Boomwhacker Unit

Main Curriculum Area:

Music Education
About this unit:
The students have had the opportunity to use various body, found, and pitched and unpitched percussion instruments during the course
of this year.

This unit incorporates the use of another pitched percussion instrument called Boomwhackers. The students will be given the
opportunity to play them in a number of different ways. The students will also have the opportunity to play the instrument in solo or
group settings.

The main purpose for this unit is so students have the opportunity to reinforce the concepts learned throughout the year.

Unit Expectations:
Enduring Understandings Students will learn how to play familiar tunes as they review musical concepts that were taught during
their year.

Students will understand that regardless of the instrument that they are asked to play the fundamental musical elements (e.g. pitch,
note values, dynamics, and tempo) remain the same.

Ontario Curriculum Expectations:

Overall:
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and
present, and their social and/or community contexts.

Specific:

C3.1 identify and describe ways in which music can be used in the community

C3.2 identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places
Unit Timeframe:
This unit will take place over 2.5 3 weeks. The length will depend on how much time is taken to review specific musical concepts
and the length of time spent on rehearsals that are dedicated to other musical performances.

Culminating task:
Students will prepare a short musical concert for the kindergarten students. Students are expected to fully participate in the
culminating task for this unit.

PLANNING FOR STUDENTS WITH SPECIAL EDUCATION NEEDS

This unit was designed with the following in mind:

All students can succeed.

Each student has his or her own unique patterns of learning.

Unit Considerations For Special Education/ IEP students

Some of the considerations that were put into place for Special Education/ IEP Learners include the following use of a variety
of instructional strategies (e.g., extensive use of visual cues, images, diagrams, visual representations of key ideas, graphic
organizers, scaffolding; pre-teaching of key vocabulary; peer tutoring; use of music, movement, and gestures)

use of a variety of learning resources (e.g., simplified text, arts-specific word walls, songs that teach language, visual material,
displays, art work, diagrams that show how to use materials, manipulatives, music, materials to be used in open-ended
activities)

use of assessment accommodations (e.g., granting of extra time; use of oral interviews and presentations; participation in songs
or chants; demonstrations, visual representations or models (e.g., drawings), or tasks requiring completion of graphic
organizers instead of longer questions and other assessment tasks).
Unit Considerations For English Language Learners

Some of the considerations that were put into place for English Language Learners include the following use of a variety of
instructional strategies (e.g., extensive use of visual cues, images, diagrams, graphic organizers, scaffolding; pre-teaching of
key vocabulary; peer tutoring; use of music, movement, and gestures; strategic use of students first languages)

use of a variety of learning resources (e.g., simplified text, arts-specific word walls, songs that teach language, bilingual
dictionaries (Solfge and traditional C-G notation); visual material, displays, art work, diagrams that show how to use materials,
graphical information from textbooks, manipulatives, music, materials to be used in open-ended activities, and songs that
reflect cultural diversity)

use of assessment accommodations (e.g., granting of extra time; use of oral interviews and presentations; participation in songs
or chants; demonstrations, visual representations or models (e.g., drawings), or tasks requiring completion of graphic
organizers instead of longer questions and other assessment tasks that depend heavily on proficiency in English).

In general, this unit provides English language learners with multiple modes of expression beyond written and oral texts, and
support achievement for these learners across the curriculum.

Unit Considerations For Students with Fine Motor Difficulties/Auditory/Visual Difficulties

Some of the considerations that were put into place for students with Fine Motor Difficulties include the use of the
boomwhackers in lieu of other mallet instruments.

The use of a colour coded system was incorporated into this unit to help students with visual difficulties. This is found in the
Boomwhacker creation lesson as well as lessons that include playing songs. Songs were blown up for students who needed to
see the notes more clearly.
 Unit Overview
Assessment Groupings
Subtask Assessment D F S Sequence of Subtasks (Whole, Resources Accommodations
Expectations Strategies Small /Modifications
Group,
Individu
al)
C3 Diagnostic Graphic x Diagnostic Party Whole, Small Party Planning Struggling writers- For the closure activity I will
-C1 Organizer Planning Group, Graphic Organizer scribe for the students who are struggling writers.
-C2 Individua
Venn Diagram of Students will be given the l Students who cannot think of 5 answers can
Students Level of challenge of trying to provide fewer answers.
Understanding determine the following

Your friends parents are

going to throw a party for a
toddler. They have asked you
to decide what songs to play
at the party and come up with
a song list.

