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Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Marching

Date

November 24, 2014

Subject/Gra
de Level

K-Music

Time
Duratio
n

40min
1:25pm 2:05pm

Unit

Rhythm Beat

Teacher

Jon Koegler

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

K: Creative Expression
The child explores self-expression through creative thought and through language, art,
movement, music and drama.
Explores and experiments with patterns, movement, rhythm, sound, and music
Begins to recognize and respond to elements in music, such as rhythm,
melody, harmony, form, and expression.
Responds to the beat in music through such movements as walking, running,
hopping, skipping, and repetitive rhythmic actions, such as clapping and
tapping.
Explores and begins to distinguish among the sounds of various musical
instruments

LEARNING OBJECTIVES
Students will:
1. Associate energy level with tempo
2. Associate tone with mood
3. March to beat
4. Drum a soft beat of the shoulders of the classmate in front of them
5. March to music and tap

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Who seems shy or uncomfortable? How can I adapt for them?


Which type of activity, style, movement hooks them in?
What is a beat?
What do we remember from last lesson about rhythm or beat?
Seeing them dance to the rhythm
Clap, drum, stomp along

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT


Marlo the Moose
White board
Smart board loaded

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Get Videos loaded up, draw listening symbols on whiteboard


Introduction
Time
Have all students make a big sharing circle to sit in. Everyone
hold hands with two people until we are in a circle, then sit
3min
down.
Who can tell me what everyone is supposed to do when
someone else has Marlo? Who can tell me what Marlo lets you
1min
do?
Listening
If I need your attention (I will start drum roll on my
knees, everyone joins in. When I stop and put up my
hands, you stop)
PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE
PRACTICE!!!
Participating

Adapted from a template created by Dr. K. Roscoe

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Lesson Plan Template ED 3501 (Version C)


Everyone is either marching or clapping. If you feel
uncomfortable marching then you are welcome to come to the
carpet but you must clap your hands to the beat.
Body
Time
Sit in a sharing circle:
Get everyone doing a slow rhythm on their knees = Lots of
energy
Get everyone doing a FAST rhythm on their knees = Low energy
Add on singing in low voice or high voice. I am
10-15 min
HAPPY/sad/tiiiiiired/etc.
Have them practice with me. Drum fast and sing I am happy!!
drum slow and sing I am sad drum fast and sing I am
excited!!! slow and tired
We will always start off by showing our energy and mood
this way
Then we will sing a song
Recognize sounds
Then dance
1min
Talk about what we learned. Pick something out each day
ok?
If I need your attention (I will start drum roll on my
knees, everyone joins in. When I stop and put up my
hands, you stop)
Showing with Marlo the Moose
20 min
Read Ants go Marching
Have them tap feet on the ground in parts
Recognize sound:
Point them to instructions on the board: Listen, think, then raise
hand.
http://www.freesound.org/people/jonny_koegler/bookmarks/
Marching sound effect
Marching band sound effect
Follow the Leader
1. While seated tap all together on knees left knee 1, right
knee 2, back and forth. Start slow, build it up to regular
4/4 pace. If you are listening well, I may pick you to be a
leader today.
2. Selecting 3 students to stand up and get into a line
behind me. We will march to show the class simple
marching. Jenn helps tape boots and cats onto left
and right shoes.
3. Select students that I saw listening to join the line and
march to my call of boots and cats and boots and cats.
Start this really really slow and then build up to 4/4
rhythm. Have them look in front and look behind to see
who they are between when lining up again. Finish at
the carpet.
4. Gather into sitting circle and discuss appropriate
touching. Ask if anyone has a younger sibling or a pet
dog/cat. Draw correlation of soft touching. When tapping
on someone else it shouldnt be hard. If anyone
doesnt touch other appropriately they will sit out
on the carpet and clap the beat. (If Ti is sitting well
he could take the front position or go right behind me).
Get back into line up and begin tapping only while

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)


standing.
Tapping and marching together. Left foot and left hand
will move together (just to simplify commands).
6. Start the music and now march and tap together. (if
antsy select new order of line.
https://www.youtube.com/watch?v=ruAnUVXctGQ
5.

Marching game!!
Gather back to circle. Model behaviour for them by playing the
song, pause it on the smart board and turn to face Mrs. Fairs
and stand in salute formation.
They will march to the music like soldiers until the music stops.
When the music stops they must stand in salute as still as
statues until the music plays again.
Play practice round first where I just call them for not being still
enough or needing to salute, etc. Then play outs, and once out
they must stand and march on the carpet.
https://www.youtube.com/watch?v=PrQQZuLru9s
Teacher Notes:
Assessments/
Differentiation

You can either clap to the beat of the music OR you can
dance to the music.

Consolidation of
Learning:

Closure
Gather everyone into circle again, holding hands. Sit down.
Now quietly in whispers
What did we learn about music today?

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Reflections from the


lesson

Get drumroll going and have them say with me I


MUSIIIIIIC!! with their hands up high.

LOVE

Time
2min

2:05

I ended up not getting to tape the boots or cats pictures on to their shoes,
instead I just taught them the rhythm of boots and cats which worked just
as well. I noticed that most of the students are at least following me, there
are still a few who dont get it yet. At the end of the lesson I had hoped they
were going to answer what they learned about music today with I know
how to find the beat or something, but I guess just as well, they answered
that they learned boots and cats I guess that still works.
I still want to do a bit more work on beat but I think it will come in time. I
felt like my transitions were pretty good, I could have been clearer with the
steps but I also felt like they just needed to get up and try it.
I loved playing the marching game and having them spring into attention
and salute! I think that helped them work on listening and only move to the
music.

Adapted from a template created by Dr. K. Roscoe