Peer Teaching #1 Lesson Plan

Teacher Name: Mr. Crow

Standards Being Addressed:

MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy.
MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns
using iconic or standard notation.
MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific
purpose.

Materials of Instruction: “Hey, Diddle, Diddle,”

Phrase 1: Phrase 2:

Phrase 3: Phrase 4:
Body Percussion:

Lesson Sequence:
Entry Activity:
1. Introduce the song by chanting it once while tapping the beat on a hand drum. Ask the
students “Did you know that some people say that this song is about constellations, which
are stars in the sky that are grouped as shapes or figures. The constellations this poem is
about had a specific meaning/story according to Egyptian mythology.

Activity #1 Objective: 2nd grade students will recite the rhythmic poem, “Hey, Diddle,
Diddle,” in duple meter, with accurate beat and rhythm.
1. Recite the poem once emphasizing the tricky syncopation in phrase 3 for the students.
a. Have students lightly pat their hands on their laps. This will help them internalize
the pulse.
2. Ask the students which phrase of the poem would they like to say. Typically, students
will choose the easiest part of the poem.
a. Teacher: “Okay, you’ll start the poem with the first phrase, and I’ll take over the
rest. I’ll count you in. 1, 2, Ready, And”
 i. Students: “Hey, diddle, diddle, the cat and the fiddle,
b. Teacher: “the cow jumped over the moon; the little dog laughed to see such sport,
and the dish ran away with the spoon.”
3. Students continue taking over lines until they are reciting the poem completely. Teacher
continues to count them in so that they start together
a. Students: “Hey, diddle, diddle, the cat and the fiddle, the cow jumped over the
moon;”
b. Teacher: “the little dog laughed to see such sport, and the dish ran away with the
spoon.”
4. Same as step 3
a. Students: “Hey, diddle, diddle, the cat and the fiddle, the cow jumped over the
moon; the little dog laughed to see such sport,
b. Teacher: “and the dish ran away with the spoon.”
5. Last time! The students recite the whole poem.
a. Students: “Hey, diddle, diddle, the cat and the fiddle, the cow jumped over the
moon; the little dog laughed to see such sport, and the dish ran away with the
spoon.”
6. Instruct the students to listen when my hands are pointed toward me and to fill in the
blank with the next word when my hands are pointed towards them. Because of the
unorthodox rhyming scheme, having the students fill in the blank rhyming word, still
using nonverbal cues as well as finger pats.
a. Teacher: “Hey, diddle, diddle, the cat and the ______”
i. Students: “fiddle”
b. Teacher: “the cow jumped over the ____”
i. Students: “moon”
c. Teacher: “the little dog laughed to see such _____”
i. Students: “sport”
d. Teacher: “and the dish ran away with the _____”
i. Students: “spoon”
7. Do an extended echo, this helps students remember the whole phrase and get the flow of
the poem.
a. Teacher: “Hey, diddle, diddle, the cat and the fiddle,”
i. Students: “the cow jumped over the moon;”
b. Teacher: “the little dog laughed to see such sport”
i. Students: “and the dish ran away with the spoon.”
8. Ask students to audiate, as teacher recites the poem.
9. Stop patting the beat so that students can audiate to their own internal beat. Ask students
to use “magic lips” (audiate), starting them with “Ready, And.”
10. Invite students to recite the complete poem, reviewing phrases where you hear a mistake.
Closure: Congratulations, you all learned a new poem today! Great job following instructions.
Next time we’ll add some cool body percussion.

Assessment: Can all students recite the poem “Hey, Diddle, Diddle,” with accurate beat and
rhythm? (Teacher observation)

Activity #2: Objective: 2nd grade students will perform body percussion to accompany
“Hey, Diddle, Diddle,” with steady beat and accurate rhythm in cut time.
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.
2. Next, Teacher will stop students from patting. Teacher: "Students, watch what I do, and
join me!" Teacher will then slowly perform the body percussion while reciting the first
phrase. Continue until all students catch on.

3. After all students have performed the first and second phrase combined, the Teacher will
stop. Teacher: “Okay, now for the next part!” Does anybody remember how this part of
 the rhyme goes?” If there are no volunteers or correct answers, the Teacher will recite the
third phrase of the poem to ensure students perform the syncopated rhythm correctly.
Teacher: “What character of the poem are we talking about now?” Students: “Dog!”
Teacher: “What kind of dog?” Students: “Little!” Teacher: “What did the little dog do?”
Students: “Laughed!” Teacher: “Good! Watch what I do and see how it goes from lowest
to highest.” Teacher performs body percussion to phrase three. Teacher: “Now you try,
and I’ll do it with you!” Teacher starts off class and performs along with them. Continue
until all students catch on.

4. Once students have performed the body percussion to phrase three in time, the Teacher
will stop. Next the teacher will add in the text/poem for phrase three combined with the
body percussion learned. Teacher: “Me first, then you.” Continue until all students catch
on.
5. After all students have performed the third phrase successfully, the Teacher will stop.
Teacher: “Does anybody remember how the body percussion goes at the beginning?” If
there are no volunteers or correct answers, teacher will remind the class by demonstrating
the body percussion with the text to fourth phrase. Teacher: “Join in when you think you
got it” Teacher repeats until all students have performed the body percussion with the
fourth phrase.
6. Teacher: “Let’s try to do those last two parts together”
7. Teacher: “Let's try to put it together. So, we will do the whole thing now. Watch me first,
then join when ready.” (Repeat or slow down until there are no mistakes.) All join in on
both rhyme and BP.
8. Teacher will assess the rhyme and BP while all students continue the body percussion.

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 the rhyme is added.

Transition/Closure: Good job, everyone! You just performed a whole song! Now you can go
home and teach your parents! The rhythm we added today is called ‘body percussion.’ We will
do more of it next time!”

Activity #3 Objective: 2nd grade students will improvise rhythmically using Hey, Diddle,
Diddle, within the parameters of a 4 measure phrase (8 beats in 2/2 meter).
 1. Warm up (set up the parameter for improv part 1): Teacher has students pat half
notes, in cut time, at the appropriate tempo. Teacher claps three different 4 beat phrases
in 2/4 meter; motions for students to echo each time.
2. Teacher refreshes students’ memory over the poem words by having students fill in the
blank on the poem.
3. Teacher reintroduces body percussion with a slower tempo until students are all joining
in.
4. Teacher keeps a steady beat with pats. Teacher performs extended fill in the blank; that
is, Teacher says first two phrases of the poem, then signals for the students to say the last
two phrases (which is the parameter of the improvisation section).
5. Teacher says, “Let’s flip it now! You say the first half and watch what I do on the second
half.” Teacher starts students, then on the second half of the poem, Teacher claps the
rhythm of the poem in the second half.
6. Teacher asks, “What did I do differently?”
a. Students: “You made it up/changed it”
b. Teacher: “Yeah! I clapped with the words!”
7. Teacher: “Let’s do the same thing again, but I’m going to do something different. Watch
what I do this time” Teacher improvises clapped rhythm for the second half.
a. Teacher: “What did I do this time?” “How was it different than last time?” That is
called improvisation. I made it up on the spot.
8. Teacher: “Alright, now you try it! We’ll all say the poem but when we get to that part
you get to make up your own rhythm”
9. Teacher has students practice improvising the last half with a partner. One partner says
the first half the other improvises the second half, then they switch.

Transition/Closure: Teacher: “Now, lets get back into our circle, and try some improvisation
individually. We’ll all say the first half of the poem and do body percussion, and you each clap
me your own improvised second half. I’ll go first, then we’ll go around the room starting on my
right. (Do this, and also assess). Closure: Teacher asks: What did we do today? What do we call
that? (improvisation). Where else do we improvise in our lives? Next time, we'll do a different
type of improvisation using instruments.

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