Chelsea Hillard

Date of lesson: 1/29/15

Length of lesson: 35 minutes
Grade levels in this class: 3rd-5th Grade
Class Size: 5-16 students
Special modifications for exceptional students:
Students will be instructed using auditory cues only
Extended time will be given for answers to questions, response
to prompts, and in between turn-taking
Instructional model(s):
[X] Lecture-demonstration
[] Inquiry based instruction

Central Focus: Keeping a steady beat, taking turns, recognizing

repeated patterns.
Standards/Objectives for this lesson:
National Music Standards addressed:
1. Singing, alone and with others, a varied repertoire of music.
8. Understanding relationships between music, the other arts, and
disciplines outside the arts.
Ohio Fine Arts Standards addressed:
1PR Sing a varied repertoire with accurate rhythm and pitch
individually and with others.
4PR Play a variety of classroom instruments with proper technique.
6PR Improvise and compose simply rhythmic and melodic phrases.
Overarching goal for this lesson: The student will demonstrate
their recognition of repeated patterns in Hill and Gully, when it is
appropriate to take turns, and their ability to keep a steady beat.
The student(s) will:
1. Prove recognition of repeated patterns in music to the best of
their ability.
2. Successfully keep a steady beat to the best of their ability.
Hillard-MH General Music

3. Successfully take turns when using the classroom tools and

instruments.
Prior knowledge needed by students for this lesson: Students
should remember the melody to Hill and Gully, which instruments
keep the steady beat in Hill and Gully (drums), which rhythms to play
with the rhythm sticks in Hill and Gully (repeated eighth note rhythm
pattern), and how to appropriately use the classroom instruments.
Common Errors, Developmental Approximations,
Misconceptions, Partial Understandings, or Misunderstanding:
It is a common error for students to forget what the appropriate action
is that they should be taking at that point in the lesson, therefore I will
redirect students often and give directions many times.

Materials to be used:
Little Old Lady puppet
Objects for the Little Old Lady to swallow
3 drums
13 pairs of rhythm sticks

Procedures & Activities:

Welcome students and review names (my name and all of the
students names)
Introduce the body percussion game:
o Instruct students to repeat whatever four beat body
percussion pattern I create
o Give each student the opportunity to volunteer to lead the
class in body percussion patterns
Invite students to the carpet
Review the melody to Hill and Gully while students are keeping
a steady beat by patting on their laps

Differentiation/Planned Support:
Whole classThis is a multi-handicap class, so there will be much
differentiated support. Each activity will be taken at a slower pace than
usual, with many breaks for reminders of what should be happening.
Hillard-MH General Music

Students with IEPs or 504 PlansEach of my students needs will be

addressed using extended time and other differentiated plans.
Evaluation and Assessments:
Types of evaluation and/or assessment tools used in this lesson:
(X) Formative:
Observing that students are taking turns
Observing that students are keeping a steady beat
Observing that students are following the rules of a conductor
Steps taken to insure that students know that they have been
successful in reaching your goals and objectives:
Students will know that they have been successful in reaching the
goals and objectives of this lesson if they can
1) Take turns successfully
2) Maintain a steady beat while singing Frog in the Meadow
3) Conduct their peers by commanding them when to start playing,
when to stop playing, and how loud or soft to play
Intervention steps that can be taken to insure that students are able to
reach the outlined goals:

Extended time and reminders of steps to be taken during the

processes

Teacher reflections
What worked?
What didnt?
For whom?

Adjustments (What instructional changes do you need to make as you

prepare for the lesson tomorrow?)

Hillard-MH General Music

Proposed Changes. (If you could teach this lesson again to this group
of students what changes would you make to your instruction?)
Whole class:
Groups of students:
Individual students:

Justification (Why will these changes improve student learning? What

research/ theory supports these changes?)

Hillard-MH General Music