Peer Teaching #1 Lesson Plan

Teacher Name: Ms. Brummel

Standards Being Addressed: MU:Pr6.1.2a

Perform music for a specific purpose with expression and technical accuracy.

Materials of Instruction: “I Hear Thunder”

I hear thun-der I hear thun-der oh, don’t you? Oh, don’t you?

Pit-ter pat-ter rain drops, pit-ter pat-ter rain drops I’m soaked through! I’m soaked through!

Phrase 1: Phrase 2:

I hear thun-der I hear thun-der oh, don’t you? Oh, don’t you?

Phrase 3: Phrase 4:

Pit-ter pat-ter rain drops pit-ter pat-ter rain drops I’m soaked through! I’m soaked through!

Lesson Sequence

Entry Activity/Transition: Introduce the song by chanting it once while tapping the beat on a
hand drum. What is thunder? What does rain sound like? Invite them to make soft rain sounds by
patting their laps to the steady beat.

Activity #1 Objective (This is Peer Teaching #1): Students in 2nd grade will recite a rhythmic
text “I Hear Thunder” in duple meter, with accurate beat and rhythm.

1. Recite the text once enunciating clearly.

a. Invite the children to tap their fingers on their laps, making soft rain sounds,
internalizing the pulse.
2. Using nonverbal communication, have the students listen when my hands are pointed
towards myself and to repeat the phrase when my hands point to them.
a. Teacher “I hear thunder”
i. Students “I hear thunder” (assess each student and repeat as necessary)
3. Echo second bar, repeating two to three times. Correct mistakes after each assessment
and move on.
a. Teacher: “oh, don’t you?”
i. Student: “oh, don’t you?”
4. Once the first two lines are learned, put them together using the echo method. The
students might not even need a model for this; but assess before.
a. Teacher: “I hear thunder, I hear thunder, oh don’t you, oh don’t you?”
i. Students “I hear thunder, I hear thunder, oh don’t you, oh don’t you?”
5. Get them to think critically by asking “can anyone remember what comes next?” If no
one volunteers, chant the line in full and have them echo. Because of the rhyme, it
should come back to their minds easily. Explain that they will fill in the blank.
a. Teacher: “Pitter, patter, _____”
i. Students: “rain drops!”
1. If they still have issues, use magic lips to enunciate the words.
6. Now that they know the third line, have the students echo again with no mistakes
a. Teacher: “pitter patter raindrops”
i. Students: “pitter patter raindrops”
7. Last line: echo while still using the finger taps.
a. Teacher: “I’m soaked through!”
i. Students “I’m soaked through!”
8. Just as before, put the two last lines together.
a. Teacher “pitter patter raindrops, pitter patter rain drops, I’m soaked through,
I’m soaked through”
i. Students “pitter patter raindrops, pitter patter raindrops, I’m soaked
through, I’m soaked through”
9. Have the students fill in the blank rhyming word, still using nonverbal cues and finger
pats.
a. Teacher: I hear ___, I hear ____
Oh, don’t ___, oh, don’t ___
Pitter patter _______, pitter patter _____
I’m soaked _____, I’m soaked ______
i. Students: thunder, thunder, you, you, raindrops, raindrops, through,
through.
10. Do an extended fill in the blank with every other phrase. This helps the students
remember the whole phrase and get the flow of the poem.
a. Teacher: I hear thunder, I hear thunder,
i. Students: Oh, don’t you, oh, don’t you
b. Teacher: pitter patter raindrops, pitter patter raindrops
i. Students: I’m soaked through, I’m soaked through!
1. Repeat the poem with the students starting on phrases 1 and 3
now!
11. Stop the drum and introduce “magic lips”(audiation). Explain when my hands are up,
 we chant, but when my hands turn over, we use magic lips. Do not be too difficult
with this “on/off” activity, make sure there is a pattern to what words you keep and
what words you audiate.
12. Start the chant out loud, then point to lips for the rest. Keep the finger taps so they can
keep the beat all together and end at the same time.
a. Teacher: I hear thunder, I hear….
i. Students magic lips: thunder, Oh don’t you, oh don’t you, pitter patter
raindrops, pitter patter raindrops, I’m soaked through, I’m soaked
through.
13. Add a game of alternating a few words spoken and a few words magic lips using the
hand signals.
a. Teacher: I hear thunder…….don’t you?......patter rain drops….I’m soaked
through
i. Students audiate and fill in the rest when the hands signs dictate to
speak.

Assessment: Can all students recite the poem “I Hear Thunder” with accurate beat and
rhythm? (observation)

Transition/Closure: Fabulous job, everyone! Tomorrow we will add some cool rain
sounds using body percussion and other instruments.
 Peer Teaching #2 Lesson for Elementary Music Body Percussion
Grade: 2nd, Teacher: Ms. Brummel

Standard addressed: MU:Cr1.1.Ka With guidance, explore and experience music concepts (such
as beat and melodic contour).

Materials of Instruction:

Body Percussion (in full):

I hear thun-der I hear thun-der oh, don’t you? Oh, don’t you?

Pit-ter pat-ter rain drops pit-ter pat-ter rain drops I’m soaked through I’m soaked through!
Peer Teach #2 Objective: 2nd grade students will perform body percussion to accompany “I
Hear Thunder” with steady beat and accurate rhythm in 4/4 meter.

