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Teacher Name:

Allison Miller
Epoi Tai Tai E
November 13th
Below are the objectives, standards, essential questions, and assessment for this song.

Unit objectives addressed in this lesson:


Partner performance assessment. Small group performance assessment.

Individual assessment.


Today I will sing. Today I will learn about history and culture. Today I will move to
music. Today I will play instruments.


1.1.5.B.1 - Identify the elements of music in response to aural prompts and printed music notational
1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as
artworks based on the themes of family and community, from various historical periods and world
1.3.5.B.1 - Sing or play music from complex notation, using notation systems in treble and bass clef,
mixed meter, and compound meter. (working)
1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre,
and visual art that evoke emotion and that communicate cultural meaning.
1.4.5.A.2 - Make informed aesthetic responses to artworks based on structural arrangement and
personal, cultural, and historical points of view.
1.4.5.A.3 - Demonstrate how art communicates ideas about personal and social values and is
inspired by an individuals imagination and frame of reference (e.g., personal, social, political,
historical context).
1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.
1.4.5.B.2 - Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of
critiques by peers.

Ss will learn to respond to syncopated rhythmic patterns by echo-clapping.

Ss will brainstorm in partners and create a nonlocomotor steady beat body
percussion pattern to accompany Epoi Tai Tai E.
Ss will learn how to appropriately respond to peer performances, as demonstrated
through sharing positive feedback.

21st Century Skills

9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks
in different settings (at home, in school, and during play). (working)
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster
creative thinking.


How do we read music? How does culture affect music? How can we work
together to create music?


Teacher materials

Materials for

Maori visual aid (on projector). Rhythm sticks for class. Spotify recordings.


Partner groups based on student skill, musical aptitude, and individual social needs of









Natali, Peter








Matthew D.

Robert R.

PART 3 - Partner Movement Creation and Performance - November 12th

Entrance and Self-Attendance - 4min
T walks into hallway to check that Ss are in quiet, straight line
Ss identify why they are supposed to be quiet, and recognize that a song will be playing when they
Ss read listening assignment and walk in to class, move magnet, and listen to music while finding
riser seat
Listening: Maple Leaf Rag - Scott Joplin (syncopation)
Listening Objective: Instrumentation (instruments)
Listening Assignment - 3min
T restates the listening assignment objective
T pulls popsicle stick for a S to share what they instrument they heard
Ss give a thumbs up if they also knew that the instrument was a piano
Singing with Body Percussion - 3min
T and Ss sing with body percussion
Ss recall what culture this is from
Ss recall what the song means and how it should be performed
T and Ss sing again with body percussion
Movement Class Creation Review - 4min
T invites a S volunteer up to the front of the class
Ss suggest movement substitutions
T and S volunteer perform song with class-created movement substitutions
In partners, you will be creating your own movement to the song. You will sing and find a new
movement to do for the patting, clapping, and snapping. You have just a few minutes to create and
practice a new movement. Any questions?
Partner Assignment - 2min
T creates partner groups and assigns each group a place to sit in the room

Partner Creation - 6min
T allows Ss to create movements in partners
T monitors group work
T stops Ss with rainstick, T allows 1 more minute for a dress rehearsal
Ss practice in the final dress rehearsal
T stops Ss with rainstick, Ss sit down where they are
Partner Performance and Student Response - 6min
T and Ss review audience etiquette
T calls on groups to perform for the class
After each group, T leads class through sharing stars about each group (positive things, things they
liked, or things that went well).
Ss informally assess each group
Partner performance assessment: *Ss will brainstorm in partners and create a nonlocomotor steady
beat body percussion pattern to accompany Epoi Tai Tai E*
Individual assessment: *Ss will learn how to appropriately respond to peer performances, as
demonstrated through sharing positive feedback*

Rhythm Review - 3min

T claps rhythms from Epoi Tai Tai E with words, Ss echo-clap and chant
T claps rhythms from Epoi Tai Tai E without words, Ss echo-clap
T claps rhythms with different dynamics and articulation, Ss echo clap
T asks for small groups to perform the clapping patterns
Small group performance assessment: *Ss will learn to respond to syncopated rhythmic patterns by
Dismissal - 3min
T waits for riser row that is ready to go
T dismisses Ss, one riser at a time
T distributes hand stamps as Ss are exiting quietly
How far did the students get?
Were the objectives met?
Were the students engaged?
What went well?
What can I change for next time I do this lesson?
How can I enhance the lesson?

