Missouri Music GLEs
Elementary Music Lesson Plans and Assessments
Created Especially for Missouri Music Teachers

Elementary Music Lesson Plans and Assessments for Missouri Music GLEs
Lesson Plans and Assessments created just for Missouri Music Teachers.
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KINDERGARTEN

Suggested Repertoire


Nursery Rhymes

 

Lullabies

  • Humpty Dumpty
  • Jack Be Numble
  • Jack and Jill
  • Nursery Rhymes Songbook  by Amsco Pub

 

 
  • Hush Little Baby
  • Brahms Lullaby

Marches

   
  • The Ants Go Marching
  • Oh When The Band Comes Marching In
  • Stars & Stripes Forever
   

 


Assessment Packages


Kindergarten Assessment Packet

A printable packet that provides assessments for meeting most of the Missouri Kindergarten Music GLEs. Print the packet, cut the sheets in half, and you've got written assessments for Kindergarten for the year.

Assessment Packets: Click Here

Original Packet by: Christy Lovenduski

 

Assessment Tickets

If you have ever found it a challenge to get the performance grades written down in your grade book as quickly as you would like, then you might try these Kindergarten Music Assessment Tickets. They can be printed on 4"X 6" index cards and kept in card files. The tickets have each GLE printed on them. The tickets can be handed out quickly to students and they can hand you their ticket when it is time for them to perform. This is ideal for situations where you would like to assess only a small group of students at a time. An example of using this ticket could be for the assessment of echoing rhythmic patterns. The teacher would set 5 drums across the fron tof the room. The teacher would then set the students in lines behind the drums. Students must give the teacher their ticket in order to play on the drums. The first student in each row will hand the teacher their Music Ticket. The teacher will collect the tickets, then play a rhythm. The students at the drums will play the rhythm as a group or individually one after the other. The entire class will then play the rhythm on the drum or on body percussion. Students that have already played the drums will rotate to the back of the group and new students will come to the front.

Assessment Tickets: Click Here

Original Lesson Plan by: Christy Lovenduski


 

Product Performance


PP1AKa- Students will use singing, speaking, whispering and shouting voices.
Activity 1

The teacher will select several chants, rhythmic sayings, or nursery rhymes with which the children are familiar. The teacher will draw a card from the card set. The card will say either Sing, Speak, Whisper, or Shout. Students will perform the chant using the appropriate voice levels. Students can perform as individuals, in small groups, or as a class.

Card Set Documents: Click Here

Original Lesson Plan by: Christy Lovenduski


PP2AKa- Students will perform using two dynamic levels - soft and loud
Activity 1

Each student will use a rhythm instrument or body percussion. For a warm up, the teacher will perform a rhythm. Students will echo the rhythm using body percussion or a rhythm instrument. For the assessment, the teacher will play a rhythm at a medium level. The teacher will indicate for students to play the rhythm loud or soft. Students will perform the rhythm at the appropriate volume.

Extension - Use the above activity to assess the GLEs of PP2AKb (Students will echo simple rhythms) and PP2DKa (Students will echo short rhythmic patterns on rhythm instruments and/or body percussion).

Original Lesson Plan by: Christy Lovenduski


 

Artistic Perceptions


AP1BKa- Students will respond and move to aural examples of music: sound and silence.
Activity 1

The teacher will ask student to carefully walk through shared space to find their own spot in the room. Upon finding their spot, students will remain standing without talking. The teacher will demonstrate that students are to dance in their place when the hear sounds (CD recordings, instruments, etc). The teacher will further demonstrate that students are to carefully lay down on the floor (as if they were sleeping) when they hear silence.

Tips-
  • The teacher may choose to perform this activity with the entire class, then, for ease of assessment, the teacher may have only a few students perform at a time.
  • Another idea would be to call students to special spaces in the order that they appear in your grade book. This would allow for quick assessment.
  • End this activity on a marching song so that students can march back to their seats.

