Music Lesson Plan
Name: Paris Puuri Date: 10/1/19 Time: 2:00pm
Grade/Level: 1-2 Duration 20-30 minutes Topic: Engine, Engine #9
Materials Needed:
Musicplay online presentation
Piano sheet music
Train Whistle
Claves
Lesson Objectives:
Students will learn 8th note and quarter note rhythms (Ta and Ti-Ti)
Students will move their feet to a steady beat
National Music Standard(s) Achieved (include strand):
Performing
Creating
Responding
Connecting
MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and
melodic contour)
MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.
Musical Focus:
Rhythm Melody Harmony
Singing Listening Playing Instruments
Form History Theory
Moving Conducting Intonation
Tone Color Vocabulary Creating
Expression Balance/Blend Other:
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Introduction/Anticipatory Set:
Play song for students while they see the lyrics
Say the words along with the students
Teach song by rote having students repeat each phrase after you
Have students sing along while I play the piano
Activities:
Have students draw rainbows in the air for each phrase of the song
o Ask students “how many phrases there are in this song?”
Explain what a steady beat is and have students pat lap using spider fingers keeping a
steady beat with you
Have students clap a steady beat along with the song
Have students stand up and keep a steady beat with their feet along with the song
Introduce Ta’s and Ti-Ti’s.
Have students say the rhythms of Engine, Engine using Ta’s and Ti-Ti’s
Introduce that the song has higher and lower notes and have the students raise and lower
their hands for higher and lower notes
Concluding Activity/Success Experience:
Pick a leader for three trains and have students line up behind them
Have students sit in trains and explain rules for trains: No pushing, no shoving,
keep steps small, and everyone keep a steady beat with their feet while singing
have each train do song one at a time while others trains keep a steady beat and sing
Leader must guide train and students must keep a steady beat with their feet while
singing
When train whistle blows, leader moves to back of the train
At end of class ask the students what the train whistle means and that we will continue
with this lesson next time
Extensions:
Notes for next time:
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Domain 1:
1a: I demonstrated knowledge of content and pedagogy in my lesson by teaching the students
about the concept of steady beat. This is an important concept for young students to learn about
in music. It is often easier for students to clap a steady beat rather than stomp their feet which is
why I included both in my lesson.
1b: I demonstrated knowledge of students by understanding that the ability to keep a beat is
critical for gross motor skills like crawling, walking, or clapping, and cognitive skills involving
reading, language, and speech. As a child gets older, a steady beat is found in activities such as
using scissors, performing choreographed dances, and playing musical instruments. I also slowly
went over the lyrics with the students and explained what the words went for student
understanding and comprehension.
1c: I demonstrated setting instructional outcomes by having my goals for the lesson clearly stated
in my lesson plan. I thought ahead of what I wanted my students to learn as a result of the lesson
which was a steady beat. My students demonstrated that by keeping a steady beat with their feet
while singing Engine, Engine.
1d: I demonstrated knowledge of resources by using a website called Musicplayonline.com that
has many resources for teaching music. I used the website to project the music and lyrics for the
students to see.
1e: I demonstrated designing coherent instruction in my lesson by connecting the song we
learned at the beginning of the lesson to my instructional outcomes of learning a steady beat. All
the activities we did lead up to the students being able to march to a steady beat to Engine,
Engine. I used engaging materials such as displaying the song on the screen and grouping
students into trains to make the lesson more engaging for the students.
1d. My assessment at this stage was formative assessment. I determined if the student was able to
keep a steady beat by watching them while in their trains and when we practiced keeping a
steady beat. I determined if the students were able to say quarter and eight note rhythms by
having individual students say the rhythms with me. By using these assessments, I knew that my
students could use another day to work on steady beat. I had my students practice steady beat
again the next time they were in music.
Domain 4:
4a: I demonstrated reflecting on teaching by having a discussion with my university supervisor
and cooperating teacher to reflect on what went well with the lesson and what I could improve
upon. We determined that I could improve upon how I taught the song. I should either teach the
song by immersion or by rote. We taught the way I discussed the lyrics of the song with the
students went well. I also changed how I had the trains do the song individually instead of all at
once. I noticed that these changed helped the lesson flow more smoothly and the students had
better understanding of the concepts I was trying to teach.
4e: I demonstrated growing and developing professionally by taking the feedback I received
from my university/field supervisor and my cooperating teacher and revising my lesson plan
based on their feedback. I have grown in my knowledge of my content area by planning lessons
based upon the core music standards and understanding how my students best learn.
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