LESSON PLAN

Date: 2/28-3/6 Grade: Kindergarten

Topic:
Alphabet and Rhythm

Objectives: VA SOL Elementary Music Standards

K.13 The student will develop skills for individual and ensemble singing performance.
a) Sing songs using echo and ensemble singing.
K.15 The student will identify and perform rhythmic patterns.
b) Use instruments, body percussion, and voice.
c) Include sounds and silence.
K.16 The student will demonstrate a steady beat using movement, body percussion, instruments, and
voice.

Activities and Practice: Differentiations:

1. Tiptoe to our seats
Color
2. “I’m so glad to be here” warm up song
Slides are colorful and
3. ABC Blues
engaging without being
a. The song Is taught by rote; teacher sings and students echo.
b. The first 2 parts of the song are in an echo style and the last part
overwhelming.
is not. By the last part, they should be able to sing without the Different colors are used for
echo. different lyrics of the song,
c. Sing the song with the accompaniment. The first two parts will as well as images used as
still be an echo, so the students will get more practice throughout note heads for chicka chicka
this as well, then they will sing alone on the last section. boom boom.
4. Chicka Chicka Boom Boom Size
a. Briefly explain the book plot; how all the letters are slowly Visuals are large enough for
climbing up the coconut tree and we’re not sure the tree is stable students to read and clear
enough for that. enough to understand.
b. Analyze the words on the slide for 2 sounds or one. If it has one Pacing
sound, it is “Ta”, if it has two sounds it is “Ti Ti”. Rhythms are practiced
c. Practice the phrases on Ta and Ti Ti. multiple times.
d. Let students know that when we hear these phrases in the book, Students who choose can “ti
we should repeat them.
ti ta” the rhythm Instead of
e. Practice by reading the first portion of the book (before the
saying the words.
letters fall down). Then, pass out castanets.
Modality
f. Begin the book again, but students should repeat the key phrases
Notations are on the board
and play the rhythm of those phrases.
5. Glue Dance
visually and are taught
a. Teacher will choose a body part to glue on the floor. Students aurally through rote
will stick that part of their body to the floor and the rest will teaching.
dance. (Music for dancing comes from tambourine played by Lesson involves kinesthetics
teacher). by using castanets to play
b. If time and deserved, students can pick body parts. the rhythms.
6. See Ya Later Alligator