Lesson Plan for PEER TEACHING #1 and #2

Teacher Name_____Jayne Klinge___________________________

Standards Being Addressed:

MU:Cr1.1.1b With guidance, generate musical ideas.
MU:Cr1.1.1a With guidance, explore and experience music concepts (such as beat).

Materials of Instruction:

Tommy Thumb is up, and Tommy Thumb is down.

Tommy Thumb is dancing all around the town.

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition: Have students sit in a circle. T pat lap quietly and with nonverbal cues
have students join in. Once all students are patting their lap and quiet move on to activity #1.
Teacher will say rhyme while patting lap.

Activity #1 Objective (This is Peer Teaching #1): The students will recite rhythmic poem,
Tommy Thumb with accurate words and rhythms.
1. T asks S’s to listen for whom the poem is about
2. T recites the poem while patting lap, and has students pat lap (whole time).
3. T asks S’s to share the name of the main character
4. T provides feedback to S’s answers (“Yes, that’s very good,” or “Not quite, let’s
listen again.”)
5. T asks S’s to listen for what the main character does during the poem
6. T recites poem
7. T has S’s share their thoughts about the action Tom Thumb performs
8. T provides feedback to S’s answers (“Yes, that’s very good,” or “Not quite, let’s
listen again.”)
 9. T asks S’s to listen for where Tom Thumb does the action
10. T recites poem
11. T has S’s share their thoughts on where Tom Thumb does action
12. T provides feedback to S’s answers (“Yes, that’s very good,” or “Not quite, let’s
listen again.”)
13. T recites first line of poem. “Tommy Thumb is up.” (Use non-verbal gestures to
indicate listening)
14. T cues S’s to repeat first line of poem. “Tommy Thumb is up.” (Nonverbal cues)
15. T corrects errors if they happen.
16. T recites next line of poem. “Tommy Thumb is down.” (Gestures to indicate
listening)
17. T cues S’s for next line. “Tommy Thumb is down.” (Nonverbal cues)
18. T corrects errors if they happen.
19. T recites 3rd line. “Tommy Thumb is dancing.” (Gestures to indicate listening)
20. T cues S’s for 3rd line. “Tommy Thumb is dancing.” (Nonverbal cues)
21. T corrects errors if they happen,
22. T recites final line. “All around the town.” (Gestures to indicate listening)
23. T cues S’s for final line. “All around the town.” (Nonverbal cues)
24. T corrects any errors on lines as they come.
25. T immediately recites two lines of the poem. “Tommy Thumb is up and Tommy
Thumb is down. (Gesture to indicate listening.)
26. T cues S’s to repeat two lines of poem. (Nonverbal cues.) “Tommy Thumb is up and
Tommy Thumb is down.”
27. T corrects errors if they happen
28. T recites final two lines. (Gestures to indicate listening) “Tommy Thumb is dancing,
all around the town.”
29. T cues S’s to repeat final two lines of poem. (Nonverbal cues.) “Tommy Thumb is
dancing all around the town.
30. T asks students to say very first word of poem.
31. S’s recite very first word of poem.
32. T has S’s say poem verbally in head.
33. T asks S’s if there are any parts they had problems with.
34. Repeat lines as necessary.
35. T recites whole poem.
36. S’s repeat whole poem (If no trouble spots, praise students end lesson)
38. T reviews any trouble spots and repeats poem again.

Assessment: T listens for s to perform poem with accurate words and rhythms

Transition/Closure: T now asks s to watch T perform rhyme and simplified version of

body percussion.

Activity #2 Objective (This is Peer Teaching #2): Students will perform rhythmic poem
with accurate words, rhythm, and body percussion.

1. T starts patting lap on beats 1 and 3and has s join as comfortable

2. T then says rhyme while patting to this beat.
3. T has s say rhyme (non verbal cues)
4. T fixes any mistakes as they occur
5. T stops s and have them watch you add clap on 2 and 4
6. T has s join when comfortable
7. T then says rhyme with pats and claps. Has students pat and clap along but only listen
to rhyme.
8. T then has s join in saying rhyme while patting and clapping.
9. T fixes any mistakes as they occur
10. T then has s watch as the snap is added.
11. T has s join when they feel comfortable
10. T says rhyme while performing 3 body percussion actions, while s just do actions
12. T has s say rhyme and do percussion they have learned.
13. T fixes any mistakes as they occur.
14. Finally T has students watch whole thing with the addition of the rest in measures two
and four.
15. T has s join in when they feel comfortable
16. T says rhyme while performing completed body percussion s do actions
17. T has s say rhyme with completed percussion.
Assessment: T observes as s says rhyme with accurate words, rhythms, and body
percussion.

Transition/Closure: “Great Job class! Tomorrow we will work on adding real

percussion!”