Elementary General Music Learning Segment

Name: Jada Jeremiah

Grade: 3rd grade
Class Duration: 45 minutes per class

Central Focus: The central focus of this learning segment is improvisation.

Unit Learner Outcomes (Include all SLOs from Your Unit):

1. Students will be able to sing “Save the Planet” accurately and in tune.
2. Students will be able to echo and improvise rhythmic patterns in duple meter using rhythm syllables.
3. Students will be able to improvise rhythmic patterns and perform them on rhythms sticks while singing “Save the Planet”.
4. Students will be able to perform an arrangement of “Save the Planet” including improvised rhythmic patterns.

Overarching National Core Arts Standards:

1. Anchor Standard 1: Generate and conceptualize artistic ideas and work.
2. Anchor Standard 4: Select, interpret, and analyze artistic work for interpretation.
3. Anchor Standard 10: synthesize and relate knowledge and personal experiences to make art.

Number of Lessons Enclosed (3-5): 4 lessons

Summative Assessment in GRASPS form: The principle has asked the 3rd grade class to perform a piece for the school assembly on
Earth Day. The students’ job is to learn the melody of the song “Save the Planet” and be able to perform both prepared and
improvised ostinato basslines while singing. You will have 3 classes and one rehearsal on the day of the performance to prepare.
 Elementary General Music Learning Segment
Summative Assessment Rubric or Checklist:

Category 1 2 3
Rhythm Student did not perform Student performed some Student performed both
the macro beats or the of the macro beats and/or the macro beats and the
prepared ostinato bassline the ostinato bassline ostinato bassline
accurately. accurately. accurately.
Improvisation Student did not improvise Student improvised an Student successfully
an ostinato bassline in the ostinato bassline in the improvised an ostinato
correct meter or student correct meter sometimes. bassline.
did not improvise an
ostinato bass line at all.
Performance Student did not perform Student performed some Student performed the
an of the arrangement of the arrangement arrangement accurately.
accurately. accurately.
Participation Student did not Student participated Student participated
participate during class or during some of the class during the class and
during the performance. and/or some of the during the performance.
performance.
 Elementary General Music Learning Segment
Lesson Plan #1

Your Name: Jada Jeremiah Unit/Central Focus (if applicable): Improvisation

rd
Grade Level: 3 Grade
Amount of Time Class Meets: 45 minutes
Classroom Teacher:
Materials Needed for Lesson: Keyboard, song “Save the Planet” https://www.youtube.com/watch?v=lJToF8D9bdU

Student Learning Outcomes (Objectives) (SLOS) NYS Learning Standard for Arts for Each SLO
1. Students will be able to sing “Save the Planet” accurately and in tune. 1. MU:Pr 4.2.4a
2.Students will be able to echo duple meter rhythmic patterns accurately using 2. MU:Pr 4.3.4
Gordon rhythm syllables. 3. MU:Re7.1.4
3. Students will be able to explain the significance of Earth Day.

Class Sequence:
Activity Outcome Time Activity Process Predicted Individual Assessment Strategy
Number(s) Allotment  Include I Do, We Do, You Do Student Needs and (check one, attach documentation
(in minutes) language Accommodations: if applicable)
 Make sure each step prepares
students for the next step.
 Be prepared to explain how
planned activities align with
developmentally-appropriate
practice
Induction (check all 2 minutes 1. Greet students at the door as they __ Teacher Observation
that apply): enter the classroom and go to their __ Teacher Questioning
_X_ Greet at door assigned seats. __ Student Performance
and 2. Sing the hello song and address __ Student Self-Assessment
give directions __ Rubric
each student individually.
__ Identify student __ Written
helper
__ Review concept/
skill
__ State lesson goals
__ Review agenda
__ Pose question
_X_ Hello song

