Low So

Elementary Unit Plan

3rd Grade
Spring 2019

Abby Helt
Table of Contents

Introduction to Unit ______________________________________________ 3

The Concept _____________________________________________________________ 3
Pre-Assessment __________________________________________________________ 3
Post-Assessment_________________________________________________________ 4
Pattern Work Used _______________________________________________________ 4
Outline of Unit ___________________________________________________ 5
Prepare __________________________________________________________________ 5
Present __________________________________________________________________ 6
Practice _________________________________________________________________ 6
Lesson Plans ____________________________________________________ 8
Prepare: Lesson 1 ________________________________________________________ 9
Prepare: Lesson 2 _______________________________________________________ 12
Prepare: Lesson 3 _______________________________________________________ 15
Present: Lesson 4 _______________________________________________________ 18
Practice: Lesson 5 _______________________________________________________ 20
Practice: Lesson 6 _______________________________________________________ 22
Practice: Lesson 7 _______________________________________________________ 24
Practice: Lesson 8 _______________________________________________________ 26
Practice: Lesson 9 _______________________________________________________ 28
Practice: Lesson 10 ______________________________________________________ 30
Assessments ___________________________________________________ 32
Songs __________________________________________________________ 36
Cumberland Gap ________________________________________________________ 36
Down Came a Lady ______________________________________________________ 36
Chippewa Lullaby _______________________________________________________ 36
Shake Them ‘Simmons Down ____________________________________________ 37
Dog and Cat ____________________________________________________________ 38
Al Citrón ________________________________________________________________ 38
The Derby Ram __________________________________________________________ 38

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Introduction to Unit
The Concept

The focus of this unit is the solfege syllable Low So,. This is a unit for third graders, so
students that are about eight- or nine-years old. The scope and sequence I am working
off of is from Manhattan Ogden School District #383. At the beginning of this unit,
students should be familiar with the solfege syllables So, Mi, La, Do, Re, High Do’, and
Low La,. Rhythmically, the students should know quarter notes and rests, eighth notes,
half notes and rests, whole notes and rests, and dotted half notes. They should also
know about fast and slow tempo, loud and soft dynamics (p and f), and AB, ABA, and
Rondo forms. Other musical concepts students will experience include 6/8 meter, ties,
and sixteenth notes.

This unit has many opportunities for cross-curricular connections. Historical and
cultural backgrounds will be explored for all songs present in this unit. We will explore
traditions, languages, and music from varying cultures and countries. Exposing
students to historical/cultural listening examples and performances will help students
understand the role music has in various cultures, including their own.

Pre-Assessment

Cumberland Gap

Objective: Students will sing the melody on solfege with correct pitches and syllables.
Sequence:
1. T projects song on board (using icons on a staff), reminds students where Do is,
asks “What solfege syllable does this song start on?” Mi
2. “Let’s sing the song on solfege together and use our hand signs”
3. “Now find a partner and sing it together” T walks around and observes

Pre-Assessment Checklist: Were students able to sing the melody on

solfege with correct pitches and syllables?
Yes Not yet

If the assessment shows that students are not ready to start the unit on Low So, the
teacher will:

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 1. Review songs from previous unit.
2. Review solfege and hand signs So, Mi, La, Do, Re, High Do’, and Low La,.
3. Review short sight-reading examples including So, Mi, La, Do, Re, High Do’, and
Low La, pitches.

Post-Assessment

At the end of this unit, I plan on using several assessment tools to assess student
learning. Throughout the unit, I will be informally assessing student learning. Next,
students will improvise their own melody incorporating Low So, as part of Lesson 10.
Last, students will be given a labeling quiz, similar to what we do in Lessons 5, 7, and 8
in which they will be labeling the solfege pitches given standard notation. For the tools,
see Assessments and Materials at the end of the unit.

Pattern Work Used

New greeting

Solfa Street

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Outline of Unit
Prepare
The Prepare stage is the first time students will experience the new concept, Low So,.
Students are not shown notation of the new concept or told that there is a new
concept. In this stage, students will learn three folk songs and experience Low So,
through the songs, dances, and activities.

