Exploring Musical Choices

Overview

In lesson 1 of the unit The Sound of Choices, students begin to explore how music can reflect choices. Using the song “When I Grow Up,” students notice choices mentioned in lyrics and connect them to their own goals and experiences, building respectful talk and basic musical responses.

Learning intentions

• Students will identify choices mentioned in the lyrics of “When I Grow Up.”
• Students will connect lyric choices to personal experiences and ideas about the future.
• Students will respond to music through speaking, listening, and simple movement or sound effects.
• Students will practise respectful discussion habits while sharing ideas.

Success criteria

• I can name at least two choices from the lyrics.
• I can explain how one choice links to something in my life or future.
• I can listen carefully and respond appropriately during partner and group sharing.
• I can add a simple musical response (movement or sound) that matches an idea from the song.

Curriculum links

• Music — engage with, explore, and use musical ideas (listening, responding, and creating simple responses).
• Music — develop understanding that music communicates meaning and is shaped by choices (lyrics/themes leading to personal connections).
• Key competencies — Communication (sharing ideas, asking questions), Thinking (making connections), Personal/Relational (listening and taking turns), Participating and contributing (sharing and trying responses).

Lesson structure (45 minutes)

1. 0–5 min · Welcome & listening setup. Teacher introduces the unit theme “The Sound of Choices” and asks students to listen for words about what people might do or become. Students settle, attend, and keep a “listening body” (still, quiet, eyes watching).

2. 5–15 min · First listen: choices in lyrics. Teacher plays “When I Grow Up” (or reads key lyric lines if needed for clarity) and pauses after the chorus to model attentive listening. Students turn-and-talk to share: “What choices did you hear in the song?”

3. 15–25 min · Class chart: mapping choices. Teacher records student ideas on a whole-class chart under “Choices I noticed” and asks follow-up questions: “What makes you think that is a choice?” “Who is making the choice?” Students suggest ideas and evidence from the lyrics, then add one additional idea to their own notebook or worksheet.

4. 25–35 min · Personal connection: my choices. Teacher prompts: “Think about a time you made a choice about what to do next.” Students complete a short template:

• Choice from the song: __________
• My connection (1–2 sentences): __________
• One future choice I’m thinking about: __________ Students may illustrate or use sentence starters provided by the teacher.

5. 35–42 min · Musical response: show your idea. Teacher explains that choices can be shown in music without changing the whole song: they will create a simple response for one lyric idea. Students choose one idea from their template and choose one option:

• movement (e.g., stepping forward for “deciding,” hand gesture for “goal”) or
• sound effects on cues from the teacher (e.g., soft taps, shakers, or claps at agreed times). Teacher rehearses safety and timing, then students perform their response in small groups while others observe and give one “I noticed…” comment.

6. 42–45 min · Exit ticket & closure. Teacher asks one final question: “Name one choice from the song and one choice you are making or thinking about.” Students write or dictate a quick exit ticket to hand in.

Resources

• Audio recording of “When I Grow Up” (or teacher-prepared lyric excerpts)
• Whole-class chart paper or whiteboard with headings: “Choices I noticed”
• Student worksheet/template for connections (choice from song, my connection, future choice)
• Sentence starters (e.g., “I noticed…”, “This choice links to… because…”, “My future choice is…”)
• Simple percussion or classroom sound makers (optional) and/or space for movement
• Timer for pacing
• Listening prompts cards for students who need support (e.g., “What will someone do?” “What might they become?”)

Assessment

• Ongoing formative checks during turn-and-talk: teacher circulates and listens for accurate identification of lyrics-based choices.
• Teacher observation during the class chart: whether students can justify choices with evidence from the song/theme.
• Exit ticket: one lyric choice plus a personal/future connection.

Differentiation

• Support:
• Provide lyric sentence frames (e.g., “In the song, someone might…”, “They choose to…”) so students can point to wording.
• Allow oral responses or drawing for students who need extra time with writing.
• Offer a small word bank (future, hope, goal, decide, try).
• Extension:
• Students identify a “choice” that is implied rather than directly stated and explain how they inferred it.
• Students add a second connection: “Another person might make a different choice—why could that be?”
• EAL/SEN:
• Use partner talk with pre-taught prompts and ensure roles (Speaker/Listener).
• Rehearse the exit ticket question orally first; accept bilingual responses where appropriate.
• Classroom management:
• Set clear expectations for movement/sound effects (volume, when to start/stop, respectful observing).