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Title: Kitty Kitty Casket

Grade Level: 3
Standards (List specific SOLs that pertain specifically to YOUR objectives).
Virginia Standards: (SOL)
3.4: The student will perform rhythmic patterns that include sixteenth notes, single eighth notes, eighth
rests, and dotted half notes
3.7 The student will create music by improvising rhythmic question-and-answer phrases

Objectives: (List specific, assessable items you want students to KNOW and BE ABLE TO DO).
As a result of the instruction, students will be able to: (observable skills- action verbs)
 Chant the rhythms of the song with 75% accuracy
 Compose a combination of rhythms as guided in the lesson (same rhythms as in the song)
 Perform their rhythmic composition in front of the class on a rhythm instrument of their choice
Materials (List the instructional materials you will need or use for the lesson. Why? I will know that you
know what you need to teach the lesson and will not be running around the room to find something you
forgot.)

Posterboard with lyrics written out on them and binder clip to hold it up
22 handouts for the class for space for 4 compositions
papers with the rhythms of the song in pictures
papers with the rhythms of “blueberry” and “butterfly”
6 music stands
22 pipe cleaners
rhythm instruments
Modifications: (List any modifications in the instructional setting or room that you must make for any
child who has special needs. Could be child with a broken leg. It could be using a microphone for a child
with a hearing deficiency. Has anyone encountered this yet?)
If a student has a hearing deficiency, I will project louder and make sure they are in the front of the
classroom.

Procedures:

5 minutes: Teach “Kitty Kitty Casket” (by rote)

 Have students repeat after me with the words “blueberry” and “butterfly” asking students to chant
along with me, then to clap those specific rhythms to them (16 th and 8th rhythms)

 Ask students to pat on their legs to keep the beat, then learn the song by “I chant, you chant”

“Kitty Kitty casket, green and yellow basket”

“lost my handkerchief yesterday”
“so full of mud I tossed it away”

 Ask them where they heard those rhythms we talked about with “blueberry” and “butterfly”

4 minutes: Game

Lesson Plan Format: Dr. Yoo © 2020

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 Instruct students to divide into two groups of around 10 to form two circles and have everyone but
one in each sit down, having them grab a pipe cleaner on the way into the circles

 Explain the game (similar to “Duck, Duck, Goose”) and have the students chant the song while
they play the game

1 minute: Transition
 Have students all stand up and walk to their seats while I say rhythms for them to stomp on their
way back

2 minutes: Rhythm Practice

 Have students look at the stands and clap the rhythms, then I will swap some of them and ask them
to tell me if it is right.

4 minutes: Explain, Compose, and Practice Composition

 I will pass out the handouts and explain the handout
 Students are to make a rhythm for their name and then 4 4 bar rhythm patterns using the rhythms
we saw in the song (using different dynamics if time allows)

4 minutes: Performances
 Have students come up and perform one of their compositions on rhythm instruments, having the
class echo on rhythmic instruments

Assessment: (The question of assessment is “How well do the students know the objectives or how well
can they do/apply/use the objectives?” Go back to the top of this format- your assessment starts here.)

Overall Outcomes: Assessment for Each Outcome:

After learning the pieces, each student will…
1. Chant the rhythms of the song with 75%
accuracy
2. Compose a combination of rhythms as
guided in the lesson (same rhythms as in
the song)
3. Perform their rhythmic composition in
front of the class on a rhythm instrument
of their choice
I will document individual student achievement
with…
1. (informal) I will listen to students
chanting making sure they are on rhythm;
I will also have them help me rearrange
the rhythms on the stands
2. (formal) I will walk around and make sure
students are on task during composition
and will have their handouts as well.
3. (informal) I will have students perform in
front of the class, showing they did a
composition and that they can perform it,
having other students play it after.

** Use various assessment tools (e.g., rubrics, rating scales, checklists, short quizzes, self-reflections, etc.)
and various types of questions (e.g., multiple choice, short answer, matching, etc.)

Lesson Plan Format: Dr. Yoo © 2020