Activity: Teaching 10 minutes Introduction: T says, “Hello __ Teacher Observation

about Earth Day everyone I’m going to sing a _X_ Teacher Questioning
 Elementary General Music Learning Segment
and the ways that special song for you! Listen __ Student Performance
we can celebrate carefully because I’ll ask you some __ Student Self-Assessment
the earth. questions after I sing”. __ Rubric
__ Written
Process:
1. T sings, “Listen to my song”. T
sings “Save the Planet”.
2. T says, “Can anybody raise their
hand and tell me what that song
was about?”.
3. T says “That’s right, the song
was about the Earth. There’s a
special day coming up called Earth
Day. Earth Day is on April 22nd. On
Earth Day we celebrate the earth,
which is the planet we live on.”
4. T says, “Can anybody raise their
hand and tell my one way that we
can celebrate the earth or do
something nice for it? That’s right
we can recycle. Can anyone think
of any other ways we can celebrate
the earth?”
5. T plays “The 3 R’s” by Jack
Johnson and talks to the students
about reducing, reusing, and
recycling and why it’s good for the
earth.

Closure: T says, “Now we’re going

to learn how to sing “Save the
Planet”.
Transition (check 1 minute T instructs students to stand up
all that apply): from their seats and sit in a circle
_X_ Sing transition on the floor. T sings “Everybody
song Have a Seat” as the students
__ Give clear and assemble into a circle.
concise directions
Activity: Students 15 minutes Introduction: T establishes tonality T spends extra time _X_ Teacher Observation
 Elementary General Music Learning Segment
learn how to sing meter and style in the piano. with the students who __ Teacher Questioning
the song “Save the are unable to echo the _X_ Student Performance
Planet” Process: rhythmic pattern __ Student Self-Assessment
1. T sings, “Listen to my song” and correctly right away. __ Rubric
__ Written
sings “Save the Planet” all the way
through.
2. T sings, “Move with me” and
taps the macro beat and sings “Save
the Planet” again.
3. T sings, “Echo me” and sings
short phrases on the songs and cues
students to echo.
4. T repeats step 3 with longer
phrases.
5. T sings, “Let’s sing the whole
song, ready sing”. T sings the
whole song all the way through
with students while everyone taps
the macro beat”.
Closure: “Great job everyone.
Remember that song and try to
practice it at home because we will
sing it again next class.”

Transition (check 2 minutes T puts one blackbird figurines on

all that apply): each index finger and sings “Two
_X_ Sing transition Little Blackbirds”. T performs a
song duple rhythmic pattern using
__ Give clear and Gordon rhythm syllables while
concise directions
moving around one blackbird. T
echoes the rhythmic pattern while
moving around the other blackbird.
Activity: Students 10 minutes Introduction: T says, “Now it’s _X_ Teacher Observation
echo rhythmic your turn. Each of you will get a __ Teacher Questioning
patterns turn to echo a rhythmic pattern _X_ Student Performance
using a blackbird. Remember, your __ Student Self-Assessment
__ Rubric
goal is to make the two birds
__ Written
perform the same rhythmic pattern.
 Elementary General Music Learning Segment
If your pattern is the same, you’ll
get a thumbs up! If not, you’ll get
another chance”
Process:
1. T sings “Two Little Blackbirds”
while walking around the circle.”
2. T selects a student and gives
them one of the blackbirds to put on
their finger.
3. T performs a duple meter
rhythmic pattern and cues the
student to echo. If the rhythmic
pattern is the same, the student gets
a thumbs up.
4. T performs this activity with
each student and goes around the
circle twice.

Closure: T says, “Great job echoing

me everyone!”
Transition (check 1 minute T instructs students to calmly walk
all that apply): back to their assigned seats.
__ Sing transition
song
_X_ Give clear and
concise directions

Closure (check all 4 minutes 1. T says, “Can anybody raise their __ Teacher Observation
that apply): hand and remind me of what Earth _X_ Teacher Questioning
_X_ Review Day is about?” __ Student Performance
_X_ Provide 2. T says, “Can anybody raise their __ Student Self-Assessment
challenge __ Rubric
hand and remind me of one way
for home __ Written
that we can celebrate the earth?” T
__ Tell students what
will happen next picks several students.
class 3. T says, “Your homework is to
__ Review class remember the song “Save the
reward status Planet” because we will be singing
__ Ticket out the it again next class”.
door 4. T sings goodbye song with
 Elementary General Music Learning Segment
_X_ Goodbye song students.
__ Lineup procedure
 Elementary General Music Learning Segment
Lesson Plan #2

