Name: Holly Pietro
WKU Music Department
Daily Lesson Plan Template
Class: Ms. Stepleton’s second grade Date: 10/23/2024
Grade Level/Ages of Students: 2nd grade, 7 and 8-year-olds
Time/Duration: 30 minutes
Goal: Students will learn to sing in the pentatonic scale.
Context for Learning (Provide a brief, 5-7 sentence narrative description of the
population/class you will be teaching, information on students with special needs, and
strategies you will use to meet their needs):
H.B. Williams Elementary school is a K-4 school in suburban White House, TN. The school has
a population of 700 students. The class I am teaching has 18 students. Of those, there is 1
student with autism, and 2 students who are ELL. I have included various activities in the
lesson to keep students engaged, and all students will be able to participate in them.
What previous skills/knowledge should students have to be successful in this lesson (give a
one-sentence description of what students should know before they begin this lesson).
Students should be familiar with the pitches do, re, mi, sol, la, low sol, and low la.
National Music Standard(s) (include standard verbiage): MU:Pr4.2.2a Demonstrate knowledge
of music concepts (such as tonality and meter) in music from a variety of cultures selected for
performance.
A.B.C.D. (Audience, Behavior, Condition, Degree) or S.M.A.R.T. Learning Objectives (Specific,
Measurable, Attainable, Realistic, Timely): By the end of this lesson, students will be able to
sing the notes in a pentatonic scale with approximately 90% accuracy, as evidenced by them
singing a verse of “Bought Me a Cat” in small groups.
Materials and Equipment (bullet point; be sure list is thorough):
Scores:
o Baby Bumblebee
o Black Snake
o Killy Kranky
o Bought Me a Cat
o Big Fat Biscuit (If time)
Name: Holly Pietro
WKU Music Department
Daily Lesson Plan Template
Essential Questions (two questions, one engages basic skills, one higher order thinking skills):
1. (identify, define, sort)
Students will identify the solfege of the notes sung in Baby Bumblebee.
2. (compare/contrast, evaluate, refine, create)
Create a new verse of the song Baby Bumblebee.
Some general directions:
Plan for a 30-minute lesson.
Choose 5 songs or activities for kindergarten and 1st grade (1 for opening, 4 for body).
Choose 4 songs or activities for grades 2 and 3 (1 for opening, 3 for body).
Choose 3 songs or activities for grades 4 and 5 (1 for opening, 3 for body).
Process (Fill in the chart. Complete sentences are not necessary here. Unbold your typing):
OPENING OF LESSON: Warm-Ups, Lesson “hook”
Time Content Essential Questions Objective Source √
3 min Pentatonic Students will sing through Bumblebee Learn Beth’s
Scale and identify the solfege with guidance. pentatonic Notes
scale
3 Rhythm Discuss the essential questions listed Create
min above. something
new while
reinforcing
pentatonic
pitches
BODY OF LESSON: Aural Skills/Sight Singing/Concert Repertoire
Time Measures/ Exercise/Activity Objective √
Music Needed
7 min Black Snake Sing and play the game Black Prepare pentatonic
(Wilson’s Snake scale.
collection) To learn the song, T sings the
song.
S repeat teacher.
Game:
One student is chosen to find the
snake, and one is chosen to hide
the snake.
The student finding closes their
eyes while the student hiding
hides the snake (black scarf)
somewhere in the room
After the snake is hidden the
student finding can open their
Name: Holly Pietro
WKU Music Department
Daily Lesson Plan Template
eyes
All students sing the song black
snake as the finder looks for the
snake
The class sings louder as the finder
gets closer to the snake, and
softer as they get further away.
After the snake is found, new
students are chosen to hide and
find the snake.
7 min Killy Kranky Students play and sing “Killy Prepare pentatonic
Kranky” scale
The score of the song is
displayed on the board.
Students learn the song by
repeating after the teacher.
Game:
All students get in a straight
line holding hands.
The student at the back of the
line is the leader.
When the song starts, the two
students at the front of the
line make their hands into an
arch.
