FULL Lesson Plan for Prepare #1

Teacher Name: Michael Fibelkorn

Objectives:
Students will improvise with auxiliary percussion instruments to the right characters of
Abiyoyo singing the chorus.
Students will perform the interval song as a group with no mistakes in memory of the
words.

Standards Being Addressed:

2.1 CK The teacher knows the characteristics, ranges and traditional usages of various
musical sound sources to make the discipline accessible and meaningful for learners to
assure mastery of content.
6.2 PS The teacher selects, designs, and applies music assessment strategies that
evaluate the program to ensure students learning, skill, and artistic development.

Materials of Instruction:
Piano
Power Point of book, Abiyoyo
World map bulletin
Auxiliary percussion
Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition/Warmup:
T will sing Interval song for students

Activity #1: Interval song

1. T sings whole song (with piano chords to solidify key)
2. T asks students What songs did you recognize in there?
3. Ss reply
4. T sings Do Re, Happy Birthday to you (no piano or just melody)
5. Ss echo
6. T sings Do Mi, 3 blind mice
7. Ss echo
8. T sings Do Sol, Star Wars, oh how I love Star Wars
9. Ss echo
10. T sings Do La, My Bonnie lies over the ocean
11. Ss echo
12. T sings Do Ti, Maria
13. Ss echo
14. T sings Do, high do, somewhere over the rainbow
15. Ss echo

Transition: Be on the lookout for this warmup in the future. T will stay at piano

Activity #2: Abiyoyo Introduce with history

1. T sings Abiyoyo as a whole (play chords along to provide key center)
2. T asks tells students that this folk song is from South Africa, in the language of Zulu, and
other historical facts about the song being a folk tale for childrenoriginally being a
poem then set to music later.
3. T goes over to world map and asks if there are any students who like to come point out
South Africa on the map
4. Student can go put a pin on where the song originated from
5. T echo Abiyoyo 1st phrase back and forth until solidified
6. T echo 2nd phrase back and forth until solidified
7. T echo and perform the 2 different phrases connected

Transition: Now that we have learned the song, lets read the story
Activity #3: Students read story on PowerPoint
1. T asks students to gather closely to the board into 2 rows
2. T turns down lights
3. T starts story and leads class whenever the time to sing occurs
4. T picks students to read aloud to class (volunteers only to keep it feeling safe)
5. Finish story by singing Abiyoyo as students walk back to their seats
Transition: T and students sing song as they all move back to their seats
Activity #4: Improvisation with Instruments and the story
1. T asks students who were the 4 main characters in the story (asks for hands)
2. Ss answer Abiyoyo, boy, father, and towns people
3. T says I would like to read the story one more time, but this time we are going to add a
twist. I would like for you all to pick and choose and play your own instruments
4. T I need an instrument for Abiyoyo. Which instrument to you guys think will fit his big
monstrous self
5. Do the same for the father, son, and townspeople
6. After choosing all the instruments tell class to go to one of the four instruments and
whenever your character is being shown in the story, they can play their instruments.
Whenever we all sing Abiyoyo we can all play!
7. T reads whole story while Ss play instruments and play instruments.
Conclusion: After students finish story, T will ask What made the second time we read the story
different than the first? Students can answer by raising their hands.
Assessment:

T will use a formative assessment while the students are performing the interval song.
The main purpose of the song in this lesson is for them to memorize the words and start
putting them in the right order so that when the unit continues on and we decide to pull
out the warmup again, they will be able to have prior knowledge of the activity.
T will use a formative assessment while observing the students as they sing the interval song. T
will mainly focus on the accuracy of the words as they sing the warmup. Since this will be the
first time hearing the warmup, note exact note accuracy correction should not be the main
focus, as it is a warmup and will be re-introduced later in the unit.

FULL Lesson Plan for Prepare #2

Teacher Name: Michael Fibelkorn

Objectives:
Students will continuously dance to the beat of the song by stepping on 1 and 3 as
Teacher sings Big Rock Candy Mountain.
Students will demonstrate their knowledge of the beat of Big Rock Candy Mountain by
performing the choreography, staying on beat the entire time.
Students will perform the refrain 100 % from memory with echo modeling from the
teacher.

Standards Being Addressed:

4.3 CK The teacher understands the common elements of music and their interaction
through aural and visual analysis.
5.2 PS The teacher evaluates a varied repertoire of music through planning, engaged
instruction, performance, and assessment.
Materials of Instruction:
Open floor space
Piano
World map bulletin
https://youtu.be/oyJ4Pz0eFJM (audio track for the dance)

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition/Warmup: T has students stand in a circle, asks students to follow along
with their feet, and plays Big Rock Candy Mountain recordingl. T begins stepping on 1 and 3
as song is sang. Ss follow along stepping to the beat.

Activity #1: Students learn song (whole group will sing chorus)
1. T tells students that they will be learning the refrain of the song (T will sing oh the
buzzin of bees)
2. T provides harmonic context (Do, mi, sol, mi, do, ti, do). Sings whole refrain with piano.
3. T breaks refrain into 4 parts. T sings 1st part (no piano)
4. Students echo
5. Polish if need be
6. Repeat with the remaining 3 parts of the refrain. Start by singing one part at a time then
add slowly until they can sing all 4 parts of the refrain from memory.

