PMEA Model Curriculum Framework

Lesson Plan

Lesson Title: “Leaf Man”

Check One: General Music Ensemble Harmonizing Instruments

Theory & Composition Music Technology
Grade Level: 5 Single Day Plan Multi-Day Plan Unit Plan
Lesson Objectives:

Students will be able to sing a refrain while reading “Leaf Man” by Lois Ehlert.

Students will be able to create a rhythmic composition based on descriptive words in “Leaf Man” by
Lois Ehlert.

Lesson Description:

After reading “Leaf Man” by Lois Ehlert, students will learn a melody to the repeated sentence, “Leaf
Man’s got to go where the wind blows.” We will read “Leaf Man” again, and the students will sing the
refrain throughout. As a class, we will choose text phrases and create rhythm patterns for those
words. For instance, “Yellow leaves” will become a ti-ti ta pattern. Students will split into small groups
and create their own rhythm patterns, based on themes of leaves, wind, and water. At the end of
class, students will perform their compositions during the final reading of “Leaf Man.”

Rationale:

The purpose of this lesson is to develop students’ compositional skills by creating rhythms based on
book themes. Students will discover cross-curricular connections between metric patterns and
rhythms. Students will learn to identify themes in literature and create music that enhances those
themes.

This lesson fits into the 5th-grade curriculum, which focuses on increasing students’ musical
autonomy. By creating their own musical compositions, the 5th graders have increased musical
freedom, preparing them to make future choices in music ensembles.

Teacher Resources and Equipment: Student Resources:

• Hardcover copy of “Leaf Man” • Worksheet to record compositions

• Laptop and screen to project the “Leaf

Man” book for students

• Speaker to play background music

• Whiteboard to create examples of

rhythmic compositions
Connections:
PA Competencies:

5-2: Create a musical work that tells a story about personal experiences.

5-3: Describe themes and ideas through listening and performances of a variety of musical styles, e.g.
program music, theatrical music.

PA Essential Questions:

5-2: Why do people create music based on their personal experiences?

5-3: How can music communicate themes and ideas?

PA Big Idea(s): National Standards Enduring Understanding(s):

2. Artists use tools and resources as well as their Creating

own experiences and skills to create art
3. The arts provide a medium to understand and
exchange ideas
Musicians' creative choices are influenced by
their own experiences and skills to create art
Musicians' presentation of creative work is the
culmination of a process of creation and
communication

Connecting
Musicians' connect their personal interests,
experiences, ideas, and knowledge to creating,
performing, and responding

National Standards Artistic Processes (Check all that apply):

Creating Performing Responding Connecting

Standards:
PA Standards:
9.1.5.A: Know and use the elements and principles of each art form to create works in the arts and
humanities.

9.1.5.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles
to produce, review and revise original works in the arts.

National Core Music Standards:

MU: Cr1.1.5a: Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific
purpose and context (such as social, cultural, and historical).

MU:Cr2.1.5a: Demonstrate selected and developed musical ideas for improvisations, arrangements,
or compositions to express intent, and explain connection to purpose and context.
Performance Measures:
I will assess students’ understanding of the refrain by listening to their entrance and technical
accuracy during the second reading.

I will informally assess students’ understanding of rhythmic composition by moving between small
groups.

I will assess students’ understanding of ensemble skills by listening to their entrance during the final
reading.

I will assess students’ compositions based on their written worksheet using the rubric below.

Depth of Knowledge Levels:

Apply – students will apply their knowledge of 2-beat ta/ti-ti rhythms to their rhythmic composition.

Analyze – students will analyze their chosen words to create rhythmic patterns.

Create – students will create words and rhythms to match their assigned theme.

Instructional Process:
Procedures:
As students enter the room, I will play “Autumn” from Four Seasons by Vivaldi. I will tell students the
name of this piece, connecting it to our book (“Leaf Man” by Lois Ehlert).

Before reading “Leaf Man,” I will tell students: “In this book, one sentence is repeated several times.
After reading, I am going to ask you for the repeated sentence.” We will read the book together, and I
will play “Autumn” from The Seasons (Tchaikovsky) as background music. Afterwards, students will
answer that the repeated sentence was: “Leaf Man’s got to go where the wind blows.”

After reading “Leaf Man” as a class, students will learn to sing the refrain (“Leaf Man’s got to go
where the wind blows”). We will read “Leaf Man” again, adding in the refrain.

Students sit down in front of the board. We will practice creating rhythms from words about fire. I will
use the examples “Yellow flames” (ti-ti ta) and “Red spark” (ta ta). Then, I will ask students to create
their own word/rhythm combinations. We will discuss these examples as a class.

Students will break into three groups and create rhythm compositions. Each group will have a
different theme (leaves, wind, and water). The three groups will create words/rhythms based on their
theme. The compositions must include a total of at least four rhythms and use at least two different
rhythms. For instance, “Yellow flames, yellow flames, red spark, yellow flames.” Students will have
approximately ten minutes to create their composition.

“Leaf Man” is broken into three sections: leaves, wind, and water. We will read the book again,
pausing after each of the three sections. Students will perform their composition after we read the
section dealing with their assigned theme. I will verbally prompt students when it is time for their
composition. If time allows, we will repeat “Leaf Man” without prompting.
Differentiation Strategies:

When teaching the refrain of “Leaf Man’s got to go where the wind blows,” I will introduce the
melody both orally and visually. I will sing the melody, and I will project the notated melody on the
board.

During small-group work, I will move around the room to provide individualized supports to students.
If necessary, I will assist students in developing words based on their assigned theme, and I will help
them develop appropriate rhythm patterns.

During the final reading, students will be performing in their groups, which will enable individuals
with special needs to join in as they are able.

Essential Vocabulary:

refrain, rhythm, section, composition

 Rhythmic Composition Rubric
Student Name: Total: _____ / 4

Did the student…. Yes (1 point) No (0 points)

have a total of 4 rhythms?

use 2 different types of

rhythms? (4 types below)

develop words about leaves,

wind, or water?

write down the composition on

their worksheet?