The leader leads all of the
students through the arch.
Eventually, the second
student will be turned around
with their arms crossed.
When this happens, they
make a new arch with the
third person in line.
The leader will lead all the
students through this arch.
The pattern continues until all
the students except for the
student at the front of the line
and the student at the back of
the line are turned around
with arms crossed.
7 min Bought Me A Assess pentatonic
Name: Holly Pietro
WKU Music Department
Daily Lesson Plan Template
Cat scale
CLOSURE AND END OF LESSON
Time Measures/Music Exercise/Activity Objective √
Needed
2 None Ask students what new sounds they See if students
min heard in the music and games they heard a rhythm they
played today. Introduce pentatonic had not learned
scale. about yet, and
identify the new
note.
1 None Tell the students they will learn a new Get students excited
min rhythm when they come back! Build to come back!
some anticipation.
Formative assessment: (Be sure to tie your formative assessment to your objective. How will
you assess and score? Provide a chart describing your criteria. An example is below).
By the end of this lesson, students will be able to identify and count half notes with
approximately 90% accuracy, as evidenced by their clapping the rhythm to the song “Rocky
Mountain.”
Assessment Objective (type your assessment objective here. It should be closely related to
your lesson objective): By the end of this lesson, students will be able to identify and sing the
pitches in the pentatonic scale with approximately 90% accuracy, as evidenced by them singing
a verse of “I Bought Me a Cat.”
The Efficient Assessment Chart (Change this to reflect what you are teaching):
Student name Date and Skill Date and Skill Date and Skill Date and Skill
10/24 10/25 10/28 10/29
Bought Me a Cat Singing Singing Singing
Singing Pentatonic Scale Pentatonic Scale Pentatonic Scale
Pentatonic Scale
John Jacob
Jolly Jill
Jim Jones
Jerry Johansenn
Assessment Rubric (change the wording to fit your lesson):
Name: Holly Pietro
WKU Music Department
Daily Lesson Plan Template
Beginner: 1 Progressing: 2 Proficient: 3 Mastery: 4
Student performed less Student performed 80% Student performed with Student performed the
than 50% of the melodic of the melodic content of approximately 90% of melodic content of “Bought
content of “Bought Me a “Bought Me a Cat” the melodic content of Me a Cat” with no errors.
Cat” correctly. correctly. “Bought Me a Cat”
correctly.
Reflection (You do not have to do this now, since you are not teaching this lesson. Please
consider this in your future teaching): What is working? What is not? For whom? Why?
Consider both teaching and student learning, i.e. personal goals as well as goals for your
students. How does this reflection inform what you plan to do in the next lesson (please
provide a 5-7 sentence reflection on the points described above)?
How will you be scored?
Opening details (1 point each for your name, class, grade level, date, time/duration)
5 points total _____
Goal (remember, the goal is broad) 2 points total _____
Context for learning (5-7 sentences describing the population) 5 points total _____
National music standards (include indicator and verbiage) 5 points total _____
ABCD objective (1 point for each ABCD element) 5 points total _____
Materials and equipment (be sure your list is thorough) 3 points total _____
Essential questions (one basic, one higher order thinking) 5 points total _____
Opening of the lesson (Do you include an estimated amount of time for each activity? Do you
include at least 2 activities or discussion points to open the lesson? Do you include all required
information on the chart?)
10 points total _____
Body of the lesson (For teaching this song, do you include at least 4 points of instruction? Do
you have all necessary information required on the chart?)
25 points total
_____
Closure of lesson (Do you have at least two points of discussion or activities that summarize and
bring closure? Do you include all information required on the chart?) 10 points total _____
Formative Assessment (Did you state what you would be assessing? Did you type in the chart
what you want students to know?)
Assessment Rubric (Does your assessment rubric indicate skill levels?) 10 points total _____
Presentation (Is the lesson well-organized and thoughtful?) 5 points total _____
Spelling and grammar (Are all spelling and grammar correct?) 10 points total _____
100 points total/your score _____