PRACTICE 3

La-Pentatonic Unit Plan

Lesson 7: Superstition
Grade 3

Teacher Name: Ryan Dillon

Objectives: Students will perform Superstition (Stevie Wonder) in a manner authentic to the style and
genre of the piece; Students will read iconic notation.

Standards Being Addressed:

MU:Pr4.1.3a - Demonstrate and explain how the selection of music to perform is influenced by personal
interest, knowledge, purpose, and context.
MU:Pr4.2.3c - Describe how context (such as personal and social) can inform a performance.
MU:Pr4.2.4b When analyzing selected music, read and perform using iconic and/or standard notation
MU:Pr5.1.3b - Rehearse to refine technical accuracy, expressive qualities, and identified performance
challenges.
MU:Pr6.1.3a - Perform music with expression and technical accuracy.

Song Analysis
Tone Set La pentatonic

Range G3-G4

Rhythm Set Quarter, eighth, half

Form Verse, Pre-chorus, Chorus (not really sung, more of an instrumental break)

Pedagogical Use
Melody La, Do, Re, Mi, So, La, (Ti, on PC,we wont explore this part, but they will sing it),
Do

Rhythm Syncopation

Other Pop/Funk music

Notes https://www.youtube.com/watch?v=wS4InT7Ycdk

Materials for Instruction:

Video recorder
Projector
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Speakers
Recordings
Full track: https://www.youtube.com/watch?v=0CFuCYNx-1g
Backing track: https://www.youtube.com/watch?v=OLqD8u3eFeM
Solfege cards (on board)

Worksheet

Name:

Date:

Lesson 7: Superstition

Complete the following transcription activity for Superstition. The blanks above the staff are
for your solfege syllables. This time the notes are given and you are to identify the solfege
syllables. Use the color associated with each solfege syllable when writing in the blanks. The
space above the top line is 8, count backward to find the rest of the scale steps. This one is all
you, ask for help if you need it, but challenge yourself. You got this! (Note: the syllable written
in black toward the end is one of our surprise syllables, just ignore those!)
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Lesson Sequence

Entry Activity/Transition: Students sing through the minor pentatonic scale on solfege, through patterns
within the scale, and through random combinations using the solfege cards.
1. T leads class in singing through la-pentatonic scale on solfege, pointing at solfege cards
(beginning with common patterns and moving to less common), and vocally phasing out until Ss
are able to sing the syllables and pitches without hearing them externally from the teacher first.
T will simply point to the syllable and Ss will sing it.

Assessment: Ss sing through La-pentatonic scale on their own with 80% accuracy

Activity #1: Students will explore Superstition by Stevie Wonder aurally, and sing it with accurate
rhythm and pitch.
1. T: Lets listen to a song. You may have heard it before! I want you to consider a few
things: 1) How do you feel about it, what does it make you feel? 2)Is there anything you
like about it? Anything you dislike? If you made a playlist and included this song, where
might you play it?
a. T plays song.
b. T leads discussion over questions.
2. Students will engage in attentive listening.
a. T gives students specific musical qualities to listen for: rhythm, melodic lines,
specific instruments, and has them track those qualities throughout a few
listenings.
i. T questions Ss:
1. How would you describe this music?... Is it slow? Is it gentle? Is
it twangy? Is it smooth? Is it funky?
2. What pattern did you hear in the electric guitar? What about
the horns? Can you hear the piano
ii. T gives a pointer and then plays song again. T: This time listen for the
horns. What do they sound like?
1. Electric guitar
2. bass
3. piano
4. T: Can you imitate the ____? I want you to sound as much like
what youre hearing as possible!
5. T: Lets walk around the room. I want you to move like the
sound of the ______ in the song. If you were this sound, how
would you move?
3. Students will participate in engaged listening.
a. T: This time I want you to choose one of the instruments or sounds we just
explored and participate in the song as I play. Feel free to do whatever helps
you to accurately express the part: stand up and move, tap your leg, sing along,
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just try to imitate that part the best you can.

