Unit Plan 4 (Grade 1 Music): Beat in Songs

Focus: Maintain a steady beat while singing and chanting, and use simple rehearsal strategies to fix tricky spots in songs.

Grade Level: 1

Subject Area: Music (Performing • Rehearsing • Responding)

Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session

I. Introduction

In this unit, first graders move from feeling the beat in their bodies to keeping a steady beat while singing and chanting. Students learn that musicians often rehearse to solve problems in a song, like coming in together or staying on the beat. With guided practice, they speak and sing simple songs from different cultures, use body percussion to support the beat, and try easy rehearsal strategies such as slowing down, speaking the words first, and repeating a tricky part. They begin to understand that practicing with the beat helps a group sound together and confident.

Essential Questions

• How can I keep a steady beat while I sing or chant?
• Why do musicians need to rehearse before they perform?
• What can I do if a part of a song is tricky for me or my class?
• How does a steady beat help a group of singers stay together?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Maintain a steady beat while singing or chanting simple songs and patterns with the class.
2. With limited guidance, use rehearsal strategies (slowing down, speaking words first, repeating tricky parts) to improve accuracy.
3. Show understanding of beat and basic melodic contour (up/down) in songs from a variety of cultures.
4. Start and stop a song on cue while keeping the beat with body percussion or simple motions.
5. Describe one strategy they used to help keep the beat or fix a challenging part in a song.

Standards Alignment — Grade 1 Music (NAfME-Aligned)

• MU:Pr5.1.1b — With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
  • Example: Slowing down a tricky section to improve accuracy.
• MU:Pr4.2.1a — With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
  • Example: Keeping a steady beat while singing a folk song from another culture.

Success Criteria — Student Language

• I can keep a steady beat while I sing or chant with my class.
• I can use a rehearsal strategy (like slowing down or speaking first) when the music is tricky.
• I can follow the up and down shape of a simple melody while I keep the beat.
• I can explain one way I practiced to make our song sound better.