Lesson Plans: Music

Kindergarten JK/SK
Critical Challenge: Students will integrate so-mi in pitch, rhythms through physical movement, and
general listening skills and musical awareness through games and singing.
Connection to Culminating Activity: Students are just learning music education and are shifting from
hearing music to understanding beats, rhythms and pitches.
Expectations: Students are expected to listen and participate in the games and songs. Students are
expected to learn 3 rhythms (ta, ti-ti, and rest) and learn how to clap them at a steady tempo. Students are
to mimic types of singing to know the different between loud soft etc.
Agenda:

Greet students with Hello boys and girls (so-mi with hand signs) so mi so so mi and have the
students echo that with hello *teachers name*

Touch your shoulders song

Touch your shoulders
Touch your knees
Raise your arms and drop them please
Touch your ankles
Touch your toes
Pull your ears and wiggle your nose
Sing song with fast and slow speeds

Review Ta Ti-Ti and Rest

Have the class each clap a Ta, Ti-Ti or Rest.
Go around the class asking each student to show one of the following whether it is clapping a ta,
ti-ti or showing a rest.

Red light green light with notes!

Have the students go in a circle while you drum a steady beat.
When you say Walking ta the kids walk to the pulse of the drum.
When you say tip toe titi the kids walk quick on their tip toes twice as fast.

When you say rest, you stop drumming and all students have to freeze!

Put Your Finger on Your Lip Song

Have students quiet down with a song that draws their attention.

#13. On musicplayonline.com kindergarten loud voice quiet voice

Dismissal: Musical Chairs
Have the students walk in a circle around the carpet. When the music stops all the kids have to sit
down. The one who is last standing is dismissed first from the game to go and put on their shoes
for recess, next class or simply sit at the edge of the carpet. Before leaving they must sing good
bye using so-mi (same as hello greeting) to the teacher.

Grade 1
Critical Challenge: Students will integrate so-mi in pitch, rhythms through physical movement, and
general listening skills and musical awareness through games.
Connection to Culminating Activity: Students are furthering their knowledge of pitch on notes high and
low, and are identifying that with songs using so-mi. Students are recognizing beat in songs and are
starting to identify the symbols for ta ti-ti and rest.
Expectations: Students are expected to listen and participate in the games and songs. Students are
expected to learn 3 rhythms (ta, ti-ti, and rest) and learn how to clap them at a steady tempo.

Agenda:
Greet students with Hello boys and girls (so-mi with hand signs) so mi so so mi and have the
students echo that with hello *teachers name*
See Saw
See saw up and down in the air and on the ground
Tune: So mi so so mi so so mi la so so mi
Have students sing this song imitating and up and down motion with the music. Later have them
join with a partner imitating an imaginary see saw.
The cat came back
https://www.youtube.com/watch?v=OE8gsYejpQc
Kids snap or clap beat and sing chorus:
But the cat came back the very next day,
The cat came back, we thought he was a goner
But the cat came back; it just couldn't stay away.
Away, away, yea, yea, yea
Meow when prompted
Note Twister:
Divide the class into 4 groups. Have a student from each team take a go at note twister! Take a
twister game and draw quarter notes, eighth notes, and rests; one on each circle. Do not follow
the color patterns to prevent the students from remembering that quarter notes were green.
Call out a note name and give a point to the team left standing.
Say goodbye to students with goodbye boys and girls (so-mi with hand signs) so mi so so mi
and have the students echo that with goodbye *teachers name*

Grade 2
Critical Challenge: Students will correct and perfect their written notes and continue to
remember so-mi through practical musical repetition.
Connection to Culminating Activity: Students will continue learning pitches so-mi and begin to
integrate their knowledge of rhythms to written note symbols.
Expectations: Students will solidify so-mi and perfect the hand signs for solfege. Students will
learn how to write a simplified quarter note, eighth note and quarter rest.
Agenda:

Greet students with Hello boys and girls (so-mi with hand signs) so mi so so mi and have the
students echo that with hello *teachers name*
Touch your shoulders song
Touch your shoulders
Touch your knees
Raise your arms and drop them please
Touch your ankles
Touch your toes
Pull your ears and wiggle your nose

Sing faster! Slower! Louder! Softer! While messing with your lips!
#6 on musicplayonline.com
Show students 4 dice with three different signs: ta ti-ti and rest
Have the students take turns rolling the dice. Write the rhythm on the board and have everyone
clap back the rhythm they roll.