What are your top 5 songs that

you want to hear at this party?
Give reasons why.
C3.1 DME Checklist x 1. Introductory Lesson/Subtask
See Lesson # 1 - Music From
Different Communities
An introduction to the topic of
music from different
communities and how music
is used citing experiences.
Students will produce a
written and illustrated
reflection on their current
level of understanding.
C 2.3 DME Checklist x 2. See Lesson #2 - Rules
Are Important to Follow
Whole, Small Accommodations and Modifications:
Group, Scenario cards Multiple intelligences Verbal/Linguistic (given
Individua the opportunity to listen and talk about their
l Music Around Us experiences); Visual (given the opportunity to
draw about the section of their community where
they could listen to music); Interpersonal (given
the opportunity to collaborate with others);
Intrapersonal (given the opportunity to use self
reflection).
Struggling writers- For the closure activity I will
scribe for the students who are struggling writers.
Whole, Small Rules Handout I will scribe for the students who are struggling
Group, writers.
 Reflection Journal
Graphic organizer This lesson will help review
the concept that students
learned this year about rules in
Music.
Students will reflect on why
following rules in Music is
important.
Consolidation of the lesson
includes a self reflection of
rules they remember that they
need to follow in the music
classroom.
C 3.1 DME Checklist x 3. See Lesson #3
-Reviewing Pitch
Entrance/ Exit cards This lesson was created as a
way for students to review
their learning of pitch.
Students will be given the
opportunity to learn how the C
major scale consisting of (do,
re, mi, fa, sol, la, ti, do) is
often used within community
contexts as a warm up for
choirs and instrumental bands.
C 3.2 Anecdotal Notes x 4. See Lesson #4-
Variations Twinkle
Self reflection Twinkle Little Star
For this lesson students will
use their critical thinking
skills to try and figure out
how to play the song
Individual Thinking Card
Various groupings will also be utilized for this
task so that students have time to learn from their
peers.
Whole, Small Entrance/Exit Cards Multiple intelligences Verbal/Linguistic (given
Group, the opportunity to listen and talk about possible
Individual Boomwhackers strategies they can use to play the scale); Visual
(given the opportunity to use boomwhackers
colour coded system); Logical/Mathematical
Learners (can use the length of the boomwackers
to determine the C Major scale),
Bodily/Kinesthetic learners (given the opportunity
to play the boomwackers on their body through
physical activities), Musical/Rhythmic learners
(can play the C major scale using a variety of note
values),
-Students who are struggling to play the full scale
in a group can play from C-G (the first five notes)
-Struggling Writers: Scribing will be available for
struggling writers
Whole, Small -Boomwhackers Multiple intelligences Verbal/Linguistic (given
Group, the opportunity to listen and talk about the song
Individual - chart paper Twinkle Twinkle Little Star); Visual (given the
- markers/crayons opportunity to use boomwhackers colour coded
that correspond system and markers to notate and play their song
with the to the class.); Logical/Mathematical Learners (can
boomwhackers use the knowledge that each pitch goes up by one
 Twinkle, Twinkle, Little
Star on the Boomwhackers.
Prior to playing the song the
students will learn about the
origin of this song and will
learn about how different
variations were created over
different time periods.
C 3.2 Anecdotal Notes x 5. See Lesson #5Songs
From Around the World
Self reflection/peer For this lesson students will
reflection learn how to play a song
originating from another
country while they review
their concept of rhythm.
The students will have the
opportunity to choose one of
the songs provided which they
feel is at a suitable level for
their group.
The students will present this
song as part of their
culminating task.