Your Name: Jada Jeremiah Unit/Central Focus (if applicable): Improvisation

Grade Level: 3rd Grade
Amount of Time Class Meets: 45 minutes
Classroom Teacher:
Materials Needed for Lesson: Keyboard

Student Learning Outcomes (Objectives) (SLOS) NYS Learning Standard for Arts for Each SLO
1. Students will be able to echo duple meter rhythmic patterns accurately. 1. MU:Pr 4.3.4
2. Students will be able to sing the song “Save the Planet” accurately and 2. MU:Pr 4.3.4
in tune. 3. MU:Cr 1.1.4
3. Students will be able to perform duple meter rhythmic patterns using
rhythm sticks.

Class Sequence:
Activity Outcome Time Activity Process Predicted Individual Assessment Strategy
Number(s) Allotment  Include I Do, We Do, You Do Student Needs and (check one, attach documentation
(in minutes) language Accommodations: if applicable)
 Make sure each step prepares
students for the next step.
 Be prepared to explain how
planned activities align with
developmentally-appropriate
practice
Induction (check all 2 minutes 1. T greets students as they enter T scaffolds where __ Teacher Observation
that apply): the classroom. needed for students __ Teacher Questioning
_X_ Greet at door 2. T sings the hello song and that are having a hard __ Student Performance
and addresses each student individually. time echoing or __ Student Self-Assessment
give directions __ Rubric
3. T explains the GRASP to improvising.
__ Identify student __ Written
students and explains the principles
helper
_X_ Review concept/ expectations to them. T tells
skill students that eventually they will
__ State lesson goals perform an ostinato bassline all
__ Review agenda together and also improvise their
_X_ Pose question own ostinato basslines for the song
_X_ Hello song “Save the Earth” for the assembly.
4. T says, can anybody raise their
hand and remind me what an
 Elementary General Music Learning Segment
ostinato bass line is? That’s right,
an ostinato bassline is a repeating
rhythmic pattern. We’ll focus more
on that later”.

Activity: Echoing 1 10 minutes Introduction: T says, “Can _X_ Teacher Observation

and improvising everybody give me a quiet thumbs __ Teacher Questioning
rhythmic patterns up if you remember the “Pumpkin _X_ Student Performance
along with the Patch” game? Great! Remember, __ Student Self-Assessment
__ Rubric
“Pumpkin Patch” you’re all pumpkins. If I choose
__ Written
chant. you and you echo the rhythmic
pattern correctly then you can turn
into a Jack O’ Lantern and pick
another pumpkin to echo me”.
Process:
1. T performs the “Pumpkin Patch”
chant and selects a student. After
correctly echoing the rhythmic
pattern, the student can stand up
and select a new student.
2. This continues until each student
has been selected.
3. T says, “Now instead of saying
‘echo my sound’ at the end of the
chant, I’ll say, ‘make a new sound’
and you’ll have to make up, or
‘improvise’, your own rhythmic
pattern. It should look like this”. T
performs an example of chanting a
rhythmic pattern and them
improvising a new one that sounds
different.
4. T performs the “Pumpkin Patch”
chant again. T repeats step one but
with improvisation.
 Elementary General Music Learning Segment
Closure: T says, “Great job
everyone. Remember what we did
because we’ll be echoing an
improvising some more later”.
Transition (check 1 minute T instructs students to stand up
all that apply): from their seats and sit in a circle
_X_ Sing transition on the floor. T sings “Everybody
song Have a Seat” as the students
__ Give clear and assemble into a circle.
concise directions
Activity: 10 minutes Introduction: T establishes tonality, _X_ Teacher Observation
Reviewing “Save meter, and style. T sings “Move __ Teacher Questioning
the Planet” with me and listen to my song” and _X_ Student Performance
sings “Save the Planet.” __ Student Self-Assessment
__ Rubric
__ Written
Process:
1. T taps macro beat on legs and
sings, “echo me” and sing short
phrases of “Save the Planet” and
cues the students when it’s their
turn to echo.
2. T repeats step 1 with longer
phrases.
3. T sings, “Let’s sing the whole
song, ready sing” and sings the
whole song with the students.
4. T repeats step 2 but doesn’t sing
with the students. T will join back
in with students if they are
struggling.
5. T repeats step 4 until students are
confident in singing the song.

