LONGWOOD LESSON PLAN TEMPLATE
Subject(s) & Grade Level: Music, Third Grade
Teacher Name: Ms. Nicole Wingo
Length of Class Periods: 90 minutes
Stage of writing process: The students will edit their persuasive papers pay close attention to word
choice and sentence structure to engage and persuade the reader.
Standards of Learning:
SOL #: 3.4, 3.7, 3.14, 3.15
Applicable NCTE National Standard(s): 3, 4, 6, 11, 12
General Objective(s): The students will listen to different pieces of work (poem, two piggy back songs)
to bring attention to how authors use details, word choice and sentence structure to convey their
message and then apply that information to their peers’ writing and their own.
Specific Learning Objectives
The student will be able to:
- Participate in the listening activity and
discussion
- Sing to the best of your abilities
- Read their own work aloud
- Listen as peers read their papers, paying
close attention to word choice and
sentence structure
- Self & Peer edit
Instructional Procedures
The teacher will:
- Read a poem aloud
- Select student peer conferencing groups
- Monitor group activity
- Model and sing for and with the students
Introduction [anticipatory set, focus, relate to previous learning; < 5 minutes]:
The students will listen closely to the poem the
The teacher will read the poem called “The Four
teacher reads aloud.
Seasons” to the children aloud.
The students will participate in the group
discussion about the poem and the author’s choice
of words and how that helps a reader.
The teacher will lead a discussion about word
choice and how it affects how the words flow
together and the message the reader receives
while reading.
Main Lesson
The students will listen to the tune the teacher will The teacher will play the tune “Oh My Darling
play.
Clementine” for the students to hear. This will
bring memories to those who have heard the song.
The teacher will remind the students to pay close
attention to the tune.
After the teacher has modeled the piggy-back
song, the students will then sing along with the
teacher.
The teacher will sing the piggy-back song as a
model. Then, the students will sing along with the
teacher.
Once the students feel confident, they will sing the
piggy-back song on their own as a group.
The teacher will have the students perform the
piggy-back song on their own.
The students will repeat the above process with
the piggy-back song to the tune of “Twinkle,
Twinkle, Little Star”
The teacher will repeat the model, student and
teacher sing along, and then only student singing
process with a second piggy-back song. This song
is to the tune of “Twinkle, Twinkle, Little Star”
The teacher will then lead a discussion about the
songs versus the poem.
- Anything alike, different, interesting?
- Which gets the message across clearer?
- Which words stood out or created a
mental picture?
The students will read aloud their persuasive
papers. The peers in the group will pay close
attention to how the paper flows. The students
will then peer edit.
The teacher will place students in groups and
instruct the students to read their own paper
aloud in the group. The group will listen to the
presentation of each student and then pass
around the papers for editing.
The teacher will have this on the board to help
students remember what editing focuses onEditing is . . .
 Spelling
 Capitalization
 Punctuation
 Grammar
 sentence structure
 subject/verb agreement
 consistent verb tense
 word usage
- the students will already have instruction on how
to effectively give feedback for editing purposes
Closure [sum up and reflect on the day’s learning; prepare for homework or future work; < 5 minutes]:
After editing peers’ papers completely, students
The teacher will collect the persuasive papers after
can begin writing their own piggy-back song in
the students have completely edited their own
their music notebook for the four seasons or for
papers from the comments made by themselves,
their favorite season of the four.
and their peers.
Extension/assignment:
- The students could present or act out their piggy-back songs.
Accommodations/provisions for individual differences: All students can sing whether it sounds
pleasant to the ears or not. For students who struggle with writing, the teacher could help them put
their words on paper or the student could draw pictures and a few words for each line.
Formative/summative evaluation:
Formative- The teacher could have the students sing along with the teacher to Oh My Darling
Clementine before playing the tune to see if any of the students know the song.
Summative- The teacher could grade the piggy-back song for how well it stayed to the tune of the
original song and structure of the versus to assess if they make sense or relate to the title.
Self- and/or peer evaluation: During this lesson, the students will read over their own papers for
mistakes and then have a peer conferencing session for peers’ to edit and evaluate their work.
Products students will create:
- Piggy back song for all the seasons or for their favorite season in music notebook
Texts students will read:
- Piggy back song lyrics that will be posted on the board for students to follow along with the
teacher.
Materials/resources:
- Children’s poem
- Persuasive papers
- Piggy back song lyrics
- Oh My Darling Clementine Tune
- Music notebook
Sources for ideas/materials in APA format:
Dean, B. (2012). Four Seasons. Retrieved from
http://books.google.com/books?id=SVAWjg2e_G0C&pg=PA13&dq=four+seasons+piggy+back+s
ong&hl=en&sa=X&ei=3bfmUZHM7Gw4APrgoGIBQ&ved=0CD0Q6AEwAQ#v=onepage&q=four%20seasons%20piggy%20back%2
0song&f=false
Smith, J. (2004) The Four Seasons. Retrieved from
http://books.google.com/books?id=AufbXP7YJAIC&pg=PA92&dq=four+seasons+piggy+back+son
g&hl=en&sa=X&ei=3bfmUZHM7Gw4APrgoGIBQ&ved=0CDcQ6AEwAA#v=onepage&q=four%20seasons%20piggy%20back%20
song&f=false
White, T. (2008). Children’s Poem “The Four Seasons”. Retrieved from
http://voices.yahoo.com/childrens-poem-four-seasons-2132129.html
Rationale
Piggy-back songs are fun for the students because it is a recreation of a usually familiar tune. Piggy-back
songs usually include educational information that will help students learn the content. When students
create their own piggy-back songs in an educational setting, the teachers can view how students’ apply
the content information.
The Four Seasons Piggy-Back Song
(to the tune of “Oh My Darling Clementine”)
Winter, spring, summer, fallThere are four seasons in all.
Winter, spring, summer, fallThere are four seasons in all.
In the winter, trees are bare.
Snow is falling on the ground.
It is frosty; it is cold.
We have to wear warm clothes.
Springtime’s breezy and sometimes rainy,
It is green on the ground and trees.
Baby animals are being born.
There is new growth all around.
Summer’s hot and often sweatyLots of time to go swimming.
School is out and it is playtime;
Sunny days are so much fun.
In the fall, leaves are changing;
They are falling on the ground.
It’s a cooler type of weatherTime for harvest and school.
Four Seasons
(to the tune of “Twinkle, Twinkle, Little Star”)
Flowers, swimming, pumpkins, snow
Make the seasons we all know.
Every year they are the same,
And we give them each a name.
Summer, fall, winter, springCount the seasons as we sing