(Creating, Performing, Responding, Connecting - Write Out The Standards That You Will Be

Lesson Plan
Name: Emily Browne Date: 03/09/2020

Grade: 6th Grade 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.)
Students will be able to sing one part of a two-part harmony with appropriate volume and correct
pitches.
Students will be able to play C, F, and G chords on the ukulele.
2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on learning objectives.)
Informal – teacher assessment (group project) – teacher will listen to individual groups during group
project to assess if students are singing the song and playing the chords correctly.
Informal – teacher assessment (full class activity) – teacher will listen to the whole class to assess if
students are singing the correct pitches and are fully participating.
Informal – student self-assessment – students will listen to the other students around them, both in the
group projects and full class activity, to assess if they are singing the correct pitches and playing the
chords correctly.
3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.)
MU:Pr5.1.6a
Identify and apply teacher-provided criteria (such as correct interpretation of notation, technical
accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Sing and play music written in 3 parts using appropriate technique. (5-6.M.P.05a)
Apply a rubric to evaluate a musical work (e.g. a rubric that includes accuracy, sound quality, and
expressiveness). (5-6.M.R.09)
5. Required Prior Knowledge and Skills: (What must students know to be successful.)
How to hold and strum the ukulele – students have been practicing in their groups
Harmony parts 1 and 2 of “Lion Sleeps Tonight”
Melody of group song choices
6. Material, Repertoire, Equipment needed: (Be sure to include music titles, composer/arranger, text etc.)
Ukuleles
Sheet music
Rubric/assignment sheet
Sound cards
PowerPoint with agenda and staff
White boards and markers
7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.)
Harmony parts 1 and 2 of “Lion Sleeps Tonight”
Melody of group song choices
Ukulele Chords
8. Accommodations: (Special Needs, ELL, etc.)
Proximity – stand near students who are having trouble focusing
Visual agenda – providing an agenda on the board so students know the schedule for class
Verbal reminders – remind students throughout class to be respectful and stay focused, especially when
doing group work
Student with physical disability will use a drum
9. Agenda: (List items to be taught and post.)

Note Naming
Sound Cards
“Lion Sleeps Tonight”
drmfsl – echo, poison pattern, decode
Group Project
Goodbye
10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may be
a question about the rehearsal music or at the younger levels it may be a learning activity
to set up for today's lesson such as a "Do Now.")
Note Naming – students will enter the room, take a white board and marker, and 3 minutes
fill in the letter names for the notes on the board.
B. Learning Activities: (What learning experiences and instruction will enable B
students to achieve the desired results – have more learning activities than you need.)
1. Sound Cards 1. 2 minutes
a. Students will echo sounds shown by shapes on cards
2. “Lion Sleeps Tonight” 2. 7 minutes
a. Echo a few patterns with drmfsl to remind students of solfege
syllables and get them singing
b. “Lets see if you can read this without me first singing the rhythm of
the song.” Read the pattern on the board (mfmr) with solfege
syllables in the “wimmoweh” pattern as sung in the song.
c. “Show me with your hand signs, do you remember what the next part
starts on?” Read the pattern on the board (slss) with solfege syllables
in the “wimmoweh” pattern as sung in the song.
d. Put the two parts together, having students sing in two-part harmony.
Repeat a 2 times.
e. Teacher sings the melody above the harmonies.
f. “What is this song about? What do you picture when we sing this
song? How can we sing this song to help with that picture?” Change
the volume of the song in response to what students say.
3. Echo, Poison Pattern, Decode 3. 5 minutes
a. Echo drmfsl patterns
b. Play poison pattern using drmfsl patterns
c. Play patterns on recorder for students to decode
4. Group Project 4. 20 minutes
a. “We are now going to work on our group projects. I will come
around to each group and sing through the songs with you so you
know you are singing the right melody. Remember, you will
performing these for your class, so what should you be working on
today?”
b. “When you get your paper, you may take a ukulele for your group
and begin to work.”
c. Let students work on their individual projects. Go around to each
group and sing the song with them so they have the correct melody.
Answer any questions that arise throughout class.
C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for C.
understanding. Could be a ticket to leave as individuals or group answers.)
“In two minutes, I am going to come around to every group, and ask you what 3 minutes
you need to work on for next time. Once I get to you, you may put your ukulele
away and head down to lunch.”
D. Assignment: D.
N/A
11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?
12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?

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Lesson Plan

Name: Emily Browne Date: 03/09/2020

9. Agenda: (List items to be taught and post.)

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