Teacher: Mr. Paul McCrea Class: 3rd Grade/Mrs.

Saponara Date: 04/26/24 (6th Day of Rotation)

Lesson Concepts & Motivation: Materials: Set-up:
- Singing in Major and Minor - Drumset (Hello Song, - Drumset is already set up between
- Singing in 4/4 and 6/8 (Transition song in 5/8) Movement Exploration) keyboard instruments
- Playing xylophones and singing simultaneously - Xylophones, Metallophones, - Keyboard instruments are spread in front
- Performing with beat-oriented movement Glockenspiels, Temple Blocks of Promethean Board
- Reciting of familiar songs (Pickin’ A Spot) - Cups will be against the wall between the
- Improvised beat-oriented movement (As dictated - Promethean Board computer and the promethean
by what S hears) - Temple blocks to the side of the
Promethean
Song/Piece/Activity/Objectives Step-by-Step Procedure Evaluation Time
S/C/A: Activity – “Vocal Glissandi: Formation: Stationary standing on dots -T will hear S mimic pitch contour Approx. 2
Pitch Exploration” -T will hear S use their own minutes
Tonality: N/A -T leads stretching (Usually same sequence) comfortable vocal range
Meter: N/A -S matches

Objective(s): -T says “Look at my feet and match them” (feet together,

- I will imitate the exploration of but not touching)
pitch range using vocal glissando -T says “Ha, ha, ha”
- I will move in a manner to -S repeat
match what I am doing with my voice -T says “Ho, ho, ho”
-S repeat
SSS: -T says “He, he, he”
- DA.2.S.3.2 -S repeat
Perform bending and reaching exercises -T says “Heh, heh, heh”
to increase strength, stamina, flexibility, -S repeat
and range of motion.
- MU.K.C.1.4 -T does a vocal glissando
Utilize singing, speaking, and -S already know to repeat T
whispering voices. -T performs various other glissandi w/ voice
-T says “Show me what it sounds like with your hands
NCCAS: while you sing.”
- MU:Pr5.1.4a -T sings various glissandi in many tessitura while moving
Apply teacher-provided and hands
collaboratively developed criteria and -S show the contour of what they hear with hands
feedback to evaluate accuracy and
expressiveness of ensemble and -T says “Let’s try making the same sound with your voice
personal performances (Are they using while still using your hands”
the same tone of voice as T?)
 - MU:Pr4.2.PKa -T demonstrates various vocal glissandi moving hands
With substantial guidance, explore and simultaneously
demonstrate awareness of musical -S echo with vocal glissandi, simultaneously moving
contrasts. their hands as T did

-T says “You guys are a little too good at this.”

-T sings, intentionally creating a glissando from low to
high, simultaneously moving the hands in a manner to
match the contour of the glissando
-S intentionally create a vocal glissando from low to
high, simultaneously moving their hands as T did

-T says “This is getting interesting. I bet I can catch you

all by surprise with this one”
-T sings, this time creating a siren effect, glissando-ing
back and forth from high and low at a faster rate than the
first two whistles, moving the hands up and down with
the contour of the pitch
-T says “Your turn” motioning to S
-S create a siren effect, glissando-ing back and forth from
high and low at a faster rate than the first two, moving
the hands up and down with the contour of the pitch

-T says “Last one should do the trick!”

S/C/A: Activity - Singing Solfege:
“Do” to “Do” (Next Octave)
Tonality: Major
Meter: N/A
-T sings starting from low, going to high, and then back
to low using a glissando at the same rate as the high to
low repetition.
-S create vocal glissandi starting from low, going to high,
and then back to low using a glissando at the same rate as
the high to low repetition.
Formation: Stationary standing on dots -T will hear S echo solfege patterns Approx. 4
-T will see S perform solfege hand mins
S already knows to repeat solfege once T starts and their signals
attention is already on T

Objective(s): -T sings w/ solfege hand signals “Do, do, do”

