Lesson Plan # 1
Turn the Glasses Over
I. Musical Concepts:
a. A series of pitches may move up, down, or remain the same.
b. Music may move in relation to the underlying steady beat or shortest pulse.
II. Observable Learning Outcomes:
a. Students will be able to sing the melody all the way through with little help from the teacher.
b. Students will be able to tap the beat of the song.
c. Students will be able to follow the contour of the melody with the motion of boats.
III. Students’ Prior Knowledge:
a. Students should be able to sing from C right below the staff up to fourth line D.
b. Students should be able to sing the interval of a Perfect fourth.
IV. National Standards:
1b. Sing expressively, with appropriate dynamics, phrasing, and interpretation.
6e. Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
a. Music for song.
d. Boat cutouts
VI. Teaching Procedures:
a. “Good morning boys and girls. Has anybody ever gone sailing?” Wait for children to answer.
b. “Today we are going to sing a song about sailing across the world.”
c. “I want you to listen for a number, a type of water, and something you might drive in water?” Write things on the board. Teacher sings the song, followed by the children’s answer.
d. “Do what I do.” For the A section we will tap the beat and for the B section we will tap the half note or strong beat.
e. “Can anybody tell me what we were tapping in the B section?” Children respond (the strong beat).
f. “Everybody is going to get a boat. You are going to move your boat up and down with the melody. When I sing higher you can move your boat higher and when I sing lower move your boat lower.” Teacher sings song again while children move with the melody.
my echo, I’ve been to Harlem, I’ve been to
h. Repeat first phrase as necessary.
i. “Over, over, three times over, Drink what you have to drink and turn the glasses over.” Teacher sings second phrase; children imitate.
j. Repeat second phrase as necessary.
k. Put first two phrases together.
l. “Sailing east, sailing west, Sailing o’er the ocean.” Teacher sings third phrase; children imitate.
m. Repeat third phrase as necessary.
n. “Better watch out when the boat begins to rock, or you’ll lose your girl in the ocean.” Teacher sings fourth phrase; children imitate.
o. Put second two phrases together.
p. “Let’s sing the first two parts.” Teacher sings first two phrases; children imitate.
q. Repeat as necessary.
r. Sing next two parts together; children imitate.
s. Repeat as necessary.
t. “Now we are ready to sing the whole song.” Teacher and children sing together.
u. “When I say go, we are going to stand up with your boats. We are going to walk in a circle while singing and you can move your boats like you are sailing through the ocean. I’m going to play the piano.” The whole class sings while teacher plays piano.
VII. Assessment of students:
a. Students will sing the melody with little help from the teacher.
b. Students will follow the contour of the melody.
Lesson Plan # 2
Sing with the Angels
I. Musical Concepts
a. Individual sounds and silences within a rhythmic line may be longer than, shorter than, or the same as other sounds within the line.
II. Observable Learning Outcomes
a. Students will be able to understand half rests.
b. Students will be able to play the bell part for Sing with the Angels.
III. Prior Knowledge
a. Students should know half notes and quarter notes.
IV. National and State Standards
2b. perform easy rhythmic and melodic patterns accurately and independently on rhythmic and melodic classroom instruments.
5a. read half and quarter notes and rests.
c. Picture of Bells
d. Letters that correspond with notes they are going to play
VI. Teaching Procedures
Opening: Good Morning! Can anybody say the rhythm I have written on the board?
1. Have rhythm written on board (half, half, quarter, quarter).
2. Clap all rhythms the students come up with until they have the right one.
3. Now I want everybody to clap this rhythm with me.
4. Clap rhythm.
5. Now I want you to clap the rhythm without me.
6. Students clap rhythm multiple times.
7. Write half rest on the board.
8. Does anybody know what this means?
9. This is called a half rest. To help you remember what it is called you can think of a hat since that’s what it looks like and they both start with the same letter.
10. A rest means there is no sound being played or sung. When we have a half rest it gets the same amount of time as our half note. Who can clap and say what a half note is? Pick student to clap and say what half note is.
11. I want everybody to clap and say the half note. Stop saying ta-a out loud and just say it in your head. When we just think it in our head and do not make any noise it is our half rest.
12. When we clap rhythms with half rests instead of clapping you are going to hold your hands out for the same amount of time. Show the students what I mean.
13. Now I want you to clap this rhythm. Write half note and half rest on board. Do what I do. Clap rhythm. When we do our half rest I want you to think ta-a in your head.
14. Write whole rhythm on board. (Half rest, half, half, quarter, quarter). Let’s clap this rhythm and sing “sing-ing an-gels”. I’ll start to show you how to do it and when you are ready I want you to join in. Clap this rhythm many times until everybody has joined in and understands it.
15. Next we are going to get to play with the bells. When we play the bells it is easier if we use both hands. When we use both hands you are going to have to cross one hand over the other in order to play all the notes. Watch what I do with my hands. Show everybody how they are going to have to cross their hands one over top the other.
16. Now everybody pick up their mallets. I want you to try crossing your hands. Right, Left, Right, Left. Watch students to make sure they are doing it correctly. Go around and help those that are struggling.
17. Good now we are going to learn what notes to play.
18. Pick up the bells from under your chair. You have 30 seconds to warm up and get all your playing out so you do not play while I’m talking.
19. I want everybody to look on their bells and find the note that says “b” on it. Place letter B on the board. Did everybody find it?
20. This is going to be our first note.
21. Now can you find the “g?” This will be the second note.
22. Let’s try playing both notes in a row. First “b” then “g.”
23. Give students a couple of seconds to play “b” and “g” in a row.
24. Can you find an “e” on your bells?
25. We need one more note. Can everybody find a “d” on your bells?
26. Now I want you to play those two notes in order. First “e” then “d.” Give students a couple of seconds to play “e” and “d” in order.
27. New we are going to put it all together. Play “b,” “g,” “e,” and “d” in order.
28. Do you remember our rhythm from earlier?
29. We are going to play the notes we just learned in our rhythm. “B” and “g” are half notes and “e” and “d” are quarter notes. Write half notes under letters B and G and quarter notes under letters E and D. Write half rest in front of letters. Can you tell me what happens when you get to the half rest?
30. We are going to try and play the whole thing many times in a row. Don’t forget about our rests.
31. Say each note in rhythm as they play.
VII. Assessment of students
a. Watch students while they play the final product. Can they play the rhythm with the correct notes? And remember that when they have a half rest they do not play at all.