Final Lesson Plan

Teacher Mx. Jaz Stringfellow

Grade Elementary Level (K-5)
Level
Content Elementary General Music
Area
Topic Music
National CREATING – Imagine: MU:Cr1.1.Ka With guidance, explore and experience
Music music concepts (such as beat and melodic contour), MU:Cr1.1.Kb With
Standards guidance, generate musical ideas (such as movements).
PERFORMING – Analyze: MU:Pr4.2.Ka With guidance, explore and
demonstrate awareness of music contrasts (such as high/low, loud/soft,
same/different) in a variety of music selected for performance.
California CREATING – Imagine: K.MU:Cr1a With guidance, explore and experience
Arts music concepts (such as beat and melodic contour). K.MU:Cr1b With
Standards guidance, generate musical ideas (such as movements or motives).
for Music PERFORMING – Analyze: K.MU:Pr4.2 With guidance, explore and
demonstrate awareness of music contrasts such as high/low, loud/soft, and
same/different in a variety of music selected.
English COLLABORATIVE – Emerging: Express basic personal and safety needs and
Language ideas, and respond to questions on social and academic topics with gestures
Developm and words or short phrases. Use basic social conventions to participate in
ent conversations.
PRODUCTIVE – Emerging: Produce learned words and phrases and use
Standards
gestures to communicate basic information.  Express ideas using visuals such
as drawings, charts, or graphic organizers.
Learning By the end of the lesson, the students will be able to:
objectives 1. Sing long and short articulations in the Moon Adventure song.
2. Sing soft and loud dynamics in the Moon Adventure Song.
3. Recognize long and short articulations in music
4. Recognize soft and loud dynamics in music.
Instruction Zoom, Guitar, YouTube
al Peer Gynt - Suite No. 1
Resources https://youtu.be/dyM2AnA96yE?t=10
/ Materials Pat Metheny & Lyle Mays - Minuano
https://youtu.be/6QTR2PsK3xM
Peer Gynt - Hall of the Mountain King
https://youtu.be/kLp_Hh6DKWc?t=37
Franz Ferdinand - Take Me Out 
https://youtu.be/h66dI0q_9As?t=54
Alfred Reed - El Camino Real
https://youtu.be/HPYmrapNgxo?t=1
Foo Fighters - The Pretender https://www.youtube.com/watch?
v=SBjQ9tuuTJQ&list=RDCLAK5uy_l3PeyHeqJh1dR78WjfsMJwRHJx9ofMvvc
&index=18
Instruction 1. Show the students long and short styles of playing on the guitar.
al 2. Ask the students which style sounds like flying and which style sounds
strategies like marching.
(teacher) 3. Play half notes on the guitar and let them ring for flying, and play short,
 Final Lesson Plan
muted chords on the guitar for marching, sing in the corresponding
style.
4. Ask the students which style sounds like sneaking and which style
sounds like shouting.
5. Play the chords softly on the guitar for sneaking and loudly on the guitar
for shouting.
6. Ask the students which activity they want to do again, to emphasize the
difference between the four styles.
7. Play musical examples that fall under long (flying) or short (marching)
articulations, and soft (sneaking) or loud (shouting) dynamics.
Learning 1. Students dance and move like they are flying while singing the Moon
activities Adventure song with long articulations and dance and move like they
(students) are marching while singing the Moon Adventure song with short
articulations.
2. Students dance and move like they are sneaking while singing the
Moon Adventure song with soft dynamics and dance and move like they
are shouting while singing the Moon Adventure song with loud
dynamics.
3. Students listen to the musical examples and discern whether they are
of the long or short articulations, and soft or loud dynamics.
Assessme 1. Listen to see if the students are singing long and short articulations with
nt me during the Moon Adventure song.
(informal/ 2. Listen to see if the students are singing soft and loud dynamics with me
formal) during the Moon Adventure song.
3. Ask the students to tell me what articulations and dynamics they hear in
the musical examples.
Adaptions/ The movement aspects of the lesson provide engagement and learning for
accommo students who struggle with or cannot connect with the music audibly or visually.
dations for If a student is drawing a distracting amount of attention to themself, I will ask
students the student if they can participate in the activity so that they feel like a part of
the experience.
with
specific
learning
needs
As a result For the next lesson, I will make sure to show the students my guitar instead of
of assuming they know what it is.
teaching
this
lesson,
what
changes, if
any, will
you make
to the next
lesson?