Teacher Candidate: Mara McBane

Teaching Context: Fourth Grade Lesson Plan

Date: December 2, 2023

Lesson Sequence Lesson one, two, three, etc.

Learning Outcomes: In class students will…
Determine the specific e.g., experience, identify, and demonstrate
skills, and/or content
knowledge that those you
teach will engage with 1. On day one SWBAT experience expressive movement in Scarf
during this lesson. What Painting.
skills and content 2. On day one SWBAT feel the beat of Shoheen Sho
knowledge do you want 3. On day one SWBAT demonstrate creativity and musical thinking
those you teach to have
obtained by the end of the
while writing music for Great Big House
year? The end of the 4. On day one SWBAT demonstrate active listening to Risseldy
quarter? An elementary Rosseldy
student will not have 5. On day one SWBAT demonstrate active listening and watching of
“developed” a skill or the folk dance they will perform soon.
“obtained” content
knowledge at the end of a
single lesson but will over 1. On day two SWBAT demonstrate steady beat on the drum in the
several. Meaningful GTC
repetition is key for young 2. On day two SWBAT imitate A patterns
students. How are you 3. On day two SWBAT create music for Great Big House
incorporating meaningful
repetition?
4. On day two SWBAT recall and demonstrate dance moves
5. On day two SWBAT chant Benji met a bear with movements

1. On day three SWBAT play Orff Instruments to the tune they have
created
2. On day four SWBAT decode patterns for aural acuity
1. On day five SWBAT decode patterns for aural acuity
2. On day five SWBAT practice and perform a self-created class
arrangement on Orff Instruments
Every day: SWBAT sing in tune, synchronize on the beat, and music
together as they build community.
Materials, Setup: Rug for students to all sit on
Equipment, & -word wall
Setup: - colorful scarves
(Describe the materials, - space to move
equipment, and class setup -speaker and phone/computer to play music
needed for this lesson.)
-projector/Smartboard
- Orff Instruments
-slides for duple and triple notes
- drum
Playlist: Scarf Painting:
https://open.spotify.com/playlist/58sa91I7igngZO9DwZLU7e?si=2e8fe55b6
6bf4b2e

Feather/Boulder:https://open.spotify.com/playlist/55WUPlrnKu1RJxecwEP
Kji?si=10c085b1a7ad426a

Not my
Level:https://open.spotify.com/playlist/4qqdbevrYSzBdTMz7Y2Dsr?si=26a
60f99c86f46a8

Let’s Pretend:
https://open.spotify.com/playlist/6EQNRqOrbJWXkMfbWqzpZS?si=b5c02
9a4fc4842fd

ME! by Taylor Swift:

https://open.spotify.com/track/2Rk4JlNc2TPmZe2af99d45?si=1659ee7fb6e8
46e5

Initiating with a part:

https://open.spotify.com/playlist/3nnDCnz479QyIAMMlbByLM?si=f40fac0
aac534954

Folk Dance:
MUSIC: https://www.youtube.com/watch?v=2hkGPlCRyaY

Video: https://www.youtube.com/watch?v=6yHDJSpy9H0
Connection to Creative Process:
Virginia Elementary
Music Standards 4.1

The student will improvise and compose music.

​ a) Improvise melodies and rhythms using a variety of sound sources.

​ b) Compose short melodic and rhythmic phrases within specified
guidelines.

The student will apply a creative process for music.

​ a) Describe ideas for creating music as a group.

​ b) Describe elements of a creative process for music.
​ c) Reflect on the process and outcome of creating music and revise
work based on peer and teacher feedback.
​

Critical Thinking and Communication:

4.3

The student will analyze and evaluate music.

e) Identify rondo form (ABACA).

f) Review criteria used to evaluate compositions and performances.

g) Describe performances and offer constructive feedback.

History, Culture, and Citizenship:

4.7

The student will explain how music is an integral part of one’s life and community.