Original Lesson Plan by: Christy Lovenduski


 
AP2AKA- Students will develop criteria to distringuish between quality and non-quality performance through listening and self-assessment with regard to the following music elements: appropriate singing voice, loud/soft, steady beat, posture/stage presence.
Activity 1

The teacher will tape (video or audio) several music classes singing a song. The same song should be used for each performance. Through classroom discussion, students will discover or review criteria of quality or non-quality performances. The teacher will hand each student a set of cards (see document link below). The teacher will play a performance for the students. Students will select the card that they think describes the performance. The teacher will visually assess the student's ability to distinguish between quality and non-quality performance.

Tips- Focus on one element at a time to begin this exercise.The teacher will then play a performance for the students. Use the Two-Option Card Set to begin with and step-up into the Three Option Card Set.

Extension- Have students form pairs and sit back to back on the floor. After listening to the performance, students can compare their cards. If they get the same card as their partner, students may stand up and shout "Yee-haw"! or perform a dance movement as directed by you.

Card Set Documents: Click Here

Original Lesson Plan by: Christy Lovenduski


 

Historical and Cultural Context (HC)

HC1AKa- Students will identify characteristics of teacher-selected genres or styles: lullabies, marches, nursery rhymes, chants.
Activity 1

The teacher will create a list of nursery rhymes, marches, and lullabies with which students are already familiar. If students are not familiar with any selections from these genres, use several music classes to gain familiarity with these examples. The teacher will call out a selection from the list. Students will perform the example. Students may be assessed through one of the following options:

  • Assessment Option 1-The teacher will visually assess the student's ability to identify the selected genres using cardstock and clothespins. The teacher will distribute a clothes pin to each student along with a piece of cardstock paper that has been printed to match this document (NurseryRhymesClothesPinID). Students will place the clothes pin on the genre that matches the genre of the song that they performed.
  • Assessment Option 2-The teacher will visually assess the student's ability to identify the selected genres using Nursery Rhyme Card Sets. The teacher will distribute a card set to each student. Plastic Sandwich bags are extremely handy for this. After performing the teacher- selected example, students will choose the appropriate answer from the cards in their sandwich bag. Students will hold their answer above their heads. To encourage students to think on their own, have them keep their eyes closed or sit in one long line.
  • Assessment Option 3-The teacher will assess the student's ability to identify the selected genres using a written form. The teacher will distribute a worksheet and writing utensil to each student. After performing the selection, students will circle the correct answer on their paper. Students will turn in papers for the teacher to grade. It is often helpful to place the worksheet on a transparency paper and perform several examples with the students prior to having them do their own work.

Extension- Use the above activity as a springboard to assess the GLEs of HC1BKa and HB1CKa.

  • To assess HC1BKa, use classroom discussion to ask students the following questions:
    • How did you know the selection was a Nursery Rhyme?
    • How did you know the selection was a March?
    • Why did you think the selection was a Lullaby?
  • To assess HB1CKa, use classroom discussion to ask students the following questions:
    • Where would you hear this song?
    • Would you put this song in a parade?
    • Could you rock a baby to sleep with this song?
    • Does this song tell a story?

Original Lesson Plan by: Christy Lovenduski


 

Interdisciplinary Connections (IC)


IC1AKa- Students will use terms such as plain or fancy, same or different, bright or dark, in music class and art class
Activity 1

Students will sing the songs Mary Had a Little Lamp and Baa, Baa, Black Sheep. The teacher will ask students if these are the same songs (no). The teacher will provide a poster of the sheep artwork by Richard Barrett and Milli Ballance. The teacher will ask if the pictures are the same (no). Students will compare the artwork as the teacher asks probing questions: Which sheep is plain? Which sheep is fancy? Which sheep is bright? Which sheep is dark? The teacher will then play the melody to Mary Had A Little Lamb. Is this music plain or fancy? The teacher will then play the melody to Mary Had A Little Lamb with embellishments. Is this music plain or fancy?

Suggested Artwork:

Extension: After completing the above activity, play other musical examples of plain or fancy. If the music is plain, students must stand like a statue. If the music is fancy, then the students must dance in their own space.

Original Lesson Plan by: Christy Lovenduski

 

 

 

 

 

 

  Christy Lovenduski ● Kansas City, Missouri ● 816-898-7299 ● christy@webwranglerdesign.com