C 3.2 Rubric x 6. See Lesson #6 Songs
From Around The World
Adding Elements.
to determine the notes in the song),
- Twinkle Twinkle Bodily/Kinesthetic learners (given the opportunity
Little Star puzzle sheet to play the boomwackers on their body through
physical activities), Musical/Rhythmic learners
-Self Reflection Sheet (can play Twinkle Twinkle Little Star using a
variety of rhythm patterns),
-Students who are struggling to create the song
can use a puzzle piece system where the song is
already written out and then they can try to piece
together the first line of the song using the puzzle
pieces.
-Struggling Writers: Scribing will be available for
struggling writers
Whole, Small Multiple intelligences Verbal/Linguistic (given
Group, -Boomwhackers the opportunity to listen and talk about the songs
Individual that they will play); Visual (given the opportunity
- Song sheets to use boomwhackers colour coded system and
colour coded sheet music.); Logical/Mathematical
-Self /Peer Reflection Learners (can use the knowledge of the number of
Sheet beats each note holds to play their songs),
Bodily/Kinesthetic learners (given the opportunity
-Rubric to play the boomwackers on their body through
physical activities), Musical/Rhythmic learners
(can play the songs using musical notation and
rhythm patterns),
-Students who are struggling to create the song
can play parts of the song that are less complex.
-E.L.L. learners will have the opportunity to
reinforce their language skills as the songs help
reinforce language. Partners can also help to
breakdown and explain tasks to the English
Language Learners.
Whole, Small -Boomwhackers Multiple intelligences Verbal/Linguistic (given
Group, the opportunity to listen and talk about the songs
Individual -Song sheets that they will play); Visual (given the opportunity
to use boomwhackers colour coded system and
 In todays lesson students will
have the opportunity to add
elements of music that will
help make their song more
unique.
Students will be given the
opportunity to play their song
as a group
The students will then present
the song that they have
learned in lesson #5 to the rest
of the class.
C 3.2 Rubric x 7. See Lesson #7
Presenting Songs From
Around The World.
Students will present a short
musical concert for the
kindergarten students.
Afterwards they will complete
a self reflection of the unit.
-Rubric colour coded sheet music.); Logical/Mathematical
Learners (can use the knowledge of speed to
enhance their song), Bodily/Kinesthetic learners
(given the opportunity to play the boomwackers
on their body through physical activities),
Musical/Rhythmic learners (can help their group
determine the best dynamic level and/or tempo to
play their song at),
-Students who are struggling to create the song
can play parts of the song that are less complex.
-E.L.L. learners will have the opportunity to
reinforce their language skills as the songs help
reinforce language. Partners can also help to
breakdown and explain tasks to the English
Language Learners.
Whole, Small Multiple intelligences Verbal/Linguistic (given
Group, -Boomwhackers the opportunity to listen and talk about the songs
Individual that they will play); Visual (given the opportunity
-Song sheets to use boomwhackers colour coded system and
colour coded sheet music.); Logical/Mathematical
-Rubric Learners (can use the knowledge of the number of
beats each note holds to play their songs),
Bodily/Kinesthetic learners (given the opportunity
to play the boomwackers on their body through
physical activities), Musical/Rhythmic learners
(can play the songs using musical notation and
rhythm patterns),
-Students who are struggling to create the song
can play parts of the song that are less complex.
-E.L.L. learners will have the opportunity to
reinforce their language skills as the songs help
reinforce language. Partners can also help to
breakdown and explain tasks to the English
Language Learners.
Lesson Plan # Diagnostic
Date(s): n/a Topic: Party Planning

