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Lesson
Class #: November 21st, 2018 – 9:46-10:19 Course Grade 3 Music
Title/Focus

PROGRAM OF STUDY OUTCOMES

General Learning Expectations:
Through the elementary music program, students will develop:
• enjoyment of music.
• musical skills and knowledge.
Specific Learning Expectations:
• Some music does not have a steady beat. (Rhythm)
• An interval is the space between two sounds: an interval may be changed by an accidental; and
intervals give shape or contour to a melody. (Melody)
• Performing rhythmic patterns in music (Moving)
• Sing two- and three-part rounds and simple descants. (Singing)
• Respond to changes in tempo, dynamics and mood while singing. (Singing)

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Utilize call and response technique to learn the last two bars of Sugar Cookie. (Applying)
2. Sing through the entire Sugar Cookie song, while exhibiting the techniques (dynamics, chanting
section, correct words) discussed in previous classes.
3. Listen for a specific rhythm and freeze once they hear it in an improvised piece of music.
(Understanding)

MATERIALS AND EQUIPMENT

• “Sugar Cookie!” sheet music
• Music Stand
• Piano
• Hand drum

PREPARATION AND LOGISTICAL CONSIDERATIONS

• Practice both parts of the music so that I will be able to accurately sing them for the students if
necessary.
• Take a hand drum out of the cupboard before class begins.

PROCEDURE
Introduction Time
• Begin by welcoming the students to the class. Have them gather around the piano
for vocal warm-ups.
• “Before we begin today Grade 3, I want to set some expectations. While you
are in my music class, I expect you to follow the 4 Tribe Agreements
throughout class. Can someone tell me what the 4 Tribe Agreements are? 4 min
(Allow for 2-3 responses) So while we are in music, I want you to make sure
that you are using attentive listening, showing mutual respect, using the right
to participate or pass, and not using put-downs.”
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• “Now, can anyone tell me why we do vocal warm-ups? Make sure to raise
your hand before you respond. (Allow for 2-3 responses) We do vocal warm-
ups to warm up our voices before we sing. If we don’t warm up our voices
there is a change that you could damage your vocal cords and then you
wouldn’t be able to sing anymore.”
• Elevator Slides: Have the students start on “Ah” a low note, slide up to a high
note, and then slide back to a low note. Repeat 2-3 times.
• “Ma May Me Mo Moo”: Begin at middle C on the piano moving upwards.
Students stay on the same pitch and sing “Ma May Me Mo Moo” to work on
diction. Repeat the exercise moving downwards.
Body Time
Sugar Cookie! 1) “Okay, Grade 3! Today we are going to learn the last
two bars of Sugar Cookie! We are so close!”
2) “For these last two bars, both Part 1 and Part 2 are
going to be singing the same thing. But the first thing
that we are going to start with the words. I am going to
say them once and then I want you to repeat after me.
‘Save a sugar cookie just for Santa Claus.’” (Repeat until
the words have been solidified)
3) “Now, we’re going to add the melody. First I want you
to listen to it on the piano, then I am going to sing it for
you, and then we are going to sing it slowly together.”
(Repeat until the melody has been solidified).
4) “Great work! Now, we are going to start a little bit
before the end (bar 90) to work into the bars that we just
learned. So, we’re starting with ‘sugar cookie, sh-sugar
20 min
cookie. Are there any questions?”
5) “Okay, Grade 3! Now we are going to add in the
accompaniment, but before you do I am going to ask
you to move. When I say go, I want Part 2 to form a
circle around my music stand and Part 1 to form a circle
in the back with Miss Bullock. Okay, go!”
6) “Before we start, I want to remind you of a few things.
Make sure you really focus on the section we just
learned when we get to it at the end. Also, don’t forget
to really concentrate on the chanting section that we
have been working on in the last few classes.”
7) Rehearse “Sugar Cookie!” 2-3 times or until it feels
comfortable. If the students are getting restless move on to
the next activity.

Freeze 1) Okay Grade 3! We’re going to play a game called

Freeze, but I need everyone to listen carefully to the
instructions before we can start.”
2) Write a rhythm on the board (ta ti-ti-ti-ti ta). 8 min
3) “Let’s clap this rhythm together! One, two, ready go”
(Clap until all students understand what it sounds like)
4) “Hands on top… (that means stop) So here’s how the
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game works. I am going to improvise a melody on my
flute and you are going to dance and move around the
classroom.
When you hear the rhythm, we were just practicing you
need to freeze. This means that you need to be listening
very carefully while you’re moving around the
classroom. Does anyone have any questions? Okay let’s
play!”
5) Do 2-3 rounds stopping right after playing the rhythm and
then explain to the students that need to be listening quietly
for the rhythm, freeze when they hear it, and then unfreeze
when they hear it again.
6) After a few rounds change up the rhythm:
• Ta ta ti-ti ta
• Ti-ti-ti-ti ta ta
• Ta ta ti-ti-ti-ti

Sponge Activity: 1) If there is extra time have the students play “Pass the
Pass the Kitchen Kitchen Broom” with the accompaniment on the computer.
Broom
Conclusion Time
• “Great work today Grade Three! Line up at the door and then I will dismiss
you for recess.” 1 min

Assessment
• Formative: Check-ins. Make sure before moving on to the next section of “Sugar Cookie” that
all of the students are understanding the words, the melody, and how they fit together. This
assessment demonstrates Learning Objective one.

Additional Notes: