Haley Williams

Third Grade Redhawk Revue Rehearsal 4 (15-20 minutes)

Lesson Objectives: To sing with proper singing voice and posture
while standing
To work together as an ensemble
To learn movements/dances for the song Blue Suede Shoes
Concert Preparation
Duple Patterns, Major Tonal
Standards: Adopted Marshall Public Schools Academic Standards of
Music
Expression of Music (1.1.3)
Materials and Resources: Piano, Songs of the 50s Book/CD
Lesson Procedure:
a) Introduction
a. Students will enter the classroom already in their concert
rows. They will practice going all the way across the room
and back across to where their row is in order to practice
how they will enter the stage during the concert. Once
everyone is seated we will begin class with the Hello song
with solfege. We then will warm up with backbone up so
students can practice good singing posture and a proper
singing voice. I then will give the students a quick list of
what we are going to do in class today so they have an
idea on how much work we need to get done.
b) Procedures
a. I will ask the students stay sitting while I stand in front of
them and show them the motions for Blue Suede Shoes
while I play the CD. I will tell them that its their job to sit
up nice and tall and sing with a level three voice while they
watch me do the motions they are about to learn. After
going through the song while I do the motions I will ask the
students to stand up and repeat after me the motions.
Teaching of the motions will follow the same structure as
teaching the words. I will break the song up into chunks
and teach the motions of each chunk. I will ask students to
use the same side hands and feet as I am using so the
students look uniform when doing the motions. When I am
teaching them the movements for the harmonized section
of the song each class is moving at different times.
Students need to know that they are singing everything
but moving when they are suppose to be moving.

b. If we need to modify some of the movements because its

too difficult I will re-think the movements after class. If
students are not able to do the movement on the first try I
will do it for them again but in slow motion so they can see
it better.
c) Transitions
a. Before we move on to learning a new section of
movements we will run the previous section that we
learned. I also will have the students run all of the motions
we learned before trying it with the CD.
d) Closure
a. Before we move on to the next song students will sing and
move to the entire song with the CD and me. Before we
start I will point out to them that they need to do the
motions just like me and they are still in charge of singing
their best. I will do the entire song with them at least once
and if we have enough time I will have them do it again.
Accommodation: We have a couple of students with injured legs so
they will be instructed to not do certain movements or the movements
will be modified. If students need me to go over certain motions more
than once I can do show them slower so they can understand how they
are suppose to move. I can also spend more time on a certain section if
it is proving difficult for the students.
Assessment: (Observational) I will be assessing them on how much
they can sing without me singing along with them and how well they
are able to sing the harmonization by themselves. I will also be
assessing them on how quickly they are able to learn and remember
the movements. The big assessment will be if they are able to sing and
do the movements at the same time.