Is there anything I need to change in the lesson for next class?

Does this lesson add to the curriculum in a meaningful way? How?
Later on in the marking period, Ss will learn John Kanaka. Ss will then learn about syncopation. Epoi
Tai Tai E will be used after John Kanaka to identify syncopation. Ss will review Epoi Tai Tai E and
connect it to syncopation.
The following are the other lesson parts for this song.
PART 1 - 15min - Singing with Movement - November 4th and 5th
Movement - 5min
T models different body percussion movements, Ss mirror simultaneously
T works towards BP of Epoi Tai Tai E, Ss mirror simultaneously
Ss identify how many different movements there are
Ss identify how many different patterns there are in the BP
Singing - 7min
T sings Epoi Tai Tai E while T and Ss perform BP
Ss identify a couple words from the song
T sings again
Ss identify what movement is performed on the word tuki
T sings again
Ss identify what movement is performed on e
T sings first phrase, Ss echo
T sings next phrase, Ss echo
T and Ss trace melody line with fingers while they sing together
T sings third phrase, Ss echo
T sings final phrase, Ss echo
T and Ss sing altogether with movement
Singing with Movement - 3min
Ss sing together with movement without T
T asks small groups to perform (riser row, boys, girls, Spring birthdays, etc.)
*informal performance assessment

PART 2 - 20min - Cultural Context and Class Movement Creation - November 10th
Singing - 3min
T and Ss sing song together with movements
Eraser Song - 4min
T tells Ss to not sing on one of the words
T and Ss perform with movements, leaving out one of the words

Ss identify another word to leave out

T and Ss sing again
Ss identify another word to leave out
T and Ss sing again
T and Ss sing whole song without any words
T and Ss sing entire song again
Cultural Context - 7min
T and Ss identify what language this song is in
T and Ss look through pictures of the Maori culture
Ss discuss what they see as a class
T and Ss talk about the meaning of the song Today I will not be sad, today I will be happy
T and Ss talk about how they might perform this song
T and Ss perform song how they think the Maori might sing it
Class Movement Creation - 6min
T asks for S volunteer
T whispers to S to clap together instead of separately
T and S face each other and perform
Ss suggest other things to replace in the BP
T and S volunteer perform song with substitutions
Ss suggest more ideas for movement substitutions
PART 3 - see above
PART 4 - 20min - Rhythm Stick Partner Practice - November 13th
Circle Sitting - 2min
T and Ss move from riser seats to sit in a circle
Singing and Original Body Percussion - 2min
Ss recall what culture this song is from and how they should sing it
T and Ss sing Epoi Tai Tai E in a circle with original body percussion
Rhythm Stick Partner Model - 4min
T models rhythm sticks
T turns to neighbor and T and S perform Epoi Tai Tai E with rhythm sticks
Ss identify what they noticed about the partner rhythm stick movement
T turns to another neighbor and T and S perform again
Partner Preparation - 3min
T determines partners in circle, Ss back up so the circle is bigger
T asks each partner to grab rhythm sticks for S and partner
Ss set rhythm sticks on floor in front of them
Rhythm Stick Preparation - 2min
T leads Ss through rhythm stick practice
T instructs Ss to hold rhythm sticks (ready position)
T instructs Ss to set rhythm sticks down and clasp hands together (rest position)

T and Ss practice these instructions a few times

Rhythm Stick Partner Practice - 4min
T allows Ss to begin practicing with rhythm sticks independently
T and Ss practice altogether in partners with rhythm sticks
T and Ss place rhythm sticks in the rest position
Rhythm Stick Cleanup - 3min
T sends one partner to put rhythm sticks away
PART 5 - 20min - Rhythm Stick Class Performance - November 14th
Singing - 2min
T and Ss sing with regular body percussion
Partner Prep - 3min
T sets up S partners in different spots in the room
T asks 1 S from each partner to get rhythm sticks
Partner Rhythm Sticks - 5min
Ss practice rest position and ready position for rhythm sticks
Ss practice Epoi Tai Tai E in partners
T monitors partner work
*informal performance assessment
Small Group Rhythm Sticks - 4min
T joins partners to make small groups
Ss practice in small groups
T monitors small group work
Class Rhythm Sticks - 6min
T uses rainstick to gain S attention
Ss put rhythm sticks in rest position
Ss identify what they changed about the performance
Ss identify what was challenging
Ss practice as large class ensemble