Closure: “Great job everyone. I can

tell you all practiced.”

Transition (check 1 minute T passes out rhythm sticks and

all that apply): reminds students to keep them in
 Elementary General Music Learning Segment
__ Sing transition rest position in front of them until
song they are allowed to lick them up.
_X_ Give clear and
concise directions
Activity: Using 3 18 minutes Introduction: T says, “You can now _X_ Teacher Observation
rhythm sticks to tap pick up your rhythm sticks and puts __ Teacher Questioning
the macro and them into playing position”. _X_ Student Performance
micro beats to Process: __ Student Self-Assessment
__ Rubric
“Save the Planet”, 1. T says move with me and taps
__ Written
as well as echoing the macro beats to “Save the
and improvising Planet.”
rhythmic patterns. 2. T sings, “Sing with me” and
sings “Save the Planet” with
students while taping the macro
beat.
3. T sings “Let’s tap the micro beat
ready go” T taps the micro beat and
students follow.
4. T and students repeat step 2
while tapping the micro beat.
5. T says, “Echo me” and taps a
rhythmic pattern with the rhythm
sticks. T cues students to enter. T
does this multiple times with
various rhythmic patterns.
6. T says, “Now it time for you all
to perform your own rhythmic
pattern after I cue you.” T performs
a rhythmic pattern and cues
students when its their turn to
improvise all together.
Closure: “Great job echoing and
improvising everybody.”
Transition (check 1 minute T instructs to students to calmly
all that apply): stand up and return to their seats.
__ Sing transition
song
_X_ Give clear and
concise directions
 Elementary General Music Learning Segment

Closure (check all 2 minutes 1. T says, “Can anybody raise their __ Teacher Observation
that apply): hand and tell me what we did _X_ Teacher Questioning
_X_ Review today” __ Student Performance
_X_ Provide 2. T says, “Can anybody remind me __ Student Self-Assessment
challenge __ Rubric
why Earth Day is so important?”
for home __ Written
3. “Great job, your homework is to
__ Tell students what
will happen next sing “Save your Planet” at home
class and think of some rhythmic patterns
__ Review class that you can share next class.”
reward status 4. T sings goodbye song with
__ Ticket out the students.
door
_X_ Goodbye song
__ Lineup procedure
 Elementary General Music Learning Segment
Lesson Plan #3*

Your Name: Jada Jeremiah Unit/Central Focus (if applicable): Improvisation

Grade Level: 3rd Grade
Amount of Time Class Meets: 45 minutes
Classroom Teacher:
Materials Needed for Lesson: Keyboard and rhythm sticks

Student Learning Outcomes (Objectives) (SLOS) NYS Learning Standard for Arts for Each SLO
1.Students will be able to perform the macro and micro beats while singing the 1. MU:Cr 1.1.4
song “Save the Planet”. 2. MU:Pr 4.2.4a
2. Students will be able to echo and perform an ostinato bassline while singing 3. MU:Cr 3.2.4a
the song “Save the Planet”. 4. MU:Pr 4.2.4
3. Students will be able to perform rhythm parts in groups while another part is
being played.
4. Students will be able to improvise their own ostinato basslines while singing
the song “Save the Planet”.

Class Sequence:
Activity Outcome Time Activity Process Predicted Individual Assessment Strategy
Number(s) Allotment  Include I Do, We Do, You Do Student Needs and (check one, attach documentation
(in minutes) language Accommodations: if applicable)
 Make sure each step prepares
students for the next step.
 Be prepared to explain how
planned activities align with
developmentally-appropriate
practice
Induction (check all 2 minutes 1. T greets students at the door and __ Teacher Observation
that apply): instructs them to sit in a circle as __ Teacher Questioning
_X_ Greet at door they enter the classroom. __ Student Performance
and 2. T sings hello song and addresses __ Student Self-Assessment
give directions __ Rubric
each student individually.
__ Identify student __ Written
helper
__ Review concept/
skill
__ State lesson goals
__ Review agenda
__ Pose question
 Elementary General Music Learning Segment
_X_ Hello song

Activity: Students 1 and 3 15 minutes Introduction: T reminds students to __ Teacher Observation

play the macro and keep rhythm sticks in rest position __ Teacher Questioning
micro beats while as they pass them out. T establishes __ Student Performance
singing the “Save tonality, meter, and style as they __ Student Self-Assessment
__ Rubric
the Planet”. sing “Save the Planet” while
__ Written
passing out the rhythm sticks.