- I will sing stepwise solfege -S repeat
patterns -T sings w/ solfege hand signals “Do, mi, re, do”
-S repeat
 - I will sing various patterns with
skips and leaps (3rds or 4ths and
greater)
- I will sing and show solfege
hand signs for an entire octave
SSS:
- MU.3.S.3.3
Sing simple la-sol-mi-re-do patterns at
sight.
S/P/A: Song - “Hello Song (Hello
There)”
Tonality: Major
Meter: 4/4, Simple Quadruple
Objective(s):
- I will sing syncopated rhythms
- I will move in coordinated
movement with my class
- I will sing the “Hello Song”
from memory
SSS:
- MU.K.S.2.1
Sing or play songs from memory.
- DA.1.S.3.3
Practice moving body parts in and
through space to develop coordination.
- MU.2.S.3.1
Sing songs in an appropriate range,
using head voice and maintaining pitch.
NCCAS:
- MU:Pr6.1.5a
Perform music, alone or with others,
with expression, technical accuracy, and -S get the opportunity to respond
appropriate interpretation.
-T sings w/ solfege hand signals “Do, re, mi, sol”
-S repeat
-T sings w/ solfege hand signals “Sol, fa, sol”
-S repeat
-T sings w/ solfege hand signals “Sol, fa, sol, la, sol”
-S repeat
-T sings w/ solfege hand signals “Sol, la, ti”
-S repeat
-T sings w/ solfege hand signals “Ti, ti, do”
-S repeat
[Repeat as needed, with various patterns]
Formation: Stationary standing on dots (Some -T will hear S sing with accurate Approx. 3
movement) pitch mins
-T will hear S sing accurate
-T says “Put your hands up like this” rhythms
-T starts “Hello Song” -T will see S perform
-S know song, so they join in choreographed movement
-T says “You know the next part, put your feet together,
touching each other. We’re going to go this way first
[pointing] (S right, T left)”
-T starts “Step, cross, step, together,” saying the words
aloud simultaneously
-S joins as comfortable to do so
[After a few repeats, S know to expect to add the “Hello
Song” w/ these movements]
-T counts off as everyone approaches their original
starting point
-T and S sing the “Hello Song” while performing
synchronized movement
-T says “Excellent! I have something to show you today.”
-T sits at drumset and plays accompaniment to the “Hello
Song” without telling S what it is
-T asks “Does that sound familiar to any of you?”
-T, regardless if S guess correctly or not, sings the “Hello
Song” and plays the accompaniment as well.

