Peer Teaching #1 Lesson Plan

Teacher Name: Mr. Roberts

Standards Being Addressed: MU: Cr.1.k.b With guidance, explore and experience music concepts (such
as beat and melodic contour) Pr.2.1.a With Limited guidance, demonstrate knowledge of music
concepts from a variety of music cultures selected for performance.
MU:Cr1.1.Kb With guidance, generate musical ideas. MU:Cr1.1.Ka With guidance, explore and experien
ce music concepts (such as beat). MU:Cr1.1.1a With limited guidance, create musical ideas (such as
answering a musical question) for a specific purpose.

Materials of Instruction: “Skin and Bones”

Phrases 1 and 3- Measures 1 and 2

Phrases 2 and 4- Measures 3 and 4

Verse 1: There was an old la-dy all skin and bones! Ooo________ One

Verse 2: Ni-ght she th-ought she’d take a walk Ooo________ She

Verse 3: Wa-lked down by the old gr-a-avyard Ooo________ She

Verse 4: Saw the bones a-ly-in' a-a-round Ooo________ She

Verse 5: went to her cup-board to get a broom. Ooo________ She

Verse 6: op-ened the cup-board and BOO!

Verse 6 Rhythm:
Body Percussion:

Backing Track:

https://www.youtube.com/watch?v=RhBl85uNigU

Lesson Sequence: Entry Activity/ Transition:

1) Have the students give their best cyote impersonation by singing “oooh” to the rhythm of verse 2
together (30 Seconds)

2) Do a call and response over verse 2 (60 seconds)

Activity #1 Objective: 4th Grade students will chant the folk song “Skin and Bones” in 6/8 time with
accurate beat and rhythm.

1. T: “Today I am going to tell you a story about an old woman.”

a. Say the verses out loud as if it were a story.
b. T: “Who thinks they remember what happened in the story?”
c. Have students work together to recount the events of the story
d. *optional* if students have consistent trouble remembering, only do verse 1, 5 and 6.
2. Act out the story

T: “Now we are going to act out the story”

a. Select students to be the woman, ghost, broom, closet (2 students), broom, and
gravestones (all students should be involved)
b. Act out the story while asking students what happens next
3. T: “Now let’s tell our story to the beat of the music!”
a. As teacher says that, pat hand on knees
4. T: “Watch for my right hand, when it is in the air means that you should not be chanting.”
5. T: (With right hand in the air and left hand patting to the dupal beat) “Oo-oo-oo-oooo" (Second
phrase)
 S: “oo-oo-oo-oooo" (Repeat as necessary)

6. Echo the first verse (first phrase)

T: (With right hand raised and left hand patting the beat) “There was an old woman all skin
and bones”

S: “There was an old woman all skin and bones”

7. Echo the second verse (first phrase)

T: “One night she thought she would take a walk”

S: “One night she thought she would take a walk”

8. Echo verses 3, 4, and 5 (first phrase)

9. Last Verse- Echo and continue to correct as necessary

T: “She opened the door and BOO!”

S: “She opened the door and BOO!”

10. Fill in the blank

T: “There was an old woman all skin and ____.”

S: “Bones!”

T: “One night she thought she would take a _______.”

S: “Walk!”

T: “She walked down by the old _______.”

S: “Graveyard!”

T: “Be careful, this one is different.”

T: “She saw the _____ a lyin’ around.

S: “Bones!”

T: “She went to the cupboard to get a _____.”

S: “Broom!”

T: “She opened the door and ______.”

S: “BOO!”

11. Audiation

T: “Now I am going to chant the whole story. Can you chant it in your head?!”

a. Chant through both phrases of all verses

12. Extended fill in the blank
 T: “Now let’s see if you can finish my sentences. Make sure you sing “oo-oo-oooo" with me.
1-2-here I go”

T: “There was an old woman _________”

S: “All skin and bones”

TS: “Oo-oo-oooo"

T: “One night she thought ________”

S: “She would take a walk”

TS: “Oo-oo-oooo"

T: “She walked down by ________”

S: “The old graveyard”

TS: “oo-oo-oooo"

T: “She saw the bones ________”

S: “A lyin’ around”

TS: “oo-oo-oooo"

T: “She went to her cupboard ___________”

S: “To get a broom”

TS: “oo-oo-oooo"

T: “She opened ________”

S: “The door and BOO!”

13. Ask the students if they need help remembering any part of the story
14. Performing Together

T: “Let’s see if we can all sing the entire song together. Don’t forget to pat your knees to the
beat of the music!”

a. Sing through entire song (working on any individual spots as needed)

Assessment: Chant the words to “Skin and Bones” with accurate beat and rhythm unaccompanied

Closure:

T: “Great Job! Tomorrow we will learn dynamics and make our chant super soft and VERY LOUD!”

Activity #2 Objective: 4th grade students will perform body percussion to accompany "Skin and Bones"
with steady beat and accurate rhythm in 6/8 meter.

1) Review the chant learned in activity 1.

 T: “Alright class, who here can remind me what happened to the old lady in our story
last class?”
- Allow time for students to get the whole story
- Have students chant verse 1, 5, and 6
2) Begin to add body percussion to the chant

FN: Snap
CL: Clap
P: Pat (thighs)
St: Stomp
100 BPM
The 16th note snaps in measure 3 should be done with alternating hands

T: “Can we all lightly stomp our feet like this?” (move from one foot to the next as
notated in the provided body percussion pattern)

- Chant those same verses while using the stomping body percussion

T: (Start modeling the first measure) “Join when you think you’ve got it”

S: (Join in on the repeated first measure)

T: (Stop the class) “Watch carefully” (Begin performing the first two measures on
repeat)

S: (Join in on repeated first two bars)

T: “Now lets chant along to the beat. Who remembers what the first sentence of our
story is?”

S: “There was an old lady all skin and bones!)

T: “Very good!”

T: (Begin chanting and performing BP to the first two measures. Continue until all
students can perform this successfully)

T: “CHALLENGE ROUND!” (Demonstrate the snaps, claps and pat in the first half of the
third measure)

- Repeat with students as necessary

T: Now let’s add the rest (demonstrate the whole 3rd and 4th bar)
 - Repeat as necessary

T: “Watch me” (Model the whole body percussion sequence) “Join when you are ready”

T: “Now that we have the pattern lets add the chant! (do the verses 1, 5, and 6 with
body percussion)

T: “FREEZE! Who here thinks they can do it WITHOUT me?!”

S: “Me! Me! Me!”

T: “Alright lets try it. 1-2-3 ready-go “There…”

Assessment: Teacher will watch students as they perform the body percussion by
themselves and as a group correct any repeated mistakes

Closure: Great job guys! Now what do you think is the reason for doing all this with our
bodies?

S: (Something along the lines of to stay together or in time)

Activity #3 Objective: 4th grade students will improvise rhythmically using “Skin and Bones”, within the
parameters of a 2 measure phrase (12 beats in 6/8 meter).

Phrase 1

Phrase 2

https://www.youtube.com/watch?v=RhBl85uNigU

Warm-Up (Set up parameter for improv):

T: “Who here knows how to play simon says?”

S: “Me me me!”

T: “We are going to play something similar, but with our bodies!”
 - Play simon says to the backing track. Have students mimic your body percussion
movements

Primary Lesson

T: “Who here remembers our story about the old lady?”

S: Will work together to craft the story

T: work with students to remind them on the body percussion pattern

T: Now that we remember all that we have worked on in the past, I thought we should change the story
up a bit. Who wants to make a new story about the old lady?

S: We do!

T: Here, let me show you an example

- Perform verse one as written and then change the lyrics to “She-went-to-the-gym-
to-go-bo-ox-ing oo-oo-oo-ooh”

T: Now instead of saying “ooh” I want you each to create your own response. You could say anything
you want about the old lady, the gym, or boxing, but we want to make sure it makes sense with the first
portion of the story. Make sense?

- Have students respond and improvise to the second phrase of “Skin and Bones”

T: This time I am not going to say a story, but I am going to clap one and your job is to finish the story.

- Have students improvise on the second phrase of “skin and bones”

- Listen and make sure students are improvising and not repeating. If they are
repeating, explain that their “story” needs to be different, but complementary to
the whole story.

T: This time I want you guys to partner up and create your own stories together by clapping. One person
gets to start the story and another finishes it.

- Have students partner up to improvise together

- Put on the backing track for more fun!

T Should listen, assess, and evaluate the students while they are improvising

T corrects as needed

Transition/Closure:

Now lets regroup and I will begin the story that you guys finish. T will then turn on the backing track,
sing through the “skin and bones” chant with body percussion and then improvise with students.

T: “You guys did it! We created our very own story on the spot! Does anybody know what that is called?
(If not, “Has anyone ever heard of the word “improvisation” before?) We improvise when we
spontaneously create in the same manner we did today! Lots of musicians improvise. Can you each
share with your partner times when you have improvised in your own life?
S will share

T: Good. Next time we are going to improvise again, but… with INSTRUMENTS.

Assessment: Students are improvising 2 measure phrases with each other in duple meter and keeping a
steady beat. (Teacher observes during Closure/ individual improvisation).