One-Day Lesson Plan

Grade Level	Kindergarten
Subject	Music
Topic	Tempo in Music
Length of the Lesson	30 minutes
Rationale	To understand the concept of fast and slow tempo
Objective	To teach the concept and understanding of slow and fast tempos for children to effectively imitate and recognize slow and fast tempos through the songs that the teacher will play.
Standards Included	Conduct to show beat groupings of three (6e) (Common Core State Standards Initiative. (n.d).
Materials	· CD or MP3 Player · Songs presenting diverse tempos · Visual animal print-out for different tempos (a dog walking to represent moderato, rabbit hopping fast to represent presto and turtle to represent adagio).
Introduction	The teacher will begin the lesson by greeting the students. Next, the teacher can ask the learners, “What did we learn in our last lesson?” After the students answer, the teacher will acknowledge their response and continue by saying, “Today, we will look at the first component of music called Tempo.” After that, the teacher can ask the students to sit on the carpet to listen to three different pieces of music. These pieces of music will introduce different speeds and tempos in music. The teacher will encourage the learners to participate by tapping their hands steadily at the beats. Once the music is stopped, the teacher will ask the learners, “Now that we have listened to music, who can define tempo?” If a student answers that tempo is the fastness or slowness of music, the teacher will respond, “Correct!” The teacher will then define tempo as the speed at which a piece of music is played (Hackett & Lindeman, 2007).
Lesson Development	The teacher will ask the students to name the types of tempos they heard from the played music, and students are expected to answer “slowly and fast tempos.” If they give these answers, the teacher will say, “Great,” and then discuss how the song’s beats changed from fast to slow and vice versa. The teacher will then take the animal visual print and explain the three different tempos the pieces of music showed. For example, the teacher will show a picture of a rabbit hopping fast to represent presto, a turtle to represent adagio, and a dog walking to represent moderato. This way, the students will identify and recognize the speed of these animals in musical terms. The teacher will then play another set of three pieces of music and ask the children to verbally identify the musical tempo by pointing to the visual cues pinned on the board (medium/ moderato-dog, fast/presto-rabbit, and slow/adagio-turtle). The teacher will then ask a few learners to point and act out the animal they think represents the tempo of the music being played. For example, if the piece of music being played is slow, the teacher will ask one student to crawl slowly like a turtle to represent adagio. After that, the teacher will define each type of tempo heard from the music: moderato as a medium tempo, not too slow or fast; adagio as a slow tempo; and presto as fast-paced music. Once the students understand the meaning of all three tempos in music, the teacher will play different music pieces and ask learners to act out the tempo they hear from the music. Students can act as a rabbit hopping fast to represent fast or presto, as a turtle moving slowly to represent adagio, or as a dog walking to represent moderato/moderate. The teacher will then play the first slow-paced music, and three learners will come to the front and act out the tempo, moving slowly as a turtle to represent slow-tempo music. The teacher will continue playing a variety of music as children act them out in groups. Finally, the teacher will ask the students if the different tempos presented in various musical pieces made them feel or think about different things. The students are expected to give various answers, such as the “slow tempo in music made me feel loved or sleepy” or “the fast tempo made me happy or sick,” among other answers.
Grading or Assessment	The teacher will check whether students show the following levels of achievement: 1. Is the child engaged in the activity? 2. Can the child define and identify the terms moderato, adagio, and presto? 3. Can the child identify and hear moderato, presto, and adagio tempo concepts in various musical pieces? 4. Can the child act out the various tempos presented by different musical pieces?
Closing	The teacher will end the lesson by asking the learners what they learned, expecting responses such as “musical tempo.” The teacher will ask the learners to state three types of tempos they learned, expecting students to answer “presto, adagio, and moderato.” The teacher will then give homework or an assignment on tempo. An example of a question will state, “Ask your parents to play your favourite music and write the tempo you hear. Describe how the different tempos made you feel. (5mks)”

References

Common Core State Standards Initiative. (n.d). Standards by State. Retrieved from http://www.corestandards.org/standards-in-your-state/.Hackett, P., & Lindeman, C. A. (2007). The musical classroom: Backgrounds, models, and skills for elementary teaching. Prentice Hall.

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Question

Write a one-day lesson plan. Base your one-day lesson plan on any of the Models found in your textbook pp 120-250. You may also choose to write your one-day lesson plan on a subject other than music. In that case,

One-Day Lesson Plan

you must show how you would integrate music into that lesson. Your lesson plan must include Grade Level, Subject Topic, Length of lesson Objectives, Standard(s), Materials, Steps or Teaching Procedure, Grading or Assessment, and References. Feel free to be creative and borrow ideas such as the Sample Model Lesson Outline on page 250. (Upload your lesson plan as a Word doc or pdf.)

One-Day Lesson Plan

One-Day Lesson Plan

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