Welcome to my ongoing creation of lesson plans that integrate music into the ELA classroom. This plan is influenced by the foundations of Dalcroze Eurhythmics. I would love to hear if you use this lesson plan in your classroom! Please let me know what feedback you might have as I continue to grow in my curriculum development!
| Music and ELA Standards |
| * ELA:RF.2.3.A: Distinguish long and short vowel sounds in spoken single-syllable words. * ELA:RF.2.3.D: Decode words with common prefixes and suffixes. * MU:Pr4.2.2a: Use iconic or standard notation and/or recording technology to combine, sequence and document musical ideas. * MU:Pr5.1.2a: Apply personal and expressive qualities in music through singing and playing instruments. |
| Objectives |
| * Students will be able to distinguish between long and short vowel sounds through movement and rhythmic activities * Students will be able to decode words with common prefixes and suffixes through rhythmic chanting and body percussion. * Students will create and document rhythmic patterns using iconic notation. * Students will express musical ideas through movement and body percussion. |
| Resources and Materials |
| * Rhythm instruments (e.g., drums, shakers, rhythm sticks) * Large space for movement activities * Whiteboard or Smartboard. * Markers or Crayons. |
| Vocabulary |
| context clues, lyrics, melody, rhythm, verse, chorus, rhyme, tempo, genre, interpretation, expression, movement |
| Assessment |
| * Observe students’ participation and engagement during the physical activity and lyric analysis. * Assess their ability to use the new vocabulary words correctly in context through their oral responses and written work |
| Introduction (10 minutes) |
| * Lead students in a rhythmic warm-up by clapping and chanting their names, emphasizing the long and short vowel sounds. * Introduce the concept of long and short vowel sounds, and their importance in decoding words. * Explain that students will explore these sounds through movement and rhythmic activities. |
| Activity 1: Vowel Sound Movement (10 minutes) |
| * Assign a specific movement or gesture to represent long vowel sounds (e.g., stretching arms upward) and short vowel sounds (e.g., squatting down). * Call out single-syllable words, and have students perform the corresponding movement based on the vowel sound. * Encourage students to exaggerate the vowel sound as they move. |
| Activity 2: Prefix and Suffix Rhythms (10 minutes) |
| * Introduce common prefixes (e.g., un-, re-, pre-) and suffixes (e.g., -ing, -ed, -s). * Assign a specific rhythm or body percussion pattern to each prefix and suffix. * Have students chant and perform the body percussion for different words, emphasizing the prefix and suffix rhythms. |
| Activity 3: Rhythmic Notation (10 minutes) |
| * Explain the concept of iconic notation, using simple symbols to represent rhythmic patterns. * Demonstrate how to create rhythmic patterns using body percussion and iconic notation on the whiteboard or chart paper. * Divide students into small groups and have them create their own rhythmic patterns using body percussion and iconic notation. * Invite groups to share and perform their rhythmic patterns for the class. |
| Closure (5 minutes) |
| * Review the long and short vowel sounds, prefixes, and suffixes explored during the lesson. * Discuss how movement and rhythm can support the understanding of language concepts. * Encourage students to continue practicing rhythmic activities at home to reinforce their learning. |
Erzsie Music Ed Research & Advocacy 
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