Lesson 1
Learner Outcomes and
Content Standards
(What will students be able to do as a
result of this lesson?) (Label each
outcome with the appropriate
standards codes)
The students will be able to analyze The teacher will measure if
melodies for same/different quali8es. the outcomes are achieved
MU:Pr4.2.1a With limited guidance,
demonstrate knowledge of music
concepts (such as beat and melodic
contour) in music from a variety of
cultures selected for performance.
Assessment
(Evidence of student learning;
how will you measure if the
learner objec?ves were
achieved? Be specific)
through informal forma8ve
assessment throughout the
lesson.
Teaching Procedure
(Sequen?al instruc?ons with specific details; stated in a manner so someone else could carry out your
plans)
Sing through the “Hello” song:
• The teacher checks that the students are showing the beat by paDng their legs with spider
fingers (hands are open, as if holding a tennis ball).
Give pre-test:
• The teacher explains:
• The teacher will be playing music and students should begin by clapping the beat.
• If the students no8ce that the music changes to something that sounds different, they
should stop clapping and start paDng their shoulders instead.
• If the music changes to a part that they’ve heard before, the students should start
clapping the beat again.
• The teacher plays the piece, “Ballet of the Unhatched Chicks.”
• The students respond with body percussion.
Play Comparing Melodies Game:
• The teacher shares their screen on Zoom and goes to the webpage for the game (hPp://
www.crea8ngmusic.com/BlockGames/ComparingGame/).
• The teacher explains that they will click on one balloon at a 8me and each balloon will play a
melody.
• The teacher explains that the balloons might play the same melody as each other or different
melodies, so the students must listen carefully.
• The teacher tells the students to put a thumbs up if they think the melodies are the same,
and a thumbs down if they think that the melodies are different.
• The teacher clicks on each balloon to play the melodies.
• The students respond with thumbs up/thumbs down.
• ASer each pair of balloons, the teacher asks a student why they think that the melodies are
the same or different.
• The student answers why they think that the melodies are the same or different.

Students will be able to transfer
knowledge from visual paPerns to
musical paPerns by analyzing and
moving to the paPerns in “Shoo-Fly.”
MU:Re7.2.1a With limited guidance,
demonstrate and iden8fy how
specific music concepts (such as beat
or pitch) are used in various styles of
music for a purpose.
Explain Musical Form:
The teacher will measure if
the outcomes are achieved
through informal forma8ve
assessment throughout the
lesson.
• The teacher explains that the students recognize if things are the same or different all the
8me.
• They recognize paPerns in shapes, colors, and objects.
• The teacher asks the students for examples of paPerns that they see in day-to-day life.
• The students respond.
• The teacher shows visual paPerns and asks students what they think will come next in the
paPern.
• The students answer.
• The teacher explains that music is made up of paPerns and that it is called Musical Form.
• The teacher tells the students to all say, “musical form.”
• The students all say, “musical form.”
• The teacher explains that when you look for paPerns in music, you do the same thing that
you do when looking for other paPerns:
• You look (or listen) for things that repeat and things that look (or sound) different.
• The teacher explains that musical paPerns are shown by lePers.
• The teacher explains that it always starts with A because that is how the alphabet
goes. Then it goes to B, then C, and all the way to Z (if there were that many sec8ons
to the music).
• The teacher shows the same visual paPerns as before, but with lePers associated to the
images.
• The teacher shows some paPerns with the lePers not matching the correct image.
• For each paPern, the teacher tells the students to put their hands on their head if they think
that the lePers match the images correctly.
• The students respond by puDng their hands on their head.
• The teacher asks specific students why they answered how they did.
• The teacher explains that they will be playing a song and that the students should be listening
for paPerns in the music.
• The teacher explains that the first sec8on is A, because the paPern always starts with A.
• The teacher plays “Shoo-Fly,” while showing the visual of the pink square that has the lePer A
in it.
• When the song says "I feel,” the teacher pauses the music and explains that this part sounds
different from the first, so it's the B sec8on.
• The teacher switches to the visual of the blue circle that has the lePer B in it.
• The teacher plays “Shoo-Fly” from where they paused it.
• When the song goes back to the sec8on that has the lyrics "shoo fly, don't bother me,” the
teacher pauses the music and explain that we've already heard this before.
• The teacher asks the students if this sounds the same as the first sec8on (the A
sec8on).
• The students respond that it sounds the same.
• The teacher explains that it is the A sec8on again.
 • The teacher shows the visual of the pink square that has the lePer A in it.
• The teacher plays “Shoo-Fly" from where they paused it.
• The teacher stops the music aSer the second A sec8on (0:42 seconds in).

