FULL Lesson Plan for the Elementary Music Class

Teacher Name: Mr. Prall

Objectives: Second grade students will improvise their own melodic line over 8 measures in 4/4
time, using pitches within an F pentatonic scale.

Standards Being Addressed:

MU:CR1.1.2a – Improvise rhythmic and melodic patterns and musical ideas for a specific
purpose
MU:CR1.1.2b – Generate musical patterns and ideas within the context of a given tonality (such
as major or minor) and meter (such as duple or triple)
MU:PR6.1.2a – Perform music for a specific purpose with expression and technical accuracy

Materials of Instruction:

 Song to be learned and improvised on

 Xylophones, metallophones. Remove B and E.

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

Entry Activity/Transition: “Good morning second graders! Pat along with me!”
 T: Pat a quarter note rhythm and have students pat along with you
 T: Sing the following pitches on a neutral syllable and then have class repeat them back
to you.
  T: “Good Job Class! Now let’s learn a song!”

Activity #1: Students will sing Fishpole Song with accurate rhythm and pitches.

1. T: Have students pat beat as T sings the song for the class.”I’m going to repeat this, I
want you to tell me what’s going on in the song after this.
2. T: After the class has heard the song, repeat it again
3. T: What does the fish pole need? Who has the fish pole?”
4. After students answer questions, T will repeat the song and have students fill in “we
do” by pointing at them to cue them in.
5. T: Have class sing the whole piece

Assessment: Can students sing the whole song with accurate pitch and rhythm? If they
struggle, review problem area.

Transition: “Now I’m going to try something new! Try to follow me!”

Activity #2: Students will accurately perform the accompaniment patterns to Fishpole Song
on Xylophone and metallophone in 4/4 time and in the key of F pentatonic.

1. T: Pat, snap, snap to the below rhythm and have students join in when they feel
comfortable enough to do so.
 2. T: “Okay class, keep doing that and watch me! I’m going to try something different!”
3. T: Play the below accompaniment pattern and have the students join in when they feel
comfortable to do so.

4. T: Have the lower instruments stay on the part just introduced, then assist higher
instruments in learning their new part.
5. T: Begin teaching the new part by introducing the rhythm first. Clap, clap, snap.

6. T: Have the class continue the body percussion and introduced the accompaniment
that they will be playing.

7. S: Join in as they feel comfortable.

8. Now both parts should be playing together.
9. T: Have the class sing the melody while playing the accompaniment patterns. If they
cannot do both, break the class into three sections and assign each section a part:
accompaniment, accompaniment, melody.
10. T: Have the students flip parts so everyone gets a chance to play each part.

Assessment: Can the students play both accompaniment pattern correctly and in time?
If not, review parts that need work.

Transition: “Keep that going class, I’m going to try something different and I want you
to watch me.

Activity #3: Students will improvise a melody in F pentatonic, in time with a 4/4 beat, and
in the phrase length of the song.
 1. T: Have the class continue the accompaniment pattern and improvise a melody.
Below is the melody I decided to use but you can make your own.

2. T: Ask the class what they think you did just then with the hope of them saying that
you made it up.
3. T: Ask the class about specific parts that they noticed. “Why notes did I use?” (The
notes on the instrument minus E and B) “How long did I play all of that?” (8 bars or
as long as the song was) “How did I play the notes, did they fit in time of did I go
crazy?” (In time)
4. T: Have the class start the accompaniment pattern and show them the incorrect way
of improvising.
5. T: Now ask if someone else wants to improvise. If not, offer to play with them on
their first try.
6. Have the rest of the class improvise, individuals if it is small enough, otherwise have
groups/partners.

Assessment: Students were able to improvise an F pentatonic melody in 4/4 time and
fit it into 8 measures.

Transition: All students have gotten a chance to improvise.

Closure: “Good job today class! What we did today is called improvising. Next time we will do
more with it!”