Vous êtes sur la page 1sur 2

Childrens Book: B-I-N-G-O

Submitted by: Kristin Buholtz


MUS 320 Assignment # __2 for Grade Level(s) _K-2____

Objectives:
TSW engage in a childrens book by singing and playing musical
instruments as a group
TSW learn to clap/play a rhythm pattern that grows in length.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. Do any of you have a dog as a pet at home? Ask the name of their dog
and tell them we are going to read a book and sing a song about a
farmer that has a dog named BINGO!

Process:
1. Show the cover of the book and point to the letters B-I-N-G-O and
have students tell me each letter as I point to the letter.
2. Tell students that this book is actually the words of a song and that
we are going to learn the song and its pattern. Tell them there arent
many words, it just repeats itself.
3. Repeat after me:
There was a farmer had a dog
There was a farmer had a dog

And Bingo was his name-o
And Bingo was his name-o

B-I-N-G-O(x3)
B-I-N-G-O(x3)

And Bingo was his name-o!
And Bingo was his name-o!

4. Great! Now each time we repeat the verse we will take away one
letter and replace it with a CLAP starting with B and continuing until
we clap his whole name-o!
5. Read/Sing the book incorporating rhythm/beat pattern.
6. Sing the song a second time incorporating instruments. Have each
letter represented by a musical instrument. (i.e. B=hand drum,
I=tambourine, etc.)






Rationale: The lesson engages
children in creating rhythmic patterns
of sound through a childrens book,
singing, and movement.

TEKS Achieved: (Kindergarten)
MUSIC:
2.A Sing or play instruments
individually or as a group

MATH:
K.5 The student identifies,
extends, and creates patterns. The
student is expected to identify,
extend, and create patterns of
sounds, physical movement, and
concrete objects.



Blooms Taxonomy:
Knowledge
Comprehension Synthesis
Application

Differentiated Learning:
Auditory Visual/Spatial
Kinesthetic Logical/Math
Verbal/Linguistic Musical
Interpersonal

Classroom Strategies:
Cooperative Groups Hands-On

Problem Solving Whole-group
Pairing

Materials/Equipment:

Scholastic. (2004). B-I-N-G-O. NY,
NY: Scholastic.
Hand drum, triangle, tambourine,
rhythm sticks, wooden beat tapper




Accommodations:
1. For a student with a visual impairment accommodations will be integrated into the lesson by orally having students echo
the words of the book/song before we use the book.
2. For an ELL student, taking the time before reading the book to point and say each letter of B-I-N-G-O as a class will
help the student feel more comfortable before we begin the lesson.

Assessment/Evaluation:
1. I will assess students involvement/engagement during the activity of reading/singing the childrens book.
2. I will evaluate whether the student is able to apply and extend the rhythmic pattern in the song

Vous aimerez peut-être aussi