Repertoire:
• Down Came a Lady
• The purpose of this song is to introduce the students with the new note,
Low So,. With a very simple melody, students will be able to learn it
quickly; and there is only one Low So, in the song, so they will not be
overwhelmed by the addition of the new concept. The rhythm of this song
is also very simple, using only eighth, quarter, and half notes. Not much is
known about the historical context of Down Came a Lady, but it is a
traditional ballad from Virginia. Directions for the accompanying game:
i. Standing circle of children with hands joined; one player in the
center.
ii. All sing, moving clockwise in time to the music.
iii. On the final word “blue”, the center player points to someone in
the circle and shouts out the color he/she is wearing.
iv. The chosen child takes the center place while the choosing child
steps out of the circle and walks counter-clockwise around the
circle as the game continues.
v. Gradually the first circle gets smaller as more children join the new,
outside circle.
vi. When the last child is in the center, everyone sings and walks until
the final word “blue”, when they shout the color of the shirt of the
student in the middle.
• Chippewa Lullaby
• This song comes from the Chippewa Tribe, also known as the Ojibwe
Tribe. The Chippewa Tribe originally occupied a vast tract of lands
around Lake Huron and Lake Superior and south of Michigan, Wisconsin,
and Minnesota, and were the largest and most powerful tribe in the Great
Lakes area. Because of the very apparent pentatonic mode, this song
emphasizes the Low So, note.

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 • Shake Them ‘Simmons Down
• This song is a Play Party song that comes from Alabama, USA. The first
three phrases of the song begin on Low So, and will help getting the note
in the students’ heads. The new rhythmic element “sixteenth-dotted
eighth” or “ri-ti” is also introduced in this song, but students will not be
reading the notation at this time. Directions for the accompanying game:
i. Formation: Students find a partner and form two circles; one
partner on the inside, one on the outside, facing each other.
ii. Verse 1: Shake that tree Act out text
iii. Verse 2: Circle right Join hands and circle to the right
iv. Verse 3: Circle left Circle to the left
v. Verse 4: Promenade Join hands in a promenade and
walk clockwise around the circle

Present
The Present stage is the first time students will label the new concept they have been
exploring in the Prepare Stage. During this stage, students will see Low So, notated on
a staff and be able to name it.

Repertoire:
1. Chippewa Lullaby
a. During the Present stage, the Low So, in this song will be introduced to
the students. First, they will discover the concept aurally and compare it
with the known notes. Next, they will be introduced to the concept with
symbols using “Solfa Street.” Finally, they will see Low So, notated on a
staff.

Practice
The Practice stage is where students will explore the new concept, knowing what it is.
In this stage, students will read, write, improvise, and compose using Low So,. Students
will also perform Low So, more to become more comfortable with the new note.

Repertoire:
1. Down Came a Lady (above)
2. Shake Them ‘Simmons Down (above)
3. Dog and Cat
a. This song is an American folk song from South Carolina. This song uses
Low So, only once, so students will be able to isolate and identify it. It
also uses some new rhythmic elements, “syn-co-pa” and “ti-tiri” so
students will not see standard notation when they work with this song.

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4. Al Citrón
a. This song is a children’s song from Uruapan, Michoacán, Mexico. It was
first heard on a playground, being sung by a group of girls. Al citrón:
sweetened fruit; De un fandango: of a music/dance festivity; Sango:
language of central Africa; De la randela: refers to a dance, in round; Con
su triqui, triqui, tran: sounds of the guitars and shakers. Directions for the
accompanying game:
i. Children sit in a circle on the ground.
ii. Each child has a rhythm stick/beanbag/shaker which they pass to
the right.
iii. On each downbeat, the stick is (gently) banged down near their
neighbor.
iv. On the second beat, a new one is picked up to bang down on the
next downbeat.
v. The sticks move around the circle until the words “triqui, triqui,
tran,” when they are held and knocked on the ground to the right
and left of the child and passed on the word “tran”.
5. The Derby Ram
a. This song likely originated in or near the town of Derby in Derbyshire,
England. This song was written about in Llewellyn Jewitt's The Ballads
and Songs of Derbyshire in 1867, but he believed that the song had been
around for at least a century before that. This song is primarily a comic
song as it is based off a traditional tall tale describing a giant ram. The tall
tale represents the old year passing into the new, as it is performed
frequently at Christmastime and around the New Year. This song is
believed to be George Washington’s favorite song, and it is speculated
that it was “the only song that George Washington ever sang.” Because
of the wide range of pitches and simple rhythm, this song emphasizes the
octave difference in Low So, and So.

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Lesson Plans

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Prepare: Lesson 1
“Down Came a Lady”

Objective:
Students will sing the song “Down Came a Lady” with accurate words, rhythms, and
pitches while using self and shared space to perform the movement game.

Standards Addressed:

MU:Pr5.3.a – Perform music with expression and technical accuracy.

MU:Pr.4.3.b – Rehearse to refine technical accuracy, expressive qualities, and
identified performance challenges.

Materials of Instruction:

• New greeting
• Down Came a Lady

Sequence:

Entry Activity: “Welcome to class, 3rd graders! Let’s learn a new greeting today that
we’ll sing at the beginning of class!”

