Unit Plan 36 (Grade 1 Music): Music Sharing Day

Focus: Perform familiar music for classmates with confidence, expression, and appropriate audience/performer behavior.

Grade Level: 1

Subject Area: Music (Performing • Responding • Community)

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

I. Introduction

In this unit, students celebrate their growth by sharing music with classmates in an informal performance setting. They practice performing with confident bodies and voices, showing expression that matches the song’s purpose, and demonstrating appropriate audience etiquette when others perform. Students also reflect on how it feels to perform and to listen respectfully, building a sense of music community in the classroom.

Essential Questions

• How do I show that I am ready to perform music for others?
• What does it mean to perform with expression and for a specific purpose?
• How should I behave as an audience member when my classmates are performing?
• How does sharing music with others help us feel more like a community?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform one or more familiar pieces with appropriate expression for a classroom purpose (welcome, celebration, farewell, etc.).
2. Demonstrate basic performance behaviors: focused posture, quiet hands, watching the teacher, and starting/ending together.
3. Show audience etiquette by listening quietly, responding appropriately, and encouraging classmates.
4. Describe in simple language why they chose or performed a piece (its purpose or feeling).
5. Reflect on how it felt to share music and how they supported their classmates as listeners.

Standards Alignment — Grade 1 Music (NAfME-Aligned)

• MU:Pr6.1.1a — With limited guidance, perform music for a specific purpose with expression.
  • Example: Singing a welcome song with confident voices and gestures.
• MU:Pr6.1.1b — Perform appropriately for the audience and purpose.
  • Example: Adjusting volume and posture when performing for guests.

Success Criteria — Student Language

• I can perform a song or chant for my class with confident voice and body.
• I can show expression that matches what the song is about (calm, excited, strong, gentle).
• I can be a respectful audience member when others perform.
• I can explain why our music fits a purpose (like welcoming, saying thank you, or celebrating).
• I can tell how it felt to share music and how I helped make it special.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• One or more familiar class songs/chants learned earlier (welcome song, steady beat chant, movement song, etc.).
• Simple props or visuals connected to the song’s purpose (e.g., “Welcome Song,” “Thank-You Song,” picture of audience behavior).
• Visual chart for Performer Expectations (stand tall, quiet hands, eyes on teacher, expressive face/voice).
• Visual chart for Audience Expectations (sit safely, eyes on performers, quiet while music is happening, clap at the end).
• Optional “Program” chart listing order of performances (whole class pieces, small groups or solo opportunities if appropriate).
• Stickers or stamps for “Music Sharing Day” participation.
• Optional recording device (tablet/phone) to capture a run-through or final sharing.

Preparation

• Select and rehearse the performance piece(s) in earlier units so students already know the music.
• Decide on the purpose of the sharing (e.g., sharing for another class, for a recording to families, or for just this class).
• Create simple visual supports for performer and audience expectations.
• Consider whether students will perform only as a whole class or if some small groups/duos will have a short feature.

Common Misconceptions to Surface

• “Performing means I have to be perfect.” → Performing means doing our best and sharing music, not being perfect.
• “If I am nervous, I should hide or not sing.” → Nervous is normal; we use strong posture and breathing to help us perform.
• “Audience members can talk quietly while others perform.” → Good audiences give performers full attention and stay quiet during music.
• “Only the loudest performers are good performers.” → Good performances use appropriate expression, not just loud volume.

Key Terms (highlight in lessons) performance, audience, expression, purpose, confidence, posture, etiquette, celebration, sharing, community

IV. Lesson Procedure

(Each session is designed for a 20–30 minute class period.)