4. Students will sing the song.
a. T: Who can tell me what a superstition is?
i. Ss answer.
b. T: So whats this song about?
i. Ss confused.
ii. T: Ill play the song again, this time I want you to listen to the words
and tell me what hes talking about!
1. T plays 1st verse and chorus
2. Ss: Hes talking about believing ghost stories and in things that
we dont understand. He says its bad!
iii. T: Right, each of the weird things he say are another superstition that
some people hold. Ever hear someone say, Step on a crack, break your
mothers back? I used to avoid cracks all day because I didnt want to
break my moms back! (We laugh) It sounds funny, but sometimes we
believe some really silly things simply because someone else told us it.
1. T plays the 1st verse and chorus again and tells Ss to identify at
least two of the superstitions he shares in the song.
a. Ss share what they heard.
2. T plays again and tells Ss to identify two different ones that they
didnt share the first time/
a. Ss share:
i. writings on the wall
ii. Ladders about to fall
iii. The 13 month old baby broke the looking glass
(mirror) = seven years of bad luck. The good
things will only be in your past.
3. T: Repeat after me, When you believe in things that you dont
understand, then you suffer.
a. T speaks it in rhythm, Ss echo
b. T sings it, Ss echo.
4. T sings Superstition aint the way!
a. Ss echo.
5. T teaches the rest of the words one phrase at a time (Very
superstitious, the writings on the wall... Very Ladders...)
in similar fashion (words, in rhythm, then sung).
6. T and Ss sing along with the track again.
7. T and Ss sing with the instrumental track.
8. T repeats as necessary and gradually passes the torch to the
students to sing the whole 1st verse and chorus on their own.

Assessment: Students will sing Superstition without teacher guidance over a backing track.
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Transition: Now that we know the song, lets practice performing it well so that people want
to watch us! T sets up video recorder and turns it on.

Activity #2: Students will rehearse the song and evaluate their performance.
1. T: Lets give the camera our best performance. Sing out and have fun! T starts the
backing track.
a. Ss perform for the camera with the T.
b. T stops the video after the performance, and places Ss in small, pre-planned
groups.
i. T: Alright, Im going to play the video we just recorded. Consider: What
do you like about it? Is it entertaining? Would YOU watch it on TV?
What could YOU personally improve on for our next performance?
1. T plays video.
2. After video, T has Ss discuss their answers in their small groups.
3. T hosts large group discussion:
a. T: I need three hands, what is one thing you really liked
about our performance?
i. Ss respond.
b. T: Three hands again what is one thing that you think
we can do better as a group?
i. Ss respond.
c. T: I need two hands that have not yet answered a
question, what is one thing you personally will work on
improving on this next take?
i. Ss respond.
c. T: Here is your chance for one more take for today. Remember what we talked
about and what you personally want to improve on. Go for it!
d. T starts video recorder and backing track.
i. Ss perform with T.
ii. T stops video, Ss return to small groups.
iii. T plays video.
1. T: Just like last time, consider the same questions, but also,
consider this one: did the performance change at all from the
last performance?
2. T hosts large group discussion (all students must share at least
once between the two discussions):
a. T: How was the second opportunity different from the
first? How was the performance different?
b. T: That was our last chance for today, but for the next
performance we have, how does this affect your
mindset? Is there anything you want to change next
time?
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Assessment: Ss will all contribute a response to the large group discussion.

Transition: Good work! As musicians we want to be as effective as possible in our

music-making, so its really helpful for us to read and write music. T hands out a worksheet
and markers.

Activity #3: Students will visually identify the solfege pitches for the song.
1. T: Since weve grown a lot in our listening and transcription skills. This time well
approach writing solfege in from another direction. Well identify the solfege from the
written pitches.
a. T asks students what the first thing weve done previously when we wanted to
transcribe music.
i. Ss: Number the lines and spaces
b. T: Correct. So far, Ive told you where to start numbering. In the future, Ill
show you how to figure that out yourself. For now, assume that the space above
the top line is 8. Count down and number each line and space down from there
until you reach 1. Whats next?
i. Ss: Use the solfege syllables and the numbers to figure out where to
write the pitches.
1. T: Correct. Whats different this time?
a. Ss: The notes are already written.
2. T: So what do you need to find?
a. Ss: The solfege syllables.
3. T: So how might you do that in this changed scenario?
a. Ss: Match the line/space number of each note to the
solfege syllables!
4. T: Great idea. So then what would the solfege be for the first
two notes?
a. Ss: So-La
b. T: Exactly. Continue like this until you complete the
song! Where you see the Ts, just skip! Those notes are
one of our surprise syllables. Well talk about them
later.
i. Ss complete solfege, T checks work with class.

Assessment: Ss complete the solfege assignment with 80% accuracy.

Closure: T: Id like three hands: What is one thing you learned today? (If someone takes yours, think of
something else, we did a lot today!)
Ss respond.
T: How do you think it will help you to grow as a musician?
Ss respond.
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T: Wonderful effort today. I saw a lot of hard work and perseverance. Those skills will always help us to
put on a great show, give our best, and be proud of our performance! Lets end strong today. Hands in
the circle! Who has a word to sum up today and encourage us moving forward?... (Ss gives summarizing
word). Alright, on _____! 1-2-3, ______! Line up and Ill see you next time!