Practice Lesson #3 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Cn10.0.1a Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music.

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.

MU: Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic
or standard notation.

Materials of Instruction:

Song Analysis Table:

Tone Set Mi Sol
Range Minor 3rd
Rhythm Set Eighth notes, quarter notes
Form AA

A Song’s Pedagogical Use Table:

Melody Work on the Minor 3rd interval

Rhythm Students will master the skill of eighth
note and quarter note rhythms together

Other Info:
Hungarian lullaby passed down throughout generations.

PowerPoint Slides:
Lesson Sequence (lessons may have more or less activities as appropriate):

Activity #1 Objective- Students will learn information about Hungary’s history and culture.

1. T: Today, we are going to learn about another culture. Have any of you ever heard of
Hungary? Today, we get to learn all about it!
2. T shows the power point to the class and gives further explanations to students
3. T: Now that we have learned all about Hungary, we are going to learn a Hungarian
lullaby that has been passed down throughout generations.
Assessment: T- “Raise your hand and tell me one thing about what you learned about Hungary
today.” What did students gain from the PowerPoint and information presented about
Hungary?

Activity #2 Objective- With assistance from the teacher, students will practice reading from
standard notation while singing the song, Bye-Lo, Baby-O with correct rhythm and pitch.

1. T: I have a special surprise for you all today. Since you now know what eight notes are,
you get to practice reading from real music today! (Displays the last slide of the
PowerPoint)
2. T: I’m going to sing first, and I want you to listen closely while pointing along to the
notes with me.
3. T: This song is a lullaby. Do you remember what a lullaby is? Does this mean that we
should sing it loud or soft? So, sing this song as if you were trying to sing a baby to sleep.
4. This time, continue pointing along to the notes with me, and sing with me. (T & S sing
song together)
5. Sing it with me one more time. (T & S sing the song together).
6. Now, I’m going to sing a line of the song, and I want you to audiate the response. This
means that you don’t say anything out loud, but you think the words in your head.
T: “Bye-lo Baby-O”
S: (audiate) Off to dreamland I must go
7. We’re going to sing it together one more time, but this time I want a first grader who
has been singing and doing a good job following directions to come up and point along
to the notes while we sing.
T & S sing the song, Bye-lo, Baby-o together as a first grader points along to the notes on
the board.
8. T: Now, I’m going to point along to the notes, and I want you to sing the song by
yourself without my hep singing.
S: Sing the song Bye-Lo, Baby-O

Assessment: Can first grade students sing the song, Bye-Lo, Baby-O with correct rhythm, pitch,
and words?

Activity #3 Objective- First grade students will correctly identify the standard notation eighth
notes in the song, Bye-Lo, Baby-O.
 1. T: After learning the song and pointing along to the notes, can I get a first grader that
was pointing along well and paying attention to come up to the board and tell me where
first 2 eighth notes are?
2. T: Can I get another first grader to come and show me where the next 2 eighth notes
are?
3. This process continues until all eighth notes have been identified.

Assessment: Can first graders correctly identify the eighth notes in the song, Bye-Lo, Baby-O?