SIOP Lesson Plan #1 for Music

Name: Micaela Johnson

Grade: 1st Grade Music

Lesson number 1, 2 or 3 (Highlight)

Teach NOW, FUTURE or OBSERVE ( Highlight)

Standards:
National Music Standards Addressed

MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and
melodic contour) in music from a variety of cultures selected for performance.

Content Standard Benchmarks or Common Core Standards

1.1Read, write and perform simple patterns of rhythm and pitch, using beat, rest and divided beat (two sounds on
a beat)
4.1 Create movements to music that reflect focused listening
3.2 Sing and play singing games from various cultures

Theme: Rhythm vs. Steady Beat and learning to utilize "So" and "Mi" pitches.

Lesson Topic: Steady Beat vs. Rhythm (similarities and differences)

Objectives:
Language: 1. Student will be able to sing a song with others using hand movements/clapping hands/using instruments.
2. Student will be able to tell me the difference between using body percussion and using instruments.
3. Student should be able to tell me how to find "their own space".
4. Student should be able to speak class rules while utilizing hand motions.

Content: The Student will be able to:

Psychomotor: Physical skills that students will accomplish
1. Chant A song
2. Demonstrate Steady Beat and Rhythm using body percussion
Cognitive: Knowledge that students will need to know and remember
1. Differentiate Between Steady Beat and Rhythm
2. Lead/Imitate Motions in a song
Affective: Social or emotional skills that students will accomplish
1. Choose Their own body percussion motions to perform with a song

I CAN perform the rules of music class. I CAN show the difference between steady beat and rhythm.

Learning Strategies list: Metacognitive: Generating questions, Self Evaluating, Using verbal & non-verbal cues, Verbal
Scaffolding, Procedural Scaffolding, Reciprocal Teaching
Key Vocabulary: Define "own space" , steady beat, rhythm, "green light word", class rules,

Materials: Speaker and background music, if needed.

Motivation: Using different parts of body to create rhythm. Movement. Drawing on board. Using colorful board with
rules.

Presentation (What the teacher will say)

Entrance 1< Define own space as a place in the room where you can stand not touching another
Routine min person or item. (in classroom settings, students standing next to a desk or table is OK)

When I give you a green light word (whisper.the green light word is GO) I would like
you to WALK SAFELY, find your own space and place you hands on your shoulders to let
me know you have found itGO!

While patting a steady beat, teacher speaks the each music rule as a 4 beat pattern using
quarter and eighth notes then sing using so and mi pitches (note: written in parentheses
are just clarifications and should not be spoken)
LISTEN (to teacher and others)
BE SAFE (Keep your body parts to self)
DO YOUR BEST (Participate)
HAVE FUN!
Transition 1< Continue the steady beat from the rules and move straight into next section.
min
Part 1 Warm 510 Speak the following rhyme, COPY CAT, while tapping shoulders:
Up Review min
Lets play copy cat just for fun
Lets copy teacher shes the one
Whatever she does, Ill do the same
And thats how you play the copy cat game!

Repeat rhyme again replacing tapping shoulders for other steady beat body percussion
motions (clapping, patting, tapping head, etc.)

Ask students to choose a motion and perform it in a steady beat for practice. Invite a few
students to lead the exercise (one at a time) who demonstrate a solid understanding of
steady beat. Replace the word teacher with that chosen students name.
Transition 1< Ask students to check their own space and have a seat.
min
Part 2 New 1020 Explain that we were keeping a steady beat using clapping, patting, etc, motions. A steady
Skill min beat is a beat that always stays the same. It never gets faster or slower- it stays the same.

What part of your body keeps a steady beat without you even trying? (heart) Teacher
draws 4 hearts on the board and explain that a steady beat is like a heartbeat of a song.

While pointing to the hearts on the board, students clap or pat while the teacher recites
MARCO POLO
Practice/Application: (What the students will do)

Transition 1 < Ask students to stand and find a new own space.
min
Part 3 515 Invite students to choose a place on their body where they would like to keep a steady beat.
Practice min Perform or play recording of MARCO POLO while students keep their own steady beats.

Perform MARCO POLO again at different tempos and teacher improvises movements that fit
the rhythm (move with each syllable). Ask students What did I do differently? Was my
beat steady that time? (no)

Students identify these short and longer movements at the rhythm and that is different
from the steady beat because it does not always stay the same.

Transition 1< Ask students to sit in their own space.

min
Review/Assessment:

Part 4 5 Review class rules.

Closing min
Speak MARCO POLO while patting the steady beat, then clapping the rhythm, and ask
students to identify each.
Additional Activities for Assessment:
Part 3: Students come up with a different movement to use when performing the rhythm to MARCO POLO. Switch
back and forth between performing steady beat and rhythm with the recording. Ask certain small groups to show the
steady beat and ask other groups to show the rhythm.

t.
 SIOP Lesson Plan #2 for Music
Name: Micaela Johnson

Grade: 1st Grade Music

Lesson number 1, 2 or 3 (Highlight)

Teach NOW, FUTURE or OBSERVE ( Highlight)

Standards:
National Music Standards Addressed

MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and
melodic contour) in music from a variety of cultures selected for performance.