(if time:)
Competition:
Number students off into four groups. Clap a rhythm (up to 4 beats) for the kids to draw on the
white board. First one who writes the correct rhythm gets a point for their team. Give extra
points to teams for good behavior.
Say goodbye to students with goodbye boys and girls (so-mi with hand signs) so mi so so mi
and have the students echo that with goodbye *teachers name*

Grade 3
Critical Challenge: Students have mastered simple melodies and are challenged with harder
material, still learning by rote.
Connection to Culminating Activity: Students are advancing in their musicianship and voices.
Expectations: students will listen and repeat the song back to the teacher, gradually learning the
song. Students are expected to sing confidently and with proper posture.
Agenda:
Greet students with Hello boys and girls (so-mi with hand signs) so mi so so mi and have the
students echo that with hello *teachers name*
I Like Singing
#1 on musicplayonline.com in grade 3. Have students listen first.
Model and have the kids repeat the melody. Focus on third page (tricky bit!) Ideally the goal is to
get through half the song.

Grade 4:
Connection to Culminating Activity: Students are becoming accustomed to creating a gentle
sound on the recorder through the use of warm hot air. They are reviewing their latest new note,
high C.
Overall Expectations: Students will progress in their repertoire in regards to unified rhythms
(C1.1). The students will analyze the piece and be able to identify main themes and repeated
melodic phrases. Students will display their knowledge through application in their performance
(C1.5, C2.1).
Specific Expectations: Students will perform correct rhythms and maintain a controlled sound on
high C.
Learning Goals:
-Students will successfully identify and perform rhythms as a class
-Students will successfully be able to rehearse the tricky sections at a slow pace and slowly
increase the tempo of the piece without compromising rhythmic accuracy and unification
-Students will display musicality in rehearsal concerning dynamics and style (accents)
-Students will be able to practice their motor skills leading up to playing an instrument
-Students will successfully play a high C with a controlled tone

LESSON:

Prompt: Does anyone remember the fingering for high C?

Ask a student to model for the class.
Lets play a C together. *count in* 1 2 3 4!
Immediate Feedback:
-good! Much improved from last class! Keep working at making that sound pure but controlled.
Warm hot air. Dont blast!

Listen to the song (teacher models performance* or plays recording)

Rehearse the piece together with the song shown on the smartboard.
Analysis:
What parts are the same? What parts are different in the song?
- Circle them to show visual aid.
Rehearse again this time making notes for improvement. Issues will probably be remembering
the difference in the 1st and 2nd phrase. (bar 1 and bar 5, bar 2 and bar 6). Some students may also
struggle at tonguing. Remind them its a steady stream of air interrupted by the tongue but not a
new rush of air for every note.
Sectionalize the class. This can be row one row two etc., boys vs girls, numbered off, or part a
part b.
Have the class perform for one another. Give instant feedback for each group. Ask them to make
adjustments and to play again.
Once students are feeling comfortable, ask for volunteers on trios and quartets!
Grade 4

Critical Challenge: Students are learning how to play the recorder and are messing around with
their sound and three basic notes B A and G. If time they will even attempt to learn E depending
on progress. Students are also to challenge themselves in composition.
Connection to Culminating Activity: Students now the types of notes and their value. They are
familiar with making a sound on the recorder and are still working on fluid transitioning between
notes.
Expectations: Students are able to create a sound without blowing too fiercely into the recorder.
They know B A G and are working at playing songs with different note combinations.
Agenda:
Recorder kit 1 (musicplayonline.com)
Let the students listen first, play with you and the music, play by themselves with feedback.
Exercise #6

Exercise #8 * homework create version of hot cross buns.

