Micro-teach Lesson Plan

Teacher Name Ms. Feehan Date June 7 2017

Subject Area Music Grade Grade One
Topic Echo Singing Song Time 15 Minutes

General
Learner C. Specific Learner Expectations
Outcome(s) Skill: Singing
Taken from Alberta
Program of Studies
Specific
Learner
Outcome(s) Singing- 2. Respond to tone matching and echo games
Taken from Alberta
Program of Studies
Students will:
Know the differences between a weak breath tone and a full breath
Learning tone.
Objectives Know how to achieve a full breath
What do you want
your students to learn? Be able to sing one phrase by themselves
Be able to sing the whole song with the group
Understand how to sing repeat after me songs.
Assessment They will be assessed on their participation within group and pair singing.
How will you know
your students have
They understanding of tone matching and echo games will be assessed from
learned? singing at least one phrase by themselves.
Magic Mallet
Materials White Board Marker
What resources will Che Che Koolay Lyrics
you need?
Toy glockenspiel

Sing The Listening Song and get the class to in a circle on the
Introduction floor near the board.
Explain we will be singing a song called Che Che Koolay.

ED 2500 Orientation to Teaching

Instructor: Lisa Prawdzik
 Define Echo by using First Verse
Introduce the magic mallet. Whoever the mallet is
pointed to is who should be singing.
Ask student: Who knows what a echo is? Where would
you hear an echo?
Discuss Echo: Echo is a repetition of a specific
sound.
Have the students repeat singing the first verse
Che Che Kooley using the magic mallet. Repeat a
couple of times.
Ask student: Is the magic mallet getting us to make an
echo? Why is use singing an echo? Are we singing the
same words or different?
Define Tone by Using Second Verse
Introduce second verse using the magic mallet.
After a couple repetitions stop and tell the
students to repeat exact how you sound. Sing with
poor breathe support a couple times then sing with
a full breath.
Ask students: Did you hear anything different between
the first and second time and what was different?
Which one sounded stronger and why? How do we sing
stronger? Does it take lots of air to sing nicely and
loud?
Get the students to practice taking a full breathe
Body from their stomachs and sing the two verses
together.
Discuss tone: Is the musical sounds focusing on
pitch, quality and strength. Quality and strength is
determined by breathe support and breathe.
Add on Verses Three, Four and Five:
Now with full breathe and repeating after the
teacher we will add on rest of the verses.
Repeat any verses that need focus on slowly.
Once they can sing all five in a row add the YEAH
at the end.
Pair Singing
Split class in pairs and explain they will be singing
together if the magic mallet points to the pair.
Sing the song twice so each pair with go at least
once. If a pair struggled with a verse then repeat
that verse again.
ED 2500 Orientation to Teaching
Instructor: Lisa Prawdzik
 Performance
Get the class to stand up and sing without magic
mallet.
We will sing the song twice with the solos being
Closure
passed around the circle clockwise.
If not done already, have the student clap when
they say yeah.
Get them to bow and then clap for themselves.

The Listening Song

Eyes are Watching,

Ears are listening,
Lips are closed,
Hands are still,
Feet are very quiet,
You should really try it.
Listening well, listening well.

ED 2500 Orientation to Teaching

Instructor: Lisa Prawdzik
ED 2500 Orientation to Teaching
Instructor: Lisa Prawdzik