Practice Lesson Plan 5: Goodnight, Sleep Tight

Objective:
While singing a pre-learned song, students will expressively walk around to the steady beat
while singing.
Students will respond to how teacher changes rhythms and beat patterns while keeping the steady
beat.
National Standards Addressed:
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).
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.
Materials for Instruction:
https://www.youtube.com/watch?v=pREtP6YRMR8

Sequence:
Warm- up:
T- Play a recording of Brahms Cradle Song (Only about 30 seconds) ask the students to
listen for the steady beat https://www.youtube.com/watch?v=pREtP6YRMR8
T- Now play the same section again, this time playing a steady beat of I and V on a
Kodaly instrument
 T- “did I play a steady beat or an unsteady beat?” (repeat what you need if they need it.
Have them talk to their neighbor if there are no responses)
T- “Let’s take another listen and I am going to do something different.” – this time play
the melody with the recording.
T- “Was that the steady beat? If it wasn’t what was that?”
Concept:
T- “Do you remember the lullaby that we learned?”
T- “Let’s sing it while patting with it” Have the notation written up on the board so they
can see it. Play the I and V chords as done in the warm-up.

T & S- “Goodnight, sleep tight. Friends will come tomorrow night.”

T- “Let’s sing it one more time”
T & S- “Goodnight, sleep tight. Friends will come tomorrow night.” While singing, clap
the rhythm.
T- “What did I do differently? Why did I do it?”

Transition into recap of lesson:

T- “If you were singing this to someone, how would you sing it? (answers to look for
‘quiet, soft, gentle, light’)”
T- “As we sing the song this time, walk around to the steady beat and use those words to
help you move”
S- While they sing, students will walk around to the steady beat expressively.
 T- Will watch them walk around and see if the student are connecting the concept of
steady beat and movement.
Assessment:
Observing the students: The teacher will observe students as they give responses to the
different rhythms and beat patterns I try. The teacher will observe students patting along
to the steady beat.
Checklist: After class is over and keeping
the observations in mind, the teacher will
make notes of the student’s progress in
the checklist provided.

Analysis:
Tone Set E minor

Range Minor 3rd

Rhythm Set Quarter notes, eighth notes

Form Lullaby

Pedagogical:
Melody I plan to change the “A” on the & of 2 in the
second measure to an “E” so the song just
switches between two notes so it’s easier to
match pitch and learn.
Rhythm The simple words with the rhythm help the
students pick up on it well which will allow
them to be able to pat or use any type of body
percussion on each beat.
 Other The length is very short so it is easy to learn
and we could change the words to “Stea-dy
Beat Beat, Steady Steady Steady Beat” so the
students can sing the words of what they are
physically doing.

Sources:
https://www.youtube.com/watch?v=pREtP6YRMR8
Practice Lesson Plan 6: Chop! Chop! Chippity Chop!
Objective:
With prior experience with the rhyme Chop! Chop! Chippity Chop, the students will use
creativity to chop up a soup while continuing to keep a steady beat with guidance by the teacher.
National Standards Addressed:
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).
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.
Materials for Instruction:

