UT Martin

TEAM Lesson Plan Template

Teacher: Sesley Welch
Subject/Grade: General Music Grade 1
Lesson Title: Active Listening Plan: Flight of the Bumblebee
Identify what you intend to teach. State, Common Core, ACT
College Readiness Standards and/or State Competencies; Enduring
Understandings and Essential Questions.

STANDARDS

2.1 Reproduce and maintain a steady beat.

3.3 Improvise movements to accompany a song, poem, story, and/or listening example within teacher
guidelines.
6.3 Describe a selected piece of music using the terms loud/soft and/or fast/slow.
MU:Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive
intent.
MU:Pr4.3.1a
Demonstrate and describe musics expressive qualities (such as dynamics and tempo).

OBJECTIVE(s)/SubObjectives

Connect prior learning to new learning. Clear, Specific,

Observable, Demanding, High Quality, Measurable, Aligned to
Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)

The students will demonstrate their ability to keep a steady beat while listening to a fast piece
of music.
The students will have a discussion about the qualities of the music and what they
represent.
The students will explore body movements in relation to the music.

MATERIALS AND
RESOURCES

2014

1 of 7

Content-related: Clearly supports lesson objective(s); rigorous &

relevant; Incorporates multimedia & resources beyond the textbook.

UT Martin
Recording of Flight of the Bumblebee: https://www.youtube.com/watch?v=SscLwofQJHo
Large space in room for movement
Paper and Crayons
Exit ticket Quiz

ACCOMODATIONS/ADAPTA Learning styles and interests. Anticipate learning difficulties,

regularly incorporate student interests & cultural heritage;
TIONS
differentiate instructional methods.
If students struggle with drawing an animal, ask them to write one word to describe the music
they heard.
If the student struggles with keeping a steady beat, have a person beside them
help them.
If a student is bored with the body movements, let them be the DJ and stop and
starting the music.

2014

2 of 7

UT Martin
MOTIVATING
STUDENTS/ANTICIPATORY
SET

Hook: Engage students attention and focus on learning.

Personally meaningful and relevant.

Ask a handful of students if they know what an insect is and give examples
(If they dont know what an insect is, tell them and give them examples of insects)
Write the examples on the board (make sure bumblebee is on the board) and ask the
students to talk about words they think of when they think of each insect.

Tell the students you have a song for them to listen to and its about one of the insects on
the board

INSTRUCTIONAL
PROCEDURES

2014

3 of 7

Step-by-Step Procedures-Lesson Sequence: Basic to

Complex. Lesson includes visuals, modeling, logical sequencing
and segmenting (beginning, middle, ending); essential information;
concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension;
seamless routines; varied instructional strategies; key concepts &
ideas highlighted regularly.

UT Martin
Anticipatory Set
Play the Flight of the Bumblebee
Give them a piece of paper and a crayon and ask them to draw or write the name of what
insect they think this piece is about.
Play it once more for the students
Ask each student to share their thoughts.
Tell them the name of the piece is called The Flight of the Bumblebee
Have a short discussion on why they think the music represents the bumblebee.
Ask about tempo and the dynamic of the piece
Ask the students to get ready to keep a beat. Youre the leader and you will start tapping
the beat (half time) lightly on your thighs. While the piece plays, we are going to count to 8 with
our inside voices and every 8 counts the person to the left (have everyone hold up left hand) is
going to be the leader and has to keep the steady beat. Practice without the piece once and then
plays with the music. Everyone should have the chance to be the leader.
Ask students where bees like to fly to? (The answer is flowers)
Do they like to fly in a straight line or do they go all over the place?
Split up the class in two groups.
On one side of the room, they will be flowers and the other side will be the bees. The
flowers will strike a pose and have to stay super still. The bees will travel around the flowers
while the music is playing. While the music is playing ask them to show movements that
represent the different dynamics as well. They cant make any noise because the music is
making the buzzing noise for them. The bees cant touch the flowers or any of the other bees.
Everyone must freeze when the music stops playing. After a couple times of stopping music, the
students will switch roles.
Everyone will go sit down on the floor
Hand out a short quiz for them to complete before they leave.

2014

4 of 7

UT Martin
Balanced mix of question types. Utilizes Blooms
Taxonomy/Webbs Depth of Knowledge; high frequency; purposeful
& coherent; require active responses; balance based on
QUESTIONING/THINKING/P volunteers/non-volunteers, ability, & gender; lead to further inquiry
& self-directed learning. Implement four types of thinking
ROBLEM SOLVING
(Analytical, Practical, Creative, & Research-based) &
(embedded throughout)
Teach/Reinforce problem-solving types. Provide opportunities
for students to generate ideas & alternatives; analyze, evaluate &
explain information from multiple perspectives & viewpoints.
What is an insect? Describe words you associate with different types of insects. Describe the
tempo and dynamic of the piece. Describe how the piece represents a bumblebee.

Maximize student understanding & learning Varied group

composition (race, gender, ability, & age); clearly understood roles,
responsibilities & group work expectations; accountability for group
& individual work; student opportunities for goal setting, reflection &
evaluation of learning.

GROUPING

Large Class is the group.

Formative and/or summative assessment.

A variety of
assessments, including rubrics, measure achievement of objectives
and informs instruction.

ASSESSMENT

2014

5 of 7

UT Martin
Each student will demonstrate the ability to keep a steady beat during the steady beat circle
The students use body movement to demonstrate a understanding of the pieces quick
tempo and dynamics.
The drawing will demonstrate a students understanding of the music when they hear it.
A quiz will measure the students understanding of the music.

Reflection/Wrap Up. Summarizing, reminding, reflecting,

restarting, connecting.

CLOSURE

The students will take a quiz about the piece to reinforce what they learned.

NOTES:

2014

6 of 7

UT Martin

2014

7 of 7