S/C/A: Transition/Sit-Down Song -
“Look To The Window”
Tonality: Minor
Meter: Odd Meter: 5/8 (1 Beat
Compound and 1 Beat Simple)
Objective(s):
- I will perform the motions
directed by the lyrics
S/C/A: Simple Song – “Pickin’ a Spot”
Tonality: Major
Meter: 6/8, Compound Duple
Objective(s):
- I will sing “Pickin’ a Spot” in
6/8 time with proper pitch
designation
- I will perform learned motions
consecutively with lyrics to
“Pickin’ a Spot”
SSS:
- MU.K.S.2.1
Sing or play songs from memory.
- MU.K.S.3.2
Perform simple songs and
accompaniments.
-S connect mental “dots”
-T stops playing and starts the S w/ the movement,
layering in the drums, and then counting off for everyone
to sing in unison
-T and S perform the “Hello Song” w/ movement and
drumset accompaniment
Formation: Start stationary standing, end stationary -T will see S follow directions Approx 30
sitting (embedded in lyrics) seconds
[S are expected to follow the directions that the lyrics
provide.] Here is the lyric breakdown:
-T sings “Look to the window”
-S and T look to window
-T sings “Look to the door”
-S and T look to door
-T sings “Look to the ceiling”
-S and T look to ceiling
-T sings “Look to the floor”
[Same process for the repeat, where “look” is replaced
with “point” where S and T will look and point, and
“look to the floor” becomes “sit on the floor”]
Formation: Stationary seated on dots -T will hear S accurately sing on Approx. 10
pitch mins
-T says “We’re learning “Pickin’ A Spot” today. Watch -T will hear S sing correct lyrics
with your eyes and listen with your ears” -T will hear S sing correct rhythms
-T takes prep breath -T will watch S perform
-T sings Pickin’ a Spot w/ different motions on every coordinated movement
measure
-S watch and listen
[1]
-T says “One more time by myself”
-T pats chest with one hand meaning (I sing)
-T takes prep breath
-T sings Pickin’ a Spot w/ different motions on every
measure
-S watch and listen
[2]
 - MU.68.S.1.4
Sing or play melodies by ear with
support from the teacher and/or peers.
NCCAS:
- MU:Pr5.1.2a
Apply established criteria to judge the
accuracy, expressiveness, and
effectiveness of performances.
- MU:Pr6.1.5a
Perform music, alone or with others,
with expression, technical accuracy, and
appropriate interpretation.
-T says “This time, do the motions with me, but I’m
going to sing alone.”
-T pats chest with one hand meaning (I sing)
-T takes prep breath
-T sings Pickin’ a Spot w/ different motions on every
measure
-S performs motions and listens
[3]
-T says “Everybody has to be doing the motions!”
-T pats chest with one hand meaning (I sing)
-T takes prep breath
-T sings Pickin’ a Spot w/ different motions on every
measure
-S performs motions and listens
[4]
-T says “Again, while I play the xylophone”
-T pats chest with one hand meaning (I sing)
-T takes prep breath
-T sings Pickin’ a Spot and accompanies w/ xylophone
-S performs motions and listens
[5]
-T says “Sing with me this time AND perform the
motions”
-T takes prep breath
-T sings Pickin’ a Spot and accompanies w/ xylophone,
but only the left hand broken bordun (with motion on
every measure in other hand)
-S echoes each measure, while T plays melody and
broken bordun on xylophone
[6]
-T asks “What does the rain do?” w/ motion
-S say “Falls”
-T asks “Sun?” w/ motion
-S say “Shines”
-T asks “Trees?” w/ motion
 -S say “Grow”
-T asks “Apples?” w/ motion
-S say “Woah!”
-T says “Sing from “Rain falls” with me”
-T sings Pickin’ a Spot from “Rain Falls” (with motion
on every measure)
-S sings and joins T with the motion that accompanies
each measure
[6(and a half)]

-T says “EVERYBODY singing with me and do the

motions how we’ve been doing”
-T takes prep breath
-T sings Pickin’ a Spot and accompanies w/ xylophone
-S joins T with the singing and performs motions that
accompany each measure
[7]

-T says “Now it’s your turn to sing it all by yourselves.

I’ll start you off, but then I’ll watch, listen, and
accompany”
-T takes prep breath
-S sings Pickin’ a Spot (with motion on every measure)
-T accompanies w/ broken bordun on xylophone
[8]
Repeat above section as desired (Perform with them
again as needed)
S/C/A: Activity – Xylophones: “Pickin’ Formation: Seated, standing or kneeling behind keyboard -T will hear S play a steady tempo Approx. 12
a Spot” instruments as an ensemble mins
Tonality: Major -T will see/hear S with xylophone
Meter: 6/8, Compound Duple -T says “Stand up, find one partner that you’d be willing note accuracy
to share an instrument with” -T will hear S accurately sing on
Objective(s): -S move to be near a preferred partner pitch
- I will sing “Pickin’ a Spot” in -T says “Once you’re behind your instruments, your -T will hear S sing correct lyrics
6/8 time with proper pitch hands should be empty, meaning the mallets have not -T will hear S sing correct rhythms
designation been picked up and there is nothing in your hands”
- I will perform learned motions -T picks groups of partners to be on specific instruments
consecutively with lyrics to [Some S will end up not needing to be w/ any partners]
“Pickin’ a Spot”