Grade Level: Grade 3 Time(s): 1 fourty minute period

Curriculum Expectations:

C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and
present, and their social and/or community contexts.

Specific:

C3.1 identify and describe ways in which music can be used in the community

C3.2 identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places

Assessment Strategies:
Diagnostic Graphic Organizer

Venn Diagram of Students Level of Understanding

Accommodations and Modifications:
Multiple intelligences Verbal/Linguistic (given the opportunity to listen and talk about their experiences); Visual (given the opportunity to draw about the section of their
community where they could listen to music); Interpersonal (given the opportunity to collaborate with others); Intrapersonal (given the opportunity to use self reflection).

Struggling writers- For the closure activity I will scribe for the students who are struggling writers.
Resources: Outline:
In this diagnostic task students will be given the challenge of trying to determine the following

Your friends parents are going to throw a party for a toddler. They have asked you to decide what songs to play at the
party and come up with a song list.

What are your top 5 songs that you want to hear at this party? Give reasons why.
Scenario cards
Minds On: 10 mins.
Classroom Discussion: Explain to the students that you are trying to figure out songs that you can play at your
Music Around Us nephews party. He is four years old and likes music. What songs would be appropriate to play for him and his
friends?
Action: 15 mins.
Students will work independently to come up with songs that can be played at the party. Along with the songs they
must provide reasons why the song should be played. For example they need to explain how the song made them feel.
What the tempo of the song is and provide other reasons why I should choose their songs for the party.

Consolidation: 15 mins
Students will return to the carpet with their sheets and provide the class with one song from their sheet. They will
explain why they think that the song is appropriate for the party.

After they have finished sharing their ideas the students will be told that at the end of their upcoming unit they will be
playing songs from different countries around the world and different time periods for a kindergarten class.

Accommodations: -Students who are struggling to write will be provided with scribing
(listed above) but
additional -students can work with partners
accommodations
include

Additional extension -Students can extend their learning by finding the mentioned songs using ITunes and calculating the cost of playing the
include chosen songs at the party.
Name:_____________________________

Diagnostic Party Planner

Overall Expectation:
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their social and/or community
contexts.

Specific Expectation:
C3.1 identify and describe ways in which music can be used in the community (e.g., to celebrate events, to bring people together, to dance to, to communicate, to entertain, to help
people remember product names or telephone numbers in advertising, to help people remember concepts)

Assignment: Your friends parents are going to throw a party for a toddler. They have asked you to decide
what songs to play at the party and come up with a song list.

What are your top 5 songs that you want to hear at this party? Give reasons why.

Song Title How does this song make you What is the tempo (speed) of Other Reasons:
feel? this song?
(E.g. Happy, Sad, Excited,
Surprised, etc)
Lesson Plan #1
Date(s): n/a Topic: Music From Different Communities

Grade Level: Grade 3 Time(s): 1 forty minute period

Curriculum Expectations:
C3.1 identify and describe ways in which music can be used in the communities (e.g., to celebrate events, to bring people together, to
dance to, to communicate, to entertain, to help people remember product names or telephone numbers in advertising, to help
people remember concepts)
Assessment Strategies:
DME Checklist
Accommodations and Modifications:
Struggling writers- For the closure activity I will scribe for the students who are struggling writers.

Students can also receive reduction of the number of answers needed if they are unable to come up with 5 songs but can provide reasons for the
songs that they did choose.
Resources: Outline:
This lesson introduces the topic of music from different communities and lays the groundwork for the rest of the unit.
By the end of this lesson students will understand where they have heard different music in the community and songs
that they have heard in that context.
Minds On: 10 mins.
Classroom discussion: Where are some places that you hear music within our community.
Scenario cards
When is it appropriate or likely you can listen to music and when is it inappropriate or unlike you would hear music?
Music Around Us Action: 10 mins.
I will have the students form groups in groups of 2.

I will explain that each group will have 5 minutes to think about the provided scenarios and decide whether it is an
event that they would hear music or not. After group work, we will take them up as a class.

Each group will read their scenario and tell the class whether they thought it was a place where they would hear music
 or not and why.
Consolidation: 20 mins
Students will have the rest of the period to complete the worksheet.
I will have students raise their hands as they are done and I will collect their worksheets at the end of the period.

Accommodations: -Students who are struggling to write will be provided with scribing
(listed above) but
additional -students can work with partners
accommodations
include

Additional extension -Students can extend their learning by reading about the community that they are studying.
include
Scenarios:

1. You are in the middle of writing a test. Is it likely or unlikely that

you will hear music during this lesson?

2. You are at a supermarket shopping. Is it likely or unlikely

that you will hear music in the supermarket?

3. You are at a restaurant. Is likely or unlikely that you will

hear music playing?

4.You are in the car. Is it likely or unlikely that you will hear
music playing?

5. You are at a concert hall. Is it likely or unlikely that you will

hear music playing?
 6. You are in a library is it likely or unlikely that you will hear
music playing?

7. You are getting ready for bed. Is it likely or unlike you will
hear music playing?

8. You are having dinner at home with your family. Is it likely

or unlike you will hear music playing?

9. You are sent to serve a consequence for not following rules.

Is it likely or unlikely you will hear music playing?

