Alaina Tuberville’s Lesson Plans Music 1

Week: 31 (4/16-20) Grade Level: 1st Grade

Objectives:
 Students will explore so-mi-la.
 Students will practice drawing notes on lines and spaces.
 Students will perform songs on the instruments and carry out proper playing
techniques with a success rate of 90%.

Materials:
 Quaver: Beat and Rhythm, Tap the Raindrops, Move to the Beat, Rainy Weather (Lyrics)
 Teachers Pay Teacher’s Resource- Rain, Rain, Go Away (on my flash drive)
 Class set: Staff Paper from TpT resource
 Class set: Clipboards and Pencils
 Book: It’s Raining, It’s Pouring by Kin Eagle
 Barred instruments, drums, wooden instruments set up in three rows with alley in between
 Two rain sticks (and any other extra instruments as needed)
 Background music for storm on Youtube (search for “Sounds of the Rain Performance”)
o https://www.youtube.com/watch?v=DN-hso_voeI
Procedure:
1. Tell students objective.
2. Review Steady Beat and Rhythm (Quaver- My Resources- Steady Beat Folder-
“Beat and Rhythm”)
3. Steady beat movement activity to “Happy” by Pharrell (Quaver- My Resources-
Steady Beat Folder- “Move to the Beat” spinner)
4. Introduce song “Rain, Rain Go Away” and solfege. (Quaver- My Resources- Rain
Materials- “Tap the Raindrops” -tap them while it sings, teach solfege)
5. Show Teachers Pay Teachers Presentation (Rain, Rain Go Away) and show page
containing hearts (steady beat), raindrops (rhythm), solfege, and lyrics (ask
students to see if anyone knows what the hearts/raindrops represent)
6. Sing the whole song with students being your echo (one measure echos, two
measure echos, full song echos) and challenge them to know what the solfege is
for the higher note (come again SOME)—some = la
7. Students will say the rhythm now (ta-ta-ti-ti-ta) (Raindrops)
8. Explain that the students will get their own sheet like this to find the rhythm and
solfege of the raindrops
9. Scroll down on the Presentation and show the student’s sheet to them and explain
what they will do (first and last name, circle teacher, etc.)
10. Review notes on lines and notes on spaces (ask them “If this line is ‘so’, who knows
what this line is? (mi), and who knows what the space above is?
 Note visual with students’ head representing a note (on line=hands go
on sides of head, on space=hands are flat and go on top and bottom)
11. Students will come up by rows to get paper from teacher and walk over to get a
clipboard and pencil
12. Use the Smartboard writing tool to show students what to write in their
measures—challenge them to work on one measure at a time, give them time to
work, then use the drawing tool to make the blue raindrops on the measure they
Alaina Tuberville’s Lesson Plans Music 2
just finished working on (“If this is what you wrote, it was right!”) and go on to
the next part of the song
13. Walk around and help students, repeating the song and using solfege hand signs to
help students think critically about their answers
14. Collect papers and have students put their other materials away
15. Go back to Slide on Presentation (TpT) that you showed first
16. Students will pat the steady beat on their legs (Hearts) with hands together
17. Students will pat the rhythm on their legs (Raindrops) with hands alternating
18. “Why are we doing this?” (So we can play it on the instruments)
19. Show the steady beat vs. rhythm signs and challenge students to switch back and
forth while singing
20. Bring students on instruments one row at a time
21. Any extra instruments needed will be given—try to incorporate the rain stick
22. Sing Rain, Rain, Go Away with the instruments (review proper playing techniques)
23. Before playing, show the sign Steady Beat with Hands together sign OR show the
sign Rhythm with Alternate sign for students to know what to do
24. “Boys and girls, when it rains, which animal might come out to play?” (it’s the frog)
25. Get the frog puppet to use for students to play a note as it touches your arm
26. Three students at the end of each row will JUMP onto the lily pads and follow you
around to a new row
27. Rotate parts on instruments
28. If given gentle free time play, ask students to make soft rain sounds on their