Activity 1: New greeting

1. T: “I’m going to sing through our greeting, and I want you to listen to what you
think I will say and what you think you will say”
2. T sings; Ss answer
3. T: “Now I’ll sing my part, and you’ll respond with your part”
4. T: “Hello Class!” Ss: “Hello Miss Helt!”

Transition: “Great job! Remember that for next time because we’ll be using it from now
on! Let’s go ahead and walk to our circle spots”

Activity 2: Down Came a Lady song

1. T: “I’m going to sing you a brand new song today! Here, listen!” T sings song
2. T: “Who noticed how many ladies there were?” “Whose wife came down?”
“What color was she wearing?” If Ss are unsure of answers, T: “Listen close
this time,” repeats song. Ask questions again
3. T: “Okay now let’s learn the song so we can sing it together! Repeat after me”

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 4. T begins patting the steady beat on her legs and invites Ss to join in
5. T points to herself and sings m.1-2; T points to Ss to echo
6. T sings m.3-4; Ss echo
7. T sings m.5-6; Ss echo
8. T sings m.7-8; Ss echo
9. T corrects errors, repeating phrases as needed
10. T: “Let’s try some longer phrases. Repeat after me”
11. T sings m.1-4; Ss echo
12. T sings m.5-8; Ss echo
13. T corrects errors, repeating phrases as needed
14. T: “Let’s try the whole thing this time! I’ll sing it with you”
15. T: “Wonderful! I think you can do it without me this time”

Assessment: Can S accurately sing through “Down Came a Lady” with correct
words, rhythms, and pitches?

Yes Not yet

Transition: “That sounded so great! Now let’s learn a game for our song!”

Activity 3: Down Came a Lady movement game

1. T: “Stand up on your circle spots and join hands with the friends next to you.
Turn to the left while still holding hands. Let’s sing our song as we walk to the
steady beat”
2. On the final word “blue,” T: “Stop! Now, we all aren’t wearing blue are we?
We’re all wearing different colors! So what I’m going to do as the person in the
middle is choose someone in the circle who is participating and being very safe
and point to them and sing the color of their shirt instead of singing ‘blue.’ So,
whoever is in the middle is going to be the only one singing on the last word,
and everyone is going to stop walking and look at the person in the middle”
3. T: “Let’s do it again and this time stop singing and moving on the last word and
listen and watch for who I choose” Ss sing, T chooses S to be in middle
4. T: “Now, because I had my turn in the middle, I’m going to make a new circle on
the outside and walk in the opposite direction”
5. T: “I think we know how to play so let’s try it!”
6. Game continues until all students are in the outside circle

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Assessment: Can S accurately sing through “Down Came a Lady” with correct
words, rhythms, and pitches while using self and shared space to perform the
movement game?

Yes Not yet

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Prepare: Lesson 2
“Chippewa Lullaby”

Objective:
Students will sing the song “Chippewa Lullaby” with accurate pitch and rhythm while
playing a sound carpet using Orff and other instruments.

Standards Addressed:

MU:Pr.3.3 – Demonstrate and describe how intent is conveyed through expressive

qualities (such as dynamics and tempo).
MU:Re.1.3 – Demonstrate and describe how selected music connects to and is
influenced by specific interests, experiences, or purposes.
MU:Re.3.3 – Demonstrate and describe how the expressive qualities (such as
dynamics and tempo) are used in performers’ interpretations to reflect expressive
intent.

Materials of Instruction:

• https://www.youtube.com/watch?v=O6vN_LUkplo
• Xylophones (Only F, G, A, C, D keys), Wind chimes, Rain stick
• Chippewa Lullaby
• Orff Arrangement of Chippewa Lullaby
• New Greeting

Sequence:

Entry activity: New greeting “Hello Class!” Ss: “Hello Miss Helt!” Today we’re going to
learn a new song from a Native American tribe!”

Activity 1: Chippewa History/Culture

1. T: “The Chippewa tribe are a Native American group from the Great Lakes area.
Who knows where the Great Lakes are?”
2. On projector, play video “In the Beginning – Ojibwe-Chippewa”
3. T: “While watching the video, listen for what instruments you hear”
4. After some of video has played, T: “What instruments did you hear?” Ss answer
5. T: “How does this song make you feel?” Calm, relaxed, etc

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 6. T: “Exactly! It kind of sounds like it could be a lullaby, doesn’t it? We’re going to
learn our own lullaby today”

Activity 2: Chippewa Lullaby song

1. T: “Listen first” sings song
2. T: “What did you notice about the words?” repeat “way”
3. T: “That’s right the only word is way. Listen first and echo me”
4. T sings pickup into m.1-2.5; Ss echo
5. T sings pickup into m.4-5.5; Ss echo
6. T sings pickup into m.7-end; Ss echo
7. T corrects errors, repeating phrases as needed
8. T: “Let’s try the whole thing now together!”

Assessment: Can S accurately sing through “Chippewa Lullaby” with correct

rhythms and pitches?

Yes Not yet

Transition: “Now let’s get our xylophones out and we’ll learn some accompaniment to
play while we sing”

Activity 3: Chippewa Lullaby sound carpet

1. Ss sit at xylophones
2. T: “Our first block will be G-C, A-C, G-C. Listen first, then join in when you have
it”
3. T: “Our second block will be F-C, F-D, F-C. Listen first, then join”
4. T: “Our last block will be F-D, F-C. Try it with me”
5. T: “Now let’s try them all together. Watch first for the rests, then join in”
6. Once all students have started playing, T sings melody over accompaniment
and invites students to join in
7. T: “Now I have some special instruments that will help make this song sound
more like a lullaby. I need someone who is being very safe and responsible with
their instrument to take care of the new instruments. Play and sing through the
song a couple more times and I’ll watch to see who will be my helpers today”
8. Ss play through repeating the song; T gets out wind chimes and rain stick;
models how to play
9. T gives other instruments to students “Play these when we sing the long way’s”
10. Ss play and sing song again while T observes
11. T: “How can we make this sound more like a lullaby?” play it softer

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12. T: “That’s a great idea let’s try it!”

Assessment: Can S accurately sing through “Chippewa Lullaby” with correct

rhythms and pitches while playing the sound carpet accompaniment?

Yes Not yet

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Prepare: Lesson 3
“Shake Them ‘Simmons Down”

Objective:
Students will sing the song “Shake Them ‘Simmons Down” with accurate words,
rhythms, and pitches while using self and shared space to perform the dance.

Standards Addressed:

MU:Pr.2.3.a – Demonstrate understanding of the structure in music selected for

performance.
MU:Pr.5.3.a – Perform music with expression and technical accuracy.

Materials of Instruction:

• New Greeting
• Shake Them ‘Simmons Down
• Formation: Students find a partner and form two circles; one partner on the
inside, one on the outside, facing each other.
• Verses and actions
o Verse 1: Shake that tree Act out text
o Verse 2: Circle right Join hands and circle to the right
o Verse 3: Circle left Circle to the left
o Verse 4: Promenade Join hands in a promenade and
walk clockwise around the circle

Sequence:

Entry Activity: New greeting. “Today we’re going to learn a fun new dance to a new
song! Let’s go sit down in our circle spots”

Activity 1: Shake Them ‘Simmons Down song

1. T: “I’m going to sing the first verse for you. Listen to what it’s about” T pats
steady beat and invites Ss to join in
2. T sings song and asks Ss “What is the song about?” shaking a tree
3. T: “Listen now to the second verse. Is there any part of the song that stays the
same?”
4. T sings second verse and asks, “What’s the same between the verses?” do-oh,
do-oh

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 5. T: “This time I’m going to sing the first verse again and when I point to you, sing
Do-oh, Do-oh”
6. T sings words and points to students to sing Do-oh, Do-oh
7. T: “Great job! Now repeat after me”
8. T sings m.1-2; Ss echo
9. T sings m.3-4; Ss echo
10. T sings m.5-6; Ss echo
11. T sings m.7-8; Ss echo
12. T: “Wonderful! Now let’s try longer phrases
13. T sings m.1-4; Ss echo
14. T sings m.5-8; Ss echo
15. T: “I think we can try the whole thing now. Let’s try it!”
16. Ss sing whole song with T
17. T: “Now try it without me”
18. Ss sing song; T corrects errors, repeating phrases as needed
19. T: “Let’s sing through each verse now. Listen and join in when you know it!”
20. Shake that tree
21. Circle right
22. Circle left
23. Promenade

Assessment: Can S accurately sing through “Shake Them ‘Simmons Down” with
correct words, rhythms, and pitches?

Yes Not yet

Transition: “Great job singing the song! Now let’s learn the dance that goes with it!”

Activity 2: Shake the ‘Simmons Down dance

1. T: “Let’s all stand in our circle spots and I’m going to pair you up. Partner 1 will
stay in their circle spot and partner 2 will stand in front of their partner facing
them”
2. T pairs off students, making sure they stand where they’re supposed to
3. T: “Who remembers what the first verse is?” Shake that tree
4. T: “For the first verse, we’re going to act like we’re shaking a tree. Make sure to
be safe and respectful and use your shared space wisely. Let’s try it!”
5. T: “Who remembers what the second verse is?” Circle right
6. T: “Next we’re going to join hands with our partner and move in a small circle
around your circle spots moving to the right. Let’s try it!”

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7. T: “What comes next?” Circle left
8. T: “This one is going to be the same as the last verse except we’re going to
turn to the left. Let’s try it!”
9. T: “Who remembers our last verse?” promenade “That’s right! Who remembers
how we promenade?” If no one remembers, review how to promenade “Let’s
try it!”
10. T: “Now let’s try the whole dance while singing the song!”

Assessment: Can S accurately sing through “Shake Them ‘Simmons Down” with
correct words, rhythms, and pitches while using self and shared space to perform
the movement game?

Yes Not yet

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Present: Lesson 4
“Chippewa Lullaby”

Objective:
Students will aurally and visually identify our new note “Low So,” through movement,
solfege, and notation.

Standards Addressed:

MU:Pr.5.3.a – Perform music with expression and technical accuracy.

MU:Cr.2.3.b – Use standard and/or iconic notation and/or recording technology to
document personal rhythmic and melodic musical ideas.

Materials of Instruction:

• New Greeting
• Cumberland Gap
• Chippewa Lullaby
• White board with staves
• Solfa Street
• Assessment Worksheet

Sequence:

Entry Activity: New greeting. Review Cumberland Gap using iconic notation. Review
“Solfa Street,” remembering Low La,.

Activity 1: Chippewa Lullaby- discover concept aurally

1. T: “I’m going to sing one of our songs. Join in when you recognize it”
2. T sings song, Ss join in; T corrects any errors
3. T: “Now let’s figure out how high and low our notes are”
4. T puts hands on waist to signify Do; T touches shoulders to signify Re; T
touches head to signify Mi; T touches knees to signify Low La,; T gestures to the
ground for Low So,; Ss join in
5. T: “Now using our friends from Solfa Street, whose sound is this?” Hums Do
6. T: “Great! Let’s sing our song on solfege. It starts on Do” T leads students in
singing the song on solfege while still touching body for sound heights

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 7. On Low So, T hums loudly the pitch, pauses, and draws student attention to
new note
8. After students realize there is a new note, T continues the song finishing it
9. T: “We didn’t know one of those notes, did we? Let’s try to figure out what it is”

Activity 2: Discover concept visually and name it

1. Ss move over to see the white board and Solfa Street
2. T: “So our song starts on Do, then Re, Mi. Mi, Re, Do, Low La, (same as La but
octave down). Then we have our mystery note”
3. T: “Is our mystery note higher or lower than Low La,?” Lower
4. T: “So if we have Low La, down here and La up here, what do you think our
new note should be called because we already know the note below La?” Low
So,
5. T: “That’s exactly right! Low So, is our new note! Now let’s figure out how to
write in on our staff”
6. T writes Do on staff and draws a note head
7. T: “Let’s go over all the notes we already know to figure out where Low So,
goes”
8. T: “Who can draw where Re goes?” T chooses S to answer
9. T: “Who can draw where Mi goes?” T chooses S to answer
10. T: “Who can draw where So goes?” T chooses S to answer
11. T: “Who can draw where La goes?” T chooses S to answer
12. T: “Who can draw where Low La, goes?” T chooses S to answer
13. T: “So if these are the notes we know, and So goes right below La, where do
you think Low So, will go?” Right below Low La,.
14. T: “That’s right! Now, you’re all going to write your own scales of the notes we
know just like this one!”

Assessment: Can S aurally and visually identify “Low So,” through movement,
solfege, and notation? (Worksheet found in Assessments)

Yes Not Yet

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Practice: Lesson 5
“Down Came a Lady”

Objective:
Students will identify from standard notation and sing on solfege “Down Came a Lady”
with hand signs.

Standards Addressed:

MU:Pr.2.3.b – When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation.
MU:Pr.4.3.a – Apply teacher-provided and collaboratively-developed criteria and
feedback to evaluate accuracy of ensemble performances.
MU:Pr.5.3.a – Perform music with expression and technical accuracy.

Materials of Instruction:

• New Greeting
• Down Came a Lady
• White board and markers
• Projector

Sequence:

Entry Activity: New Greeting. “Do you remember the new note we learned yesterday?
Do you hear it in our new greeting? It’s the first note! Let’s try singing it on solfege”

Activity 1: Identify song given standard notation and sing on solfege

1. T: “Let’s look at this song on the board” T projects Down Came a Lady standard
notation
2. T: “Let’s solfege it. What syllable does it start on?”
3. Ss take turns writing in the solfege for each note, paying special attention to
Low So,
4. T: “Now let’s sing it on solfege using our hand signs”
5. T: “What song does this sound like? I think we already know it” Down Came a
Lady
6. T: “That’s right! Let’s sing it on words!”
7. T: “Who remembers the game we played? Let’s play it!”

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Assessment: Can S identify “Down Came a Lady” from standard notation?

Yes Not Yet

Can S sing “Down Came a Lady” on solfege with hand signs?

Yes Not Yet

21
Practice: Lesson 6
“Shake Them ‘Simmons Down”

Objective:
Students will aurally recognize “Shake Them ‘Simmons Down” from solfege.

Standards Addressed:

MU:Pr.4.3.a – Apply teacher-provided and collaboratively-developed criteria and

feedback to evaluate accuracy of ensemble performances.

Materials of Instruction:

• New Greeting
• Shake Them ‘Simmons Down solfege
• Slips of paper

Sequence:

To be taught after Lesson 5, same class period.

Activity 1: Aurally identify song from solfege

1. T: “I’m going to sing one of our songs on solfege. Listen very carefully and try to
figure out what song it is. When you know, write it down on a slip of paper”
2. T sings Shake Them ‘Simmons Down on solfege, repeating until all students
have written something down
3. T: “Who thinks they know what song it is?” Ss answer; Shake Them ‘Simmons
Down
4. T: “That’s right! Let’s all sing it on solfege. What syllable does it start on?” Low
So, “That’s right! – Our new note!”
5. T leads Ss in singing Shake Them ‘Simmons Down on solfege, repeating until all
are singing
6. T: “Now try it without me!” T drops out but Ss keep singing

Assessment: Can S aurally identify “Shake Them ‘Simmons Down” when given
solfege? (Slip of paper)

Yes No

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Assessment: Can S sing “Shake Them ‘Simmons Down” on solfege?

Yes Not Yet

23
Practice: Lesson 7
“Dog and Cat”

Objective:
Students will sing the song “Dog and Cat” and will notate the note Low So,.

Standards Addressed:

MU:Pr.5.3.a – Perform music with expression and technical accuracy.

MU:Cr.2.3.b – Use standard and/or iconic notation and/or recording technology to
document personal rhythmic and melodic musical ideas.

Materials of Instruction:

• New Greeting
• Dog and Cat
• Worksheet
• Projector
• Staff paper slides

Sequence:

Entry Activity: New Greeting. “Today we are going to learn a song about animals. What
are some of your favorite animals?”

Activity 1: Dog and Cat song

1. T: “I’m going to sing the song for you, and I want you to listen for what animals
there are”
2. T sings and Ss answer what animals they heard
3. T: “Now repeat after me”
4. T sings m.1-2; Ss echo
5. T sings m.3-4; Ss echo
6. T sings m.5-6; Ss echo
7. T corrects errors, repeating phrases as needed
8. T: “Now I’m going to sing and when I point at you, fill in the word”
9. “Bought me a ____”
10. “Bought me a ____”
11. “They both fight but do not ____ ____”

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 12. “Hi-o my _______”
13. T: “Let’s try to sing the whole thing together now”
14. T: “Great job! This time do it without me”
15. T corrects errors and repeats steps as necessary

Assessment: Can S sing “Dog and Cat” with accurate words, pitch, and rhythm?

Yes Not Yet

Transition: “Great job! Now let’s figure out what this looks like on notation”

Activity 2: Notating Dog and Cat

1. Each S gets a worksheet with staves, marking Do
2. T works on projector with staff paper slides
3. Given the rhythm, but no pitches “Let’s work together to notate our new song”
4. T: “What note does our song start on?” Hum Do; Ss answer
5. T sings song with class one note at a time, notating on the projector each note
and labeling solfege, making sure students are notating on their worksheet
6. Once through entire song, T: “Let’s sing it through on solfege”

Assessment: Can S notate the pitches of “Dog and Cat” given the rhythm?
(Worksheet found in Assessments)

Yes Not Yet

25
Practice: Lesson 8
“Al Citrón”

Objective:
Students will sing “Al Citrón” on solfege and words given iconic notation.

Standards Addressed:

MU:Pr.1.3 – Demonstrate and explain how the selection of music to perform is

influenced by personal interest, knowledge, purpose, and context.
MU:Pr.2.3.b – When analyzing selected music, read and perform rhythmic patterns
and melodic phrases using iconic and standard notation.
MU:Pr.2.3.c – Describe how context (such as personal and social) can inform a
performance.

Materials of Instruction:

• New Greeting
• Al Citrón
• Al Citrón Iconic Notation
• Al Citrón lyrics slide
• Projector

Sequence:

Entry Activity: New Greeting. “Today we’re going to learn a song in Spanish! This song
was created by students your age in Mexico.”

Activity 1: Al Citrón on solfege

1. T projects Al Citrón iconic notation, one phrase at a time
2. With guidance from T, Ss label each pitch on solfege
3. After each phrase is labelled, Ss sing phrase on solfege with T
4. Once all phrases are labelled, T projects entire song with labels
5. Ss sing through entire song on solfege
6. T: “Great job learning our new song on solfege! Next we’re going to learn the
Spanish words!”

26
Activity 2: Al Citrón on words
1. T projects the lyrics of Al Citrón
2. T: “Repeat after me” T says each word/short phrase; Ss echo. After each
word/short phrase, T explains what it means in English
3. Once all the words are learned, T projects iconic notation with lyrics
4. Ss read each phrase, singing on words
5. T corrects any errors, repeating phrases as needed
6. Once Ss have read all phrases, T projects entire song with lyrics
7. T: “Now we’re going to get in groups of 3 and you’ll take turns singing the song
for the class
8. Ss get in groups and practice singing the song on their own
9. One group sings at a time, following notation on board

Assessment: Can S sing “Al Citrón” on solfege given iconic notation?

Yes Not Yet

Can S sing “Al Citrón” on words given iconic notation? (Small group performance)

Yes Not Yet

27
Practice: Lesson 9
“The Derby Ram”

Objective:
Students will sing “The Derby Ram” with accurate words, rhythm, and pitch.

Standards Addressed:

MU:Pr.1.3 – Demonstrate and explain how the selection of music to perform is

influenced by personal interest, knowledge, purpose, and context.
MU:Pr.5.3.a – Perform music with expression and technical accuracy.

Materials of Instruction:

• New Greeting
• The Derby Ram

Sequence:

Entry Activity: New Greeting. “Today we’re going to learn a new song! This song was
George Washington’s favorite song, and there is a tradition that it was the only song he
ever sang!”

Activity 1: The Derby Ram song

1. T: “Listen to my song as I sing it once. Listen for what the song’s about”
2. T sings through song emphasizing “Derby town,” “finest ram,” “if you don’t
believe me,” and “you’ll see the same as I.” T asks Ss leading questions
“Where did I go?” “What did I see?” etc
3. T repeats song until Ss answer questions
4. T: “Now repeat after me” pats steady beat on legs
5. T sings m.1-4; Ss echo
6. T sings m.5-8; Ss echo
7. T sings m.9-12; Ss echo
8. T sings m.13-16; Ss echo
9. T corrects errors, repeating phrases as needed
10. T: “Now repeat after me, longer phrases”
11. T sings longer phrases; Ss echo
12. T corrects errors, repeating phrases as needed
13. T: “Now fill in the blanks when I point to you”

28
 14. “Oh as I went down to ____ ____”
15. “All on a summer’s ____”
16. “It’s there I saw the ____ ____”
17. “That’s ever fed on ____”
18. “And if you don’t ____ ____”
19. “And think I tell a ____”
20. “Just you go down to ____”
21. “And you’ll see ____ ____ ____ ____”
22. T: “Let’s try to sing the whole song together now!”
23. T: “Great job! Next time we’ll add a fun accompaniment on xylophones!”

Assessment: Can S sing “The Derby Ram” with accurate words, pitch, and rhythm?

Yes Not Yet

29
Practice: Lesson 10
“The Derby Ram”

Objectives:
Students will sing “The Derby Ram” while playing accompaniment on xylophones.
Students will improvise using Low So, on xylophones over 4 measure phrases in 6/8.

Standards Addressed:

MU:Cr.1.3.a – Improvise rhythmic and melodic ideas, and describe connection to

specific purpose and context (such as personal and social).
MU:Cr.1.3.b – Generate musical ideas (such as rhythms and melodies) within a given
tonality and/or meter.
MU:Pr.4.3.b – Rehearse to refine technical accuracy, expressive qualities, and
identified performance challenges.

Materials of Instruction:

• New Greeting
• The Derby Ram
• Orff Arrangement of The Derby Ram
• Xylophones (only G, A, B, D, E keys)

Sequence:

Entry Activity: New Greeting. Review “The Derby Ram” song and words tapping steady
beat on knees.

Activity 1: The Derby Ram accompaniment

1. Ss sing The Derby Ram; T plays accompaniment on xylophone
2. T: “Now we’re going to all learn the accompaniment”
3. T: “Your first block will be G-D. I’ll sing the song and count how many times I
play these notes” 8 times
4. T: “Try it with me” Ss sing first phrase while playing accompaniment
5. T: “The next block is G-B. Count how many times I play it” 8 times
6. T: “Try it with me” Ss sing second phrase while playing accompaniment
7. T: “The third block is the exact same as the first. Let’s try it – remember G-D”
8. T: “The last block is the exact same as the second. Let’s try it – G-B”

30
 9. T: “Let’s try the whole thing together this time while singing”

Assessment: Can S sing “The Derby Ram” while playing accompaniment on

xylophone?

Yes Not yet

Transition: “Great job! Now play and sing again, but I’m going to do something
different. Don’t let me trick you, but try to figure out what I’m doing differently

Activity 2: Improvisation
1. T: “Who noticed what I did different that time?” Made it up, improvised
2. Repeat until students figure out what’s different
3. T: “This time, half of you will play the accompaniment and sing, and the other
half will make it up/improvise using our notes on the xylophone”
4. Switch
5. T: “Now, I’m going to pair you up and partner 1 will improvise for the first 2
phrases while partner 2 plays the accompaniment and sings; then you’ll switch
for the last 2 phrases”
6. T: “Practice with your partner”
7. T walks around observing
8. T: “Great job everyone! Now we’re going to go around the circle and we’re each
going to get a chance to improvise. Everyone will play the accompaniment
quietly, and each person will improvise for 1 phrase and then we’ll move to the
next”
9. T: “Great job on your improvising! I heard some really great music making!”

Assessment: Can S improvise using Low So, over the phrase?

Yes Not Yet

31
Assessments
Pre-Assessment
Pre-Assessment Checklist: Were students able to sing the melody on
solfege with correct pitches and syllables?

Yes Not yet

Lesson 1
Assessment: Can S accurately sing through “Down Came a Lady” with correct
words, rhythms, and pitches?

Yes Not yet

Assessment: Can S accurately sing through “Down Came a Lady” with correct
words, rhythms, and pitches while using self and shared space to perform the
movement game?

Yes Not yet

Lesson 2
Assessment: Can S accurately sing through “Chippewa Lullaby” with correct
rhythms and pitches?

Yes Not yet

Assessment: Can S accurately sing through “Chippewa Lullaby” with correct

rhythms and pitches while playing the sound carpet accompaniment?

Yes Not yet

Lesson 3
Assessment: Can S accurately sing through “Shake Them ‘Simmons Down” with
correct words, rhythms, and pitches?

Yes Not yet

32
 Assessment: Can S accurately sing through “Shake Them ‘Simmons Down” with
correct words, rhythms, and pitches?

Yes Not yet

Lesson 4
Assessment: Can S aurally and visually identify “Low So,” through movement,
solfege, and notation? (Worksheet)

Yes Not Yet

Our Solfege Syllables

Student Name: ________________________________________

Use the Staff below to write the scale of our Solfege Syllables and label each one.

Do

Lesson 5
Assessment: Can S identify “Down Came a Lady” from standard notation?

Yes Not Yet

Can S sing “Down Came a Lady” on solfege with hand signs?

Yes Not Yet

Lesson 6
Assessment: Can S aurally identify “Shake Them ‘Simmons Down” when given
solfege? (Slip of paper)

Yes No

33
 Assessment: Can S sing “Shake Them ‘Simmons Down” on solfege?

Yes Not Yet

Lesson 7
Assessment: Can S sing “Dog and Cat” with accurate words, pitch, and rhythm?

Yes Not Yet

Assessment: Can S notate the pitches of “Dog and Cat” given the rhythm?
(Worksheet)

Yes Not Yet

“Dog and Cat”

Student Name: ________________________________________

Using the rhythms given above the staves, notate the pitches of “Dog and Cat.”

2
4

2
4

2
4

34
Lesson 8
Assessment: Can S sing “Al Citrón” on solfege given iconic notation?

Yes Not Yet

Can S sing “Al Citrón” on words given iconic notation? (Small group performance)

Yes Not Yet

Lesson 9
Assessment: Can S sing “The Derby Ram” with accurate words, pitch, and rhythm?

Yes Not Yet

Lesson 10
Assessment: Can S sing “The Derby Ram” while playing accompaniment on
xylophone?

Yes Not yet

Assessment: Can S improvise using Low So, over the phrase?

Yes Not Yet

Post-Assessment

Labeling Quiz

Student Name: ________________________________________

Label each note with its solfege syllable name. The first is Do.

Do

35
Songs (In order of use)
Cumberland Gap

Down Came a Lady

Chippewa Lullaby

36
Orff Arrangement of Chippewa Lullaby

Shake Them ‘Simmons Down

37
Dog and Cat

Al Citrón

The Derby Ram

38
Orff Arrangement of The Derby Ram

Songs Collected from:

http://kodaly.hnu.edu/collection.cfm

39