10. You are sent to the principals office. Is it likely or unlikely you
will hear music playing?
Name:______________________________________

Direction: Draw a picture of somewhere where music is used in the community. Think
about the songs you heard at the event and then write the songs below your picture.

This is a picture of:

Some songs that I heard here were

Lesson Plan #2
Date(s): n/a Topic: Rules Are Important to Follow

Grade Level: Grade 3 Time(s): 1 forty minute period

Curriculum Expectations:
C2.3 identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience
members
Assessment Strategies:
Checklist (DME) see attached. This is a formative assessment to help evaluate their understanding of the lesson.
Accommodations and Modifications:
I will scribe for the students who are struggling writers.

Various groupings will also be utilized for this task so that students have time to learn from their peers
Resources: Outline:
This lesson was created as a way for students to reflect on the rules that they learned this year in music and how
they have learned that following rules in the music classroom has allowed them to become better musical
performers.
- Minds On: 5 mins.
This year in Music you were asked to follow a number of rules. The rules that you followed not only kept you safe
but also allowed you to produce better sounds on the instruments that you were playing.

-photocopies for Action: 10 mins.

students. Graphic In groups students will be given a chance to think about their first reactions to rules in the Music classroom.
organizer rules in
Music In the beginning I thought that I had to follow __________ (rule) because

After they share their initial thought they will then share their current thoughts about why rules in the Music
classroom need to be followed.

Now I think that I had to follow __________ (rule) because

 Consolidation: 25 mins
Students will be given time to work independently to write down 3 rules they learned in music this year and
explain why it is important that they need to follow the rules.

After they are finished students will share their answers with another student from the class and then I will have
students raise their hands as they are done and their worksheet will be collected.

Accommodations: -Students who are struggling to write will be provided with scribing
(listed above) but
additional -students can work with partners
accommodations
include

Additional -Students can practice following the rules associated with the boomwhackers. Have one student demonstrate to the
extensions include class what their rule was and how they have learned how to follow it.
Singing Percussion
Instruments
(Mallet
Instruments)
Body
Percussion Boomwhackers
Lesson Plan #3
Date(s): n/a Topic: Reviewing Pitch

Grade Level: Grade 3 Time(s): 1 fourty minute period

Curriculum Expectations:
C3.1 identify and describe ways in which music can be used in the community
Assessment Strategies:
Checklist (DME) see attached. This is a formative assessment to help evaluate their understanding of the lesson.
Accommodations and Modifications:
Multiple intelligences Verbal/Linguistic (given the opportunity to listen and talk about possible strategies they can use to play the scale); Visual (given the
opportunity to use boomwhackers colour coded system); Logical/Mathematical Learners (can use the length of the boomwackers to determine the C Major
scale), Bodily/Kinesthetic learners (given the opportunity to play the boomwackers on their body through physical activities), Musical/Rhythmic learners (can
play the C major scale using a variety of note values),

-Students who are struggling to play the full scale in a group can play from C-G (the first five notes)

-Struggling Writers: Scribing will be available for struggling writers

Resources: Outline:
This lesson was created as a way for students to review their learning of pitch. Students will be given the
opportunity to learn how the C major scale consisting of (do, re, mi, fa, sol, la, ti, do) is often used within
community contexts as a warm up for choirs and instrumental bands.
-Boomwhackers Minds On: 10 mins.
Students will be given an entrance card they will be asked to put the solfge words in order to form do, re, mi,
-Boomwacker page fa, sol, la, ti, do. After finishing students will be asked how they knew that they had put the right words in
write in the correct order
the correct order. Explain that this is often used in our community contexts during choir rehearsals or band
-Entrence/Exit card rehearsals as it is a standard warm up that can be played on all instruments.
Action: 20 mins.
Students learning will be reviewed in a whole class setting with each student receiving one tube so they can
play the C Major scale as a class. After reviewing how to play the scale a few times students will be given
groups that they can work with to play the scale.

Within the groups students will be given the opportunity to listen to each of the tubes and then change tubes
with others in their group. This will give them an opportunity to see that regardless of what tube they have
 the order of the C Major scale must remain constant or they will not be playing the specific scale any
longer.
Consolidation: 10 mins
Students will be given time show the rest of the class how they can play the scale.

