This lesson plan outlines three learning centers for a 1st grade music class focused on melody and pitch. The centers aim to reinforce students' understanding of music alphabet letters, the music staff, treble clef, and identifying the direction of pitch movement. Each center uses a game-based activity - using iPads, drawing cards, or a modified "Go Fish" card game. Students will rotate between the three centers over three 9-minute periods to practice identifying notes, staff/clef, and discerning pitch direction through interactive games. The lesson concludes with a review of learning objectives and a reminder of an upcoming post-assessment.

1. Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: Christen Profancik Date: February 25, 2015 Cycle:
# of Students: 24 Age/Grade Level: 1 Content Area: Music
Unit Title: Melody/Pitch Lesson Title: Learning Centers
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
The children will recall by memory the music alphabet (A, B, C, D, E, F, G).
The children will identify and describe a Music Staff (5 lines, 4 spaces) and Treble Clef (also known as G clef).
The children will identify line and space notes.
The children will differentiate between two or more notes that move up, down, and stay the same.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
AH-P-SA-S-Mu1
Students will begin to recognize and identify elements of music (rhythm, tempo, melody/pitch, harmony, form, timbre, dynamics) using musical terminology.
AH-P-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music
independently and with others.
c) Describe students’ prior knowledge or focus of the previous learning.
Prior to this unit, the children have been introduced to and have studied Rhythm (bar lines, quarter notes, eighth notes, quarter rest), Tempo (fast and slow,
steady beat), Patriotic Music, Game Songs, West African Music (drums, rattles, thumb piano, polyrhythms), and Audience Etiquette.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
At the end of the unit there will be a written post-assessment (identical to the pre-assessment) to assess the knowledge of the students.
e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
Any students with special needs (EBD, ESL, etc.) will participate in all activities with the personal assistance of their classroom aides and, during group work,
the classroom teacher and/or assigned peers.

2. f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge): Pre-Assessment will include an oral questioning about the music terms that align with Objective 1: Music Alphabet (A, B, C, D, E, F, G), and
Objective 2: Music Staff (5 lines, 4 spaces), Treble Clef (also known as G clef).
Lesson Objectives/
Learning Targets
Assessment Instructional Strategy/Activity
Objective/target:
The children will recall by memory the
music alphabet.
The children will identify and describe a
Music Staff and Treble Clef
Assessment description:
Performance Checklist
Assessment Accommodations:
Teacher will make an appearance at each Learning
Center in order to gauge understanding and work
individually with students who seem to be
struggling and/or raise their hand for help.
If students ask questions during Learning Centers,
the entire class will be addressed and the answer to
the question will be directed towards the entire
class so that the question may not be asked again.
Strategy/Activity:
LC 3: “Go Fish!”
The students will play by the original rules of “Go Fish!”
card game. The object of this game is to gain the most pairs
of cards in the deck in order to be the winner. Card decks
include two sets of the music alphabet letters, one set of
treble clefs, and one set of music staves.
Activity Adaptations:
Instructions for each learning center will be explained
before the students are assigned to Learning Center groups.
The students in this learning center will split up into groups
of three to play the game.
Media/technologies/resources:
Magnetic “fishing” poles, deck of homemade cards,
SmartBoard timer
Objective/target:
The children will identify line and space
notes.
Assessment description:
Performance Checklist
Assessment Accommodations:
Teacher will make an appearance at each Learning
Center in order to gauge understanding and work
individually with students who seem to be
struggling and/or raise their hand for help.
If students ask questions during Learning Centers,
the entire class will be addressed and the answer to
the question will be directed towards the entire
class so that the question may not be asked again.
Strategy/Activity:
LC 2: “OOPS!”
The students in each group will take turns shaking the bottle
and then drawing a card. If the card is NOT a “OOPS!”
card, they have to tell the group whether the pitches move
up, down, or stay the same. If they are correct, they keep the
card. If they draw a “OOPS!” card, they must put all cards
back in bottle and start over. The student who has collected
the most cards at the end is declared winner.
Activity Adaptations:
Instructions for each learning center will be explained
before the students are assigned to Learning Center groups.

3. The students in this learning center will split up into groups
of three to play the game.
Media/technologies/resources:
“OOPS!” cards and bottles, SmartBoard timer
Objective/target:
The children will differentiate between
two or more notes that move up, down,
and stay the same.
Assessment description:
Performance Checklist
Assessment Accommodations:
Teacher will make an appearance at each Learning
Center in order to gauge understanding and work
individually with students who seem to be
struggling and/or raise their hand for help.
If students ask questions during Learning Centers,
the entire class will be addressed and the answer to
the question will be directed towards the entire
class so that the question may not be asked again.
Strategy/Activity:
LC 1: “Music for Little Mozarts” + “Tone Pad”
There are three specific games on this application that the
students will be playing. The first game assesses the
students’ ability to HEAR and identify pitch direction; the
second game assesses the students’ ability to differentiate
by ear between high and low pitch; the third game assesses
the students’ ability to SEE and identify pitch direction. On
the “Tone Pad” activity, the students will freely create pitch
pathways of their own moving in any direction they choose
Activity Adaptations:
Instructions for each learning center will be explained
before the students are assigned to Learning Center groups.
Each student in this learning center will have one iPad to
work on independently.
Media/technologies/resources:
iPads, “Music for Little Mozarts” + “Tone Pad” iPad
applications, SmartBoard timer
PROCEDURE:
Introductory/Engagement:
-- Review all “I CAN” statements from the Pitch unit.
-- Teacher will explain all learning centers before splitting the class up into three groups and assigning each group to a learning center.
-- A timer will be set for 9 minutes on the computer and projected onto the SmartBoard for the class to see.
-- When the timer goes off, the groups will rotate to a new learning center.
Learning Center 1: “Music for Little Mozarts” and “Tone Pad” on iPads
-- Game Directions for “Music for Little Mozarts”:
-- There are three specific games on this application that the students will be playing.
-- The first game assesses the students’ ability to HEAR and identify pitch direction; the second game assesses the students’ ability to differentiate by ear

4. between high and low pitch; the third game assesses the students’ ability to SEE and identify pitch direction.
-- Each student in this learning center will have one iPad to work on independently.
-- The object of the first game is to listen to a series of pitches and click the correct answer from three options: pitches that move down the staff, pitches that
move up the staff, and pitches that stay the same. If the student is wrong, the iPad asks them to try again until they are correct.
-- The object of the second game is to listen to a pitch that the mouse on the screen sings and determine whether it is high or low. Once determined, the
students must drag the mouse to the top of the music staff if it is high, and to the bottom of the staff if it is low.
-- The object of the third game is to see a series of pitches written on the staff (it is not played by the iPad), and simply click one of three arrows at the
bottom of the screen; one points up, one points down, and one points directly to the side to indicate the pitches stay the same.
-- Game Directions for “Tone Pad”:
-- This game may only be played if a student happened to complete all above games.
-- This game is identical to the “Tone Matrix” activity from class.
-- On the “Tone Pad” activity, the students will freely create pitch pathways of their own moving in any direction they choose.
Learning Center 2: “OOPS!”
-- The students in this learning center will split up into groups of three to play the game.
-- Game Directions:
-- Each group of three will have one plastic “OOPS!” bottle containing the game cards. These game cards all have one pitch written on a staff that is either a
line or space note. There are also multiple cards with the word “OOPS!” written on them.
-- The students in each group will take turns shaking the bottle and then drawing a card. If the card is NOT a “OOPS!” card, they have to identify the line or
space note that is written on the music staff. If the group confirms their answer as correct, they may keep the card.
-- If a student were to draw a “OOPS!” card, they would have to put all of the cards they have collected back into the bottle and start over again.
-- The student who has collected the most cards when the learning center timer goes off is the winner.
Learning Center 3: “Go Fish!”
-- The students in this learning center will split up into groups of three to play this game.
-- Game Directions:
-- A deck of cards will be provided for each group containing one card pair of every letter in the music alphabet, one card pair of treble clefs, and one card
pair of music staffs.
-- Each group of three will also have one small fishing pole with a magnet that will “fish out” the cards from the draw pile (all cards will have a paperclip
attached to it).
-- Just like the original “Go Fish!” card game, the object of this game is to gain the most pairs of cards in the deck in order to be the winner.
-- The students will begin with 2 cards each.
-- The remaining cards become the “Go Fish!” pile.
Closer:
-- Review all “I CAN” statements once more.
-- Remind students there will be a post-test next time they are in music.