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Alaina Tuberville’s Lesson Plans Music 1

Week: 30 Grade Level: Kindergarten

● Students will review sound and silence.
● Students will learn a new dance and interact with their peers.
● Students will practice playing instruments and learn new songs.
● Students will begin to develop their inner ear.

● Smartboard: Little Robin
● Quaver: 5 Green and Speckled Frogs, 5 Frogs Grow Smart, Bluebird (game), Sing,
Don’t Sing, Sounds and Rests (Connections)
● Orff instruments (slap stick)
● Class set of drums (might need to rotate)
● Class set of Egg Shakers
● Magnetic Board and Magnetic rhythm cards
Alaina Tuberville’s Lesson Plans Music 2
1. Tell students objective.
2. Review song “Little Robin” (singing voice)
3. Teacher points to each nest and students speak Tweet for birds
4. Choose a student to remove a bird from the nest (silence on this nest)
5. Hand out Egg Shakers for students to play with rhythms on the magnet
6. Quaver song: Bluebird and class dance
7. Play the quiet game (level 1, 2, 3) Quaver: Sounds and Rests (Connections)
8. Quaver: Sing, Don’t Sing Activity
From Quaver:
 Point to the pictures of the fiddles while you sing Old Joe Clark.
 Inner hear (sing inside your head) when the picture changes to Joe holding up
his hand.
 Challenge students by muting the vocals and play the Sing, Don't Sing Game.
 Use a prop like a stop sign to signal students when to inner hear.

9. Movement activity/read book here?

10. Learn song “5 Green and Speckled Frogs” through Smartboard
11. Sing “5 Green and Speckled Frogs” (students use their fingers on opposite
hand and pretend to be the frogs disappearing)
12. Play drums (high and low) to song “5 Green and Speckled Frogs”
13. If time at end, listen to story “5 Frogs Grow Smart” (Quaver)
Alaina Tuberville’s Lesson Plans Music 3
Arkansas Benchmarks Achieved:


Imagine: Present:
1.K.1 Improvise short melodic and rhythmic patterns. 6.K.1 Identify the role of the conductor.
1.K.2 Experiment with expressive elements and 6.K.2 Apply correct techniques during performance:
elements of music: fast/slow, high/low, loud/soft, basic vocal exploration, body percussion, classroom
steady beat. instruments, found sounds, speaking, singing, whispering
Plan and Make: or calling voices.
2.K.1 Identify iconic notation: high/low. 6.K.3 Identify appropriate etiquette as a performer
2.K.2 Create sound effects. and an observer.
2.K.3 Write iconic or standard notation:
sound/silence, steady beat. RESPONDING:
2.K.4 Organize personal music ideas using iconic Select:
notation or recording technology. 7.K.1 List personal interests and experiences that
2.K.5 Explore music through movement: freestyle, influence musical listening preferences.
gross motor. Analyze:
Evaluate and Refine: 7.K.2 Describe the use of a specific musical concept.
3.K.1 Experiment with personal music ideas. 7.K.3 Identify personal responses to music.
Present: Interpret:
3.K.2 Present a final composition of personal musical 8.K.1 Explore dynamics and tempo that reflect
ideas. creators’/performers’ expressive intent.
PERFORMING: 9.K.1 Explore personal preferences of music:
Analyze: happy/sad.
4.K.1 Investigate sounds:classroom instruments,
environmental sounds, voices. CONNECTING:
4.K.2 Recognize musical form: same/different Cultural:
Select: 11.K.1 Identify simple connections among music, other
4.K.4 Demonstrate personal interest in personal fine arts, and disciplines outside the arts.
selections. 11.K.2 Connect to music from various cultures,
Rehearse: historical periods and/or events by listening, singing,
5.K.1 Sing or Play a variety of simple songs using moving, or playing: celebrations, holiday songs, lullabies,
iconic notation: loud/soft, sound/silence, steady beat. and nursery rhymes.
5.K.3 Demonstrate during rehearsal correct
techniques: body percussion, classroom instruments,
found sounds, speaking, singing, whispering and calling