Final Lesson Plan

Amanda Kelley

Music 373

Final Lesson Plan

Activity: Children’s song “Peanut Butter and Jelly”

Grade Level: Kindergarten

National Standards

Singing, alone and with others, a varied repertoire of music.

Understanding relationships between music, the other arts, and disciplines outside the arts.

Concepts

Music: Rhythm-steady beat

Non-music: Language Arts- New vocabulary word: Sandwich

Skills

Music: Keeping the steady beat

Non-music: Fine and gross motor skills

Objectives

The students will be able to:

Keep the steady beat throughout the song

Demonstrate fine motor skills by making different hand gestures to go along with the song such as clapping, spreading, and eating

Demonstrate gross motor skills by stomping their feet

Understand the new vocabulary word: Sandwich

Materials

Open Space

Procedure

Greet the class with a warm welcome “good morning my kindergarten class”

Make sure everyone is sitting in a semi-circle around me

Tell the class, “Today we are going to sing a song called Peanut Butter and Jelly!”

Tell the class, “I am going to sing the song first but I need your help to remind me what movements to do”

Tell the students that when you sing this phrase“And you crunch’em” you go like this (make hand gesture of clapping both hands together)

Ask the class to “crunch’em” for you

Tell the students that when you sing “And you squish em’” that they should stomp their feet

Ask the class to “squish em’” for you

Tell the students that when you sing “And you spread it” that they should make the hand gesture of moving one hand to the left

Ask the students to “spread it” for you

Tell the class that when you sing “And then you eat it” that they should put two of their hands to their mouth

Ask the class to show that they can “eat it” for you

Once that everyone knows the hand movements, you should ask the class if they can help you remember the hand movements as you sing by doing the motions while you sing

You (the teacher) first sings the Peanut Butter and Jelly song while doing the hand gestures and the children do the hand gestures as well

Tell the class “that was fun! Lets all try to sing it together”

Sing the whole song together with the hand gestures

Tel the class that “The Peanut Butter and Jelly song has a steady beat”

The teacher demonstrates clapping my hands to the steady beat for one verse

(X X X X)

Ask the class “Can everyone clap the steady beat with me? (Teacher will sing)

Teacher says “Today, by singing the Peanut Butter and Jelly song we learned a new word: Sandwich”

Teacher says “Peanut Butter and Jelly is a type of sandwich”

Teacher explains: “A sandwich has 3 parts”

The top: one slice of bread

The middle: all of the yummy stuff you want in your sandwich

The bottom: another slice of bread

Teacher explains “Our Peanut Butter and Jelly Sandwich had 3 parts: One slice of bread on the top, peanut butter and jelly in the middle, and one piece of bread on the bottom holding it all together

Closure

Teacher says “I don’t want my sandwich to fall apart on me! Can someone show me how to make a sandwich in 3 parts?”

Teacher asks a student “Which movements did we learn today?” (Crunch, squish, spread, and eat)

Teacher asks “Can someone tell me what parts of the song have the same steady beat?”

Teacher asks “Can someone clap the steady beat for me?”

Assessment

Were the students able to clap the steady beat?

Were the students able to use hand gestures to show their fine motor skills?

Were the students able to stomp their feet to show their gross motor skills?

Did the students understand that the sandwich had 3 parts?

Were the students able to sing to the steady beat?