Course: AMU10 & AMU20 Grade 9 & 10 Open Music

Unit: Creating and Performing

Lesson Title: Boom Snap Clap Body Percussion Activity

All steps are dependent on how quickly students learn the sequences. Students may become
frustrated throughout this process, it is important that you have another lesson or activities for the
students to do. I would advise teaching a portion of this lesson each day, so the students can learn
it over a one or two weeks.

*Supply teacher* - Watch this link to understand the body percussion.

https://www.youtube.com/watch?v=lBSteR_0vdQ&t=41s

Targeted Specific Curriculum Expectations Learning Goals

A3.1 Demonstrate technical skill when performing • Sing correct pitches

notated and/or improvised music.
C1.1 Demonstrate an understanding of the
elements of music, particularly through practical
application and aural recognition, and use
appropriate terminology related to these elements.
• Demonstrate correct rhythms with body
percussion
• Demonstrate dynamic accuracy
• Follow set tempo
• Perform all technical skills during performance
• Students will demonstrate an understanding of
musical definitions. I.e. dynamics, tempo, etc.
• Students will be able to suggest musical
elements through proper terminology.

Prep Room Setup

• I will write the words of the song on the board. • All chairs, and tables will be along the perimeter
• Students will not need instruments for this of the classroom.
lesson. • Piano set up at the side of the classroom,
available to check pitches.

Step-by-Step Plan:
1. Students will arrive to the classroom, which will already be set up for todays lesson with the
lyrics of the song on the board, the piano is ready for use, and chairs and tables put away.
2. Next we will ask students to get into four rows/lines. If rows aren’t even we will instruct
them to move.
3. I will introduce the activity, and encourage students to get involved.
4. Teach by rote, starting with right hand sequence.
A. Boom
B. Snap
C. Clap
D. Ba, Boom
E. Snap
 F. Clap
G. Snap
H. Boom
I. Snap
J. Clap
K. Ba, Boom
L. Snap
M. Shh!
• I will insure students understand sequence throughly before moving on to left hand (I will
do this after every new sequence).
5. Left hand sequence (same as right hand).
A. Run through entire sequence so far.
6. Hands together sequence.
A. Run through entire sequence so far.
7. Hands crossed sequence.
A. Run through entire sequence so far.
8. Right foot sequence.
A. Run through entire sequence so far.
9. Left foot sequence.
A. Run through entire sequence so far (at faster speed if students are capable).
10. Partner sequence.
11. Have everyone turn to the person beside them to make partners, if there is an uneven number
of students I will be their partner.
12. We will practice hands together sequence with partner, and hands crossed sequence with
partner.
13. We will practice right and left foot sequence with partner.
14. Run through entire sequence with partner until students feel comfortable.
15. Entire class will face the board. I will teach melody.
16. Run through entire sequence with partners and melody (at a faster speed if students are
capable).
17. Split class in half, have them turn into the middle of the class to face one another.
A. Right side of the class will perform right hand sequence.
B. Left side of the class will perform left hand sequence.
• Instruct class to face partner on the last “sh!”
• Have students repeat 17 A and B until the turn to face partners is successful.
18. Run entire sequence from step 17 and continue on with all partners sequences and melody.
19. Perform as many times as possible.
20. Ask students if they would like to add in musical elements (dynamics, tempo, etc.)
 Student accommodations/I need to be
prepared to accommodate by…
• Demonstrate more than once.
• Run sequences more than once.
• Join in if numbers are uneven.
• Be flexible with students different levels of
mobility.
• Allowing students to ask questions.
• Allow students to check in with peers.
• We may not have time to do all different
sequences.
I need to remember to…
• Be very encouraging.
• Laugh with them.
• Remind them this is a fun activity, and to not be
stressed about the sequences.
• Be mindful of the time.
• Watch for students struggling and becoming
frusrated.
• Watch for students that may get distracted.
• Check pitches, and rhythm.