Sequence:
Intro/ Warm-up:
Listen to Indian Flute Meditation music- https://www.youtube.com/watch?v=mr8GBzTsWqM
T- “Does this song have a steady beat? What would you call this? Can you have music without a
steady beat?”
T- “Now we are going to switch to something that has an obvious steady beat. Do you remember
the poem called Chop! Chop! Chippity Chop!? What was it about? Can we review it?”
T & S- Set the steady beat with patting “Chop Chop Chippity Chop! Cut off the bottom, cut off
the top. What we have left, we’ll put in the pot. Chop Chop Chippity Chop!” (Assess and review
as needed)
T- “When I say go, let’s sit criss- cross apple sauce in a circle where we are arm’s length away
from each other. Go!”
T- “How many of you like to help cook? Today we are going to pretend to cook some soup with
this song. What do we want to cook in our pot? (soup) What do we want to chop up to go in the
soup?”
T- “hold up your left arm” students hold up left hand (model this) “Your left arm will represent
the food you are cutting up” “hold up your right arm” students hold up right hand “your right
arm represents the knife you are using to cut your food.” (demonstrate the act of this)
T- “Chop to the beat of the poem as we sing and we will make a soup”
T & S- chopping and singing: “Chop chop chippity chop! Cut off the bottom, cut off the top.
What we have left, we’ll put in the pot. Chop chop chippity chop!”
T- Stand up and pretend to stir up the soup as they chant one more time. “Great job! We made a
soup!! Now you know how to do this and maybe you can go home and make soup tonight.”
Assessment:
Observation: The goal of this lesson is for the students to take a song they already know and
have fun with it. The teacher will observe the students keeping a steady beat even when we add
the extra ideas and imaginations.
Analysis:
Tone Set Speaking

Range N/A

Rhythm Set 6/8 Dotted quarter, quarter, eighth

Form Rhyme

Pedagogical:
Melody N/A
 Rhythm The students won’t know that this is in 6/8
because they won’t look at the notation but
this just helps them feel in 3 rather than in 2
and with the words, it helps them think about
the steady beat.
Other N/A

Sources:
https://www.youtube.com/watch?v=mr8GBzTsWqM
Practice Lesson Plan 7 (Cross-cultural connection): Going on a Bear Hunt
Objective:
Students will learn a poem by rote that they have heard multiple times and will cite it correctly
with minimal mistakes.
Students will learn about how a beat can happen without sound and will demonstrate it properly.
National Standards Addressed:
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).
MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or
melodic direction) is used in music.
Materials for Instruction:
Book: “We’re Going on a Bear Hunt” by Michael Rosen and Helen Oxenbury

Hand drum.
Sequence:
T- “Hello students! Walk to the same steady beat that I do.” (T and S walk in space to a beat)
“Walk as if you were going through mud” “Walk as if you were going through water” “Walk as
if you were going through snow” “Walk as if you were trying to be careful and not wake
someone up” “Walk as if you were hunting a bear”
T- “How were all of those ways of walking different? Why?”
T- Read the book “Going on a Bear Hunt” (have a rock beat going on in the background as you
read this)
T- Ask the students questions about how the family got through obstacles in their way? (Assess
if they make a connection between our warm-up and the book)
T- teach the students the main “poem” of the book.
T- “We’re going on a bear hunt”
S- “We’re going on a bear hunt”
T- “We’re going to catch a big one”
S- “We’re going to catch a big one”
T- “We’re going on a bear hunt, we’re going to catch a big one”
S- “We’re going on a bear hunt, we’re going to catch a big one”
T- “What a beautiful day!”
S- “What a beautiful day!”
T- “We’re not scared.”
S- “We’re not scared.”
T- “What a beautiful day! We’re not scared.”
S- “What a beautiful day! We’re not scared.”
T & S- “We’re going on a bear hunt,
We’re going to catch a big one
What a beautiful day!
We’re not scared.”
T- Show them the notation of having the bear over a rest.
T- “What is different
about this than the last
one we looked at?”
T- Talk about how the beat
can continue while there is
no sound happening.
T- “Now I want you to
pat the beat while I sing and
clap the rhythm.” Do this and observe the students with their beat keeping.
T- “Now I would like you to try only clapping where the bears are as I keep the steady beat with
this drum.”
T- “What did we learn about steady beat today?” Observe responses to see if they understand
that steady beat can happen without sound.
Assessment:
Watch for students learning the poem and the correct words. Observe as the students pat the
rhythm while I keep the beat.
Analysis:
Tone Set Speaking
Range N/A
Rhythm We are focusing on the beat/
no beat in this poem
Form Poem

Pedagogical:
Melody N/A
Rhythm Beat/ no beat

Sources:
Book- “We’re Going on a Bear Hunt” by Michael Rosen and Helen Oxenbury