Lesson

Plan


Name: Isabelle Sufler Date: 2/15/18
Grade: Grade 2 Class Type: General Music

1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you
want the students to be able to do by the end of the class, course, or unit)

In the song “Love Somebody,” students will be able to play the xylophones with a steady beat, proper
technique and coordination in a musical way.

2. Required Prior Knowledge and Skills: (What must students know to be successful)

-“Love Somebody” vocal melody
- accompaniment part
-isolated parts 1 and 2 (both part of the melody)
-basic xylophone mallet technique (light playing, proper way to hold the mallet, rest position)



3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)

-accompaniment part
-isolated parts 1 and 2 (both part of the melody)
-basic xylophone mallet technique (light playing, proper way to hold the mallet, rest position)





4. Materials, Repertoire, Equipment needed:

xylophones
mallets
screen with music projected

5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is not
available)



6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be done independently.
Brief reading writing, editing, or problem solving activity to ready them for learning –
may be a question about the music that will be rehearsed or at the younger levels it
may be a learning activity setting up for today’s lesson)

Posted: Mallets in rest position, wait to play 5 min
What part am I playing? 1. Accompaniment 2. Melody
Put your fingers up to show me, without making any sound.

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 Which one is it? How do you know? What’s the difference between
Accompaniment and melody?

B. Learning Activities: (What learning experiences and instruction will enable
students to achieve the desired results – have more learning activities than you need)

1. Sing melody all the together with students tapping the steady beat lightly in 1. 3 min
their laps (with me modeling).
I’ll play the accompaniment on the xylophone with them still tapping the
beat on their laps.

2. Have students stand up and “play” the accompaniment in the air with their 2. 2 min
mallets. This will help with keeping the steady beat later when they go to
play the accompaniment on the xylophones.

3. Let’s play the accompaniment part together- what line is that on the board? 3. 3 min
Play accompaniment part all together.
Play accompaniment all together with everyone singing the melody.
Remember our steady beat.

4. Say melody part 1 together, then play. 4. 3 min
Play melody part 1 while singing the melody.

5. Say melody part 2 together, then play.
What do we need to look out for in part 2?
Play melody part 2 with the singing part. 5. 3 min
What’s the same in both parts?

Show mallets for the last part of the melody (alternating hands).
Have students do this in the air in front of their faces.

6. Split class up into two groups to play melody parts 1 and 2 together (while
one plays, the other rests). 6. 5 min

Play your part and sing the melody.

7. Have bass xylophones (specific who those people are) play the 7. 3 min
accompaniment. Remind about steady beat and accompaniment vs. melody.
Have bass xylophones play the accompaniment part alone. Have them play
the accompaniment again with the rest of the class singing.

If need be, have each part (melody part 1, melody part 2 and accompaniment)
stand up as a section and say their part for clarification.

8. Put all three parts together (melody parts 1 and 2 with accompaniment). 8. 3 min
If necessary, have each part play alone.

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C. Assessment: (What evidence will show that the students understand? Describe the
assessment used – formal and informal assessments based on learning objectives)

When playing all three parts together, see if students can hold to their part. Listen
for bass xylophones keeping the beat.

D. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers)

Those who played Melody Part 1 can line up… Those who played Melody Part 2 can
line up… Those who played the accompaniment can line up.


E. Assignment:

7. Accommodations: (a. Special Needs, b. ELL etc. )


8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses b.
Rethink & Revise - what could you have done differently to improve the outcome of this lesson)

Watching the recording of the lesson, I noticed how patient I really am with the students. For all the
playing and talking that occurred throughout the thirty minutes, I kept my calm demeanor even
more than I realized I had in the moment.

I noticed I said “use a strategy” a lot, but never went into depth about what those strategies are. I
explained them in the beginning of the class, but I think added the student demonstration and
modeling could have made student cooperation more complete for the rest of the class. I feel that I
use student modeling effectively in the playing aspect of the class, but I could utilize that strategy in
the classroom management portion of my teaching.



9. National Standards: (Creating, Performing, Responding)

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MU:Cr3.1.2a Interpret and apply personal, peer, and teacher feedback to revise personal music.

MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard notation
MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness of
performances.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and technical
challenges of music.

MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in music.

10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation &
Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in communities, Concepts
of style, stylistic influence & stylistic change, Inventions technologies & the arts, Interdisciplinary
connections)

1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy,
appropriately-produced sound (timbre), clear diction, and correct posture
2.1 Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic
notation, including half, quarter, eighth, and sixteenth notes and rests
3.1 Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate
technique, and correct posture
3.4 Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on
rhythmic, melodic, and harmonic classroom instruments
3.5 Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to
the cues of a conductor
3.6 Perform independent instrumental parts while other students sing or play contrasting parts