Exercise #9 learning E

Grade 5
Critical Challenge: Students learn the note D on the recorder and attempt to apply it in the
following exercises.
Connection to Culminating Activity: Students have been able to play up to a high C and are now
expanding their range.
Expectations: Students learn to smoothly transition from other notes to a high D. They are
accurate on rhythms and counting particularly during the round and have a unified sound.
Agenda:

Grade 6
Critical Challenge: Students will learn the following song and focus on rehearsing and mastering
rhythms, particularly off beats (measure 8-9), breath control, and accurate fingering (sixteenth
notes and F#)
Connection to Culminating Activity: Students are becoming more aware as musicians as they
enter band next year. They are mastering the recorder and are attempting to play more musically.
They know that the Renaissance Era was a time of exploring ideas.
Expectations: Students will go over tricky areas of the piece and perform with rhythmic and note
accuracy, proper posture, nice tone, and good breathing. They will maintain a positive attitude and be
respectful audience members while their peers perform. They will engage in the time period of the piece.
Agenda:
Students enter class and warm up on recorders with a C scale.
Students review fingering for F#
Play recording of Piece:

Start with bars 8-9 slowly. Clap with class if they struggle. Gradually speed up as they master the
fingering.
Ask: Who can hold their breath the longest? Ask students to stand up and take a deep breath in
and out on tsssss. Whomever lasts the longest wins Breath Champion of the day title.
Get students to play bars 8-11. Once mastered they may attempt to play from the beginning to
the end. Students may at this time clean and put away recorders.
In Class Project: The Renaissance was an explosion of ideas, education and literacy. In groups of 3-5
choose ONE of the following:

a) Write a poem that is at least 5 lines long

b) Create an original melody and sing a round (imitation) to the poem: Roses are red, violets
are blue, honey is sweet and so are you.
c) Draw a portrait of one of your group members. (Dont forget to smile like Mona Lisas
ambiguous half smile!)
Class shows off their creations, lines up quietly and is dismissed. Hand out the following sheet
music for them to practice for next class.

Grade 7
Critical Challenge: Students are just learning their instruments and are challenged to recall their
theory in note values.
Connection to Culminating Activity: Students are bridging their prior knowledge of note values
into creating rhythms accurately on their instrument.
Expectations: Students are to tongue properly with too while distinguishing rhythms in
performance.
Agenda:
Foldable: Students make a note pyramid: to be quizzed later

Have class clap 4/4 rhythm with all notes on board.

Assemble instruments:
Warm up with concert Bb flat note to notes on board.
Turn in red book and continue exercise #12, #17 and #18. Monitor correct rhythms/accuracy and
how the band performs as a unified sound.

Grade 8 Lesson Plan

Connection to Culminating Activity: Students have been becoming more familiar rehearsing this
piece, challenging their rhythmic knowledge and unified timbre as a band.
Overall Expectations: Students will progress in their repertoire in regards to unified rhythms and
accents (C1.1, C1.2). Students will display their knowledge through application in their
performance (C1.5, C2.1) and identify strengths/areas of improvement as performers (C2.3).

Specific Expectations: Students will incorporate their rhythmic training into their musicality of
Viva la Vida.
Learning Goals:
-Students will successfully identify and perform rhythms as a band/class
-Students will recall the theme of the piece and bring that melody out
-Students will successfully be able to rehearse the tricky sections at a slow pace and slowly
increase the tempo of the piece without compromising rhythmic accuracy and unification
-Students will display musicality in rehearsal concerning dynamics and style (accents)
LESSON:
Warm up:

This rhythm is seen in all parts for this piece. To be rehearsed on Bb concert scale with special
emphasis on staccato and accented notes.