Innovation in the Arts:

Technique and Application:

4.12

The student will demonstrate music literacy.

 b) Use traditional notation to write melodies containing stepwise motion.

Rubrics:
(Rubrics to evaluate the final unit project.)
Accommodations Students can sit in chairs is floor is not accessible
and Modifications: Students can just do the movement if nonspeaking or vice versa
Students can use beat band if they can not feel the beat/show the beat in
GTC/STL
Students can have mallets for instruments held in their hands with bigger
handles that make it easier to grip
UDL Strategies: Engagement:
Multiple means of ● Students will have the opportunity to write and create music for great
engagement, big house
representation, and action
and expression. ● I will have a different ‘hook’ for each lesson (GTC/STL)
**strategies: visuals, entry ● Variety of activities with different partners
points of involvement ● Visuals/music to listen to
(easy/medium/difficult) Representation
● Slides with visuals for canon, movement, game
● Aural directions with visual modeling (me with student, two
students)
● Video Model for dance
● Student models
● Movements for Canon
● Notated music for Great Big Houses

Action and Expression

● Students may sing and point to pictures, sing, and move, or simply
point or move
● Students may sing and move the beat band or just move the beat
band
● Students may choose to watch Great Big House activity on days two
and three before contributing to the class performance
● Students may use whiteboard, paper and pencil to track their groups
idea for accompaniment
Lesson Activity Scripting
Scripting is one of the most important processes of learning how to
teach. It allows you to be PROACTIVE rather than REACTIVE
when teaching. Scripting is not for you to read as you teach, but to
allow you to develop the skill to think quickly while you teach
which is not something you can develop upon writing a handful of
lessons. This is a skill which will take you years to develop. Lean in,
it is a lot, but the invested time is worth it.

Hook: Glad they Came Day One: Scarf Painting (expressive movement)
● Canon Students will have the colorful scarves passed out and then I will
● Singing Game
● Beat Activity
describe the activity
● Movement <walk around the classroom and pass out scarves>
T: When we get our scarves should we complain about what color
we get
S: no
T: Okay we are going to use these pretty scarves to paint the room to
the sound of the music. When we are moving should I hear you or
see you?
S: see
T: If the music is slow should we be running around the room
frantically?
(students respond)
T: No, we should move around in the way the music makes us feel!
We don’t need to follow what our neighbors are doing, we can take
our own paths and paint the room how we feel.”
Start playing the music and participate so they can fully understand
what they are doing and so they don’t think I am watching them.

Day Two: SB- Great Big House In New Orleans- Child plays a
steady beat on a drum and I sing to their beat.
<place drums in front of every other student seat>
Student A (drum) plays for their neighbor to sing and then they
switch
Great Big House:
T: <sing song 2x> Now can everyone please sing our song.
S: <sing>
T: If you have a drum in front of you you will be playing your
heartbeat and your neighbor on your right will sing to your steady
beat. It’s going to sound a little crazy in here once we start, but that
is okay! If you have the drum, start playing your heartbeat!
Okay now neighbors start singing Great Big House to their beat,
whatever that may be.

S: <play and sing>

T: Okay now give the drum to your partner so they can have a turn
And the old drummer will be the new singer. Drummers please play
Your heartbeat on the drum.

S: students play the drum.

T: Now singer, let's sing!

S: sing and play

Day Three: Movement: Feather/Boulder

T:“I'm going to play some music for you and if you feel like the
music is heavy, I want you to push against the boulder (model what
that looks like). If you feel like the music transitions to light, I want
you to to start dancing with your feather (model what that looks
like). When you are moving should I hear you or see you.
s: see
T: and should we be shoving or touching our friends?
S: NO
T: Okay lets move.”
Then play the playlist and encourage them when they get it right and
redirect if they aren't quite picking it up by showing them what they
should be doing.

Day Four: Movement: Not My Level

T: “If I’m a low level(model), you may be middle(model) or
high(model). If I’m a high level(model), you may be-
S:students respond middle or low-
T: right middle or low. When you move to different levels should I
hear you of see you? Okay, (I model a level) not my level” -
S: students show a different level than me
< and repeat until done.>

Day Five: Let’s Pretend (expressive movement)

 T: “For this game we are going to be using our imaginations! So
when I say pretend you are a tree in the wind, we are going to use
our bodies and move as we are able how we would imagine a tree
would look when it is windy out. (I model what that could look
like). Or if I say how would you move if you were a clock, you
could tick your arms around like this (model it). Can I see thumbs
up, in the middle, or down if you understand what we are doing?
(they give me feedback and I respond accordingly) And should I
hear you or see you during this activity? (students respond) Okay
now show me how…”

Visual Schedule This is for FUTURE you.

Aural Acuity Development
● What decoding/
creating/reading techniques
are you using?
● How does the aural acuity
activity connect to the Main
musicking activity?
Strategies for meaningful repetition:
● How many different
techniques can you use for
each activity?
● What props or other
manipulatives would make
repetition more engaging?
● How are you building on
the day before as you
connect to what lay ahead?

DAY 1

T: Hi friends, could you please join me in a circle on the floor?

do any of you remember singing Shoheen Sho?

S: respond
T: can everyone join me in a circle on the floor and we’ll see if we
can refresh our minds!

<motion for them to hold the beat band with me>

T: <Shoheen Sho once, while moving the beat band>

T: Ok your turn!

S: sing once

T: Wow you all have great memories! Can we reverse the direction
of the beat band and try it again?

S:sing again

T: what if we sang it really quietly

S: sing again
Poison

T: I am going to have you all echo my patterns while using our beat
fingers, but there is going to be one trick. If I sing the poison pattern,
you can not sing it back to me, and you have to just stay silent. Can
you all show me a thumbs up if you understand, or a thumbs down if
you need more instructions?

S: Respond

T: This is the poison pattern- Do do,re re, mi, re (repeat 3x)

T: Ok everyone hold up your beat fingers and echo me please

T: mi. mi, re
S: Echo

T: Mi, Re re, Do, Mi

S: Echo

T: Poison Pattern- Do do,re re, mi, re

S: Don’t Echo -make sure no one says it back if they do remind

them that was the poison pattern and try it again.

T: Me Re Do RE Me Re Do RE

S: Echo

T: do do do re, mi mi mi, re

S: Echo

T: Wow thank you all for thinking musically and remembering my

poison pattern!

DAY 2
T: Hi friends, could you please join me in a circle on the floor?

Do any of you remember singing Long Legged Sailor?

S: respond

T: can everyone join me in a circle on the floor and we’ll see if we

can refresh our minds!

<motion for them to hold the beat band with me>

T: <Long Legged Sailor once, while moving the beat band>

T: Ok your turn!

S: sing once

T: Wow you all have great memories! Can we reverse the direction
of the beat band and try it again?

S:sing again

T: what if we sang it really quietly

S: sing again
T: Friends please echo my patterns

Choose 4 patterns to have students echo

Day 3
T: Friends please join me on the floor. Can everyone keep a steady
beat with me <tap legs> Now can you all sing Shoheen Sho to this
beat.
S: Sing
T: Please echo my patterns.
Choose 2-3 to have them echo

T: Friends can you echo my pattern on solfege syllables, but when I

sing Mi can you sing DO? First think, then decode.

T: Here we go

T: Sing on bums

Think…decode

S: decode

T: This time when I sing Do can you sing Re?

T: Sing on bums
Think… Decode

T: This time when I sind Do could you sing mi?

do bum, bum, bum bum, bum

think…decode!

S: solfege

T: This time can you sing Re when I sing Do?

think…decode

S: Re re, re re, Mi, Re

DAY 4
T: Friends please echo my patterns
Choose 2-3 patterns for them to echo

T: I have some patterns that I need you to decode for me. I am

thinking of a pattern that starts on Mi and sounds like this: Mi, bum
bum, bum, bum

<Pattern 1>

T: Think…Decode
S: Decode
T: Now I am thinking of a pattern that starts on do and sounds like
this

<Pattern 3>
T: Think…Decode
D: Decode

T: I am thinking of a pattern that starts on Do and sounds like this

<pattern 7>

T: Think…Decode
S: Decode

T: Now I am going to sing you a pattern and can you tell me if it

sounds familiar to you?

Sing on bums

S: its Shoheen Sho!

T: Yes it is Shoheen Sho! Now I will sing the pattern again and can
you sing it back to me on solfege?

S: Yes!

T:Bums
S: Sing on solfege

T:Sing Bums

S: Sing on solfege

T:Sing on Bums

S: Sing on solfege

T: Sing on bums

T: Wow you all are amazing decoders!

DAY 5

T: Friends please echo me!

<CHOOSE 2-3 PATTERNS TO ECHO>

I’m Thinking Of
T: Friends I’m thinking of a pattern for you to decode on your
solfege syllables that starts on Do and sounds like this: Do, bum,
bum, bum

S: Decode

T: I'm thinking of a new pattern that starts on Re and sounds like

this: Re, bum, bum, bum

S: Decode

T: I’m thinking of a pattern that starts on Mi and sounds like this:

Mi, Bum, bum, bum, bum, bum

S: Mi, re, do, mi, re, do

T: I’m thinking of a new pattern that starts on do and sounds like

this:

Do bum bum, bum bum bum, bum bum bum, bum

S: do re mi,do re mi,do re mi, do

T: Thank you for thinking musically today!

Main Musicking Activity
● How are you introducing
the activity?
● How will you scaffold this
activity over five lessons?
● What content are you
teaching across the
sequenced lessons?
● What is the goal of the
activity?
● How are you connecting to
prior learning?

Day One:
T: <invites students to come to the open space> Does anyone
remember my song?
T: <Sing Great Big House>
T: Could you all sing it while we keep the beat on our bodies
<tap SB on arms, knees, shoulders etc.>
T: Okay now what if we created a second verse to that
song…how might that sound? Let’s think of what we could
sing about…can anyone raise their hands and tell us what we
should sing about?
S: <get a few responses>
T: Oh ___ said we could sing about _____! Does anyone
have any ideas on how that song could sound?

<have students toss ideas around for the song and eventually
come up with an 8-16 bar tune that I record and notate for
the students at home>
Day Two: Writing the Song
T: Does everyone remember our B section that we created
last class? <sing it to remind them>
Now can you all try singing it?
S: <sing the song>
T: Could everyone please stand behind an instrument? There
might not be enough for each of you so you might have to
share and take turns
T: Okay can everyone find the key that says F on it? That is
going to be our ostinato. Does anyone remember what an
ostinato is?
S: <respond>
T: Now we are going to sing our song and play the F key on
this steady beat <show beat>
Here we go!
s:<sing and play>
Have them do it 2 or three more times, introducing them to
different rhythms each time.
T: Great musical thinking today everyone next class we will
make the accompaniment a bit more complex!

Day Three: Practice and Chants

T: Could everyone please find a new instrument and
remember we might have to share and take turns with a
partner.

<review from last class>

T: Now lets work on making this accompaniment a little

more challenging.

<Have students play around with different notes and rhythms

until they find something that is pretty tonal and
rhythmically sound.>

<then have them practice it once and record/ notate the

accomp at home>

Day Four: Practice

T: Does everyone remember our song and B section? Lets try
singing it!
S: sing
T: Now let's add in our accompaniment!
 <work out any kinks in the accompaniment and make sure
students feel solid about their work and get it ready for the
performance.>

T: Okay next class we will have our performance of the

entire song!

Day Five: Perform the song!

T: invites students to practice their performance and to make
tweaks before a final performance.
T: Okay it’s performance time! I’ll conduct you all, but the
performance is up to you! Let’s see what you all have
worked so hard to create!<record the performance to send to
parents>
S: <sing the song and play accompaniment>
T: <after performance> What went well with our
performance today? What did we like the best? What would
we change if we did it again? Any surprises or new skills
learned?

Folk Dancing Dance: Heel Toe Polka

● This can and should include
current dance trends. MUSIC: https://www.youtube.com/watch?v=2hkGPlCRyaY
● Teach the “classics” then
provide students an Video: https://www.youtube.com/watch?v=6yHDJSpy9H0
opportunity to create their
own.
● This type of movement Day One:
should be in each lesson.
● How can students T: Students could you please find a seat in front of the board as
contribute here? quietly as you can.

T: As you listen and watch, pay close attention to the students

dancing because we are going to start learning the dance today!

S: <watch video>

T: How many different sections did you see in the dance?

S: <answer with, hopefully, correct responses> (3, heel toe gallop,

clapping, spin and transition)
T: <connects student responses to word wall>

T: What are some instruments you heard playing in the video

S: <answer with, hopefully, correct responses>

T: <connects student responses to word wall>

T: Do any of you recognize any of these dance moves?

S: <students will talk about dance moves they recognized

T: <connects student responses to word wall>

Day Two: A Section

T: Could everyone please find a partner and then get in a line. When
you do this should I see you or hear you?

S: <respond>

T: Okay now lets make this line into a circle! If you are okay with
me moving your bodies please give me a thumbs up

S: <give a thumbs up>

T: <put students in the circle how they are supposed to be arranged>

T: <models A1 and A2 with a student>

T: Friends, what do we do first?

S: Heel Toe

T: Yes, Heel toe, heel toe!

T: Then next?

S: Sashay​​

T: Yes Sashay!

T: Then next?

S: Heel toe

T: Yes, Heel toe, heel toe!

T: Then what?

S: Sashay

T: Yes Sashay!

T: Now lets try doing these steps together!

Ready! Please take hands with your partner and start with your right
foot. Heel, toe and again Heel toe

Great. Now slowly sashay with your partner to the middle without
running into any of our friends! Nice work! Then the heel, toe
section again. Ready, heel, toe, and again, heel, toe. Awesome work!
Now again we are going to sashay back out of the circle until I say
stop <stop them once we have gone back out to the open circle>

T: Okay lets try these steps again. <Do it again>

Day Three: B Section

T: Could everyone please find a partner and then get in a line. When
you do this should I see you or hear you?

S: <respond>

T: Okay now lets make this line into a circle! If you are okay with
me moving your bodies please give me a thumbs up

S: <give a thumbs up>

T: <put students in the circle how they are supposed to be arranged>

T: <models B1 and B2 with a student>

T: Friends, what do we do first?

S: High five with our partner with each hand

T: Then next?

S: We high five with both hands

T: Then next?

S: We pat our legs

T: Then next?

S: We spin around

T: Then next?

S: we get a new partner

T: OK let's try to do it all together1

S: <students move to B1 and B2>

T: Thank you friends for participating today!

Day Four: A and B Section

T: Today we are going to put our A and B sections together. Who
thinks they can tell me what happens in the A section with a raised
hand?

S: <recall steps>

T: and the B section?

S: <recall steps>

T: Okay now please find a partner and get in a circle like we have
been doing for the past few days!

T: <counts students off>

S: <students move to A1 A2 B1 and B2 several times through>

T: Thank you, friends. You all did such a great job remembering the
dance! Next class we will put this with the music!

Day Five: A and B Section with Recording

T: Today we are going to put our A and B sections together with
music. Who thinks they can tell me what happens in the A section
with a raised hand?

S: <recall steps>
T: The B section?

S: <recall steps>

T: Okay now please find a partner and get in a circle like we have
been doing for the past few days!

T: <Starts the music>

S: <students perform the dance with the recording>

T: Thank you, friends. I noticed you all worked very hard putting the
music with the dance!
Instruments (Recorder, Day One – Five
Ukulele)
● How is this connected to Teacher will work on Fingerings with easy duple or triple patterns
the aural acuity activities? depending on sequence. Tonal patterns most likely will be in
● Is this a part of the larger
musicking activity or a
major/minor depending on the complexity of the main musicking
separate unit (i.e., chords or song.
picking)?
● How can students Day One and Three:
contribute here? T: <speaks a 4 macro beat rhythm pattern in duple or triple>
S: Echo the teacher.
T: <Asks students to show do re or mi on their recorder reminding
them to cover their holes with the pads of their fingers and to use
soup breath when they play. Teacher then plays that 4 macro beat
rhythm on a single note (do, re, or mi) on the recorder>
S: echo teacher on their recorder
T: <provides multiple examples for students to practice fingering,
breathing, and tonguing>

Day Four and Five:

T: <sings a four beat pattern in the tonality students are working on
in their aural acuity – aural acuity can or does not have to be
connected to musicking activity.>
S: echo teaching singing.
T: <plays pattern they sang>
S: <play pattern after the teacher>
T: <provides multiple examples for students to practice>
**Teachers also could show previous rhythmic unit (duple) and have
students play rhythms on either F, G, or A to work on tonguing,
breathing, and tone.

Active Listening:
(Optional/Time Left)
● What pieces can you
introduce to connect to
other concepts being
taught? (Any genre)
● How can students
contribute here?
Sad to Leave: Day One: I will sing Risseldy Rosseldy while they are walking
● Canon out.
● Singing Game https://www.youtube.com/watch?v=z87sSVlzYSA
● Beat Activity
● Movement T: Friends please listen to my song while you line up
Strategies for Repetition and S: <listen to song and line up>
Connection
● Does this connect to
previously learned
concepts, if so, which?
Day Two: Benji Met a Bear
● Are you “putting a nickel in T: Students please echo me <do motions and sing>
the bank” for future content “Benji met a bear and the bear met benji”
taught? If so, what? S: <echo>
T: “The bear was bulging, the bulge was Benji”
S: <echo>
T: <do that three times>
Now try to sing it on your own!
S: Sing

Day Three: Benji Met a Bear cont.

T: Sing Benji met a bear then motion for students to sing
S: Sing it
T: separate the class into two and have them sing it in a canon 3-4
times

Day Four: Beat Activity- Play ME! by Taylor Swift and have
them tap along to the beat
LINK:
https://open.spotify.com/track/2Rk4JlNc2TPmZe2af99d45?si=1659e
e7fb6e846e5
T: Students please tap along with me while we listen to this song!

Day Five: Initiating with a part

LINK:
https://open.spotify.com/playlist/3nnDCnz479QyIAMMlbByLM
?si=f40fac0aac534954

T: “We are going to go fishing in Mrs. McBane’s pond and I am

going to call out a body part and if I call that body part, that is the
body part that you are going to lead with to get to me. So you are all
little fishies. So if you are a fishy do you think fishies swim in the
same spot in the same way. Some fishies swim up high, some swim
down low, but they don’t swim onto their friends. So if I caught you
by your nose how would you swim to me?
s: (students model)
t: Yes, you swim with your nose sticking out to the front! Okay and
now should I see or hear my fishies?
s:(students respond)
t: Right, I should see them.
<Then call out a body part and reel them in. Once they reach me,
send them back and call out a new body part. They might need
reminders throughout whether I should hear or see them. Let them
laugh and have fun, but make sure they aren’t getting out of
control.>

T: “I might change my tempo, who remembers what tempo means?

S:(student responds)
T: Right, how fast or slow the music is, so if I reel you in like this
(reel slowly) how should you come to me?
s: (students model)
t: And if I reel you in like this how should you come to me(reel fast)
S:(students model)
T:Great, let's try!
<Call out a body part and reel them in. Once they reach me, send
them back and call out a new body part.>