SUNY Fredonia Music Education

Lesson Plan Template

Content Area:
Music
Grade Level:
5th or 6th Grade Choir

Candidate:
Date:
Jimmy Hartmann
10/8/14
Central Focus:
Students will understand the historical context of
The Drinking
Gourd and will be able to perform all of the pitches
and rhythms
accurately and expressively.
Pre-instructional Planning:
Students will already have the knowledge of singing measures 5-12 and 52-59 as
well as a general knowledge of the historical context of the song.
Standards:
What academic content standards (state music, national music) does this lesson plan
support?
List the number and text of the standards. If only a portion of a standard is being
addressed, then only list the relevant part[s].

Common Core Standards:

What common core standards (ELA, Math) does this lesson plan support?
List the standards, and describe how that standard is addressed.

Learning Objectives (SWBAT):

Students will be able to sing the pitches and rhythms accurately.
Students will be able to understand the importance of this song.
Students will understand and perform the basics of swung verses straight.
Students will become knowledgeable in the of African-American folksongs and their
origins

Language Function:
Students will be able to describe the historical context behind the piece and where it
came from and the reasoning that it is the way it is.
Students will also be able to talk about the piece with a general musical knowledge of
dynamics, unison, and different harmony (consonance and dissonance).

Additional Language Demands:

Be able to distinguish between the different kind of minor (subtonic/leading
tone)
Academic Language and Language Supports: (Early Childhood)
Students should use a specific language when talking about the origins and musical
elements of the piece. IE.) Underground Railroad, the Drinking Gourd, Swung, Straight,
etc.

Materials and Resources:

Piano
Sheet Music

Technology (check all boxes that

apply)

Audio speakers
Video Recorder
Computer(s)
DVD Player
Projector
Interactive Whiteboard
Internet Connection

Printed Materials/Media: The Drinking Gourd arr. Andre Thomas

Learning Environment Preparation:
Standard choir set up with piano
Internet Resources:
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http://www.followthedrinkinggourd.org/index.htm
Other:
Identify other materials and resources that you will use to support student learning.

Introduction:

Have the class recall what we did last lesson. What did we learn? What is
this song about? What is the drinking gourd and why would we follow it?
This song is important to us because it reminds us of our history and where
we all came from. Our ancestors were not all necessarily slaves, but
slavery affected everyone in someway.
Set the students mindsets to how serious this was and how it was life or
death.
Imagine yourself as a slave, leaving your plantation behind your
masters back and fleeing north to see if you could get to freedom. This is
a life or death situation. If you got caught you could be punished. Youre
passing on secret information to other slaves through this song and telling
your peers where and what to look for to help you stay on track and get to
the north.
Procedure:

Start at the ending measure 61-end

Teach entire class both parts, starting with part 1.
Ask class What do you noticed about the parts from 61 to the fermata?
The parts are unison and make sure unison is explained.
Demonstrate how the part should be sung with dynamics.
Let the choir try and play part along on piano.
Make sure there a BIG crescendo all the way through.
Have entire class learn part 1 from 65-end.
Demonstrate part with fermata holds and dynamics.
Allow class to sing part and play along on the piano during.
Repeat same process but with part 2, 65-end.
Have class sing part against teacher and then switch parts.
Split group into two parts and add parts together.
Once parts are solidified add accompaniment 61-end.
Then try with accompaniment from 52-end.
Break and talk about how far we have come and what we have left to do in
the piece.
Talk about character and mentality while singing this piece.
Have class explain to me why this piece is important in history and now.
Go back to the beginning, and refresh measure 5-12 and make sure it is
perfect.
Play through with accompaniment.
Start to teach 16-24mm. Have everyone sing the top line.
Demonstrate and then have class sing while piano plays part.
Stagger parts. Split into two parts and try as written.
Once parts are solidified then add accompaniment.
Try from measure 5 until measure 24.

Instructional Choices for Whole Class and Accommodations for Individual

Differences: (i.e., exceptionalities, ethnic, racial, gender, socioeconomic,
language, learning styles, and religion)
Explain how will you made choices when planning or adapting this lesson to accommodate for individual
differences. You must specifically cite principles from research and/or theory to support your
explanations.
1. Describe and justify choices/strategies/supports for the whole class.
2. What specifically will you do to support struggling and/or advanced individuals throughout the lesson or
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3.

during particular learning tasks? (Consider those with IEPs, English language learners,
underperforming students, those with knowledge/skill gaps, or gifted learners.)
What specifically will you do to support individuals with special needs (according to Part 200
Regulations)? Explain how you will accommodate students in TWO of the classifications in Part 200
Regulations. The TWO classifications you choose must require accommodation.

Closure:
Look at what we have accomplished today!
Have the students look through the music as teacher acknowledges all the
different portions of the piece that we have covered and what we still have left to
do.
Student Assessment:
How will you determine whether all students understand the content you taught? What
evidence will convince you that the students have met the learning targets for this
lesson? What formal and informal feedback will you provide? Provide the specific
assessments associated with this lesson.
***You must explain how you will design or adapt your assessments to allow for students
with special needs to demonstrate their learning.

Your Evaluation of the Lesson: (Reflections after teaching the lesson)

Using the student assessment data, reflect on your teaching and student learning by
responding to the following:
What worked and what didnt? For whom? Why? Were the objectives/learning targets
accomplished completely with all the students? What might you do differently? How was
the pacing effective/not effective? What was the ratio of positive to negative feedback?
How much time was spent on teacher-directed instruction versus student engagement?

Adapted from lesson plan template posted on Ohio Wesleyan University Department of
Education website: http://education.owu.edu/departmentForms.html

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