Process:
1. T instructs students to put their
rhythm sticks and playing position.
T taps macro beat and sings, “move
and sing with me” and sings all of
“Save the Planet” with the students.
2. T repeats step 1 with micro beats.
3. T divides class in half and has
one half perform the micro beats
and the other perform the macro
beats while they sing.
4. T repats step 3 with the two sides
switching which kind of beat they
play.

Closure: “Great job playing and

singing everyone.”
Transition (check 2 minutes T sings, “Listen to my song”, taps a
all that apply): rhythmic patten and repeats it
__ Sing transition several times while singing the first
song verse of the song.
_X_ Give clear and
concise directions
Activity: Students 2 22 minutes Introduction: T reminds students of T will assist any _X_ Teacher Observation
learn and perform the GRASP and says this will be students who are __ Teacher Questioning
the ostinato while the ostinato bassline they perform having a hard time _X_ Student Performance
singing “Save the while they song the song. catching on to when __ Student Self-Assessment
__ Rubric
Planet” their parts change.
__ Written
Process:
1. T says, “echo me” and performs
Elementary General Music Learning Segment
the rhythmic pattern. T cues
students to echo. T repeats the
ostinato several times with the
students.
2. T establishes tonality, meter, and
style on the keyboard. Key taps
ostinato again with the rhythms
sticks and sings “Play and sing with
me”. T and students sing “Save the
Planet” while tapping out the
ostinato.
3. T divides the class into halves. T
assigns 1 half of the class to
perform the macro beats. T
instructs the other half to perform
the ostinato.
4. Before putting it all together, T
practices singing and playing with
each group individually and
instructs the other parts to put their
rhythm sticks in rest position and
use their listening ears and audiate
how their part would sound played
along with the half that is
performing.
5. T instructs all the students to put
their rhythm sticks into playing
position. T establishes tonality,
meter, and style again” and shows
the macro beat group how they will
be cued. T then shows the ostinato
group how they will be cued after
the macro beat group begins to
play. T says, “This is how you will
know it’s time for you to sing.” T
sings “Ready, sing” and motions to
students to begin singing.
6. T runs the beginning of the first
verse several times until students
 Elementary General Music Learning Segment
show understanding. T says, “Now
we’ll sing all of the first verse”,
cues the students and sings the
entire first verse with them.
6. T tells students that the parts that
their group plays will switch with
each verse. T instructs students on
when the parts will switch back and
forth. T instructs students to stop
playing during the refrain where
they sing “na” repeatedly.
7. T performs this several times
with the students until they have a
clear understanding.
Closure: “Great job everyone now
we can figure out what we’ll do
when we sing ‘na’”.

Transition (check 1 minute T sings, “Listen to me”. T sings the

all that apply): ‘na’ section of the refrain while
__ Sing transition tapping an improvised repeating
song rhythm pattern.
__ Give clear and
concise directions
Activity: Students 3 and 4 Introduction: T says, “Can anybody _X_ Teacher Observation
improvise ostinato raise their hand and tell me of the _X_ Teacher Questioning
rhythmic patterns ostinato I just played was the same _X_ Student Performance
and play them or different from the one that we __ Student Self-Assessment
__ Rubric
along with the just played all together? That’s
__ Written
song. right, it was different”.
Process:
1. T says, “Can anyone raise their
hand and tell me if they have
another improvised pattern that
they would like to share?”.
2. Teacher echoes the rhythm
pattern and then instructs class echo
the pattern all together.
3. Teacher does this several times
 Elementary General Music Learning Segment
with different students.
4. T says now when I cue you, you
can all play your own improvised
rhythmic pattern at the same time.
5. T cues students to play their
patterns at the same time.
6. T says, “Great job. Let’s try
improvising our rhythm patterns
while singing. T sings “Echo me”
and sings the ‘na’ section of the
song and then cues students to
echo. T sings, “Let’s improvise
now ready sing.” T and students all
improvise ostinato basslines while
singing. Instructs students to
continue while students listen.
7. Now we’ll sing the whole song
like we did earlier but now, instead
of stopping the ostinato during the
‘na’ section, we’ll play our
improvised basslines.”
8. T sings, “Sing and play with me”
and cues the students to begin to
sing and play.”
9. T practices the whole song with
students several times until they are
able to play through and sing the
entire song without assistance.

Closure: “Great job everybody”.

Transition (check 1 minutes T instructs students to calmly stand
all that apply): up and walk back to their seats.
__ Sing transition
song
_X_ Give clear and
concise directions

Closure (check all 2 minutes 1. T says, “Next class we will be __ Teacher Observation
that apply): performing at the assembly. Your __ Teacher Questioning
 Elementary General Music Learning Segment
__ Review homework is to practice your parts __ Student Performance
_X_ Provide and be prepared to perform.” __ Student Self-Assessment
challenge 2. T sings goodbye song with __ Rubric
for home students. __ Written
_X_ Tell students
what
will happen next
class
__ Review class
reward status
__ Ticket out the
door
_X_ Goodbye song
__ Lineup procedure

Lesson Plan #4

Your Name: Jada Jeremiah Unit/Central Focus (if applicable): Improvisation

Grade Level: 3rd Grade
Amount of Time Class Meets: 45 minutes
Classroom Teacher:
Materials Needed for Lesson: Keyboard and rhythm sticks

Student Learning Outcomes (Objectives) (SLOS) NYS Learning Standard for Arts for Each SLO
1. Students will be able to perform the arrangement of “Save the 1. MU:Cr 2.1.4
Planet” using rhythm sticks. 2. MU:Cr 3.2.4a
2. Students will be able to perform the arrangement of “Save the 3. MU:Pr 6.1.4
Planet” in front of an audience. 4. MU:Pr 5.1.4b

Activity Outcome Time Activity Process Predicted Individual Student Assessment Strategy
Number(s) Allotment  Include I Do, We Do, You Needs and Accommodations: (check one, attach
(in Do language documentation if
minutes)  Make sure each step prepares applicable)
students for the next step.
 Be prepared to explain how
planned activities align with
 Elementary General Music Learning Segment
developmentally-appropriate
practice
Induction (check all 2 minutes 1. T greets students at the
that apply): door.
_X_ Greet at door 2. T sings the hello song and
and greets each student
give directions individually.
__ Identify student
helper
__ Review concept/
skill
__ State lesson goals
__ Review agenda
__ Pose question
_X_ Hello song

Activity: Students 1 15 minutes Introduction: T says, “Today _X_ Teacher

practice their we are going to sing our Observation
arrangement of arrangement of ‘Save the _X_ Teacher
“Save the Planet” Planet” at the Earth Day Questioning
_X_ Student
assembly. Let’s practice
Performance
before we go.” __ Student Self-
Process: Assessment
1. T establishes tonality, meter __ Rubric
and style on the keyboard and __ Written
sings, “Sing with me”. T and
students sing “Save the
Planet”.
2. T hands out rhythm sticks
and instructs students to keep
them in rest position until told
otherwise.
3, T instructs student to get
their rhythm sticks into
playing position and says,
“Echo me”. T plays the
ostinato bassline and cues
students to echo.
4. T says, “Improvise after
me”. T plays an improvised
 Elementary General Music Learning Segment
bassline and cues students to
improvise.
5. T then goes through each
verse of the song and reminds
student of when to switch
parts and when to improvise.
6. T cues the students to
perform the arrangement all
the way through.
Closure: T says, “Great job
everyone. It’s time to
perform.”
Transition (check 3 minutes T instructs student to calmly
all that apply): stand up, pick up their rhythm
__ Sing transition sticks and put them at rest
song position at their sides. T
_X_ Give clear and instructs students to get in a
concise directions
line and walks them to the
auditorium.
Activity: Students 2 19 minutes Introduction: Once they are in _X_ Teacher
perform their the auditorium. T arranges Observation
arrangement of students to stand with their _X_ Teacher
“Save the Planet” sections. Questioning
_X_ Student
in front of an Process:
Performance
audience. 1. T explains the project and __ Student Self-
what the class has worked on Assessment
to the audience. __ Rubric
2. T establishes tonality, _X_ Written (Checklist)
meter, and style on the
keyboard.
3. T cues the macro beat
group to begin, then the
ostinato group. T sings,
“Ready, sing” to cue the class
to sing “Save the Planet”
while playing their rhythmic
parts.
Closure:
 Elementary General Music Learning Segment
1. Students bow to the
audience at the end of the
performance.
Transition (check 3 minutes T instructs students to get in a
all that apply): line and walks them back to
__ Sing transition the classroom.
song
_X_ Give clear and
concise directions
Closure: Closure 3 minutes 1. Once they are in the __ Teacher Observation
(check all that apply): classroom, T instructs __ Teacher Questioning
__ Review students calmly put their __ Student Performance
__ Provide challenge rhythm sticks in their assigned __ Student Self-
for home Assessment
bins and to get back in their
__ Tell students what __ Rubric
seats. __ Written
will happen next
_X_ Goodbye song 2. T says, “Great job
__ Lineup procedure everyone. I am so proud of the
work you all did to deliver
that amazing performance.
Thank you all for working so
hard.”
3. T sings goodbye song with
students.

*Your last lesson plan in the unit should include the performance/product
Methodologies Connection

1. My unit draws heavily from the Music Learning Theory methodology. The students echod learning sequence activity rhythmic patterns
using Gordon’s rhythm syllables. Also, the lesson plans follow a whole-part-whole format in which the students learn the song “Save the Planet”,
learn, and then improvise rhythmic patterns, and then combine the rhythmic patterns and the song into an arrangement. This process allowed the
students to have a scaffolded learning experience. The students were also able to experience discrimination learning by creating improvised melodies
in relation the ostinato bassline that was learned and prepared.

Citation (APA preferred):

Lindeman, C. A. (2018). The Musical Classroom: Backgrounds, Models, and Skills for Elementary Teaching. Routledge
 Elementary General Music Learning Segment
2. Elements of the Orff-Schulwerk methodology are also present in my unit. The Orff-Schulwerk methodology encourages rhythm to be
introduced as early as possible in music education. It also encourages the early introduction of concepts such as the ostinato bassline. My lesson plan
focuses on the echoing and improvisation of rhythm while also promoting a thorough understanding of the ostinato bassline and how it functions in a
piece of music. Students are also encouraged to externalize rhythm through the use of rhythm sticks.

(APA Citation preferred):

Lindeman, C. A. (2018). The Musical Classroom: Backgrounds, Models, and Skills for Elementary Teaching. Routledge

Theory and Best Practice Connection

1. I have used several of the theories for learning for children in my lesson plan. One of those theories is learning by doing. The students learn
how to perform a rhythmic accompaniment by a going through the process doing and completing the task. The students also learn though more
knowledgeable others. They learn how to perform an ostinato bassline and how to improvise an ostinato bassline through the teacher’s modeling.
This also allows them to have a scaffolded experience as they go from observing, echoing as a group, and then improvising their own ostinato
bassline.

(APA preferred):

Renzoni, K. (2017, August 17). MUS 345 Unit 1 Lesson 1 Video. Www.youtube.com. https://www.youtube.com/watch?v=Oz40JVf8Cjw&t=156s

2. The use of the I do, We do, You do teaching model, also, known as gradual release of responsibility, has enabled me to structure this unit in
a way that supports the students’ learning throughout. Before being tasked with completing any concept or skill the students are given a model to
observe and learn from. Then, the concept or skill is performed by the students with the support of the teacher. Then, once a clear understanding of a
concept or grasp of a skill has been accomplished, the students are able to perform on their own and display their knowledge having had the support
of the teacher to get to that point. This idea can be witnessed throughout my unit as the students learn how to sing the song, “Save the Planet”, echo
and perform an ostinato bassline, and improvise a bassline through the modeling of the teacher.

(APA preferred):

Lindeman, C. A. (2018). The Musical Classroom: Backgrounds, Models, and Skills for Elementary Teaching. Routledge