Lesson Plan: Home on the Range

Grade 1: PRACTICE two eighth notes mixed with one quarter.

 Notation with accompaniment if desired.

Objective(s):
1. First grade students will identify beamed eighth notes aurally and using notation.
2. Students will practice writing/forming beamed eighth notes.
3. Students will sing a familiar song from memory.
4. Students will compose an 8-beat phrase using premade cards of one beat each.
5. Students will read rhythms out loud in tempo using correct counts.

Standards:
MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.
MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
Materials:
Song: Home on the Range
History:
o https://www.shmoop.com/home-on-the-range/meaning.html
o https://www.loc.gov/item/ihas.200196571/
 o https://www.kshs.org/kansapedia/home-on-the-range/17165
https://docs.google.com/document/d/1g9cOHgrtKBw6yXWxWj7NqyYWpsxaKGfwAuU
arhEGXCw/edit?usp=sharing
o Printed note cards quarter and eighth notes and quarter rest
o Hollow quarter notes and eighth notes, printed and laminated
Playdough
Home on the Range worksheet
https://docs.google.com/document/d/1ZbvqIt2wRWnjA9Roc9DLShb5JK-s-
8UdniaeY27SCIM/edit?usp=sharing

Sequence:
I) Welcome students
II) Warm up (tactile)
A) Playdough notes
1) T: pass out laminated hollow note cards, 1 page to each student,1 set of beamed
eighth notes and 1 can of playdough, instructing them not to touch yet
(a) (Place same color playdough near to avoid mixing and mess)
2) T: We are going to practice making the shapes of eighth notes in a new way.
3) T: instruct S to use their playdough to fill in the shape of the eighth notes, just like if
they were coloring. They need to stay in the lines.
(a) When S are done filling in the shape, have each bring their work up to T and place
a sticker with their name/initials/number on their page.
III) Review
A) T: As S return to their seats, softly begin drum beat and begin singing Home on the
Range, motion to S to join in
B) T: After song- Does anyone remember what note we learned about last time?
C) T: review eighth notes and how two take up the space of 1 beat or 1 quarter note.
D) T: Lets practice counting quarter and eighth notes
IV) Composition with , and
A) T: put printed note cards on board in two rows of four beats (all quarter notes on top
row, eighth notes on bottom row)
B) T: What sound do quarter notes make?
1) S respond (ta)
2) T: Lets read this top line together
(a) All: Ta, ta, ta, ta
C) T: The notes on this second line are called what?
1) S respond (eighth notes)
2) T: they make the sound ti-ti
(a) T: point to each eighth note as you say ti-ti, demonstrating that each note head
makes its own sound.
3) T: Repeat after me, (point to one set of eighth notes as before) ti-ti
(a) S repeat ti-ti
(b) T: demonstrate whole second line while pointing to each note head in turn (4
eighth notes) ti-ti ti-ti ti-ti ti-ti
(i) S echo
4) T: Lets try the two lines together
 (a) All say both lines, T pointing to each note
5) T: take a volunteer to rearrange the cards on the board (keep track of which students
get to compose on attendance sheet so that you can make sure to get to all students
eventually)
(a) T: explain that the rule is that there must be 4 beats to each line
(b) After S rearranges, all read out loud together.
(c) Repeat with a few more volunteers
(d) (May add in quarter rest cards if S are excelling, but dont add in if they are
challenged enough.)
V) Aural/visual identification
A) T: Project notation for Home on the Range so that S can see. (by projecting it, the
students have the option to follow along and identify by sight or aurally.)
B) T: Lets sing through Home on the Range, every time we sing eighth notes, I want you
to stomp your foot.

Transition/Closure:
I) Worksheet: T explain directions and walk through first box with S
A) S will turn in worksheet for assessment

Assessment:
The teacher will have several opportunities for assessment for this lesson. First, he/she will be
able to formally assess each students ability to form proper eighth notes through the sculpting
and drawing they complete and turn in (paper/pencil). The teacher will also be able to
informally assess the students through observation of their singing memory and aural/visual
identification of eighth notes. The teacher will be able to assess the students compositional
output and ability to read combinations of eighth notes and quarter notes. (Only a few students
will get to compose in front of the class this lesson, but the teacher will keep track on a checklist
and make sure that each student completes this task successfully.)

Interdisciplinary connections:
Fine arts and physical education/kinesthetic

Analysis:
Tone Set: Sol, la, ti, do, re, mi, fa, high sol
Range: C4-C5, P8
Rhythm Set: Quarter notes, half note, beamed eighth notes, dotted half note, dotted
quarter note, single eighth note,
Form: AaBa

Pedagogical Use:
Melody: Ti, do, re, fa, low sol, leap versus skip and step
Rhythm: Prepare two beamed eighth notes + quarter note, prepare half note,
prepare dotted quarter note + single eighth note.
Other: Kansas History, ties, syncopation, anacruses