Lesson Sequence

Entry Activity/Transition from Peer Teach 1: Teacher will start by reviewing the rhyme with
the students, speaking the rhyme and inviting students to join in. Teacher will invite the students
to pat the steady beat while reciting.

1. “Students, do what I do and join me!” Teacher will then demonstrate by alternating
pats and claps. Continue until students catch on.

2. Teacher adds in the rhyme while students continue the pat and clap sequence. Teacher
invites the students to say the rhyme while continuing the pat and clap sequence.
Each phrase is shown above, repeated for each stanza. “I hear thunder I hear thunder”
“Oh, don’t you, oh don’t you?” “Pitter patter raindrops pitter patter rain drops” “I’m
soaked through, you’re soaked through” Repeat full rhyme as necessary.
3. “Watch me, I am going to do something different this time!” Teacher repeats the
rhyme with pat and clap sequence, changing the second and fourth phrases to match
the syllables of the rhyme as so (use body language to indicate the new difference):

I hear thun-der I hear thun-der oh, don’t you? Oh, don’t you?
Pitter patter rain drops pitter patter rain drops I’m soaked through you’re soaked through!
4. Repeat the rhyme and ask for them to join in when they’re ready.
5. Stop the steady beat, ask students what was the difference. When do they change?
Assess if they know that the pats and claps are only on spoken words now.
6. Restart the rhyme and pats and claps sequence with the different phrase 2 and 4.
Repeat until necessary.
7. Stop the steady beat again. Introduce the different phrase 3 pattern without text (text
is shown for future use):

Pit-ter pat-ter rain drops pit-ter pat-ter rain drops

8. Ask the students to join in when they feel comfortable. Add back the words after a
few repeats!
9. After repeating phrase 3 until necessary, stop the steady beat, and restart at the
beginning of the rhyme. “Can anyone remember what movement we do for the
beginning of “I hear thunder”?”
10. If needed, perform the entire rhyme without students once, then add in students.
Assess. If needed, tell them to not say rhyme until they are comfortable with the body
percussion.
11. Teacher will assess and drop out as students continue repeating rhyme and body
percussion. (See original rhyme at beginning of activity 2 for full body percussion
parts)

Assessment: Teacher will watch students for mistakes in body percussion parts and
continue until they do not miss things. Teacher will also assess by listening when rhyme
is added.

Transition/Closure: Great job, everyone! The rhythm we added today is called “body
percussion, and you can go home and teach your parents this song now! We will add
more body percussion tomorrow.
 Peer Teaching #3 Lesson for Elementary Music Improvisation
Grade: 2nd, Teacher: Ms. Brummel

Standard addressed: MU:Pr6.1.2a

Perform music for a specific purpose with expression and technical accuracy.
MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic
contour).
MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

Materials for Instruction: Rhyme and body percussion from above lessons #1 and #2

Peer Teach #3 Objective: 2nd grade students will improvise rhythmically using “I Hear
Thunder”, within the parameters of a 4 measure phrase in 4/4 time.

Lesson Sequence

Entry Activity/Transition from Peer Teach 2: teacher puts on 4/4 backing track, and adds pats
and claps like the previous lesson had started

1. Teacher refreshes students memory over the poem by having them fill in the blank with
her.
2. Teacher makes sure the students can recite the full poem and body percussion and assess
before moving on to lesson.
3. Perform the first two phrases with the backing track and with students, then stop them.
Ask them to listen to what you change about the pattern for the last two phrases.
4. Perform and say the last two phrases while clapping the syllables. Ask the students what
the teacher did. Looking for “You clapped the words!”

5. Perform the first two phrases again with the students, and ask them to change the last two
phrases to just claps on the words. Perform the whole rhyme together!
6. Ask them to perform the rhyme with you again, but to stop before “pitter patter” because
you will do something different again. This time at the last two phrases, teacher will
perform the syllable rhythm claps WITHOUT the words or with “magic lips”

7. Ask the students what teacher did differently this time. Looking for “clapped the words
without saying them”
8. Ask students to perform the whole rhyme, and when they get to “pitter patter”, use magic
lips and clap the words. Use nonverbal communication to help.
9. “see what I do differently”…ask students to perform the first two phrases, cut them off
with nonverbal communication. Improv the last four phrases. Ask “What did I do?”
looking for “you made it up”
10. Ask the students to “make up” the last two phrases, starting with “pitter patter”
11. Model an “unconvincing” clapping sequence. Ask the students what was wrong with it.
Ask a student to model a good made up line.
12. Ask the students to pair up and improv when it comes time. Say the beginning of the
rhyme with body percussion and point to them when it comes time. Repeat for the other
partner.
13. Stop them, tell them we will each perform each of their made up claps one at a time
around the circle. Start the rhyme between every person to set them up, use the hand
drum to signal the end of their improv
14. Teacher listens and assesses the improvisation and makes sure the claps are convincing!
15. Teacher provides feedback

Transition/Closure: What did we do today? What do we call it? (if they say make believe,
teach them the word improvisation) Where else do we improvise in our lives? Do you think
thunder and rain improvise? We were thunder and rain today!

Assessment: Students are improvising 4 measure phrases with each other in duple meter and
keeping a steady beat. (Teacher observes during closure/individual improv)