Content Standard Benchmarks or Common Core Standards

1.1 Read, write and perform simple patterns of rhythm and pitch, using beat, rest and divided beat (two sounds on
a beat)
4.1 Create movements to music that reflect focused listening
3.2 Sing and play singing games from various cultures

Theme: Rhythm vs. Steady Beat and learning to utilize "So" and "Mi" pitches.

Lesson Topic: Steady Beat and Rhythm

Objectives:
Language: 1. Student will be able to sing a song with others using hand movements/clapping hands/using instruments.
2. Student will be able to tell me the difference between using body percussion and using instruments.
3. Student should be able to tell me how to find "their own space".
4. Student should be able to speak class rules while utilizing hand motions.
5. Student should be able to tell me what "GO" means and "Freeze" means

Content: The Student will be able to:

Psychomotor: Physical skills that students will accomplish
1. Dramatize A song
2. Accompany A song using instruments, with both steady beat and rhythm
Cognitive: Knowledge that students will need to know and remember
1. Distinguish Between Steady Beat and Rhythm
2. Discern different tempos in a song
Affective: Social or emotional skills that students will accomplish
1. Determine Various things that one would find at the bottom of the sea

I CAN sing a song with so and mi. I CAN play a steady beat and rhythm with a song.

Learning Strategies list: Metacognitive: Generating questions, Self Evaluating, Using verbal & non-verbal cues, Verbal
Scaffolding, Procedural Scaffolding, Reciprocal Teaching
Key Vocabulary: Redefine class rules, steady beat, rhythm, body percussion (clap, pat, snap, stomp), rhythm sticks,
buckets (stations)

Materials: Speaker and background music, if needed. Rhythm Sticks and color bucket stations.

Motivation: Using different parts of body to create rhythm. Movement. Drawing on board. Using colorful board with
rules. Using instruments. Train cutouts demonstrate pitch.

Presentation (What the teacher will say)

Entrance 1< When I give you the green light word, please walk safely and silently to find an own
Routine min space..GO!

-Review music rules using quarter and eighth note 4 beat patterns and so and mi pitches:
LISTEN (When I am talking)
BE SAFE (Keep your body parts to self)
DO YOUR BEST (Participate)
HAVE FUN!
-Last week we mostly used our speaking voices while making music. This week we will use
our singing voices!
Transition 1< Students sit in an own space.
min
Part 1 510 Tell students you are going to pretend that we are all At the bottom of the Sea! Ask
Review min students to whisper to a friend sitting next to them what things they would see there. Ask
students to raise their hands and call on a few students to share some of their ideas.

Ask students to pretend like they are seaweed, waving their arms in front of them while
teacher sings AT THE BOTTOM OF THE SEA.

Teacher walks through the room moving hands to mimic a fish swimming. At the end of the
song point to 3-5 students. Students speak their names, and join in a line behind teacher.
Repeat this until all students have joined the line (school) of fish.

Transition 1< Teacher continues leading the line but transitions into ENGINE ENGINE NUMBER NINE while
min students continue to follow.
Part 2 New 1020 Sing ENGINE ENGINE phrase-by-phrase and have students echo.
Skill min
Move feet with steady beat, then with rhythm. Have students distinguish between the two.
Practice/Application: (What the students will do)

Transition 1< Give students 8 counts of steady beat to move to a bucket station.
min
Part 3 515 Ask students to pick up a pair of sticks at their station. Play along with ENGINE ENGINE,
Practice min playing the rhythm and then the steady beat. Try playing at various tempos.
Transition 1< Ask students to replace instruments in the buckets or stations.
min
Review/Assessment:

Part 4 Closing 5 min Ask a student to clap a steady beat while teacher chants ENGINE ENGINE.
 Ask another student to clap the rhythm while the teacher chants.
Speak ENGINE ENGINE faster and faster and ask a student if that was a steady beat.

Additional Activities:
Part 2: Split students into station groups and have each group form a line, or train. The person in front is
the engine and the back is the caboose. Teacher sings ENGINE ENGINE and plays either the steady beat or
rhythm on a drum. The engine student leads their train around the room, matching their feet to the
teachers beat or rhythm. After one or two turns, student in front rotates to the back to become the
caboose and the next student moves forward to be engine. Assessment opportunity- record or note which
students can follow the steady beat or rhythm with their feet, paying attention to the first student in each
train.

Part 3: Ask for student leaders to play the drum to set the steady beat while the class plays the rhythm or
steady beat with their sticks.

(also in lesson 5)
Art connection: show students picture of train from textbook and read caption. Why would a coal miner
paint pictures of trains? Where do they think the train is going? Where would they like to go on that train?

