Music 670

Elementary Unit

Introducing Do
2nd Grade

Sarah Grose
Spring 2018
 Unit Introduction
The focus of this unit plan is introducing Do in the 2nd grade classroom. At this point in
their music education students will have already distinguished between high/ low sounds,
explored matching pitch, and have mastered singing and identifying So, Mi, and La in a song.
Do is the first new concept that students will learn during their time as 2nd graders. As the
school year progresses, they will also learn to concept of Re, and through that concept will be
introduced to F & G Pentatonic scales. Each student will be able to identify Do and perform a
composition and improvisation on classroom instruments such as xylophone or glockenspiel
with So, Mi, La, and Do at the end of this unit.
During this unit students will also be exposed to other concepts while learning Do.
While learning the songs for this unit, students will also learn dance, as well as be introduced to
dynamics (loud vs. soft) as well as proper mallet percussion technique. These concepts will
enhance the learning of Do as well as overall musicianship for the students. Based on previous
exposure to mallet instruments students will expand upon their knowledge and develop new
techniques.
This unit provides opportunities for musicianship in many ways, students will be
exposed to harmony, major triads, and singing M3 intervals. Although students will not be
notified of these concepts it is of the utmost importance that they are successfully completing
them. Students will be asked to sing with their best voices and mastery will not be complete
until pitch is matched by the student.
This unit also provides opportunity for cross-curricular activities through researching
and learning the history of the music provided. One of the songs in this unit is sang in Spanish
and gives students the opportunity to learn more about the Mexican culture through the song
and activity that will be done with this particular piece.

Pre-Assessment:
Before learning Do, it is important that students have complete mastery and
understanding of the concets, So, Mi, and La. In order for mastery to be assessed students will
sing those pitches on the correct solfege syllables while also using the correct solfege hand
signs (pictured below)

Solfege hand signs: (used in assessment)

 The activity that I would use to assess the students’ knowledge on So, Mi, and La is sing
a song they have already been taught, Lucy Locket. Students will sing the song with correct
solfege names of each note and correct solfege hand signs. I will have the entire class review it
together with all of the assessment points stated clearly, and then the students will perform
one line of the song by themselves in order to provide individual assessment. I will have a
checklist with me as the students are singing and signing Lucy Locket that will be marked after
each student’s performance. If the students cannot master this song then I will select another
song previously taught such as Snail, Snail, Bounce, or Pizza, Pizza. Mastery of these skills is
essential to the introduction of Do and without 80% class mastery the new concept is not ready
to be introduced and further review of the previous concepts is essential.

Checklist Model:
Student name Correct Hand-Signs Correct Solfege Syllables Both Correct Neither Correct

Bobby + -
Suzy - +
Jimmy +

Post-Assessment:
At the end of the unit I will use two different assessment tools in order to assess the
student’s learning. First, I will have students sing a song taught during this unit on solfege
syllables, while also using the hand signs. Similarly to the pre-assessment I will have students
work on this as a large group, small groups, and then I will walk around the classroom with a
checklist in order to test individual assessment. The other component of this post assessment
will be a student improvisation with So, La, Mi, and Do being incorporated on orff instruments
such as Xylophone, Glockenspiel, and Marimba. Throughout the entire unit I will be having
students write journal entries in order to receive self-assessment. Through these entries I will
gain a better understanding of mastery or lack of mastery. If there are not enough students who
feel comfortable with the new concept, I will include new lessons or adjust previous lessons to
allow for complete student mastery.
 Unit Outline

Prepare
The prepare stage of the unit is the introduction of the new concept (Do.) This is the first
time that these 2nd grade students will experience Do. Students will be given a new song and
will be told that there is a new concept in this song that we have never seen before. The three
folk songs that will be used during this stage of learning will introduce the new pitch, as well as
incorporate dance, world pedagogy music, and eventually the new hand sign.

1. Ring Around the Rosie:

a. Historical Context: It is often alleged that this nursery rhyme refers to the Black
Plague, but there is no basis for this belief. Older sources of this song show that
the “fall” in this song was originally a curtsey or a bow, this part of the “game”
that children participate in has been lost over time and as a result children just fall
down. Oral tradition in England and Ireland often includes a second verse
providing for the players to get up again.
b. The purpose of this song is to introduce Do (occurs at the very end of each verse)
while also incorporating movement in the classroom. This familiar nursery rhyme
has two different options for games and depending on the classroom dynamic the
teacher would select which one would be appropriate.
2. Ickle Ockle
a. Historical Context: Ickle Ockle is a nursery rhyme that does not contain a lot of
historical context due to how long it has been around. It is most likely of Scottish
origin and has multiple versions that students can use for different games and
opportunities to introduce mood/ emotion in music.
b. This song similarly to Ring Around the Rosie incorporates Do but at the end of
the song, and comes with multiple game opportunities. This song is also an
opportunity for call and response to be practiced, but not introduced. One student
can sing the beginning of the song while another repeats or answers the question.
Along with introducing Do this song in the unit can incorporate improvisation in
the 2nd grade classroom.
3. Que Llueva
a. Historical context: Originally from Guatemala, the song Que Llueva is a Spanish
folk song that translates to “Let it Rain” The song is a song of hope, hope for rain
in the coffee fields. The song can also be seen as a prayer for rain to bless them in
their fields with the “basic necessities” to relieve the people of their hunger.
Riddled with metaphors and as passionate as any song you’ll hear, it’s a reminder
of how simple the people’s needs really are.
b. The song Que Llueva is an opportunity for students to explore world music and
different cultures. Although the song is in a different language, the idea of our
needs being simple and basic is a fundamental human connection. As well as
using the concept Do, students will be asked to compose a song based on our
needs here in America with criteria provided.
Present
The present stage of the unit is when the students will put a label to the concept that has
been explored in the present stage. During this stage of learning students will see the new note
in notation of the songs as well as learn the new hand sign that comes with a new note.
1. Ickle Ockle
a. Historical Context: Stated above
b. During the present stage the concept is finally introduced to the students. Ickle
Ockle features the concept at the very end of the piece which provides an obvious
place for students to notice something different. The students will use a
worksheet and follow along with the teacher to identify the new concept.

Practice

1. My Owlet
a. Historical Context: The word “owlet” is a popular term of endearment. The
mother carefully straps the baby in his cradle on her back. As she sings, she
sways gently back and forth to put the baby to sleep. Every other forward bend is
deeper, making a rhythmic pattern.
b. This piece in particular repeats Do causing students to become more familiar with
the concept. Unlike the other songs, it is repeated in the 2nd phrase and not just
used once. The purpose of this piece is to begin asking students questions about
the new concept, “Is this note lower or higher than the notes that we know?,” “Is
this note the same as what we have heard in the past?” etc.
2. I See the Moon:
a. Historical Context: The majority of the historical context I found for this song is
in regards to an Irish children’s folk song. These children are singing, “On the
first appearance of the new moon, a number of children linked hands and danced,
keeping time to the flowing verse.” In the Irish culture children would sing this
song to their loved ones on the sea, as the folk song has progressed throughout the
years it has progressed to a love song where the moon overseas two who are in
love but separated by distance.
b. This piece doesn’t have a game that goes along with it but it is a great
introduction to Irish folk songs in a music classroom. Students can explore
different interpretations of the piece due to the different variations presented and
can discuss how this piece makes them feel. The students can also discuss why
people write songs, or what makes a song happy vs. what makes a song sad.
3. Sally Go Round the Sun:
a. Historical Context:
i. Game 1: players form a circle, join hands, and walk to the right while
singing the song. On “Boom” all switch direction with a little jump and
circle left instead. Hands remain joined. After beat is established, song
may be sung “inside” or silently, with only the “Boom” spoken aloud.
 ii. Game 2: Players form two concentric circles and join hands. The inside
circle starts the song and circles left. The outside circle starts two
measures later and circles right. On the final “Boom” all players switch
direction with a little jump. The singing of this cam is in canon, or round
form.
b. Sally Go Round the Sun is derived from St. Helena Island. This piece would be
presented last for a couple of reasons. One of the reasons that students would
learn this song last is because of its upbeat nature and the opportunity for multiple
games to be played in order to end the unit on a high note. The second reason I
would place this at the end of the unit is because this song does incorporate Re at
the very end of the song. In order to minimize confusion as much as possible I
would wait as long as possible to include Re into a song. At this point students
can also incorporate drums on the “Boom” and use other percussion instruments
for different sections of the piece.
LESSON PLANS
Prepare: Lesson 1 “Ring Around the Rosie”

Objective:
By the end of this lesson, students will perform “Ring around the Rosie” with 90% rhythmic and
melodic accuracy.
During the lesson students will complete the dance while performing “Ring around the Rosie.”

National Standards Addressed:

MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy.
MU: Pr4.1.2a: Demonstrate and explain personal interest in, knowledge about, and purpose of
varied musical selections.

