.”
Students raise their hand and share what they thought was the speed of each song.
Teacher confirms with the class on whether or not they agree or disagree with the student’s answer.
“Yes, the first song was medium, second song was slow, and the last song was fast.”
Teacher demonstrates each speed of the beat by tapping on the heart while explaining the different tempo (Modeling for expanding EL
students.) (5 min)

Guided Practice:
“The different speeds of the beat called tempo.”
“Tell your partner what tempo means.”
Students tell their partner what tempo means. Teacher observes student discussion.
“Raise your hand and share what you discussed with your partner about tempo.”
Teacher chooses a student to explain tempo.
“Tempo is similar to the Spanish word tiempo. Does anyone know what tiempo means?”
Teacher chooses a student to explain tiempo. (Connecting to EL student’s language.)
“Yes, it means time. Time can go either really fast or really slow. This is just like the tempo going really fast and really slow.”
Demonstrate really fast movement in place and really slow movement in place while explaining. (Visual aide for expanding EL students.)

Go to the slide with the word “andante” and a silhouette of a human walking. (Visual aide for expanding EL students.)
“With your partner, discuss what you think the speed of andante would be.”
Students discuss with their partner. Teacher walks around and observes discussions.
“Raise your hand and share what you discussed with your partner.”
Teacher chooses student to share their discussion of andante.
“Yes, andante is a medium walking speed.”
Demonstrate a medium walking speed. (Modeling for expanding EL students.)
“Stand up and move with me. Andante.”
Demonstrate a medium walking speed and move with the students. Students stand up and walk with the teacher.
Teacher observes if students are stepping together. If not, have students listen to the steps and try to match each other.
“Sit down back down.” Students sit down.
“Andante is similar to the word andar in Spanish.” (Connecting to expanding EL student’s language.)
“Someone share what they think the word andar means?”
Teacher chooses student to share what they think andar means.
“Yes, andar is to walk in Spanish.”

Go to the slide with the word “largo” and a picture of a turtle. (Visual aide for expanding EL students.)
“With your partner, discuss what you think the speed of andante would be.”
Students discuss with their partner. Teacher walks around and observes discussions.
“Raise your hand and share what you discussed with your partner.”
Teacher chooses student to share their discussion of largo.
“Yes, largo is a slooooooooow speed.”
Demonstrate a very slow walking speed. (Modeling for expanding EL students.)
“Stand up and move with me. Laaaaaaargo.”
Demonstrate a very slow walking speed and move with the students. Students stand up and walk with the teacher.
Teacher observes if students are stepping together. If not, have students listen to the steps and try to match each other.
“Sit down back.” Students sit down.

Go to the slide with the word “presto” and a picture of a cheetah. (Visual aide for expanding EL students.)
“With your partner, discuss what you think the speed of presto would be.”
Students discuss with their partner. Teacher walks around and observes discussions.
“Raise your hand and share what you discussed with your partner.”
Teacher chooses student to share their discussion of presto.
“Yes, presto is a fast speed.”
Demonstrate a fast jogging speed. (Modeling for expanding EL students.)
“Stand up and move with me. Presto!”
Demonstrate a fast jogging speed and move with the students. Students stand up and jog with the teacher.
Teacher observes if students are stepping together. If not, have students listen to the steps and try to match each other.
“Sit down back.” Students sit down. (10 min)

“Now, we will play Simon Says: Tempo Edition!”

“I will say either ‘Simon says largo, andante, presto, or stop.’ When I say ‘Simon says largo,’ you should be moving ve-ry slow-ly in
place. When I say ‘Simon says presto,’ you should be moving very quickly in place! When I say ‘Simon says andante,’ it should be
walking in place. When I say ‘Simon says stop,’ stop in place.”
While explaining the game, model how the students will move. For example, while explaining largo, walk in place very slowly.
“If I say a certain tempo and you are moving in place at the wrong speed, you are out! For example, if I say ‘Simon says largo’ and you
are moving very quickly, you are out! If I change the tempo or say stop without saying ‘Simon says,’ and you change or stop. Then, you
are out! When you are out, you play the game sitting down while demonstrating the tempo by tapping on your heart.”
Sit down on a chair and tap a tempo on your heart to demonstrate what students should do when they are out.
“Thumbs up if you understood the directions.”
Observe whether students understood the directions or not.
“Stand up!” (5 min)

Students stand up and play the game.

The teacher observes whether students are connecting largo, andante, and presto with the right movement.
If students are continually moving their feet or hand too slowly or quickly for a certain tempo, momentarily stop the game and review the
three tempos. Play the game twice. If there are 2-5 students left who are continually correct, declare all of them as winners for lasting
throughout the entire game. (15 min)

Independent Practice:
“Take out a piece of paper and pencil. With a partner, write down three songs that you are familiar with. Next, identify and write down
whether the songs are closer to largo, andante, and presto in tempo. Then, explain why you chose largo, andante, or presto.”
While explaining write down the three steps necessary for the assignment on the whiteboard: 1. Choose three songs. 2. Identify tempo:
largo, andante, or presto. 3. Explain why. (Visual aide for expanding EL students to refer to.) (2 min)

Go to the slide with sentence frames for the partner discussion. (Sentence frames provide structure for expanding EL students when
communicating.)
With a partner, students choose three songs and identify which tempo marking matches largo, andante, or presto more closely.
Teacher walks around and observes student discussions as well what is written on their papers. (5 min)

“Does anyone want to share one song and which tempo most closely matched their song?”
Choose three students to share their song and most closely matched tempo.
If all three shared a song in andante, ask if any groups identified a song in largo or presto. (5 min)

Accommodations (Special Needs/EL):

Expanding EL students will be paired with a partner that speaks the same language.
Physically demonstrating the speed of largo, andante, and presto provides a visual aide for expanding EL students.
Connecting tempo with tiempo and andante with andar connects to the expanding EL student’s language. This allows the student to make
a better connection with the academic terms.
Providing pictures of a turtle, human, and cheetah for largo, andante, and presto respectively provides a visual aid for expanding EL
students.
Writing down what is expected of students during discussions on the whiteboard provides a visual reference expanding EL students can
refer back to throughout the discussion.
Providing sentence frames for partner discussion provides structure for expanding EL students to communicate.

I can seek advice from the student’s English language teacher and classroom teacher.

Assessment:
Assessments are intertwined within instruction in the anticipatory set, guided practice, and independent practice. Students are assessed
during peer discussions, class discussions, when volunteering to demonstrate, and when demonstrating as a class.

Closure:
In the next class, students begin singing their concert songs. Students will discuss the three tempos they learned in the previous class.
The teacher will ask students, “What is the tempo of this song? Why do you think it is that tempo?”