Music Lesson Plan

Eileen West

Poem: Carol

Grade: 3rd

Concept: The student will recognize an unequal rhythm in poetry
through clapping and using non – pitch instruments as accompaniment
to saying the poem.

Objectives:

1. The student will read poem.

2. The student will read poem and clap hands to rhythm.

3.

The student will make up a rhythm for 2 – 3
lines of the poem using non – pitch
instruments and present this to the class in groups.

Materials:

copy of poem

two non – pitch instruments per group

Preliminary procedure:

Students will discuss the poem they heard the day before in the
story Wind and the
Willow and what the meaning of the poem was.

Procedure:

1. arrange the students in groups of four.

2. have groups read and clap rhythm of the poem together.

3.

assign lines of the poem to each group.

4. pass out instruments and have students make up accompaniments
to their lines of the
poem.

5. have each group present their lines of the poem consecutively.

Closure:

Ask students if rhythm in the poem was equal or unequal and how
that affected the flow saying it and playing the instruments. What made the poem unequal?

From: Carol by: Kenneth Grahame

Villagers, all this frosty tide,

Let your doors swing open wide.

Though wind may follow, and snow beside,

Yet draw us in by your

fire to bide;

Joy shall be your in the morning!

Here we stand in the cold and the sleet,

Blowing fingers and stamping feet,

Come from far away to greet-

You by the fire and we in the street-

Bidding you joy in the morning!