Lesson Plan
Name: Rose Mooney Date: 10/25/20
Grade: 4 Class Type: General Music Kodaly Method
1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class.)
Students will be able to recognize and sing in a syncopated rhythm with solfege and solfa
2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on learning objectives.)
Clapping rhythm game with syncopation at the end of class to see if theycan produce this new rhythm
3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.)
MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such
as social and cultural).
MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to
express intent, and explain connection to purpose and context.
MU:Pr4.1.4a Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge,
context, and technical skill.
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in
music selected for performance.
4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Creating
Generate and conceptualize artistic ideas and work. Sing or play original musical ideas that explore more
complex rhythmic and melodic concepts (including, syncopation, three-four time signature, and minor keys). (3-
4.M.Cr.01)
Performing
Select, analyze and interpret artistic work for presentation. Individually read moderately complicated rhythms
and melodies (e.g., melodies with alternating eighth notes, quarter notes and half notes, pentatonic and
diatonic tonalities) in standard notation in treble clef. (3-4.M.P.04)
Develop and refine artistic techniques and work for presentation. Sing and play musical canons, rounds, and
music in at least two parts. (3-4.M.P.05)
5. Required Prior Knowledge and Skills: (What must students know to be successful.)
- solfege and hand signs
- rhythm syllables (ta ta ti ti)
- read in 4/4 time signature
6. Material, Repertoire, Equipment needed: (Be sure to include music titles, composer/arranger, text etc.)
- solfege worksheet
- this little light of mine
- sansa kroma
- kye kye kule
- o music
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7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.)
Solfege
8. Accommodations: (Special Needs, ELL, etc.)
Students can clap to the rhythm, use solfege instead of the lyrics, sit down when singing
9. Agenda: (List items to be taught and post.)
- solfege worksheet and activity
- this little light of mine
- Syncopation
- sansa kroma
- kye kye kule
- O music
- clapping game
Yellow: prepare Blue: present Red: practice
10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief reading A
writing, editing, or problem-solving activity to ready them for learning – may be a question
about the rehearsal music or at the younger levels it may be a learning activity to set up for
today's lesson such as a "Do Now.")
Solfege worksheet (pictures of hand signs and students will write the solfege) 2 minutes
B. Learning Activities: (What learning experiences and instruction will enable students to B
achieve the desired results – have more learning activities than you need.)
1. Repeat after me solfege activity 1. 2 minutes
- teacher silently gives students three solfege notes with hand signs and students are
expected to sing it back after hearing it in their heads
Students can take turns doing hand signs as well and having the class repeat it after
2. this little light of mine 2. 5 minutes
- During the first activity, teacher will hand sign this little light of mine and students
will recognize it from the previous lesson. That will be a segway into this little light
of mine to review with solfege and lyrics
3. rhythm activity notated on the board with appropriate syllables. students will go 3. 5 minutes
through rhythms they already know with quarter and eighth notes. There will be a
new rhythm introduced that is a syncopated pattern. (ti ta ti ti ta ti)
This will look familiar to students because they were exposed to the rhythm in
bucket of water but didn’t put a name to it yet
4. Sansa Kroma 4. 5 minutes
- rhythm solfa first to introduce syncopation
- sing on solfege
- Introduce lyrics
5. kye kye kule 5. 5 minutes
- new song but practices syncopation with solfege and then add lyrics
6. O Music 6. 5 minutes
- sing as round and step to the beat
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C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for C.
understanding. Could be a ticket to leave as individuals or group answers.)
Clapping rhythm game with syncopation 1 minute
D. Assignment: D.
Make up two measures of rhythm using syncopation with quarter and eighth notes
11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?
12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?
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