instruments
29. Book positions: Read It’s Raining, It’s Pouring by Kin Eagle
30. Watch Youtube video—Search: “Sounds of the Rain Performance”
31. Create rain and storm sounds with students (put them in three groups)
 Each group starts a sound one at a time and continues making that
sound until given a new sound
 Start with softly rubbing hands together
 Begin snapping (if students can’t snap, pat two fingers together)
 Begin patting your knees
 Point at certain groups to jump for the thunder—the other groups
continue to pat their knees
 One group at a time—snapping, rubbing hands together, then done
32. Watch dance from Quaver: Rainy Weather (Lyrics)
33. Watch video first
34. Dance to video copying motions
Assessment:
 Are students able to sing so, mi and la correctly?
 Are students able to draw notes on lines and spaces?
 Are students able to perform well on the instruments and carry out proper playing
techniques?
 Alaina Tuberville’s Lesson Plans Music 3
Arkansas Benchmarks Achieved: PERFORMING CONT.
P. Present:
P.6.1.1
CREATING:
Recognize cues from the conductor
Imagine:
P.6.1.2
CR.1.1.1 Improvise simple melodic and rhythmic patterns.
Apply correct techniques during performance: body percussion,
CR.1.1.2 Experiment vocally and instrumentally, using a
classroom instruments, found sounds. vocal exploration.
variety of simple songs alone and with others, with expressive
P.6.1.3
elements and elements of music, cumulative songs, duple
Discuss, with limited guidance, etiquette appropriate for purpose as
meter, triple meter, dynamic levels-forte (f) piano (p), fast,
a performer and an observer.
slow, melodic patterns (e.g., sol-mi/5-3, solmi-la/5-3-6),
quarter note, quarter rest, paired eighth note, single-verse
musical selection, steady beat RESPONDING:
Plan and Make: Select:
CR.2.1.1 Distinguish between a note on a line and a note in a R.7.1.1
space Identify, with limited guidance, the influence of personal interests
CR.2.1.2 Create short rhythmic patterns and experiences on musical listening preferences.
CR.2.1.3 Write using standard notation paired eighth note, Analyze:
quarter note, quarter rest. R.7.1.2
CR.2.1.4 Identify the use of specific musical concepts in various styles of
Organize, with limited guidance, personal musical ideas, using music.
standard or iconic notation or recording technology. R.7.1.3
CR.2.1.5 Share personal responses to music.
Explore music through movement body percussion, line and Interpret:
circle games. 8.1.1 Identify dynamics and tempo that reflect
Evaluate and Refine: creators’/performers’ expressive intent in a selected
CR.3.1.1 musical work
Apply, with limited guidance, personal, peer, or teacher Evaluate:
feedback to personal musical ideas R.9.1.1 Identify, with guidance, personal preferences of music
Present: for specific purposes
CR.3.1.2
Convey, with limited guidance, expressive intent in a final
composition of personal musical ideas to others
CONNECTING:
Cultural:
PERFORMING:
10.1.1
Analyze:
Identify a personal experience that could form the basis of a song
P.4.1.1
11.K.1 Identify simple connections among music, other fine arts,
Identify musical sounds: vocal/instrumental,
and disciplines outside the arts.
accompanied/unaccompanied, solo/group.
11.K.2 Connect to music from various cultures, historical periods
Analyze:
and/or events by listening, singing, moving, or playing:
P.4.1.2 Recognize musical form: patterns, phrase.
celebrations, holiday songs, lullabies, and nursery rhymes.
Select:
P.4.1.4 Discuss, with limited guidance, personal interest in,
knowledge about, and purpose of various musical
selections.
Rehearse:
P.5.1.1 Sing or play a variety of simple songs alone and with
others, containing level-appropriate expressive elements
and elements of music: cumulative songs, duple meter,
dynamic levels- forte (f),o piano (p), fast/slow, melodic
patterns, (e.g., sol-mi, sol-
mi-la), steady beat, triple meter, whole note, whole rest,
quarter note, quarter rest, paired 8th note.
5. P.1.3
Demonstrate during rehearsal, with limited guidance,
correct techniques: body percussion, classroom instruments,
found sounds and vocal exploration.