Movement AcLvity:
• The teacher tells the students to stand up.
• The students stand up.
• The teacher explains that the students will hop during the A sec8on.
• The teacher models hopping.
• The teacher explains that the students will walk in a circle during the B sec8on.
• The teacher models walking in a circle.
• The teacher tells the students to make sure that they can s8ll see the teacher.
• The teacher asks the students to raise their hand if they remember what the A sec8on says.
• The students raise their hands.
• The teacher calls on a student.
• The student answers.
• The teacher gives feedback to the student about if their answer was correct.
• The teacher explains (if needed) that the A sec8on says "shoo fly, don't bother me.”
• The teacher asks the students to raise their hand if they remember what the B sec8on says.
• The students raise their hands.
• The teacher calls on a student.
• The student answers.
• The teacher gives feedback to the student about if their answer was correct.
• The teacher explains (if needed) that the B sec8on says “I feel like a morning star.”
• The teacher plays the first 42 seconds of “Shoo-Fly” and models the correct movements for
the correct sec8ons while the students move.
• The teacher tells the students to clap during the A sec8on and skip during the B sec8on.
• The teacher plays the first 42 seconds of “Shoo-Fly” and the students move.
• The teacher asks the students to raise their hand if they have a different idea of what
movements to do for the A and B sec8ons.
• The teacher picks a student to come up with the ac8ons.
• The teacher plays the first 42 seconds of “Shoo-Fly.”

Materials and Technology

What materials and resources are needed for you and for the students in order for this lesson to be completed effec?vely?

Computers or iPads so that the students and I can access Zoom and the resources, recordings of “Ballet of the Unhatched Chicks” by Modest Mussorgsky and “Shoo-Fly” by The
Laurie Berkner Band through Apple Music, Spo8fy, or Youtube, the website hPp://www.crea8ngmusic.com/BlockGames/ComparingGame/, and the visual paPerns.
 Lesson 2

Learner Outcomes and Assessment Teaching Procedure

Content Standards
(What will students be able to do as a
result of this lesson?) (Label each
outcome with the appropriate
standards codes)
(Evidence of student learning; (Sequen?al instruc?ons with specific details; stated in a manner so someone else could carry out your
how will you measure if the plans)
learner objec?ves were
achieved? Be specific)

“Happy” Dance:
Students will be able to differen8ate • The teacher explains that they will be dancing to a song that they might know and tells the
sec8ons of music through kinesthe8c students to watch carefully for the different movements.
movements. The teacher will measure if • The teacher explains that the students will be copying everything that the teacher does.
the outcomes are achieved • The teacher begins playing “Happy” by Pharrell Williams.
MU:Pr4.2.1a With limited guidance, through a formal forma8ve • During the first verse, the teacher sways back and forth.
demonstrate knowledge of music assessment at the end of the • The teacher points in the direc8ons that they are moving for a couple seconds, to
concepts (such as beat and melodic lesson. make sure the students understand what they are doing.
contour) in music from a variety of • The students mimic the teacher’s movements.
cultures selected for performance. • When the song gets to the chorus, the teacher demonstrates clapping in a square to the
steady beat.
• The students mimic the movements.
• When the music gets to the second verse, the teacher explains and models that they will be
swaying again.
• At the bridge, the teacher tells the students to free dance, while modeling their own dancing.
• During the addi8onal choruses, the teacher explains and models the clapping dance.
• During the addi8onal bridge, the teacher explains and models free dancing.

Form Worksheet:
• The teacher explains that the students will be filling out a worksheet to show the form of a
song.
• The teacher explains that the students will have a choice in using the song “Shoo-Fly” or the
song “Happy” for their worksheet.
• The teacher shows the worksheet to the students and explains that it is on Seesaw.
• The teacher tells the students to go find the worksheet on Seesaw.
 • The students find the worksheet.
• The teacher points to where the students will be filling in which song they chose.
• The teacher models where the students will be labeling the sec8ons of their song.
• The teacher explains that the students will be drawing pictures for each sec8on of the song
and models drawing a picture for their first sec8on.
• The teacher explains that if there are mul8ple sec8ons that are the same, the drawings need
to be the same.
• The teacher models this by wri8ng two A sec8ons and drawing the same picture for
both of them.
• The teacher explains that if there is a different sec8on, a B sec8on, then the drawing will have
to be different from the other sec8on drawings.
• The teacher explains that it is just like the visual paPerns that they had prac8ced last
class , where the lePers had to match the images.
• The teacher models this by wri8ng a B sec8on and drawing a different picture to go
with it.
• The teacher asks the students to give a thumbs up if they understand how to do the
worksheet.
• The students show thumbs up.
• The teacher explains that they will be playing the songs one at a 8me and the students will
only fill the worksheet out once for the song that they choose.
• The teacher explains that they will be playing “Shoo-Fly” first.
• The teacher plays “Sho- Fly.”
• The students that chose “Shoo-Fly” fill out their worksheet.
• The teacher explains that they will be playing “Happy.”
• The teacher plays “Happy.”
• The students that chose “Happy” fill out their worksheet.