Session 1 — Getting Ready to Share (Pr6.1.1a • Pr6.1.1b)

• Launch (4–5 min)
  • Ask: “What does it mean to share music with other people?” and “How do you think performers and audience members should act?”
  • Show the Performer Expectations and Audience Expectations charts; quickly name each item with a gesture (e.g., stand tall, quiet hands, listening ears).
  • Explain that we are preparing for a Music Sharing Day where we will perform for classmates (and maybe others).
• Explore (10–15 min)
  • Review the main sharing piece(s) (song or chant) by performing together once in a relaxed way.
  • Pause and ask: “If we were performing for guests, what would we want to fix or make clearer?” (voice, words, start/stop together, expression).
  • Practice performance entrance and exit as a class:
    • Stand up quietly on a signal, face the audience, hands at sides.
    • After finishing, hold still for a moment, then bow or smile and sit back down.
  • Run the song again focusing on one expression goal (e.g., smiling faces, gentle voices, strong beat).
• Discuss (3–4 min)
  • Ask: “What did we do that made us look and sound like performers?”
  • Have students name one behavior from the Performer Expectations chart they used today.
• Reflect (2–3 min)
  • Quick share: “One thing I feel good about in our performance is ___.”

Session 2 — Audience & Performance Practice (Pr6.1.1a • Pr6.1.1b)

• Launch (3–4 min)
  • Review Audience Expectations and ask a few students to model correct audience behavior on the rug.
  • Explain that today some students will be performers and others will be the audience, then they will trade roles.
• Explore (12–15 min)
  • Divide the class in half (or into small groups). One group stands in the performer area, the other stays seated as audience.
  • Perform the class song/chant while:
    • Teacher observes performer posture, expression, and focus.
    • Audience practices sitting still, eyes on performers, and clapping at the end.
  • Switch roles and repeat so all students experience both performing and listening.
  • If time allows, invite a small group (2–4 students) to perform a short section while others practice being a supportive audience.
• Discuss (3–4 min)
  • Ask: “How did you feel as a performer? How did you feel as an audience member?”
  • Collect a few responses about what made the performance feel special or respectful.
• Reflect (2–3 min)
  • Thumbs check: “Thumbs up if you remembered at least one audience rule and one performer rule today.”

Optional Session 3 — Dress Rehearsal (Pr6.1.1a • Pr6.1.1b)

• Launch (3–4 min)
  • Explain: “Today is our dress rehearsal. We will run our performance almost like the real Music Sharing Day.”
  • Quickly review the charts and remind students of the purpose (sharing our music to celebrate learning, welcome others, etc.).
• Explore (12–15 min)
  • Set up the space as it will be for the actual sharing (performer area, audience area, possible “guest” chairs).
  • Do a full run-through:
    • Performers walk to the front, get ready, perform the song/chant with best expression and focus, then take a bow.
    • Audience listens, then claps at the end.
  • If available, record the performance and play back a short part so students can see themselves.
  • Ask students to notice one thing that went well and one thing they want to improve.
• Discuss (3–4 min)
  • Invite a few comments using stems:
    • “I liked when we ___.”
    • “Next time, we could ___ to make it even better.”
  • Focus feedback on confidence, expression, and audience behavior.
• Reflect (2–3 min)
  • Students quietly choose one personal focus goal for the final sharing (e.g., “I will keep my eyes on the teacher,” “I will sing with my best gentle voice”).

Optional Session 4 — Music Sharing Day (Pr6.1.1a • Pr6.1.1b)

• Launch (3–4 min)
  • Remind students: “Today we are sharing our music with our class (and guests if applicable).”
  • Take a calming breath together and review one performer and one audience rule.
• Explore (12–18 min)
  • Present Music Sharing Day:
    • Performers enter and perform their song/chant with confident bodies and expressive voices.
    • Audience listens respectfully and claps at the end.
  • If appropriate, repeat the performance for another class or record a final version to share with families.
  • Optionally, give each student a small sticker or stamp to acknowledge their participation as a performer and audience member.
• Discuss (3–4 min)
  • Ask: “What did we do that showed we were ready to share our music?”
  • Invite students to share one thing they noticed that made the performance feel special.
• Reflect (2–3 min)
  • Quick circle share (or a few volunteers): “When I performed today, I felt ___ because ___.”