SSS:
- MU.K.S.2.1
Sing or play songs from memory.
- MU.2.S.3.2
Play simple melodies and/or
accompaniments on classroom
instruments.
- MU.4.S.3.4
Play simple ostinati using classroom
instruments.
- MU.5.S.3.2
Play melodies and accompaniments,
using proper instrumental technique, on
pitched and unpitched instruments.
- MU.68.S.1.4
Sing or play melodies by ear with
support from the teacher and/or peers.
NCCAS:
- MU:Pr4.3.Ka
With guidance, demonstrate awareness
of expressive qualities (such as voice
quality, dynamics, and tempo) that
support the creators’ expressive intent.
- MU:Pr5.1.2a
Apply established criteria to judge the
accuracy, expressiveness, and
effectiveness of performances.
-T says “Place both hands on your shoulders, you’re
going to pat with your jumping spiders (fingers),
matching my tempo. No slower, no faster.”
-T plays steady tempo on temple blocks (emulating the
pitch differentiation of the broken bordun)
-S joins with jumping spiders
-T says “Now, put your hands together like this (as if you
are going to clap). Match my tempo with claps”
-T plays steady tempo on temple blocks (emulating the
pitch differentiation of the broken bordun)
-S joins with claps
-T says “Quick review of the “Mallet Bs”
[“B” words that describe mallet technique: slide for this
on Promethean (Balance, Bite, Blanket, Bellybutton,
Bend, Bounce, Babies)]
-T says “Rest the mallets on your shoulders first [Wait for
every student to match and call out as needed]. Match my
tempo again, this time tapping your mallets on your
shoulders.”
-T plays steady tempo on temple blocks (emulating the
pitch differentiation of the broken bordun)
-S joins with shoulder taps using mallets
-T turns towards Promethean so as not to confuse S w/
his right and left hands and theirs [A diagram of the C
diatonic scale is presented for demonstration].
-T says “Hold up the mallet in your left hand [Pause to
wait for S]. Do NOT play the instrument, but hover over
the letter C on the instrument [Pause for S]”
-T says “Hold up the mallet in your right hand [Pause to
wait for S]. Do NOT play the instrument, but hover over
the letter G on the instrument [Pause for S]”
-T says “Now, listen first. I’m going to play the temple
blocks and I will have individuals join me. Please pay
attention to when I’d like you to join.”
 -T plays steady tempo on temple blocks (emulating the
pitch differentiation of the broken bordun)
-T says “You will play: C, G, C, G (Saying the letter
names simultaneous with the different temple block
pitches).”
-T adds bass (typically) and adds others as comfortable
OR can choose the best behaved/most trustworthy S.
-S plays broken bordun (C and G)

-T says “Rest your mallets on your shoulders, please.

Listen first, I am going to play my steady tempo and sing
Pickin’ a Spot”
-T performs Pickin’ a Spot w/ temple block
accompaniment, but “rests” on the word “Apples” and
plays one final note on the word “Woah!”

-T starts broken bordun on temple blocks

-S joins
-T cues and performs Pickin’ a Spot w/ temple block
accompaniment
-S joins in singing and playing mallet accompaniment

-T ends with “Leave your mallets EXACTLY where you

found them and go back your dot in 10 seconds”
(Countdown aloud is usually necessary)

[Class success always varies, so be prepared to further

complicate the ostinato by having them play
“LRR”/“CGG” as compound meter eighth notes]
S/P/A: Activity: Drumset led Guided Formation: S starts on assigned dots, but move -T will see S move with tempo of Approx. 12
Movement freely/independently as designated by the directions for drumset mins
Tonality: N/A the activity -T will see S respond to changes in
Meter: N/A what they hear (stop when drums
-T says “Staying standing, you’re going to show me, by stop, start when drums start,
Objective(s): moving your body, what you think of when you hear me change their motion when the style
- I will respond appropriately to play the drums like this.” of playing changes
changes in tempo and style of -T drums in a traditional/militaristic/rudimental style
T’s playing
 - I will start and stop motion
according to when T starts and
stops
- I will move my body
independently
SSS:
- MU.K.F.1.1
Respond to and explore music through
creative play and found sounds in the
music classroom.
- DA.K.S.3.4
Move to various musical and rhythmic
accompaniments, responding to
changes in tempo and dynamics.
NCCAS:
- MU:Cr1.1.Kb
With guidance, generate musical ideas
(such as movements or motives).
[The goal is to find the first student that shows marching
of some form]
-T points out one or more S that displayed marching and
has them demonstrate for the class
-T says “When I play again, march ON YOUR DOT like
he/she/they did”
-T drums in a traditional/militaristic/rudimental style
-S march in place
-T says “You are now soldiers. Soldiers are responsible
for following directions without hesitation. Please turn
towards the cabinets and look at our music class
movement rules.”
-T says “Repeat after me. No running!”
-S say “No running!”
-T says “No bumping!”
-S say “No bumping!”
-T says “No following your friends!”
-S say “No following your friends!”
-T says “Think for yourself!”
-S say “Think for yourself!”
-T says “Don’t repeat after me anymore. Turn and face
me. I want you to think for yourself so that you can work
together as a team. Whenever you hear the drums start
you will march anywhere around our main area; no
corridors, no blue or green un-numbered dots, no risers.
When you hear the drums stop, you must find a dot and
be at attention on any dot, it doesn’t have to be your
assigned one.”
-T demonstrates “Attention” (Good posture, salute, feet
together)
-T starts playing
-S move freely w/ the preset guidelines and expectations
[Repeat as necessary or as time allows].
In order to give S more chances to incorporate freedom
for creativity, the next steps are not 100% concrete/do not

S/C/A: Song – “Goodbye, Clap Your
Hands”
Tonality: Minor
Meter: 4/4, Simple Quadruple
Objective(s):
- I will move parts of my body when
prompted to by the “Goodbye,
Clap Your Hands” song
- I will sing “Goodbye, Clap Your
Hands”
have to be exactly the same every time this lesson is used
during the rotation.
-T says “Great job, Soldiers. You have served your time
and your country thanks you. You have the freedom to
choose how your body moves from now, as long as you
are following the rules we discussed. You must follow the
tempo at which I play, but everything else is up to you
based on what you think of when you hear me play in
different ways. You still need to freeze on dots, but you
do not have to be at attention”
-T plays drums in various styles whilst observing in order
to manage S behavior.
-S move freely with preset expectations
Whatever precedes the end of this activity, it should
always be ended the way described below. The length of
the finale is dependent on class time leftover.
-T says “Now, you can only take one step for every one
note I play on the drums. No more, no less. One step per
note”
-T plays steady tempos, but changes them periodically
The final piece of this activity will be their dismissal,
after the “Goodbye, Clap Your Hands” song (See end of
document)
Formation: Stationary standing on dots -T will watch S perform the right Approx. 1
motions with correct rhythm minute
-T says “It’s time for our Goodbye song! Put your hands -T will hear S sing on pitch and
together” from memory
-T starts playing drumset and counts off for S before
singing “Goodbye, Clap Your Hands”
-S sing and do motions when prompted to do so
-T says “Thank you very much friends. Without making
any sound, you are going to take one step for every note I
play until you get to your line order stop by the door.”
SSS: -T plays moderate tempo on drumset as not to drag out
- MU.K.S.2.1 the transition out of the classroom
Sing or play songs from memory.
- MU.68.S.1.4
Sing or play melodies by ear with
support from the teacher and/or peers.

NCCAS:
- MU:Pr6.1.5a
Perform music, alone or with others,
with expression, technical accuracy, and
appropriate interpretation.