**Revised for Class 1 - 80% English speakers, 15% <6 months in English speaking country, 2.5% ~2years, 2.

5% at
5-10 years
*Revisions highlighted
Name: Angela Kinerk
Date: 9/23/14
Setting: 5th Grade General

Song Title:
pg. 90-92 - Mango Walk

Materials:
Mango-Walk Projection
Rhythm Sticks-to be handed out as students enter the room

Concept Focus:
Syncopation

Standards:

Singing Playing Moving Improvising Composing Reading/Writing Listening Evaluating Understanding
X X X


Objectives:
1. Sing the correct text, pitches and rhythms
a. Sing in parts (melody and counter melody)
2. Identify syncopation in a score, and articulate what syncopation means.
a. Strong sounds on weak beats
3. Play the steady beat and syncopated rhythm on rhythm sticks.

Procedure:
1. Students and Instructors sing Hello There echo song
2. Students will listen as instructor models steady beat on rhythm sticks; they will join in
when ready.
a. No vocal instruction is needed here - use physical gestures
3. Students will continue steady beat while instructor models syncopated rhythms on
cowbell.
a. Use simple questions and gestures. What was different? What kind of rhythm
were you playing? (steady beat/ downbeats/ ta) What kind of rhythm was I
playing? (weak/off- beats/8th notes/dont know)
b. I was playing a SYNCOPATED rhythm.
4. Students will listen as instructor defines syncopation. Write SYNCOPATION on board,
and pronounce it with class.
5. Students will listen and keep a steady beat on rhythm sticks as instructor models Mango
Walk.
a. Listen for SYNCOPATED rhythms in the song
**Revised for Class 1 - 80% English speakers, 15% <6 months in English speaking country, 2.5% ~2years, 2.5% at
5-10 years
*Revisions highlighted
6. Students will learn Mango Walk using Whole-Part-Whole. (Instructor will provide steady
beat.)
a. Words (explain), echo parts (4 parts), whole together
7. Students will observe as Mango Walk is projected on the screen and will sing Mango
Walk while playing the melodic rhythm on their rhythm sticks.
8. Students will identify SYNCOPATED rhythms in the score.
a. Are there places in this song where we make strong sounds on weak beats?
b. ELL students may be able to point to similar passages after another student has
been successful.
9. Students will practice the eighth-quarter-eighth SYNCOPATION on rhythm sticks by
playing and saying go mango walk
a. Teacher will point to notation on the board as students play it.
10. Students will split into two groups, one will keep the steady beat on rhythm sticks, the
other will play the SYNCOPATED go mango walk rhythm repeatedly, then the groups
will switch.
a. Get the groups going with minimal explanation, using modeling and physical
cues
11. Students will observe Mango Walk countermelody projection and point to
SYNCOPATED rhythms.
a. Does this SYNCOPATION look the same or different? Can syncopation include
rests?
12. Students will listen and keep steady beat as teacher models SYNCOPATED rhythm with
the rest.
13. Students will play SYNCOPATED rhythm with the rest as teacher points to the notation
on the board.
14. Students will sing Mango Walk while instructor models countermelody.
15. Students will learn Mango Walk countermelody using Whole-Part-Whole.
a. words (read through all together from board, pointing at each pronunciation),
echo parts, put together
16. Students will split into two groups and sing both Mango Walk and its countermelody.
a. Gesture to board and to singers so that ELL students understand which part they
get, if they choose to sing.
Closure/Review:
1. Review Questions:
a. What is it called when we make strong sounds on weak beats? (syncopation)
b. Where did we find this in Mango Walk? (indicate on screen)
c. How about the countermelody?
d. Who can demonstrate the SYNCOPATED rhythm on their rhythm sticks?
2. Sing both parts with harmonic support from CD, while playing on rhythms sticks.
OPTION: play rhythm sticks either on steady beat, or melodic rhythm.
a. Assign an option and/or a partner to early ELL students so they can be involved
with at least the rhythm sticks. Say either BEAT or SYNCOPATED
b. Repeat this last step a couple times, so every student can choose several
options, and so ELL students have a chance to keep up with the CD.
**Revised for Class 1 - 80% English speakers, 15% <6 months in English speaking country, 2.5% ~2years, 2.5% at
5-10 years
*Revisions highlighted
3. Collect rhythm sticks and line up.