Transition: T asks students The name of this style of music is bluegrass. Can anyone tell me
where on this map does bluegrass originate from?
Activity 2: History
1. T takes answers and leads students to the Appalachian Mountains (Appalachia).
Volunteer student can come place a thumb tack up on the bulletin world map.
2. T asks students Can anyone tell me what this song is telling us we should do (T sings
the chorus one more time if students are stuck)
3. T leads students to the message of the hobos paradise (aka: appreciating the simple
things in life that dont seem extravagant)
Transition: T says Today, I would love for us to learn a simple dance that shows how much we
appreciate the simple things in life that are given to us for free
Activity #3: Students learn dance to song to verse and chorus
1. T asks students to join in when they are comfortable (no singing yet)
2. T sings the verse and alternates stomps on 1 and 3. T will sing (no piano) and only
stomp until all students are stomping correctly.
3. T sings the verse again and adds claps on 2 and 4. T will sing, stomp, and clap until all
students are stomping and clapping correctly.
4. T will move onto singing the refrain (students still no singing). T tells students to be
prepared to move around the circle.
5. T sings refrain while doing a shuffle step while leading with the right foot.
6. Practice this until all students understand the right foot shuffle
7. T sings refrain again and has students do a left foot shuffle around the circle
8. T then does the refrain while alternating between a right foot and a left foot shuffle.
9. T sings verse and refrain together, having the students perform both choreographed
movements in succession.
10. T plays audio recording and sings along while students practice dance and singing the
refrain when it comes.
Transition: T will have students move back into their circle ready for their final performance
Activity #4: Choreographed Performance with song (teacher can sing verses)
1. T and students perform their choreographed dance and song to the audio recording to
finish out the class.
Transition: If time allows, students could perform for their homeroom teacher when they come
and get picked upgiving the students a more realistic performance for an outside audience.
Assessment:

T uses formative assessment where the corrections and instruction is given during the
activity. We are still in the prepare stages of the lesson so I am wanting to keep the
learning of concepts still all by ear and movement, without any visuals or summative
assessments where they are to write down their knowledge.
FULL Lesson Plan for Prepare #3

Teacher Name: Michael Fibelkorn

Objectives:
Students will create a group arrangement of Rio Grande using auxiliary percussion
instruments as they perform straight through without stopping.
With a teacher model, students will sing on pitch while coming in correctly every time
there is the chorus or refrain.
Standards Being Addressed:

2.4 The teacher creates music appropriate for various developmental stages.
Materials of Instruction:
Bells and all shaker auxiliary instruments
Triangles
Hand drums
World map bulletin
White board with markers
Piano
https://youtu.be/UgzkDzbVqWQ (Walk in warmup music)
Warmup/Intro: Students will walk into the room with https://youtu.be/UgzkDzbVqWQ music
playing, setting the sea shanty music. Students will be guided into a circle and be told to find an
instrument on the ground and begin playing to the beat of the song. T will sway to the song so
students will engage their bodies as they play to the beat of the shanty.

Transition: T will walk over to computer and turn down the volume on the warmup song.
Students will then be asked to set instruments down on the inside of the circle and find a seat
within the circle.
Activity #1: Students learn choruses and final refrain to song (with teacher singing verses) (big
group)
1. T sings the entire song of Rio Grande with piano chords of piece.
2. T then guides students into an echo (no piano)
3. T provides harmonic context (Do, mi, sol, mi, do, ti, do)
4. T sings refrain part 1 of 4
5. Students echo back.
6. T continues this pattern with the following 3 partspolishing if students do not sing it
correctly. T will also begin putting the parts together, one after another, until full refrain is
learned.
7. T sings verse and demonstrates the echo chorus, modeling for students what is desired.
 8. T repeats the first verse and Ss sing chorus
9. T repeats this process for the Ss next Chorus response.
10. T connects the chorus responses to the final refrain with students performing.
11. Repeat until students know the timing of their entrances and lengths of their choruses.
Transition: T asks students Can we have everyone turn to one partner and discuss who may
sing this style of song?
Activity #2: History of the song
1. Students finish with partners and T takes hands on different groups answers.
2. T guides students to the genre and style of Sea Shanty
3. T explains how sea shanties can be traced back to the days in the 18th and 19th
centuries when Africans were taken from Africa and sent to the Western World. T also
talks about how these were work songs for people on the boat to sing to pass the time or
send secret codes to one another (T shows students where Africa is on Map)
4. T asks students if there is anyone who can come point at Rio Grande on a map
5. T guides students to Rio on a map
Transition: T Now that we have some background on the piece, can I have everyone grab the
instrument that is in front of them
Activity #3: Small group composition on instruments (small group back to big group)
1. T tells students I would like to create a song with Rio Grande and these instruments in
front of us. Before we play our instruments though, lets sing our song one more time
2. T and Ss practice singing Rio
3. T asks students When do you think it would be a good time for you all to play your
instruments?
4. T guides Ss to either during the verse, during the chorus, and/or during the refrain.
5. As students give ideas, T will write down Teacher, Students, and All into three
columns. Under each one, T will write play or leave it blank as ideas come across.
6. T can experiment with a couple different arrangements and have a general consensus
with students on which sounds better.
7. T and Ss perform Rio Grande with new arrangement on board.

Transition: Polish as needed for final performance

Activity #4: Performance all together

1. T can have Ss perform their finished product to finish off the class for themselves or for
their teacher when they come pick them up.

Conclusion: Can use performance as the finish to the class. T can ask final questions such as
How did making your own instrument arrangement change the song?
Assessment:

T uses formative assessment where the corrections and instruction is given during the polishing
of the final performance. We are still in the prepare stages of the lesson so I am wanting to keep
the learning of concepts still all by ear and movement, without many visuals or summative
assessments where they are to write down their knowledge.