After they finish playing their scale to the class the students will complete a self reflection ticket out the door.

Important point Record on your reflection card the most important thing you learned from completing
this activity.

Students will hand in their reflection card on the way out the door.

Accommodations: -Students who are struggling to play the full scale in a group can play from C-G (the first five notes)
(listed above) but
additional
accommodations
include

Additional extension -Students can extend their thinking by adding different rhythmic values to the C major scale. (e.g. present the
include scale using the proper pitch but also adding different rhythmic patterns)
 Directions:
Entrance Card The C major scale is often used as a warm up.
__ Write down the words in order which you would
__ need to play them on a boomwacker starting from
the lowest pitch and moving to the highest pitch.
__

__
__ do sol
__
__ re mi
__ fa ti
la do
Exit Card
Use words or pictures to explain why you think that the C major scale is used in our community as a
standard warm up for a choir or band.
Rhythmic Patterns
-Simple Rhythmic patterns to be written on the board.
Lesson Plan #4
Date(s): n/a Topic: Variations Twinkle Twinkle Little Star

Grade Level: Grade 3 Time(s): 1 forty minute period

Curriculum Expectations:
C3.2 identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places
Assessment Strategies:
Checklist (DME) see attached. This is a formative assessment to help evaluate their understanding of the lesson.
Accommodations and Modifications:
Multiple intelligences Verbal/Linguistic (given the opportunity to listen and talk about the song Twinkle Twinkle Little Star); Visual (given the opportunity to use
boomwhackers colour coded system and markers to notate and play their song to the class.); Logical/Mathematical Learners (can use the knowledge that each pitch goes
up by one to determine the notes in the song), Bodily/Kinesthetic learners (given the opportunity to play the boomwackers on their body through physical activities),
Musical/Rhythmic learners (can play Twinkle Twinkle Little Star using a variety of rhythm patterns),

-Students who are struggling to create the song can use a puzzle piece system where the song is already written out and then they can try to piece together the first line of
the song using the puzzle pieces.

-Struggling Writers: Scribing will be available for struggling writers

Resources: Outline:
For this lesson students will use their critical thinking skills to try and figure out how to play the song Twinkle,
Twinkle, Little Star on the Boomwhackers.

-Boomwhackers Prior to playing the song the students will learn about the origin of this song and will learn about how different
variations were created over different time periods.
- chart paper Minds On: 10 mins.
- markers/crayons that
correspond with the Over different time periods songs have been adapted. Sometimes the variations of this song can be done using
boomwhackers different rhythm patterns but other times it is the lyrics that are adapted.

- Twinkle Twinkle Little Think about the song Twinkle Twinkle Little Star. Some variations of this song are The Alphabet Song
Star puzzle sheet (ABCDEFG), Baa Baa Black Sheep. However, The tune is actually an old French melody titled "Ah! Vous Dirai-
-Self Reflection Sheet Je, Maman" ("Shall I tell you, Mother?") that first appeared without words in Les Amusements d'une Heure et Demy
by M. Bouin in Paris in 1761. Twenty years later, when Mozart was 25 or 26, he composed a set of 12 improvisations
 on "Ah! Vous Dirai-Je, Maman."

Action: 20 mins.

What I would like your group to work on now is to try and figure out the tune Twinkle Twinkle Little Star using the
Boomwhackers. Try to determine the first line of the song with your group members.

After you have figured out how to play the song I would like you to notate it using the markers and chart paper that
you were provided with so that another group can also play the song.
Consolidation: 10 mins
Students will be given time show the rest of the class their chart paper compositions then play Twinkle Twinkle Little
Star for the class.

Students will finish a self reflection of the process they took to learn how to play Twinkle Twinkle Little Star.

Accommodations: -Students who are struggling to create the song can use a puzzle piece system where the song is already written out
(listed above) but and then they piece together the first line of the song using the puzzle pieces.
additional
accommodations
include

Additional extension -Students who have finished determining the notes and rhythm for the first line can continue until they finish the rest
include of the song.