Materials of Instruction:
Nursery rhyme: https://youtu.be/k2KMnpD46jl
Game: Nursery rhyme themed dance to Ring Around the Rosie.
Sequence:
Students will enter the room in a single file line like they do every day. Once the room is
completely silent the teacher will ask the students to find their seats and will then begin
instruction for activity 1.
Activity 1- Learn the song
1. T “Good morning students, today we are going to be learning a brand new song!”
2. T asks Ss to listen to song and answer the questions below.
a. What happens at the end of the song?
b. What does this song make you feel?
3. T informs Ss of the history behind Ring Around the Rosie
4. T teaches S song by route.
5. T “Repeat after me!” (When I’m talking, point to me, when it is time for the students to
repeat invite them to join in)
6. T: “Ring around the Rosie” (Ss repeat)
7. T: “Pocket Full of Posy” (Ss repeat)
8. T: “Ashes Ashes” (Ss repat)
9. T: “All fall down” (Ss repeat)
10. T: “now we are going to put two of the phrases together, T will put steps 6 and 7 together
and 8 and 9 together and have the students repeat.
11. T will then put the whole song together and have the Ss repeat. T will be monitoring for
accurate pitch and rhythm during this process.
Activity 3- Game/ Movement
1. After Ss can sing with accurate pitch and rhythm, T will introduce the game with Ring
Around the Rosie.
2. T asks for three volunteers to help teach the game to the class
3. T will demonstrate the dance
a. Spin in a circle to the right and then fall at the lyrics All fall down.
4. Ss will go step by step while the T sings the song.
5. After Ss have mastered the game, we will add singing.
6. Based on the comfort of the students with the game and the song, we can increase tempo
of song and dance.
Assessment:
Did the Ss perform Do accurately without trying to turn it into another pitch we already know?
In order to successfully assess each student I will use a checklist on day 1.
Checklist:
Task Yes No
Pitch Accuracy
Rhythmic Accuracy
Game Accuracy
Analysis:
Tone Set Sol, Mi, La, Do
Range M6
Rhythm Set 6/8 dotted quarter note, quarter note, and eighth note rhythm
Form AB

Pedagogical:
Melody Do
Rhythm Practice 6/8 meter feel
Other Movement activity

Sources:
https://youtu.be/k2KMnpD46jl
Prepare Lesson 2: “Ickle Ockle”
Objective:
During the lesson Ss will sing Ickle Ockle with correct rhythms, pitches, and text.
During the lesson, Ss will practice a call and response style of method with the teacher as the
leader.
During the lesson, Ss will create a four bar body percussion accompaniment to Ickle Ockle, this
body accompaniment will then be moved to classroom instruments such as hand drums, finger
cymbals, and bongos.
National Standards Addressed:
MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy.
MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for
their music that represent expressive intent.
Materials of Instruction:
Classroom Instruments: Hand drums, Finger Cymbals, and Bongos
Marimba: For Teacher Accompaniment
Sequence:
Students will enter the room in a single file line like they do every day. Once the room is
completely silent the teacher will ask the students to find their seats and will then begin
instruction for activity 1.
Activity 1- Learn the Song
1. T “Ss I am going to tell you a poem. Listen carefully”
a. T recites Ickle Ockle
2. T “What color was the bottle?”
3. T “Listen again”
4. Ss “Blue!”
5. T will ask other questions such as “What words do we think are the hardest in this song?”
“Who do we want the person to pick?”
6. T will teach the song by parts easy- difficult.
7. T “Ickle Ockle, Blue ________” Ss “Bottle”
8. T “Fishes in the ________” Ss “Sea”
9. T “If you want a pretty ________” Ss “Lady”
10. T “Please choose ______” Ss “Me”
11. T will continue this process of call and response adding line by line
12. T “Ickle Ockle” Ss “Blue Bottle”
13. T “Fishes” Ss “In the Sea”
14. T “If you want a” Ss “Pretty Lady”
15. T “Please” Ss “Choose me.”
16. T will combine 12 and 13 and 14 and 15 until students have demonstrated mastery of the
song.
17. T “Thumbs up if you got that”
18. T “Could I have 3 volunteers sing the song for us?”
19. Ss will volunteer based on comfort. T will observe thumbs and repeat as necessary for
more mastery.
Activity 2: Body Percussion
1. T “Watch me I’m going to do something different this time!”
2. T performs song with minimal body percussion (clapping and leg patting)
3. T “What did I do?”
4. Ss “You added movement!”
5. T “Very good!” “Now watch me again”
6. T will perform a body percussion that is crazy and doesn’t keep good time.
7. T “Which one do we think was better?”
8. Ss “The first one.”
9. T “Oh, the first one. Ok. Lets make some rules then for creating a body percussion.”
10. Ss will establish rules such as volume, rhythmic accuracy, the body percussion must
make sense with the song, etc.
11. Based on these rules the T will give students instruction to make their own body
percussion in groups of 4.
12. T “Can I have three volunteers make a body percussion with me?”
13. T will demonstrate proper group work and how every Ss idea is important and valued.
14. Ss will perform their body percussion while the T sings the song.
15. Ss will sing and perform their body percussion accompaniment.
16. T “Great job today ladies and gentlemen, we created a lot of wonderful accompaniment
today!”
Assessment:
The first assessment tool used in this lesson plan is the students putting their thumbs up
or down for personal feeling, based on those results the T will know if the material needs to be
repeated or if the Ss are ready to move on to the next part of the activity. The second
Assessment used will be a checklist similar to the one used in the previous activity.
Checklist:
Task: Yes No
Pitch Accuracy
Rhythm Accuracy
Lyric Accuracy
4 Bar Body Percussion

Analysis:
Tone Set Do, Mi, Sol, La
Range M6
Rhythm Set Quarter note and eighth notes
Form ABAB

Pedagogical:
Melody Do emphasis
Rhythm
Other Body Percussion

Sources
http://kodaly.hnu.edu/song.cfm?id=866
Prepare Lesson 3: “Que Llueva”

Objectives:
During this lesson, students will sing Que Llueva with correct notes, rhythms, and text.
Students will look up the historical context of Que Llueva and will inform their classmates of the
historical context of Mexican music/ of this song.

