4/2 Lesson Plan

Rolling Ridge Elementary School

1st Grade
Ms. Audrey Farrell
Objectives:
Students will demonstrate rhythmic accuracy as they recite a chant and pat the rhythm.
Students will demonstrate proper technique on xylophones and metallophones playing a given
rhythm with both “walking” and “jumping” hands.

Standards Being Addressed:

Pr.2.4.a Demonstrate understanding of the structure and the elements of music (such as rhythm,
pitch, and form) in music selected for performance.
Pr.2.4.b When analyzing selected music, read and perform using iconic and/or standard notation.

Materials of Instruction:
● Projected Slides
○ projector/clicker
● Peanut Butter and Jelly by Nadine Bernard Westcott
● 8 xylophones/metallophones and mallets (2 students per instrument)
● Bass metallophone and mallets for modeling

Lesson Sequence:
Entry Activity/Transition: As students enter the room, the established entry procedure is to
place their water bottles/personal items against the column in the middle of the room, find their
dot on the carpet, and begin quietly practicing the challenge rhythm. Once all students are
present and in their designated spot, Ms. Farrell will lead them through clapping and saying the
challenge rhythm as a class. She will then lead the class in the Greeting song, where they find
partners and sing the song while doing the actions together. After this, students return to their
dots and the lesson begins.

Activity #1: Students will recite and pat the rhythm to a chant for Peanut Butter and
Jelly with correct rhythm and pulse.
1. Teacher (T) invites students (S) to move towards the front of the room, sitting on
the carpet to watch and listen as T reads the book.
2. T introduces the book Peanut Butter and Jelly, explaining that they will have a
part to say while reading the story.
3. T asks S to join in patting a steady rhythm at a moderate tempo. (Wait until all S
are patting along, and pulse is well established)
4. T introduces the chant first in chunks and then together, inviting S to echo while
maintaining the pulse on pats.
 a. T: “Peanut Butter, Peanut Butter” (S echo)
b. T: “Jelly, Jelly” (S echo)
c. T: “Peanut Butter, Peanut Butter, Jelly, Jelly” (S echo)
5. T explains that there is a rhythm to pat along with the chant, breaking it down
similarly: (Words with iconic notation projected on screen)
a. T: “Peanut Butter, Peanut Butter” (T pats eighth notes, one for each
syllable of the words) (S echo)
b. T: “Jelly, Jelly” (T pats quarter notes, one for each syllable of the words)
(S echo)
c. “Peanut Butter, Peanut Butter, Jelly, Jelly” (T pats appropriate rhythms, S
echo)
Assessment: T observes and listens to students throughout the activity as they say and
pat the parts and whole of the chant, repeating and correcting as necessary for best possible
overall pulse and rhythm.
Transition: T: “We practice rhythms every day at the beginning of class just like this
right? Let’s find out what rhythms we are using in our chant!”

Activity #2: Students will identify and read the eighth-note and quarter-note
rhythms used in the chant for Peanut Butter and Jelly, reciting and playing from standard
notation.
6. T isolates each rhythm, guiding students to discovery of the eighth note and
quarter note rhythms used in the chant.
a. T asks S to join in patting a steady beat
b. T recites the “Peanut Butter” part of the chant
i. Are there two sounds or one sound for each beat?
1. Wait for S response of 2 sounds
ii. What kind of rhythm has two sounds in one beat? Ta? Ti-Ti?
1. Wait for S response of Ti-Ti
2. Reveal eighth note notation on screen
c. T recites the “Jelly” part of the chant
i. Are there two sounds or one sound for each beat?
1. Wait for S response of 1 sound
ii. What kind of rhythm has one sound in one beat? Ta? Ti-Ti?
1. Wait for S response of Ta
2. Reveal Quarter note rhythm on the screen
d. All recite and pat chant and rhythm together using standard notation.
7. T explains how as they read the book, they will cue for students to say and pat the
chant by pointing to them.
a. T reads Peanut Butter and Jelly to students, cueing them to recite and pat
the chant at appropriate points in the story.
 Assessment: T allows time for student discovery of the rhythm, asking questions
and guiding discussion. T also observes and listens to students throughout the activity as they say
and pat the parts and whole of the chant with standard notation, repeating and correcting as
necessary for best possible overall pulse and rhythm.
Transition:Now that the students are familiar with the chant and associated
rhythm, the class will transition into playing and reciting using the xylophones and
metallophones. Using the slides with visuals and previously established procedures, T will guide
S in getting out and partnering at mallet instruments around the room. Before moving on with the
lesson, T will review expectations and technique on mallet instruments, including trading with
their partner, jumping hands, walking hands, and sliding hands.

Activity #3: Students will recite and perform the rhythm to the chant for Peanut
Butter and Jelly on xylophones and metallophones with accurate technique, rhythm, and
pulse.
8. T reviews the chant with S - all say/pat together
9. T asks S to watch and listen as they play:
a. T plays rhythm and recites chant on bass xylophone (walking hands for
“peanut butter”/eighth notes, jumping hands for “jelly”/quarter notes)
10. T guides S to discover the techniques used to play the rhythm:
a. T: “What kind of hands did I use for the peanut butter part of the chant?”
b. S: “Walking Hands”
c. T: “What kind of hands did I use for the jelly part of the chant?”
d. S: “Jumping Hands”
e. All play together (trade partners after a turn or two so all S play on
instruments)
11. T reads through the book Peanut Butter and Jelly again, cueing S to play and
chant the rhythm on their xylophones and metallophones. (T has students trade
partners as necessary so all S get a chance to practice on instruments).
Assessment: While reading through the book again, T walks around the room to assess S
proficiency with the chant, rhythm, mallet instrument technique, and pulse. T stops, repeats, and
corrects as necessary for best possible demonstration of objectives.
Transition: T calls on xylophone/metallophone numbers one by one to be put away,
reviewing expectations and procedures as necessary.

Closure: T congratulates students on a job well done, and leads them in the closing song
as they line up at the door to leave the music room.