ALEX Lesson Plan


Movin' With My Maraca!

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  This lesson provided by:  
Author:Anna Sears
System: Russell County
School: Russell County Board Of Education
  General Lesson Information  
Lesson Plan ID: 33009


Movin' With My Maraca!


In this lesson, students will explore the art of movement while also learning how to imitate a steady beat using a self made maraca.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
CE (K-12)
6. Respect for others
CG (K-12)
49. C:A2.5 - learn to respect individual uniqueness in the workplace
AED (K) Music
3. Imitate a steady beat while playing various rhythm instruments.
  • Recognizing the presence or absence of a steady beat
  • MA2015 (K)
    2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [K-CC2]

    Local/National Standards:


    Primary Learning Objective(s):

    Students will be able to create and utilize their own musical instrument in order to imitate a steady beat.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    61 to 90 Minutes

    Materials and Resources:

    Paper plates, crayons, uncooked beans, "Respect Song"

    Technology Resources Needed:

    Computer with Internet access and auditory capability.


    Teacher reviews character word 'Respect'.

    Follow the link to "Respect Song" (scroll down to the bottom and click to access the song).

    Essential Question: How can I imitate a steady beat?

    Ask students what kinds of songs they enjoy listening to. Why do they enjoy these songs? - Teacher is prompting students to discuss the beat of a song. 

    Teacher introduces the word 'beat'. 

    What is the beat in a song? Why is the beat important?


    Day One:

    Step 1. The teacher projects a picture of a maraca on the interactive whiteboard and asks if students have ever seen this instrument before. Based on student responses, the teacher guides students to discuss how someone would use this instrument.

    Step 2. After the class discussion, the teacher informs students that they are going to create their own maraca in order to help them imitate the beat of a song. 

    Step 3. Teacher distributes one paper plate to each student. After each student has their paper plate, they are free to begin decorating it any way they would like. 

    Step 4. As each student finishes decorating their paper plate, the teacher will come around folding it in half and stapling the ends together LEAVING A SMALL HOLE TO INSERT A FEW UNCOOKED BEANS.  

    *Teacher collects the finished maraca to be used in tomorrow's activity.


    Day Two:

    Step 1. Teacher reviews the character word 'respect'. What is respect? How do we show others respect?

    Step 2. Teacher pulls up the link to the Respect Song. (Scroll down to the bottom to access the song)

    Step 3. Teacher plays the song for the students. After the song is over, the teacher prompts students’ response on the song’s meaning. (respect, respecting ourselves, respecting our school, and respecting others) 

    Step 4. After the class discussion, the teacher reviews the word 'beat' with the students. The teacher then passes out the maracas to the students made on the previous day. As the song plays the students practice shaking their maracas to imitate the beat of the song. 


    Assessment Strategies

    Formative: Students will be assessed based on student participation, effort, and progress throughout the work session. 

    Does the student accurately imitate the beat in the song?




    Any students who are unable to accurately imitate the beat using their maraca can sway back and forth counting in their head in order to match the beat of the song. 

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.