National Standards Addressed:

MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy.
MU:Re8.1.2a Demonstrate knowledge of music concepts and how they support creators’/
performers’ expressive intent.
MU: Re7.1.2a Explain and demonstrate how personal interests and experiences influence
musical selection for specific purposes.

Materials of Instruction
Marimba for Teacher accompaniment
School provided Ipads or Laptops
Sequence:
Students will enter the room in a single file line like they do every day. Once the room is
completely silent the teacher will ask the students to find their seats and will then begin
instruction for activity 1
Activity 1:
1. T “Hola class! Como estas?”
a. T “Can anyone tell me what language I was just speaking?
2. Some of the Ss will know Spanish at this point those students should respond to the
question.
3. T “How many of us know a song from a different language?” “Do we find it hard to
understand that song?” “Well today we will be learning a song that is native to Mexican
thanksgiving.”
4. T will speak the song to the students first.
5. T “Do we have any idea what they might be talking about?”
6. T “Que Llueva means let it rain” “Why would they be wanting it to rain?”
7. T “Listen carefully again”
8. T sings the song one more time.
9. T teaches the words by rote
10. T “Que Llueva” Ss repeat
11. T “ranaestaen la Cueva” Ss repeat
12. T “pajaritos cantan” Ss repeat
13. T “La luna se levanta” Ss repeat
14. T “Si que no” Ss repeat
15. T “que caigaun chaparron” Ss Repeat
16. T will repeat phrases of words as necessary for the students.
17. T “Ok let’s do one line at a time “Que llueva que llueva la ranaestaen.” Ss repeat
18. T combines 12 and 13 and 14 and 15 and then combines two lines at a time until mastery
of the song is complete.
Activity 2: Historical Context
1. T “Ok, now that we know the song, do we know what they are singing about?”
2. T “I want you to get into groups of three and look up the meaning of this song.” “We
will come back together in 5 minutes to talk about what we found.
3. Each group will have a chance to present two facts that they found to the rest of the class.
4. Students who aren’t presenting, will have their classroom journals out and will be writing
down facts that they didn’t have.
5. At the end of class the teacher will give 3 prompt questions for the students to answer and
to use for individual assessment.
Assessment
The journals used at the end of class will be the main form of assessment for this class period.
During the learning process of this song I will use informal assessment for pronunciation and
then pitch and rhythm.
Journal Prompts:
1. Two new things I learned today
2. One thing I would like to know more about is
3. My favorite part of class today was
Analysis
Tone Set Do, Mi, So, La
Range M6
Rhythm Set Quarter and eighth notes
Form A

Pedagogical:
Melody Do
Rhythm
Other Historical Context
Present Lesson 1: “Ickle Ockle”
Objective:
Students will sing through Ickle Ockle with rhythmic and melodic accuracy.
Students will pause when the song gets to a note that they don’t know as instructed by the
teacher. Once that note is found students will determine if the pitch is higher or lower than what
they have sang before.
By the end of the lesson students will sing Ickle Ockle on solfege syllables with the correct
rhythms and pitches.

National Standards Addressed:

MU: Pr4.1.2a: Demonstrate and explain personal interest in, knowledge about, and purpose of
varied musical selections.
MU: Pr4.2.2b: Demonstrate knowledge of music concepts (such as tonality and meter) in music
from a variety of cultures selected for performance.
MU: Pr5.1.2b: Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
Materials of Instruction:
Sequence:
Ss will sing Ickle Ockle and T will ask for them to watch as she sings along.
1. T will be in the front of the classroom doing solfege hand sings to the piece, when the
song gets to Do the teacher will freeze.
2. T “Wait! What just happened???”
3. Ss “That’s a new note”
4. T “Oh my gosh, a new note!! I just got used to La, now what do we have to learn?”
5. T “Ok help me out here guys, is this note lower or higher than Mi?”
6. T will sing the last phrase of the song and then have the students answer the previous
question.
7. T “Ok so if it is lower than Mi we have a couple of options, can anyone remember what
those are?”
a. In the classroom there will be solfege posted somewhere, this will encourage
students to discover the concept for themselves and not just be told.
8. Ss “Re or Do!”
9. T “Correct! Is this new note one or two spots away from Mi?” “What does that mean for
this note?”
10. Ss “It’s two away so that means it is Do!”
11. T “Great job, lets learn the hand sign to go with that!”
12. At this point of the lesson Ss will sing Ickle Ockle with hand signs for all of the pitches.
Assessment:
Did students perform Ickle Ockle with correct hand signs, pitches, and rhythms?
T will also use informal assessment as well as a self-assessment for S understanding as an exit
ticket
Today I learned….. I feel good, confused, lost

Analysis:
Tone Set Do, Mi, So, La
Range M6
Rhythm Set Quarter and eighth note
Form ABAB

Pedagogical:
Melody Do
Rhythm
Other Solfege hand signs.

Sources:
https://www.google.com/search?q=do+music+hand+sign&rlz=1C1KYPA_enUS630US630&sou
rce=lnms&tbm=isch&sa=X&ved=0ahUKEwjPjNruo__bAhUEQKwKHSYKDtUQ_AUICigB&
biw=595&bih=575#imgrc=h3Oct8t34SIwkM: (hand sign picture)
http://www.kodalyinspiredclassroom.com/2013/03/ickle-ockle-song-for-ta-rest-or-la.html
(worksheet option for introducing Do)
Practice Lesson 1: Revisiting “Ring Around the Rosy” Let’s Use Solfege!

Objective:
Students will identify the solfege and hand solfege hand signs of each note in “Ring around the
Rosy.”
Students will perform “Ring around the Rosy” with correct solfege and hand signs with 90%
accuracy.
National Standards Addressed:
MU: Pr5.1.2b: Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.

Materials of Instruction:
Recording of Ring around the Rosy
Xylophone (teacher uses for base note)
Fill in the blank Solfege sheet!

Sequence:
Students will sing Ickle Ockle with hand signs as a refresher on the concept of Do.
During this time, the teacher will walk around the classroom and identify students who need
more help, as well as model what each student should be doing.
Activity 1- Review Ring Around the Rosy
 1. Teacher will ask, “Does anyone recognize this song?”
a. Teacher will Sing Ring Around the Rosy
i. Students will most likely join in the first time singing, but based on
informal assessment the teacher will address parts of the song that need to
be re-taught or reinforced.
2. Teacher will be playing a steady pattern on the xylophone and will ask students to pat the
same rhythm that the teacher is playing.
a. If students are struggling subdividing the 6/8 measure the teacher will switch to
one pat per measure.
Activity 2: Identify Do
1. T: “Ss can anyone remind me what we learned about last class? For some reason I just
can’t remember.”
a. Ss “We learned a new note!”
2. T: “Correct! Does anyone remember what that note was?”
a. Other questions to ask to remind the students:
i. Was the note lower or higher than what we already know?
b. Ss “Do!”
3. T: “Correct! This time I want you to listen to me and when you hear Do, I want you to
raise your hand.”
4. Teacher will sing through Ring Around the Rosy, and students will raise their hand on the
last note. This is a great tool of informal assessment to show if the students understand
what you are teaching them.
5. T: “Great Job!”
Activity 3: Solfege Hand signs
1. T: “Ok class, now I want you to show me the solfege syllables for each note in this song,
just like we did for Ickle Ockle.
2. Teacher will show them the hand signs the first couple of times and then will slowly fade
out in order to promote independence and confidence with the new concept.

Assessment:
Did the students correctly identify Do in “Ring around the Rosy?”
Did the students perform the correct soflege and hand signs to “Ring around the Rosy?”

Analysis:

Tone Set Sol, Mi, La, Do

Range M6
Rhythm Set 6/8 dotted quarter note, quarter note, and eighth note rhythm
Form AB

Pedagogical:

Melody Do
Rhythm Practice 6/8 meter feel
Other Possible movement activity
Practice Lesson 2: My Owlet

Objective:
During this lesson plan students will learn the song “My Owlet” and will sing correct notes,
rhythms, and text.

By the end of this lesson students will aurally identify the melodic concept of Do by raising their
hands when they hear it while the teacher is singing.

After aurally identifying the concept, students will physically identify the concept on the solfege
worksheet.

National Standards Addressed:

MU:Pr4.3.2a: Demonstrate understanding of expressive qualities (such as dynamics and tempo)
and how creators use them to convey expressive intent.
MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy
MU:Pr5.1.2b: Rehearse, identify, and apply strategies to address interpretive, performance, and
technical challenges of music.

Materials of Instruction:
Projector/ Whiteboard (whatever is available)
T will project the song “My Owlet”
My Owlet: Sail Away book
https://www.youtube.com/watch?v=UuUPUQcgLZg (recording)
Sequece:
Warm-Up:
Teacher will put on a backtrack that sounds like a soothing lullaby and will ask the students to
repeat after me.
1. “Sol, Mi, Sol, Mi”
2. “Sol, La, Sol, Mi”
3. “Sol, Mi, Do.”
Activity 1- Listen to the song
1. T “Good Morning students! Today I have a really fun song for us to learn, but first lets
listen to a recording of it!”
a. The recording provides rhythmic structure as well as possible accompaniments
that the students could eventually play.
2. T will play the recording and encourage students to find a steady beat to tap.
3. T: “What kind of mood where you in while listening to that song?”
4. T then provides historical context of this song.
a. Kiowa Indian lullaby
b. The term Owlet is a popular term of endearment (love)
c. The mother is very careful with the baby and cradles her on her back.
d. As the mother is singing she sways gently back and forth to put the baby to sleep.
5. T: “This time when we listen I want you to sway like you think your mom/ guardian
would sway when they were trying to put you to sleep as a baby.
a. Ss will feel more of a macro beat in order to properly sway a lullaby feel.
Activity 2: Learn the Song
1. T will teach the song to Ss by Rote.
2. T: “Owlet my owlet is sleeping” (Ss will repeat after T with the use of non-verbal cues
after each micro phrase)
3. T: “Owlet my owlet is sleeping”
4. T: “Wee stars are twinkling in the sky”
5. T: “Mother is singing lullaby”
6. T will combine steps 2 &3 and 4&5 and will ask Ss to repeat after using non-verbal cues.
7. T will then combine to make the two phrases of the song.
8. After Ss learn the piece, T will ask for emphasis on the new note that we have learned
(do)
9. T will then ask Ss to sing through the song again, but this time we will sway like we did
when we listened the second time.
10. T: “Great job today class! Tomorrow we will be identifying solfege in the music!”

Assessment:
Did the students learn the new song “My Owlet?”
Did students correctly identify Do when asked to emphasize the new concept?
Did the students understand the feel of a lullaby when asked to sway back and forth like a mother
caring for her child?
Analysis:

Tone Set Sol, Mi, La, Do

Range M6
Rhythm Set Eighth note and quarter notes
Form AB

Pedagogical:

Melody Do
Rhythm Some syncopation
Other Identifying a lullaby feel

Sources:
My Owlet Recording: https://www.youtube.com/watch?v=UuUPUQcgLZg
Practice Lesson 3: My Owlet

Objective:
By the end of the lesson students will improvise new lyrics of My Owlet with directions from the
teacher.

National Standards Addressed:

MU:Pr4.3.2a: Demonstrate understanding of expressive qualities (such as dynamics and tempo)
and how creators use them to convey expressive intent.
MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy
MU:Pr5.1.2b: Rehearse, identify, and apply strategies to address interpretive, performance, and
technical challenges of music.

Materials of Instruction:
Xylophone for steady beat and pitch reference.
Recording of My Owlet.

Sequence:
Activity 1: Identify/ Introduce the concept rhythmic improvisation.
1. T: “Hello Ss! We are going to continue working on “My Owlet” today.”
2. T: “Join me when you are ready and remember the song!”
3. T: “Owlet my Owlet is sleeping. Owlet my owlet is sleeping. Wee stars are twinkling in
the sky. Mother is singing, lullaby.”
4. T: “Watch me this time, I’m going to do something different!”
5. T: “Owlet my owlet is sleeping. I just wish I could be sleeping.”
6. T: “What did I do?”
a. Ss: “You changed the words!”
7. T: “I changed the words! Listen again!”
8. T: “Wee stars are twinkling in the sky. Mother is sleeping good good night.”
 a. Ss: “You changed the words again!”
9. T: “Does anyone know what that is called? When I change the words or make something
up in music?”
a. Ss will most likely have the answer and would have experienced improvisation at
this point in their music education.
Activity 2: Your turn!!
1. T will give direct guidelines in regards to improvising lyrics.
a. For example, the teacher will show the right way and the wrong way and will
have students identify which one they believe to be correct.
2. T: “Ss it is now your turn!”
3. T: “Ok I want this half of the class to improvise the first phrase, and then this half of the
class to improvise the second phrase of the piece.”
a. T will slowly make the groups smaller and smaller to increase confidence and
familiarity with the concept.
4. T will divide the class into groups of 4 or 5 to save time and give everyone the chance to
improvise.
5. Ss will get a chance to think about what they want their improvisation to be before
sharing with the group.
6. Ss will individually show their group the improvisation that they came up with.
7. T will then put the class in a large circle (as done in previous classes) and will go around
the room to hear every students improvisation.

Assessment:
Did the students successfully improvise with the guidelines in place by the teacher?
Did students encourage one another in their creativity and embrace the differences from their
classmate?
During the actual improvisation of each student the teacher will do an informal checklist one by
one to make sure the students understand the concept of improvisation.

Mental Checklist for the teacher:

YES NO
Did the students participate in
the improvisation?
Did the students follow the
guidelines given by the
teacher?
Did the students make a
rhythmic improvisation that
made sense musically/
rhythmically?

Analysis:

Tone Set Sol, Mi, La, Do

Range M6
Rhythm Set Eighth note and quarter notes
Form AB

Pedagogical:

Melody Do
Rhythm Some syncopation
Other Rhythmic Improvisation

Sources:

Youtube recording listed in previous lesson.

Sail Away book.
Practice Lesson 4: I See the Moon
Objective:
At the beginning of the lesson Ss will learn the song “I see the Moon” by rote.

After learning the new song, Ss will correctly identify the new note and will then learn a melodic
accompaniment for the song.

At the end of the lesson, students will perform a melodic improvisation.

National Standards Addressed:

MU:Pr4.3.2a: Demonstrate understanding of expressive qualities (such as dynamics and tempo)

and how creators use them to convey expressive intent.
MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy
MU:Pr5.1.2b: Rehearse, identify, and apply strategies to address interpretive, performance, and
technical challenges of music.
Materials of Instruction:
Xylophone, Marimba, Glockenspiel, etc.

Sequence:
1. T: “Welcome back class! Can anyone remind me what new concept we learned last
time?”
a. Ss will either talk about Do, or will hopefully mention rhythmic improvisation.
2. If students mention rhythmic improvisation T will ask for a definition of what that is
exactly.
a. Ss “When you make something up.”
3. T: “Can it be whatever we want it to be?”
a. The purpose of this question is to see if students understood the purpose of
guidelines as well as making sure our improvisation still sounds good even though
it is new and fun.
 4. This is another chance for informal assessment and gives the teacher a better
understanding of where the students are in their understanding of rhythmic improvisation.
It is of the utmost importance that students have a complete understanding of rhythmic
improvisation in order to move on to melodic improvisation. Melodic improvisation is more
difficult than rhythmic improvisation and without a clear understanding it will cause frustration
in the Ss.
Activity 1: Learn a new song
1. T: “Today I want to expand on rhythmic improvisation, but first we need to learn a new
song!”
2. T teaches “I see the Moon” by rote.
3. T: “I see the moon and the moon sees me.”
a. Ss repeat with nonverbal cues.
4. T: “God bless the moon, and god bless me.”
5. T will combine steps 3 &4 to complete the song.
Activity 2: Melodic Improv!
1. T: “This time we will add instruments! Can someone please remind me how we walk to
the instruments?”
2. Ss will list rules that have been established in the classroom through previous class
periods.
a. Walk don’t run
b. Don’t play the instrument once you get there.
c. Walk quietly
d. Don’t push your friends
e. Once you get to the instrument sit down and wait for instructions.
3. T: “What happens if we don’t follow those rules?”
a. Ss: “We won’t get to play the instruments. We will have to try again.”
4. T: “Very good, can you show me those rules?”
a. Ss will go to the instruments, if any of the rules are broken it is important to
enforce the rules and either take the activity away or make the students try again.
The decision can be made based on the severity of the Ss actions and if it was
multiple Ss or just one.
5. T: “If you are at a bigger instrument (xylophone) will you play a D (base note or Do)
a. Teacher will provide the rhythm (at this point it is just a steady beat.
6. T: “The medium sized instruments will play an F# (a different key can be used such as C
or G if instruments don’t have these notes.
7. T: “Now if you have the smallest instruments (glockenspiel) I want you to play an A.
8. Ss will perform the song while playing the appropriate note on their instrument.
9. To make things more fun, have the students choose their two favorite notes.
a. Make sure at this stage that everyone gets a chance to play the instruments.
10. T: “Ok, watch me this time!”
11. T: “I see the moon and the moon sees me.” For the second half do a melodic
improvisation but only with the three notes that the students have been playing (D F# A,
or C E G)
12. T: ‘What did I do?”
a. Ss: “You made up a melody!”
13. T: “What did we call that?”
 a. Ss: “Improvising!”
14. T: “Did I hit whatever note I wanted?
a. If Ss say yes, the T will demonstrate again and ask the question again. It is
important that the students know the teacher only used three notes.
15. T: “If you are playing a xylophone, I want you to improvise this time, everyone else play
your two favorite notes.”
a. This rotation will continue for everyone to have a chance to improvise.
16. Eventually everyone will improvise all together.
17. T: “Great job today everyone! We had the opportunity to create something so special I
had a lot of fun!”

Assessment:

Did the students learn the song “I see the Moon?”

Did the students play the correct notes in the improvisation?
Did the students play a rhythm that fit the meter and feel of the piece “I see the Moon”?

Analysis:

Tone Set Do, Mi, So, La

Range M6
Rhythm Set Quarter and Eighth notes.
Form AB

Pedagogical:

Melody Do
Rhythm
Other Melodic Improvisation

Sources:

kodaly.hnu.edu
Practice Lesson 5: Sally Go Round the Sun

Objective:

During the lesson students will learn the song “Sally Go Round the Sun” and raise their hand
every time they hear Do.

By the end of the lesson students will perform a folk song dance, while singing the song “Sally
Go Round the Sun.”

National Standards Addressed:

MU:Pr4.3.2a: Demonstrate understanding of expressive qualities (such as dynamics and tempo)

and how creators use them to convey expressive intent.
MU:Pr6.1.2a: Perform music for a specific purpose with expression and technical accuracy
MU:Pr5.1.2b: Rehearse, identify, and apply strategies to address interpretive, performance, and
technical challenges of music.

Materials of Instruction:

Hand drum for teacher to keep steady beat and make cues to ensemble.
https://www.youtube.com/watch?v=-tlJLM36szo (video of dance)
Sequence:
T: “Welcome back class! I am really excited for today, we are going to learn something really
fun. I also wanted to let you all know how proud of you I am for all of your hard work these last
few days, you all are doing a wonderful job of working with me and giving it your best effort.”

Activity 1: Learning “Sally Go Round the Sun”

1. T teaches “Sally Go Round the Sun” by rote.
2. T: “Sally Go Round the Sun.”
a. Ss repeat with cues from the hand drum on the down beat.
3. T: “Sally Go round the sun.”
4. T: “Sally go round the sunshine.”
5. T: “Every afternoon boom.”
6. T will combine steps 2 & 3 and steps 4 & 5 to teach the two different phrases.
7. T will combine both phrases to finish the new song.
8. T: “This time I want you to raise your hands every time you hear Do.
9. Repeat as necessary for 100% success.

Activity 2: Watching the folk dance.

1. T: “What does this song make you want to do?”
a. Ss: “Dance, play, sing, etc.”
2. T: “There is a really fun dance to this song and I want you to watch it before we learn
what to do.
https://www.youtube.com/watch?v=-tlJLM36szo
3. T: “At what part of the song did the circle switch directions?”
a. Ss: “BOOM”
4. T: “Did they go crazy and pull each other?”
a. Ss: “No they were calm and relaxed.”
5. T: “Oh, so we should probably do that too shouldn’t we?”
a. Ss: “Ya we should.”
Activity 3: Learning the dance!
1. T: “Ok students watch me to learn the dance.”
a. T will just move side to side to show the direction they are going and will switch
on Boom.
2. T: “Now everyone quietly stand up and do the moves with me.”
a. Ss will move from one side to another switching on Boom.
3. Once students have mastered the movement add the singing to complete the song and
dance.
T: “Wow,that was so much fun! I really enjoyed today’s class period friends!”

Assessment:

Did students accurately identify Do when learning the song?

Did students sing “Sally Go Round the Sun” with 95% pitch and rhythmic accuracy?
Did the students successfully learn the dance?
Were students able to combine the song and dance?
Analysis:

Tone Set Do, Mi, Sol, La

Range M6
Rhythm Set Eighth note triplets, and eighth notes.
Form ABAB

Pedagogical:

Melody Starting on Do and using Do as a pitch reference

Rhythm Eighth note triplets
Other Dance!

Sources:

https://www.youtube.com/watch?v=-tlJLM36szo (dance video)

kodaly.hnu.edu
Practice Lesson 6: Composing!

Objective:
With a provided worksheet students will be compose a 4 bar melodic line using Do, Mi, Sol, and
La. Students will perform their compositions for the class with Solfege and hand signs.

National Standards Addressed:

MU: Cr1.1.2b: Generate musical patterns and ideas within the context of a given tonality (such
as major and minor) and meter (such as duple and triple)

MU:Cr3.2.2a: Convey expressive intent for a specific purpose by presenting a final version of
personal musical ideas to peers or informal audience.

Materials of Instruction:

Xylophones for notes and note names.

Worksheet pictured below:
Worksheet to Track Students Feelings
Circle your answer Good Ok Bad

I understand the
concept of DO!

I could teach a friend

about Do.

Sequence:
T: “I am so proud of all of the work that you have put in these last few class periods! Today we
are going to do something completely different and I can’t wait to see what we create.”

Activity 1: Learning how to compose

1. T will have a group of pitches on the board (C, E, G, A for example)
2. T: “Watch me students”
a. T will write out a composition with the provided notes.
3. T: “What did I do?”
a. Ss: “You made up a song.”
4. T: “Very good, how did I know what notes to use?”
a. Ss: “You used the ones that were already on the board.”

5. T: “Now I want to perform it for you!”

a. T will perform on xylophone as well as singing with solfege and hand signs.

Activity 2: Students compose!

1. T: “Ok students using the notes G, B, D, and E I want you to compose your own melody.
You will write it down on your worksheet and then we will perform them for your
classmates. Students what are things we say after someone performs for us?
a. Ss: “Good job! I really enjoyed that! You made something that no one else
could.”
2. T: “That’s exactly right, we encourage each other and make sure that everyone knows
that they have a good idea.
T will give students 10-15 minutes to create their own composition and will first ask for
volunteers in regards to performing. If needed the students can choose to only perform for the
teacher and not the entire class.

Assessment:
For this assignment I will use a rubric since the students will turn in their compositions.
1 2 3
Name on Paper Student did not put Student put their
their name on their name on their paper.
paper.
Correct Notes used Student has 4+ Student has 1-4 Student has no wrong
incorrect notes in incorrect notes in notes in their
their composition. their composition. composition.
Using all notes Student did not use 3 Student did not use 1- Student used all of
of the provided notes. 2 of the provided the provided notes.
notes
Performing with Student make 4+ Student made 1-3 Student made no
correct Solfege and mistakes when mistakes when mistakes when
Hand-Signs. performing their performing their performing their
composition. composition. composition.
Total: /10

Sources:
Manhattan USD 383 Scope and Sequence.