Materials and Technology

What materials and resources are needed for you and for the students in order for this lesson to be completed effec?vely?

Computers or iPads so that the students and I can access Zoom and online resources, recordings of “Happy” by Pharrell Williams and “Shoo Fly” by The Laurie Berkner Band
through Apple Music, Spo8fy, or Youtube, and the Form Drawing Worksheet.
 Lesson 3

Learner Outcomes and Assessment Teaching Procedure

Content Standards (Evidence of student learning; (Sequen?al instruc?ons with specific details; stated in a manner so someone else could carry out your
(What will students be able to do as a how will you measure if the plans)
result of this lesson?) (Label each learner objec?ves were
outcome with the appropriate achieved? Be specific)
standards codes)
Scarf AcLvity:
• The teacher tells the students to stand up and the students stand up.
• The teacher explains that the students will be moving with the scarves during the song,
“Shoo-Fly.”
Students will be able to differen8ate • The teacher explains that the students will be waving the scarves up and down during during
and label sec8ons of musical form byThe teacher will measure if the A sec8on.
aurally and visually analyzing the outcomes are achieved • The teacher models this movement.
elements of each sec8on, as well as through informal forma8ve • The teacher explains that the students will gather the scarf in their hands and pull it in close
through kinesthe8c movements. assessment throughout the on the words “I feel” during the B sec8on.
lesson, and a formal • The teacher models this movement.
MU:Pr4.2.1a With limited guidance, summa8ve assessment at the • The teacher asks the students to raise their hand if they remember what the A sec8on says.
demonstrate knowledge of music end of the lesson. • The teacher calls on a student and the student responds.
concepts (such as beat and melodic • The teacher gives feedback to the student about if their answer was correct.
contour) in music from a variety of • The teacher explains (if needed) that the A sec8on says "shoo fly, don't bother me.”
cultures selected for performance. • The teacher asks the students to raise their hand if they remember what the B sec8on says.
• The teacher calls on a student and the student responds.
• The teacher gives feedback to the student about if their answer was correct.
• The teacher explains (if needed) that the B sec8on says “I feel like a morning star.”
• The teacher plays the first 42 seconds of “Shoo-Fly” and models the correct movements for
the correct sec8ons, while the students perform the movements.
• The teacher tells the students that they are going to do the same movements, but the
teacher will not be showing the movements this 8me.
• The teacher plays the first 42 seconds of “Shoo-Fly” and the students perform the
movements.
• The teacher asks the students to raise their hand if they have a different idea of what scarf
movements they can do for the A and B sec8ons.
• The teacher picks a student to make up movements and the student shows movements.
• The teacher plays the first 42 seconds of “Shoo Fly” and the students perform movements.
Analyze Form in “Happy”:
• The teacher tells the students that they are going to iden8fy form in a song that they already
know.
 • The teacher tells the students to listen to the song and move and to stop moving and raise
their hands when they hear the music change to a new sec8on.
• The teacher plays “Happy" by Pharrell Williams and the students move.
• When the chorus (B sec8on) begins, the teacher observes the students’ responses and
pauses the music.
• The teacher calls on a student and asks why they think/don’t think that the sec8on changed.
• The student responds.
• The teacher gives specific feedback and explains that the music changed to the B Sec8on.
• The teacher asks the students to raise their hand if they remember what movement they did
during the A sec8on in the dance.
• The students raise their hands.
• The teacher tells the students to show the movement if they remember it.
• The students sway back and forth.
• The teacher reminds the students of the movement and models it, if needed.
• The teacher tells the students to do the movement of the B sec8on if they remember it.
• The students clap in a square.
• The teacher reminds the students of the movement and models it, if needed.
• The teacher asks the students why they think that we clap during the B sec8on.
• The students respond that it’s because the music says “clap along…”
• If the students don’t give this answer, the teacher will ask the students what the lyrics
are saying and then ask what ac8on we are doing.
• The teacher tells the students to listen to the song and move and to stop moving and raise
their hands when they hear the music change to a new sec8on.
• The teacher plays the music from where it had previously been stopped and the
students move.
• When the A sec8on (verse) begins again, the teacher observes the students’ responses and
pauses the music.
• The teacher calls on a student and asks why they think/don’t think that the sec8on changed.
• The student responds.
• The teacher gives specific feedback, explains that they’re at a new sec8on of music, and asks
if it sounds similar to something they’ve heard or if it's new.
• The students answer that it sounds similar.
• The teacher explains that they are back at the A sec8on because it sounds the same.
• The teacher asks the students to raise their hand if they remember what movement they did
