Teacher Candidate: Your Name Joshua Nieves

Teaching Context: Grade Level/Class MUED 271

Date: 10/19/23

Lesson Sequence Model lesson Oct. 17th, Lesson One

Learning Outcomes: In class students will be doing a vocal warm-up. This will be achieved by
Determine the specific doing two separate activities. The first being a vocal warm-up of their voice
skills, and/or content
knowledge that those you
following the squiggly line. We will do a couple of different exercises with
teach will engage with different lines. After finishing that warm-up, we will move on to the rooster
during this lesson. What warm-up. We will be looking at pictures that describe the songs. I shall start
skills and content singing the song with movement to also demonstrate the song. After singing
knowledge do you want it once ask the students to join you with the movement or even just point at
those you teach to have
obtained by the end of the
the pictures. Once going thought it a few times with movement, I shall ask
year? The end of the the students to say what comes next and will stop at the movement and
quarter? An elementary periodically add more words for them to say. Once this is all done for about
student will not have 2-3 minutes then I shall ask the students to join me in singing the whole
“developed” a skill or song. Once it seems like it’s down, I shall move into a cannon. I would split
“obtained” content
knowledge at the end of a
the students into a couple of groups and point at them when I want them to
single lesson but will over start and to end. Once finished with this Rooster warm-up, the students
several. Meaningful should be ready for the rest of the class.
repetition is key for
young students. How are
you incorporating
meaningful repetition?

Materials, A piece of laminated paper that has a squiggly line going up and down
Equipment, & demonstrating the voices of the students. Have a couple of these to do
Setup: different examples. A slide with a visual representation of the Rooster
(Describe the materials, warm-up.
equipment, and class
setup needed for this
lesson.)
Playlist: Song, Artist, YouTube Link

Virginia State Creating

Music Standards Anchor Standard # 17
Performing
Anchor Standard # 13
Responding
Anchor Standard # 3
Connecting
Anchor Standard # 5

Rubrics:
(Rubrics to evaluate the final unit project.)
UDL Strategies: Engagement: The movement in the rooster song, having them sing where
Multiple means of you stop, have them doing it in a canon
engagement,
representation, and action
and expression.
Representation: The pictures on the board along side the movement you
**strategies: visuals, teach them
entry points of
involvement Expression: The movement that helps them express what they know, if they
(easy/medium/difficult) don’t feel comfortable with doing the movement just point at the picture
that represents that part of the song still show that they know.

Lesson Activity Scripting

In the vocal warm up have your students follow your finger and
the squiggly line. Make sure every student is singing and
warming up instead of just using their speaking voice. Singing
in whatever octave that is comfortable is perfectly fine. I may
recommend for them to go in their higher range because that is
how the vocal warm up can help their voice in the best way.

While doing the Rooster song make sure your students are
looking at the pictures while you are demonstrating the song.
Have then mirror your movement, if they aren’t able/ not
comfortable have them just point at one of the pictures. Once
they are familiar with the movement have them finish where
you start and increase the amount that they have to say until
they do the whole song. Once you see that the students are
comfortable and know the song then make the do it in a canon
in 2-4 groups.
Hook: Glad they Came Movement with the rooster song that then goes into a canon once
 Canon they are ready.
 Singing Game
 Beat Activity
 Movement
Visual Schedule This is for FUTURE you.
Vocal Warm-Up - Start by demonstrating and explaining what the students
need to do.
- Have do a couple different examples and make sure they
understand are warming up correctly.
Canon - Start by singing with the movement
- After having them join in with the movement
- Have them finish where you stop singing and continuously
adding how much they need to sing
- Have then join you in singing the song and the movement
- Have them do it in a canon