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


SCHOOL: Lesson Plan

GRADE/LEVEL: 1st Grade Rehearsal Plan

SUBJECT: General Music Where in the UNIT does this occur?

CHORAL/ Middle


Student Learning Outcome(s) (SLO):

By the end of instruction, students will be able to distinguish between fast and slow tempos
and they will be able to classify various aural examples based on their tempo.
Essential Question(s):
What is tempo? How do musicians Vind the tempo of a piece of music?
Enduring Understanding(s):
All the music that we are ever going to listen to will be written with a tempo that lets us
know how fast the beat is going to be.
National Core Arts Standard(s) that address each SLO.
California Music Content Standard(s) that address each SLO.
1st Grade: 3.4, 4.1
2nd Grade: 4.2
Prior Knowledge:
The students should be well acquainted with keeping a steady beat either by tapping their
hands on their bodies or by walking in time with the steady beat.
In order to demonstrate prior knowledge, upon entering the class will pretend they are a
marching band and will march along to the beat in The Stars and Stripes Forever.
The class will then sit in one large circle and pass around a dry eraser to a steady beat of
my choosing.
I will asses prior knowledge visually by noting whether or not students are moving their
feet relatively in time and whether or not the students can pass the dry eraser with every
clap of the beat.

Speaker for playing musical works
Recordings of the following musical works:
-Sousa, The Stars and Stripes Forever, <
-Grainger, Lincolnshire Posy, Mmt 6, The Lost Lady Found <
-The Irish Tenors, Danny Boy <>
-The Pink Panther Theme <>

Anticipatory Set/Introduction/Pretest:
Introductory Questions for students to answer as a class (3min):
Lets think about transportation! Who knows what that word means? Transportation is what
we use to go from one place to another. Can anyone tell me about a method of transportation
that is really fast? What about one that is slow? Im gonna tell you all a secret. Did you know
that music can also travel fast and slow? In music, we call that tempo and today we are going
to pretend that we are different types of transportation!
Guided Practice:
Establishing Tempo Movements (3min):
T: When music has a fast tempo, its like we are on an airplane. We are going to pretend we
are airplanes by spreading our wings and running in place. Can anyone show the class our
Student demonstrates for the entire class.
Entire class practices the motion.
T: When music has a slow tempo, its like we are traveling in a row boat.
Students practice rowing their pretend boats and walking slowly around the
One student will demonstrate for the entire class.
Entire class practices the motion.
Fast Tempo Piece (3min)
T: Now we are going to listen to a piece of music very carefully and we are going to tap the
beat to the music.
Students listen to The Lost Lady Found and tap the beat.
T: Raise your hand if you think that this song was fast like an airplane! How about slow like
a row boat?
Ask individual students why they think one answer over the other.
T: We were tapping a fast beat for this song, which means that it has a fast tempo. Lets
listen to it again and pretend that we are traveling in an airplane.
Play The Lost Lady Found and have students do their airplane motion.
Slow Tempo Piece (3min)
T: Now lets listen to a different piece. I want you to listen and raise your hand if you think
the tempo in this new song is different.
Play Danny Boy and have students vote on difference in tempo
Play Danny Boy again and have students tap the beat of the song
Ask students: Does the new song have a faster tempo or a slower tempo? Why do
you think so?
T: This song is slower than the Virst one, so lets pretend that we are rowing our boats while
we listen to the song again.
Play Danny Boy and have students row boats and walk slowly to the music.

Independent Practice: (5min)

T: Now we are going to listen to a new mystery song. You are going to listen to it and tap the
beat Virst so that you can Vind the tempo. After that I will play the song again and if you think
that the song was fast, you are going to Vly around in your airplane. If you think that the song
was slow, you are going to row your boat and walk slowly.
Play the Pink Panther Theme
Students tap out the beat (can be either fast or slow)
Ask students about their views on the tempo and why they feel one way or another.
Have students either row boats or Vly in their pretend airplanes
T: Some of our classmates thought that the song was fast, and others thought that the song
was slow. I think that you are all correct. The beat of this song can be both fast and slow.
Accommodations (Special Needs/EL):
Beginning ELD
Depending on the studentss native language, I can replace one of the musical selections
with one that the student can identify with.
When talking about airplanes and row boats, I can have a picture on the board so that the
student can understand the movements that they will create.
Speaking slowly and with vocabulary that is simple to understand, especially when
explaining the content area vocabulary to the class.

Students will be assessed on how well they can distinguish between fast and slow tempos
through the beat tapping exercises. Visual assessment will be implemented as a formative
assessment throughout instruction. I will correct individual students and remind them of
how to tap the beat of a musical work.
The independent practice will assess whether or not students can Vind the beat of a musical
work through the strategies given in the guided practice. I will visually assess students,
making sure that they can tap out the beat and establish the connection between the tempo
and airplane or row boats.

By the end of instruction, the students will have one strategy that will help them through
most situations, both in school and at home, to Vind the tempo of a musical work.