Teacher: Madison Howbert

Class: K & 1st Grade Elementary Music

Time: 30 Minutes

It’s All Right… In the Dark

Objective:
● Students will demonstrate different dynamic levels with the voice while keeping a steady
beat on the lap.
Introduction:
● “Good Afternoon friends! I hope everyone is having a good Friday! I have a poem that
we’re going to look at today, and I need your help.”
Lesson Sequence:
● Activity #1
○ T will recite the 4 stanzas with the beat on lap
■ Piano “There’s something downstairs, and it’s in the hall. Maybe its
nothing, nothing at all.”
■ Mezzo-Piano “It could be that tiger I saw on TV, It’s coming upstairs to
gobble up me!”
■ Mezzo-forte “It’s turning my doorknob, it’s opening my door, what if it’s a
dragon? Or two, three, or four?”
■ Forte “It’s coming in my room! Oh, what’ll I do? Ooooooo, hello Mom! It’s
only you!”
○ “Kiddos, what were the two animals I mentioned in my poem?”
■ “Tiger and dragon”
○ If they aren’t sure, recite the poem again. “Okay let’s listen again”
○ T will then teach each stanza through “Repeat after me” while pointing at who is
speaking at the time.
■ T: Piano “There’s something downstairs, and it’s in the hall.”
■ S: Piano “There’s something downstairs, and it’s in the hall.”
■ T: “Maybe its nothing, nothing at all.”
■ S: Maybe its nothing, nothing at all.”
■ T: Mezzo-Piano “It could be that tiger I saw on TV”
■ S: Mezzo-Piano “It could be that tiger I saw on TV”
■ T: “It’s coming upstairs to gobble up me!”
■ S: “It’s coming upstairs to gobble up me!”
■ T: Mezzo-forte “It’s turning my doorknob, it’s opening my door”
■ S: Mezzo-forte “It’s turning my doorknob, it’s opening my door”
■ T: “What if it’s a dragon? Or two, three, or four?”
■ S: “What if it’s a dragon? Or two, three, or four?”
■ T: Forte “It’s coming in my room! Oh, what’ll I do?”
■ S: Forte “It’s coming in my room! Oh, what’ll I do?”
■ T: “Ooooooo, hello Mom! It’s only you!”
■ S: “Ooooooo, hello Mom! It’s only you!”
 ○ “Can anyone tell me what I was doing with my voice?”
■ “It got louder!”
○ “That’s right! It started off real quiet and then we got louder. Can we do what we
just did but make a big difference with out voices?”
■ “Yes”
○ Repeat after me, making a big difference with voice levels
● Activity #2
○ “Can we put the first two lines together?”
■ T: Piano “There’s something downstairs, and it’s in the hall. Maybe its
nothing, nothing at all. It could be that tiger I saw on TV, It’s coming
upstairs to gobble up me!”
■ S: Piano “There’s something downstairs, and it’s in the hall. Maybe its
nothing, nothing at all. It could be that tiger I saw on TV, It’s coming
upstairs to gobble up me!”
○ “Great! Can we put the last two lines together?
■ T: Mezzo-forte “It’s turning my doorknob, it’s opening my door, what if
it’s a dragon? Or two, three, or four? It’s coming in my room! Oh, what’ll I
do? Ooooooo, hello Mom! It’s only you!”
■ S: Mezzo-forte “It’s turning my doorknob, it’s opening my door, what if it’s
a dragon? Or two, three, or four? It’s coming in my room! Oh, what’ll I do?
Ooooooo, hello Mom! It’s only you!”
○ “That was awesome, you all are really on top of things today. Can we keep a
steady beat on our laps like this? Join me when you’re ready.”
■ T demonstrates a steady beat, then begins to recite the poem WITH a
steady beat.
○ “Kiddos, do we think we could put it all together? Say our poem AND keep our
steady beat? Let’s try it.”
○ T will then recite the poem with S and address any confusion or mistakes.
Assessment:
● Are students keeping a steady beat?
● Are students using different levels of voices?
Closure:
● “You all did so well with our poem today! Do you think you’re going to go home and
show your parents? Thanks for being a great class!”
Instructor Notes:
● Don’t trip over the little stuff
● Get excited
● MODEL
● Keep a good pace moving