Overview 

For this experience, I want to have students get engaged with different instruments and teach them this
arrangement of “This Land Is Your Land.” I will start by teaching the class in various stages how each of the
instrument parts goes and how to play them while respecting the instrument. Once this is done, then all
together with teaching the students in various stages of how to play the instrument parts while keeping them
in the utmost respect. Once this is all done, I will have the students altogether play the song within different
groups to assess that they’ve learned their perspective parts.

Rationale 

This experience can matter for elementary school students because it allows them to participate in a general
music classroom with both singing and playing instruments. All of this was part of the mission statement the
Orff Schulwerk method looks for within students, to allow them to become creative at an early age and enjoy
performing. For this song specifically, it can help establish for these students what American folksongs
sound like and how they can be interpreted.

I Can Statements (learning goals) 

● I can play different Orff instruments within the classroom

○ VA SOL 2.3 The student will play a variety of pitched and non-pitched instruments alone and
with others
● I can read standard musical notation by performing different rhythmic patterns
○ VA SOL 2.4 The student will perform rhythmic patterns that include half notes, half rests,
whole notes, and whole rests

Materials 

● Xylophones with mallets

● Glockenspiels with mallets
● Synthesizer on a laptop
● Triangle with mallet

Detailed Process 

5 mins 1) Begin by singing all together with the tune “This Land Is Your Land” so the students
understand how the song goes melodically

10 mins 2) Next, have students go to the xylophones and learn how to play open fifths with the
mallets respectfully within the key of the song

10 mins 3) Then, have students play the melody of the tune on the Glockenspiels with mallets
with care and upmost respect for the instrument

5 mins 4) Next, have students go over and play the triangle and teach the significance of the
rhythmic ostinato within a piece

10 mins 5) Then, teach students how to create music with the synthesizer that is being
 programmed on the laptop

2 mins 6) Next, have students choose which group of instruments they would like to play/sing
the song with, making sure that the groups are evenly balanced
10 mins 7) Finally, play the song altogether, assessing students to make sure they are
playing/singing their correct part according to the sheet music

Assessments 

● Monitor students as I’m teaching them how to play and take care of the instruments that they are
following along to my directions
● As they play all together, make sure that first, they are on task and then see if they follow tempo,
dynamics, etc.

Adaptations 

Size If groups are uneven, I’ll join a group of students and play alongside them. If they aren’t
enough instruments for a group, have the students take turns playing the instruments
within the groups.

Color If a group is playing too loudly than others, then I’ll ask the group to not play once so I can
hear the other groups play their parts of the piece.

Pacing If this lesson plan finishes early, have students improvise what they play that fits within the
key of the song. If we don’t finish the lesson plan on time, continue this lesson next class

Modality If a group is getting off task with their instruments, then I will ask groups to switch around
and try out other instruments. If that doesn’t work, then ask that group to not play their part
for a playthrough.