Powerpoint: reviewing So and Mi on the staff, - students do not know quarter note, paired eighth notes, or
rest yet
Supplementary Information:
 SIOP Lesson Plan #3 for Music
Name: Micaela Johnson

Grade: 1st Grade Music

Lesson number 1, 2 or 3 (Highlight)

Teach NOW, FUTURE or OBSERVE ( Highlight)

Standards:
National Music Standards Addressed

MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat and
melodic contour) in music from a variety of cultures selected for performance.

Content Standard Benchmarks or Common Core Standards

1.1 Read, write and perform simple patterns of rhythm and pitch, using beat, rest and divided beat (two sounds on
a beat)
4.1 Create movements to music that reflect focused listening
3.2 Sing and play singing games from various cultures

Theme: Rhythm vs. Steady Beat and learning to utilize "So" and "Mi" pitches.

Lesson Topic: Steady Beat vs. Rhythm (similarities and differences)

Objectives:
Language: 1. Student will be able to sing a song with others using hand movements/clapping hands/using instruments.
2. Student will be able to tell me the difference between using body percussion and using instruments.
3. Student should be able to tell me how to find "their own space".
4. Student should be able to speak class rules while utilizing hand motions.
5. Show me hand signs and sing "mi" and "so"

Content: The Student will be able to:

Psychomotor: Physical skills that students will accomplish
1. Accompany A song using instruments, with both steady beat and rhythm
Cognitive: Knowledge that students will need to know and remember
1. Distinguish Between Steady Beat and Rhythm
2. Discern Which to play; Steady Beat or Rhythm, based upon what the teacher is playing
Affective: Social or emotional skills that students will accomplish
1. Select different motions for the class to use in a song

I CAN tell the difference between rhythm and steady beat.

Learning Strategies list: Metacognitive: Generating questions, Self Evaluating, Using verbal & non-verbal cues, Verbal
Scaffolding, Procedural Scaffolding, Reciprocal Teaching
Key Vocabulary: Define "own space" , steady beat, rhythm, "green light word", class rules,

Materials: Speaker and background music, if needed.

Motivation: Using different parts of body to create rhythm. Movement. Drawing on board. Using colorful board with
rules.

Presentation (What the teacher will say)

Entrance 1< While patting a steady beat, teacher sings so and mi pitches and touches shoulders and waist
Routine min on a neutral syllable. Teacher sings so and mi patterns that correspond to the music rules (as
done in past lessons)
LISTEN
BE SAFE
DO YOUR BEST
HAVE FUN!

Students raise their hand and identify while rule corresponds to the rhythm and melody
sung by the teacher. Echo all rules again, together as a class, using the same pitch patterns.
Transition 1< Decide if the class will sit at stations, in a circle, in own space. Give direction accordingly.
min
Part 1 510 Demonstrate a steady beat on lap while singing IT'S SO GOOD TO SEE YOU . Use different
Review min body percussion to correspond to the lyrics of the song: Clap hands, pat legs, touch nose,
nod head

Sing song again, clapping the beat, and this time adding 2 sounds for the number 7 . Ask
students what was different that time. Tell the class that we played the rhythm with the
numbers this time. The rhythm has a series of longer and shorter sounds, while the steady
beat has sounds that are all the same length.
Transition 1< Ask students to stand up and spread out- move with the steady beat while teacher chants
min MARCO POLO. At the end of MARCO POLO, students should be sitting at a station.
Part 2 New 10- Ask students to choose rhythm sticks from the color coded stations
Skill 20
min Students play the rhythm of the song using rhythm sticks; first without the recording, then
with.

Ask students: What else could we play besides the rhythm? What is that special beat that
does not change? (Steady beat)
Practice/Application: (What the students will do)

Part 3 515 Ask students to first tap sticks on the floor to the steady beat while listening to the
Practice min recording. Play the recording again and ask the students to tap the sticks together to play
the rhythm.

Tell the students: I am going to play either the steady beat or the rhythm and I want you to
raise your hand and tell me which one it is. Teacher plays a few rounds, varying tempo to
throw students off.
 Challenge students to play the rhythm of MARCO POLO while teacher plays steady beat,
then switch.
Transition 1< Ask students to return instruments to stations.
min

Review/Assessment:

Part 4 5 Ask students to sing or speak chant while teacher claps the rhythm. Students decide if the
Closing min teacher clapped the rhythm or steady beat.

Take other song suggestions and perform again. Ask students to do the opposite (i.e if
teacher claps rhythm, students clap steady beat)

Additional Activities:
Part 1: Invite four students to raise hands to choose another body part to create a steady beat with (i.e.
stomp feet, wave hands, etc). Perform with instrumental version, singing new lyrics.

Part 3: Ask for student leaders to be in charge of whether we play the steady beat or rhythm. Student
speaks the rhyme and plays while everyone copies, then the class has to guess which the lead student was
trying to play.
Supplementary Information: