Teacher: Duc Anh Tran Class: K-1 Date: 04/11 through 04/18/2024

Lesson Concepts & Motivation: Materials: Set-up:

Singing in major/minor, duple/triple meter Ukulele N/A

Chanting in duple meter Frog Puppet

Vocal exploration Iconic Representation Cards

Instruments: N/A A Frog and A Mouse Song tail

Improvisation/Composition: N/A
Song/Chant/Activity/Objectives Step-by-Step Procedure Evaluation Time
S/C/A: Hello Song Formation: Stationary Seated Circle T will hear S accurately sing on 5 minutes
Step-by-step sequence pitch
Tonality: Major
-T says, “Echo me” T will hear S sing the correct lyrics
Meter: Duple -T takes a prep breath.
-T sings the song pattern T will hear S sing the correct
Objective(s): -S echo back the pattern rhythm
I will sing a song
I will sing a song in different languages T can add different languages as the classes progress, such T will hear S sing the correct
as Spanish, French, or Chinese. tempo
SSS:
MU.K.S.3.3
Match pitches in a song or musical
phrase in one or more keys.

NCAS:
MU:Cr1.1.Ka With guidance, explore
and experience music concepts (such as
beat and melodic contour).

MU:Pr6.1.Ka - With guidance,

perform music with expression.
S/C/A: Pitch Exploration – Froggy
Tonality: N/A
Meter: N/A
Objective(s): I will make my voice go
from high to low.
I will make my voice go from low to
high
I will make a falling vocal glissando
with my voice
I will make an animal sound with my
voice
SSS:
DA.K.S.2.1 - Follow classroom
directions.
MU.K.O.1.1 - Respond to beat,
rhythm, and melodic line through
imitation.
NCAS:
MU:Pr4.2.Ka - With guidance,
explore and demonstrate awareness of
music contrasts (such as high/low,
loud/soft, same/different) in a variety
of music selected for performance.
S/C/A: Iconic Representation Cards –
Here’s the Frog
Tonality: N/A
Meter: N/A
Formation: Stationary Standing Circle T will hear S make a vocal 5 minutes
Step-by-step sequence glissando
- T says, “We have a new friend. His name is Froggy. Let’s T will hear S make their voices go
do what he does.” from high to low
- T says, " Repeat after me”
- T raises the puppet in the air T will hear S make their voices go
- S raise arms in the air from low to high
- T sings with the head voice slide down to lower pitch
while lowering the arms
- S sing with the head voice slide down to lower pitch
while lowering the arms
- T raises the puppet in the air
- S raises arms in the air
- T lowers the puppet then raise it back up while singing
with head voice
- S lower arms then raise them back up while singing with
head voice
- T raises the puppet up
- S raise arms up
- T sings from high to low using head voice
- S sing from high to low using head voice
Alternate the movements with different pitches. Teacher
can select random students to do the activity. ALWAYS
start with a high pitch. Vocal slides should be
done with a head voice.
Formation: Stationary Seated Circle T will hear S accurately sing on 7 minutes
Step-by-step sequence pitch
-T says, “Watch me” T will hear S sing the correct lyrics
-T takes a prep breath
-T says, “Here is a frog,” T will hear S sing the correct
-T makes a fist rhythm
Objective(s):
I will chant in duple meter.
I will perform illustrative motions.
SSS:
MU.K.S.2.1 - Sing or play songs from
memory.
MU.K.S.3.3 - Match pitches in a song
or musical phrase in one or more keys.
NCAS:
MU:Pr4.3.Ka - With guidance,
demonstrate awareness of expressive
qualities (such as voice quality,
dynamics, and tempo) that support the
creators’ expressive intent.
-T says, “and here is a pond”
-T makes an open palm on the other hand T will hear S sing the correct
-T says “A frog in a pond am I” tempo
-T places the fist on the palm
-T says, “I can jump so far,” T will observe S correctly perform
-T moves the fist away from the palm motions
-T says, “I can jump so high,”
-T raises the fist up
-T says, “Hippity, hippity, hop”
-T places the fist on palm 3 times
-T says, “I sit on a lily pad high and dry”
-T places the fist on the front side of the pond
-T says, “Watching the fishes swimming by”
- T makes a fish with a hand
-T says, “Then SPLASH!”
-T claps
-T says, “How I make the water fly”
-T throw hands in the air
-T says, “Hippity, hippity, hop”
-T places the fist on palm 3 times. [1,2]
-T says, “Perform the motions with me.”
-T takes a prep breath
-T recites the chant and performs motions
-S listen and perform motions [3, 4, 5]
- T says, “This time, recite the chant and do the motions
with me”
- T takes a prep breath
-T recites the chant and performs motions
-S recite the chant and perform motions [6,7]
- T says, “This time, you recite the chant and perform
motions by yourself”
- T takes a prep breath
- S recites the chant and perform motions [8,9,10]
S/C/A: Simple Song – Little Green Formation: Stationary seated circle T will hear S recite the correct 5 minutes
Frog Step-by-step sequence words

Tonality: N/A -T sings the song fragment T will observe S correctly perform
-S listen and perform motion motions
Meter: Duple
T will observe S accurately audiate
Objective(s): the chant
I will chant in duple meter.
I will perform illustrative motions.
I will memory the patterns of notation
cards

SSS:
MU.K.H.3.1 - Perform simple songs,
finger plays, and rhymes to experience
connections among music, language,
and numbers.

NCAS:
MU:Cr1.1.Kb - With guidance,
generate musical ideas (such as
movements or motives).
S/C/A: Transition Song - Such a -T says, “Let’s make a standing circle” T will observe S making a 30 seconds
Making a Circle -T sings, “Such a making a circle, I never did see” (x3) standing circle
-T sings, “Such a making a circle, you can’t catch me!”
Tonality: Major -S listen, watch and form a circle

Meter: Duple

Objective(s):
I will listen to a song in major
I will form a circle

SSS:
DA.K.S.2.1 - Follow classroom
directions.

NCAS:
PE.K.M.1.1 - Use a variety of
locomotor skills to travel in personal
and general space.
S/C/A: Hop A Lot Freeze Formation: Stationary Standing Circle T will observe S correctly perform 5 minutes
Step-by-step Sequence motions
Tonality: Major
-T says, “Let’s put on our listening ears and follow the
Meter: Duple direction”
-S listen
Objective(s):
I will follow direction -T takes a prep breath
I will identify different pitches -T sings the song fragment
SSS: -S listen and do the movements
MU.K.S.3.3 - Match pitches in a song
or musical phrase in one or more keys.

MU.K.O.1.1 - Respond to beat,

rhythm, and melodic line through
imitation.
NCAS:
MU:Cr1.1.Ka With guidance, explore
and experience music concepts (such as
beat and melodic contour).

MU:Cr1.1.Kb - With guidance,

generate musical ideas (such as
movements or motives).
S/C/A: Song without words and flow Formation: Stationary Standing Circle T will observe S correctly perform 3 minutes
motion – Move it #9 “Hungarian Step-by-step sequence motions
Dance”
-T says, “Watch me and do what I do!”
Tonality: Minor -T performs motion with the music
-S watch and follow T
Meter: Duple

Objective(s):
I will perform flow motions
SSS:
MU.K.O.1.1 - Respond to beat,
rhythm, and melodic line through
imitation.

NCAS:
MU:Cr1.1.Ka With guidance, explore
and experience music concepts (such as
beat and melodic contour).

MU:Cr1.1.Kb - With guidance,

generate musical ideas (such as
movements or motives).
S/C/A: Transition Song – Everybody -T sings, “Everybody have a seat, have a seat, have a seat” T will observe S sitting down into 30 seconds
Have a Seat -T sings, “Everybody have a seat on the floor” a circle
-T sings, “Not on the ceiling, not on the door”
Tonality: Major -T sings, “Everybody have a seat on the floor”
-S listen and seat down to the floor
Meter: Duple

Objective(s):
I will listen to a song in duple
I will seat on the floor

SSS:
DA.K.S.2.1 - Follow classroom
directions.

PE.K.M.1.1 - Use a variety of

locomotor skills to travel in personal
and general space.

NCAS:
MU:Cr1.1.Kb - With guidance,
generate musical ideas (such as
movements or motives).
S/C/A: My Mother, Your Mother
Tonality: N/A
Meter: N/A
Objective(s):
I will listen to a chant
I will recite a chant
I will perform motions
I will echo rhythm patterns
SSS:
MU.K.C.1.4 - Identify singing,
speaking, and whispering voices.
MU.K.S.3.4 - Imitate simple rhythm
patterns played by the teacher or a peer.
NCAS:
MU:Cr1.1.Ka - With guidance,
explore and experience music concepts
(such as beat and melodic contour).
MU:Cr1.1.Kb - With guidance,
Formation: Stationary Seated Circle T will hear S accurately recite the 5 minutes
chant
Step-by-step sequence
T will hear S correctly echo the
-T uses the yellow eyeball finger puppet for My Mother
provided patterns
and the blue eyeball finger puppet for Your Mother
-T says, “This is My Mother, and this is Your Mother”
T will observe S effectively
working in groups
-T says, “I will provide the patterns. Recite the chant and
do the motions with me”
3 – Student can accurately recite
-T takes a prep breath
the provided patterns
-T and S say chant together [1]
-T says, “My turn” before the four patterns
2 – Student can recite the patterns
-T (My Mother) presents (says) four patterns (one at a with some small errors
time) on the neutral syllable “ba.”
CS Pattern Set 1A: 8, 5, 2, 3
1 – Student cannot recite the
provided patterns
-T (Your Mother) echoes each pattern
-S echo T provided patterns
-T says, “Aww man! I suddenly feel so tired and need
help. Who can be My Mother and say the patterns for
me?”
-S raise hands
-T picks an S who has already demonstrated high skill
levels in this activity and gives him/her the eyeballs finger
puppets
generate musical ideas (such as
movements or motives).
MU:Re7.2.Ka - With guidance,
demonstrate how a specific music
concept (such as beat or melodic
direction) is used in music.
-T says, “Let’s all recite the chant and perform the
motions”
-T takes a prep breath
-S recite chant and perform motions [2]
-Selected S chants 4 rhythm patterns
-S and T echo patterns
-T says, “Let’s give somebody else a chance to be My
Mother”
-T prompts S to give google eyes to another selected
student
-T takes a prep breath
-S recite chant and perform motions [3,4,5]
-Selected S chants 4 rhythm patterns
-S and T echo patterns
-T says, “I hope you all have fun doing this activity. Now
everyone, one last time”
-T takes a prep breath
-T and S recite chant and perform motions together [6]
-T says, “My turn” before the four patterns
-T (My Mother) presents (says) four patterns (one at a
time) on the neutral syllable “ba.”
CS Pattern Set 1A: 8, 3, 6, 1
-T (Your Mother) echoes each pattern
 -S echo T provided patterns
-T says, “Goodbye!”
-S repeat, “Goodbye!”

S/C/A: Song tale Formation: Stationary seated circle T will observe S following the 2 minutes
Step-by-step sequence story
Tonality: Major
-T says, “It’s time for a story. Let’s put on our listening ears
Meter: Duple and follow the story”
-T takes a prep breath
Objective(s): -T reads the song tail
I will listen to a song tail in major key -S listen

SSS:
MU.K.C.1.2 - Identify various sounds
in a piece of music.

NCAS:
MU:Cr1.1.Ka With guidance, explore
and experience music concepts (such as
beat and melodic contour).
S/C/A: Extra Activities – Spoken Formation: Stationary seated circle T will hear S recite the correct 2 minutes
Finger Play: Chop, Chop! words
Step-by-step Sequence

Tonality: N/A T will observe S correctly perform

-T says, “We are going to play a game called Chop, Chop.
motions
Watch me!”
Meter: Triple -S watch and listen

Objective(s): -T takes a prep breath

I will listen to a chant -T says, “Chop, chop, chipity chop”
I will recite a chant -T holds one hand out, palm up and uses the 2nd hand to
I will perform motions
I will create ideas for the chant
SSS:
DA.K.S.2.1 - Follow classroom
directions.
MU.K.F.1.1 - Respond to and explore
music through creative play and found
sounds in the music classroom.
NCAS:
MU:Cr1.1.Kb - With guidance,
generate musical ideas (such as
movements or motives)
MU:Cr1.1.Ka With guidance, explore
and experience music concepts (such as
beat and melodic contour).
make a chopping motion
-T says, “Cut of the bottom”
-T moves chopping hand toward elbow
-T says, “And cut of the top”
-T moves chopping hand back to hand that is palm up
-T says, “What we have left”
-T places hands on floor to sides of body, palms up.
-T says, “We’ll put in the pot”
-T makes an overhead scooping motion and "put" items into
the soup pot.
-T says, “Chop, chop, chipity chop”
-T holds one hand out, palm up and uses the 2nd hand to
make a chopping motion [1,2]
-T says, “Perform the motions with me.”
-T takes a prep breath
-T recites the chant and performs motions
-S listen and perform motions [3, 4, 5]
- T says, “This time, recite the chant and do the motions
with me”
- T takes a prep breath
-T recites the chant and performs motions
-S recite the chant and perform motions [6,7]
 - T says, “This time, you recite the chant and perform
motions by yourself”
- T takes a prep breath
- S recites the chant and perform motions [8,9,10]
Variation: Students can suggest items to go into the soup.
Pick and wash the vegetables using vocal exploration to
create accompanying sounds. At the end of the activity, stir
the soup with continuous flow motion while singing a song
without words.
Announcements/Administrivia Lesson Post-Evaluation: