This lesson plan incorporates Allan Paivo’s theory of dual coding. You can read more about this theory here. I hope you will use this lesson that integrates music in the ELA classroom. If you do, please let me know!

ELA Standards:

• CCSS.ELA-LITERACY.RF.2.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.L.3.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Music Standards:

• MU:Pr4.2.2a – Use iconic or standard notation and/or recording technology to combine, sequence and document musical ideas.
• MU:Pr6.1.3a – Perform music with expression and technical accuracy.

Objectives:

• Students will practice phonics and spelling by clapping/moving to the rhythms of words.
• Students will reinforce sight word recognition through music priming activities.
• Students will improve handwriting skills by “writing” words in the air using expressive movements.

Materials:

• Whiteboard or chart paper
• Music with different tempos (lively and moderate)
• List of grade-level sight words and spelling words

Warm-Up (5 minutes):

1. Play some lively music and have students clap/move to the beat.
2. Discuss how the rhythm and tempo of the music make them feel energized.

Music Priming (10 minutes):

1. Introduce the concept of music priming – how listening to music can prepare the brain for certain tasks.
2. Play a moderate-tempo instrumental song.
3. While the music plays, display sight words on the board one at a time. Have students read each word aloud.
4. Repeat with a new set of words, keeping the same music playing in the background.

Rhythmic Spelling (15 minutes):

1. Write a spelling word on the board.
2. Have students clap/step/move to the rhythm of the word’s syllables.
3. Repeat with other spelling words, encouraging students to create their own movements.
4. Discuss how the rhythmic movements help them remember the word patterns.

Writing Words in the Air (15 minutes):

1. Model “writing” a word in the air using big arm movements, emphasizing proper letter formation.
2. Have students write the same word in the air, focusing on clear movements.
3. Repeat with other words, varying the size and “writing surface” (e.g., writing on a wall, floor, or imaginary chalkboard).
4. Encourage students to add flair and expression to their “air writing.”

Reflection (5 minutes):

1. Discuss how incorporating music, rhythm, and movement helped reinforce spelling and word recognition.
2. Have students share their favorite part of the lesson and why.