This rhythm is seen a few times in different parts; but the trumpet section has been struggling
(see bar 27-28 in score)
Clap the rhythm with the class and then play on Bb concert scale

Rehearsal: picking through the trouble sections noted in last class:

1.

Play through bars 25-33 to insure the trumpets have grasped rhythm and improved/fixed rhythm
through warm up exercise. Note to Tenor sax section that they hand off the melody to the
trumpets and make that musical communication known.
Ask only tenor sax and trumpets to play so class can understand this musical line and so that
correct rhythms can be further engrained into these sections. Add trombone and baritone.
2.
Attend to Alto Sax part bars 36-41 to get correct notes and rhythms.
3.
Attend to flute and clarinet parts bars 57-65 to get clarinet rhythms correct and to fix notes for
flute section. Add Sax.
4.
Attend to low brass at 65 and ask them to bring out their sound.
5.
Rehearse song from top to bottom. Call out bar numbers and rehearsal marks to guide
band.Grade 8
Critical Challenge: Students will master the rhythms and accents of the piece Courtly Airs and
Dances, playing in a way that masters the expression and demeanor of the piece. The students will be
able to increase the tempo of their playing by the end of the lesson.

Connection to Culminating Activity: Students have been becoming more familiar rehearsing this piece,
challenging their rhythmic knowledge and unified timbre as a band.
Expectations: Students will incorporate their rhythmic training into their musicality of Courtly Airs and
Dances. They will apply elements of music into the piece according to the style of Renaissance music and
composition markings.

Learning Goals:
-Students will successfully identify and perform rhythms as a band/class
-Students will recall the theme of the piece and bring that melody out
-Students will successfully be able to increase the tempo of the piece without compromising rhythmic
accuracy and unification
-Students will display musicality in rehearsal concerning dynamics and style (accents)

Agenda:

Band Repertoire:
Courtly Airs And Dances, Ron Nelson, Movement I
Students will demonstrate natural accents in Movement One by clapping and playing the
rhythms from their score, measures 8-13 on a Bb concert pitch.

Teacher:
Lets look to the board. *Claps rhythm*

Students *clap back*

Teacher: Everyone count out loud with the subdivisions. Count 1+2+3+4+ to lead class in
*clap rhythm again with class*

-Engage Class: Where do we place the accents?

Student:
We place the accents on the down beat of 1 2 3 and 4.

Feedback: Good! Now, lets clap again with extra force on the strong beats and the accented
notes. Remember the down beat is the strongest, and the off beats are weak.

Rehearse measures 8 to 13 playing on Bb concert pitch. Repeat with accents and make sure the
rhythms are clean before approaching the movement from the top.

Feedback: the staccatos could be more detached. Use more energized air.
This is a passionate movement. Play forte with controlled strength.

Section

Measure(s) Fine Tuning

Rehearse snare and bass drums on the and of four in m 1

Movement
1-5
I

Trumpets must be present in thematic material in fifths

-Horns playing sforzando in Renaissance style
-Upper woodwinds join melodic line in m 4
-Trombones and baritone join melodic line,

6-9

-Trombones present slight variation of melodic line in that eight notes

are played instead of sixteenth notes

Differentiated Instruction: Separating rhythm and melody so students can hear each individual
section as well as playing it together is very important so that they can process the information
and correctly notate it. Practicing at a slow pace and increasing tempo gradually is important so
that students do not feel intimidated by the repertoire. Singing the line or using actions to display
accents may also aid students in understanding and applying their knowledge.

Required Materials:
-Chalk Board to write rhythms on board.
-Music Stands/Baton
-Scores

Student Assessment: Students will be formatively assessed on their progress in both musical
performance and rhythms. As a group the teacher will identify where the piece falls apart and
where further guidance is needed.

Teacher Reflection: The instructor should be mindful of clarity and articulation so that the
repertoire is played in a rhythmically unison approach. Eye contact with the conductor is
important, and engaging that expectation with students is important. Clear conducting is
fundamental.

Band playing test rubric: