Name: Chelsea Greer Date: 3/2/2023 & 3/9/2023 Period: 1st Grade

Ensemble or Class: 1st Grade Lesson Topic: Melody/Harmony/Form

Standards: UNIT STANDARDS: MU.1.O.1.1, MU.1.0.1.2, MU.1.S.2.1

MU.1.C.1.1, MU.1.C.1.2, MU.1.S.3.1, MU.1.S.3.3, MU.1.H.3.1, MU.1.F.3.1
Long Term Goal: Students are to see and hear melodies moving by steps or by skips, to further their development in music.

Instructional objectives(s): Students will be able to identify, define, and demonstrate musical forms.

Key Vocabulary Instructional Materials/Resources/Technology:

Projector, power-point, speaker system, parachute(s), vocab
Melody: Sequence of notes in the same key, that creates a words, letter signs
rhythm; the main line in a piece of music.
Harmony: The background parts in a piece of music.
Form: The order of a piece of music.
Critical Thinking: Lesson Structure:
1. Which direction should we go towards on the Enter/Attendance
xylophone? Brain Break
2. What is the difference between a melody and a Lesson Intro
harmony? Lesson
3. Which part is the melody and which parts are the Performance
harmony? Clean Up/ Star Student
Exit
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent: Use a teacher-selected sensory skill to recognize specified musical characteristics

Supported: Recognize a teacher-selected musical characteristic in a song or instrumental piece

Participatory: Attend to a teacher-selected musical characteristic in a song or instrumental piece

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
PREP - Have the MELODY written on the board

5 min. Entering/ Seating

● Attendance

2 min. Review Melody, Harmony, Form Did the students define these words
● What are we learning about in the 3rd nine weeks? accurately?
○ Melody harmony and form
● What is melody?
○ The story
● What is harmony?
○ The helper
● What is form?
○ The order
10 min. Form Pattern Did students spot the patterns and label
● Organize students into a pattern using a similarity. (i.e. the correctly?
red shoes A, black shoes B, and white shoes C.) Then
ask the class to figure out what the pattern is?
● Explain Form Notation - The way that musicians notate
the form of a piece is by labeling each section with a
letter. Sometimes these letters repeat themselves,
sometimes these letters return, and sometimes these
letters only happen once in a song.
○ Give each student the corresponding letter
● Create a new pattern and ask students to label the new
pattern.

10 min. Everything is Form Did students spot the sections and label
● Play the song ‘Everything Is Awesome’ and then ask the the correctly?
students if they noticed a pattern. What section kept
repeating? (A or the chorus)
○ Everything Is AWESOME!!! -- The LEG…
● Pull up the PowerPoint that discusses the lyrics and
which section they belong to.
● Play the song ‘Everything Is Awesome’ and ask the
students to try to identify each section.
○ Have them organize the letters on the board

10 min. Parachute Did students respond to each section

● Once it’s correct, teach them the parachute movements. correctly?
Have them practice with the invisible parachute first.
○ A section - Washing Machine
○ B section - Mushroom (2 times)
○ C section - Shakes
○ D section - Marching clockwise
● Place the parachute on the floor and call students up by
row to find a handle.
● Practice each movement in the correct pattern
● Play the song and do the parachute.

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire or
activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

Nothing was omitted in this lesson; however, I did add a review on basic rondo form using the song Fur Elise. This was my
process for the addition.

● Lead students in preparatory movements for each section

a. Follow the snake melody
b. Horse gallop
c. Busy Bees
● Distribute the scarves to students. Remind students to not sit too close to other students.
● Perform the piece while sitting. Remind students no talking and to be mindful of their neighbors.
Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently?

In future lessons, I will display the game rules and movements on the projector.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.

I felt that this lesson went very well. Students responded positively to the warm-up game and the review. I also feel
confident about their progress with melody, harmony, and form. This was the final lesson of the unit and I’m proud to report
that every student received a 100% on the summative assessment. I would like to plan another parachute lesson to practice
the procedures. This was my first time utilizing a parachute and the procedures were more complex than anticipated.