Movement

Music Lesson Plan

Title: Alabama Gal

Grade Level: 2nd Grade
Source: Dr. McConkey

Materials needed: Pictures of different kinds of rock candy

Procedure:

AS: The Anticipatory Set is to tell them about rock candy and ask them if
they know what it is. Explain to them that candy used to be rare for children
and that this song features the words, “rock candy” to describe how cool
someone is.

1. 1. Have everyone sit in a circle on the floor.

2. Ask if anyone knows what rock candy is and what it tastes like.
3. Show them a picture of the kind of rock candy that they know about,
then flip it over to show them the older version of rock candy. Walk
around the room and show it to them.
4. Tell them about the song that they will be learning about. Tell them
that candy used to be a rare treat so when they say, “Ain’t I rock
candy,” in the song, they are talking about how cool they are.
5. Sing the song “Ain’t I Rock Candy,” while they listen and have them
do the suspenders movement during the “Ain’t I rock candy verse.”
6. Ask about which state is mentioned in the song. Sing the verse again
if they cannot recall it.
7. Sing the song again but have them sing the words, “Alabama gal,” and
have them do the suspenders movement during “Ain’t I rock candy.”
8. Break the song down into the different verses to show them the form
of the song.
9. Have them stand up in two lines facing each other. Assign each
person a partner.
10.Demonstrate each action for each verse with a partner.
11.Have the first pair sashay in between the lines down the entire row.
12.Have the pair high five everyone down the lines.
13.Then have each person in the pair get back in the front of the lines and
have them move outward and then down to where the original ends of
the lines stood. This is called, peeling the banana.
14.Have the pair stand and make an arch with their hands. Then have
each sequential pair move under the arch and sashay down to recreate the
line with the same order, only this time the first pair will be at the end of the
line.
15.Have them clap on the beats when it is not their turn to be the leading pair
to enforce the underlying pulse.
16.After a few turns, have them sit in a circle again for the end of the lesson.
17.Ask which phrase meant “Aren’t I cool?”
Closure: At the end of the lesson, talk about the song and the dance that they
just learned. Ask them which phrase meant “Aren’t I cool,” or other aspects
they learned through the song, such as what a sashay is in dance and how to
find the beat of the song and clap to it.
 Educational Objective: By the end of this lesson, students will have learned . . .

By the end of this lesson, students will have learned . . . How to listen for the beat, how to
apply movement to different verses of the song, and how to listen for key aspects of what
the song is about.

Social/ Cognitive Physical Musical Non-Musical

Subjects
Emotional
They learn They had to They had National Standards “Core” Music Content
Standards Standards
how to process the different
work with history movements 1. Singing Creating
Imagine
partners in behind the for each MU:Cr1.1.Ka
Yes With
Plan and Make
order to song and verse of the guidance,
keep up learn to song. 2. Play Instruments Evaluate & Refine explore and
with the rest associate Present
experience
of the group each verse music
3. Improvising Performing: Yes concepts (such
in collective with a Select as beat and
dance. different melodic
Analyze
movement. contour)
4. Composing Interpret
At the end
of each Rehearse,
Evaluate, & Refine
verse they 5. Reading &
had to Notating Present
comprehend AS 6: Convey

what comes meaning

through the
next in the 6. Listening
presentation
song. Yes of artistic
work
7. Evaluating Responding: Yes
Select

Analyze
8. Integration
Interpret
(outside arts)
Evaluate
10. History/C
ulture Connecting
History of Connect #10
Rock
Candy Connect #11