during the A sec8on in the dance.
• The teacher tells the students to show the movement if they remember it.
• The students sway back and forth.
• The teacher reminds the students of the movement and models it, if needed.
“Happy” Dance:
• The teacher explains that they are going to dance to the song again while remembering the
sec8ons.
 • The teacher explains that the song is about being happy.
• The teacher makes a sad/angry face.
• The teacher tells the students to give them a thumbs up if they think that it is a good face to
make for this song and a thumbs down if they don't think that it is a good face for the song.
• The students respond with thumbs up/thumbs down.
• The teacher tells the students to show their “happy face.”
• The students show their "happy faces.”
• The teacher plays the first 1:12 of “Happy” while dancing with the students.
Listening Map:
• The teacher explains that they will be listening to a song that they listened to last week.
• The teacher shows a visual of a listening map for the A sec8on of "Ballet of the Unhatched
Chicks.”
• The teacher explains that they will follow the pictures with their finger as the music plays. The
teacher will explain that their mouse will be following along and that the students will follow
with their finger.
• The teacher checks for understanding by asking the students to put a thumbs up if it makes
sense to them.
• The students give a thumbs-up.
• The teacher plays "Ballet of the Unhatched Chicks" and follows the listening map with their
mouse. The students follow the pictures with their finger.
• ASer the first A sec8on, the teacher pauses the music.
• The teacher asks the students to put their hands on their heads if they made it to the end of
that sec8on.
• The students respond.
• The teacher explains that this is the A sec8on and that it plays again.
• The teacher plays the music from where it had stopped.
• When the music gets to the B sec8on, the teacher pauses the music and explains that this is a
different sec8on.
• The teacher asks the students to raise their hand if they know what this sec8on should be
called.
• The teacher calls on a student and the student answers.
• The teacher gives specific and related feedback and explains that it is the B sec8on.
• The teacher switches to the B sec8on listening map visual.
• The teacher explains to the students that when they see the two lines with the two
dots (repeat sign), they go back and do that part one more 8me.
• The teacher plays the music from where it stopped and follows the listening map with their
mouse.
• The students follow the listening map with their finger.
• When the music goes to the A sec8on again, the teacher pauses the music.
• The teacher asks the students to nod their heads yes or no if they think that they've heard
this sec8on before.
 • The students respond.
• The teacher observes the student responses and gives specific and related feedback.
• The teacher explains that they are back at the A sec8on.
• The teacher plays the music from where it stopped and follows the listening map with their
mouse.
• The students follow along with their finger.
• When the music ends, the teacher asks the students to raise their hand if they could hear
how the music matched the pictures.
• The students raise their hands.
• The teacher explains that they will be doing it again, but the teacher will not be following
along with their mouse.
• The teacher plays the music and changes the A sec8on and B sec8on visuals when the music
changes. The students follow along with their finger.
PracLce clapping and paTng:
Students will be able to demonstrate • The teacher explains that they will be listening to the music again, but they will be clapping
personal reflec8on in regards to and paDng like they did last week.
mul8ple sec8ons of music. • The teacher reminds the students that they will be clapping during the A sec8ons and paDng
their shoulders during the B sec8on.
• The teacher models clapping and paDng.
MU:Cn11.0.1a • The teacher reminds the students to make sure that their clapping and paDng is in
Demonstrate understanding of the camera.
rela8onships between music and the • The teacher explains that they will prac8ce once while looking at the pictures (listening map)
other arts, other disciplines, varied that they just followed along with.
contexts, and daily life. • The teacher clarifies that they will be clapping during the A sec8on and paDng during
the B sec8on, not poin8ng at the pictures.
• The teacher will play "Ballet of the Unhatched Chicks" while following along with the listening
map.
• The students will clap and pat along with the music.
• The teacher will take away the listening map visuals.
• The teacher will explain that they will be clapping and paDng again, but they will have to
listen carefully to the music to know the sec8ons.
• The teacher will play “Ballet of the Unhatched Chicks.”
• The students will clap and pat along with the music.

Materials and Technology

What materials and resources are needed for you and for the students in order for this lesson to be completed effec?vely?

Computers or iPads so that the students and I can access Zoom and the resources, recordings of “Ballet of the Unhatched Chicks” by Modest Mussorgsky, “Shoo Fly” by The
Laurie Berkner Band, and “Happy" by Pharrell Williams through Apple Music, Spo8fy, or Youtube, Listening Map for “Ballet of the Unhatched Chicks,” and the Form Drawing
Worksheet #2