V. Differentiation and Accommodations

Advanced Learners

• Invite them to help lead the warm-up or to demonstrate strong performer posture for the class.
• Give them a short line or gesture to lead in the performance (e.g., starting the first word, leading a simple motion).
• Ask them to notice and name one example of excellent audience behavior they see from others.

Targeted Support

• Provide clear visual cues and gestures for when to start, stop, and bow.
• Allow nervous students to stand a bit closer to the teacher or perform with a buddy.
• Practice performance steps in small groups before whole-class performances.

Multilingual Learners

• Pair spoken directions with pictures and motions (e.g., hand to ear for “listening,” hands at sides for “quiet hands”).
• Support students in using simple English phrases for reflection (“I felt happy,” “I liked clapping for my friends”) alongside their home language if helpful.
• Emphasize nonverbal expression (smiles, gestures, steady posture) as part of performing confidently.

IEP/504 & Accessibility

• Offer alternative ways to participate (playing a simple instrument pattern, doing gestures, or helping with props instead of singing).
• Provide seating options for students who have difficulty standing for long periods.
• Use visual timers or short chunked steps (stand → perform → bow → sit) for students who need predictable sequences.

VI. Assessment and Evaluation

Formative Checks (ongoing)

• Do students show performer posture and focus when it is their turn?
• Do they remember at least one expression choice (e.g., soft/gentle, strong/energetic) that fits the song’s purpose?
• Do students demonstrate basic audience etiquette (quiet listening, clapping at the end)?
• Can students say why the music fits a specific purpose (welcome, celebration, calm time)?

Summative — Music Sharing Day Performance (0–2 per criterion, total 10)

1. Purposeful Performance (Pr6.1.1a)

• 2: Performs with clear expression and focus that matches the song’s purpose (e.g., welcoming, celebrating, calming).
• 1: Shows some expression but it is inconsistent or only partly matches the song’s purpose.
• 0: Little or no expression; performance seems disconnected from the song’s purpose.

2. Technical Accuracy (Pr6.1.1a)

• 2: Mostly sings or chants with accurate words, entrances, and steady beat appropriate for Grade 1.
• 1: Some noticeable errors with words or beat, but the class can still complete the piece.
• 0: Frequent errors or stops make the performance hard to follow.

3. Performer Behavior (Pr6.1.1b)

• 2: Consistently shows appropriate performer behavior (posture, quiet hands, eyes on teacher) throughout the performance.
• 1: Shows performer behavior some of the time but needs reminders.
• 0: Often off-task or distracting during the performance.

4. Audience Etiquette (Pr6.1.1b)

• 2: Listens quietly, stays seated safely, and claps at appropriate times; supports peers respectfully.
• 1: Generally appropriate but occasional talking or movement during others’ performances.
• 0: Behavior frequently disrupts performances or distracts performers.

5. Reflection on Sharing

• 2: Can clearly say how it felt to perform or listen and gives one reason (e.g., “I felt proud because we started together.”).
• 1: Attempts a reflection but it is brief or not clearly connected to the performance.
• 0: Unable or unwilling to share any reflection about the experience.

Feedback Protocol (TAG)

• Tell one strength (e.g., “You used a strong singing voice and stood tall.”).
• Ask one question (e.g., “How did you remember to start together?”).
• Give one suggestion (e.g., “Next time, try keeping your hands still while you sing.”).

VII. Reflection and Extension

Reflection Prompts

• How did it feel to share music with your classmates today?
• What did you do that helped you feel confident when performing?
• How did you show that you were a kind audience member for your friends?

Extensions

• Thank-You Notes: As a class, create simple picture notes or a short recording to thank anyone who watched their performance.
• Performance Wall: Post photos or drawings from Music Sharing Day on a bulletin board labeled “We Shared Our Music!”
• Future Goals: Ask students to name one thing they want to keep doing or improve in future music performances.

Standards Trace — When Each Standard Is Addressed

• MU:Pr6.1.1a — Sessions 1–4 (preparing and performing songs with expression for a specific classroom purpose).
• MU:Pr6.1.1b — Sessions 1–4 (modeling and practicing appropriate performer and audience behavior during sharing).