-Students can change the pitch of the song and try to create the song using a different starting note.
Name:_____________ Class:________

The song Twinkle, Twinkle, Little Star was adapted over time. Some
other versions of this song include Baa, Baa, Black Sheep, the Alphabet
Song, and the original French version of the song called Ah! Vous Dirai-
Je, Maman.

Today you were asked to try to figure out how to play this song on the
Boomwhackers. What were the steps that you took to learn how to play
this song?

Do you think that this strategy can be used to figure out the melody of
other songs?
Lesson Plan #5
Date(s): n/a Topic: Songs From Around the World

Grade Level: Grade 3 Time(s): 2 fourty minute period

Curriculum Expectations:
C3.2 identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places
Assessment Strategies:
Checklist (DME) see attached. This is a formative assessment to help evaluate their understanding of the lesson.
Accommodations and Modifications:
Multiple intelligences Verbal/Linguistic (given the opportunity to listen and talk about the songs that they will play); Visual (given the opportunity to use
boomwhackers colour coded system and colour coded sheet music.); Logical/Mathematical Learners (can use the knowledge of the number of beats each note
holds to play their songs), Bodily/Kinesthetic learners (given the opportunity to play the boomwackers on their body through physical activities),
Musical/Rhythmic learners (can play the songs using musical notation and rhythm patterns),

-Students who are struggling to create the song can play parts of the song that are less complex.

-E.L.L. learners will have the opportunity to reinforce their language skills as the songs help reinforce language. Partners can also help to breakdown and
explain tasks to the English Language Learners.

Resources: Outline:
For this lesson students will learn how to play a song from another country while they review their concept of
rhythm.

The students will have the opportunity to choose one of the songs provided which they feel is at a suitable
-Boomwhackers level for their group.

Songs written on the The students will present this song as part of their culminating task.
board
Minds On: 10 mins.
-Self /Peer Review how to sing each of the songs. Provide students with a short history lesson on each song.
Reflection Sheet
Action: 20 mins.
-Rubric
Today you will have the opportunity to work as a group to play one of the songs that we have just sung.

Each group will be given one set of Boomwackers before the Boomwackers are handed out students will be
reminded that they need use the Boomwackers and also follow the rules that they were taught. Remind them
what the rules were.

When the students have chosen their song they must clap out the rhythm while saying the letter name
associated with the note.

After the students have clapped out and read out the rhythm pattern they will be given their boomwackers.

Students will practice the song that they have decided to play.

Consolidation: 10 mins
After the period students will have the opportunity to assess themselves as well as one of their group members
on their current level of development.

Students can also allow another group to listen to them so that they can gain more experience playing for
another group prior to their final assessment.
Accommodations:
(listed above) but -Students who are struggling to create the song can play parts of the song that are less complex.
additional
accommodations -Since the songs very in complexity the students are able to choose a song that is in their zone of proximal
include development.

Additional extension -Students who have achieved a high level of proficiency with the song that they have chosen can choose a
include song that is slightly more difficult.

-students can add dynamics or change the tempo for the song that they have chosen.
 Date:_________________

The song I chose to play What I did well at What I can still
was improve on

______________(Partner Name)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ---

Date:_________________

The song I chose to play What I did well at What I can still
was improve on

______________(Partner Name)
Lesson Plan #6
Date(s): n/a Topic: Songs From Around the World Adding Elements

Grade Level: Grade 3 Time(s): 1 forty minute period

Curriculum Expectations:
C3.2 identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places
Assessment Strategies:
Rubric
Accommodations and Modifications:
Multiple intelligences Verbal/Linguistic (given the opportunity to listen and talk about the songs that they will play); Visual (given the opportunity to use
boomwhackers colour coded system and colour coded sheet music.); Logical/Mathematical Learners (can use the knowledge of the number of beats each note
holds to play their songs), Bodily/Kinesthetic learners (given the opportunity to play the boomwackers on their body through physical activities),
Musical/Rhythmic learners (can play the songs using musical notation and rhythm patterns),

-Students who are struggling to create the song can play parts of the song that are less complex.

-E.L.L. learners will have the opportunity to reinforce their language skills as the songs help reinforce language. Partners can also help to breakdown and
explain tasks to the English Language Learners.

Resources: Outline:
In todays lesson students will have the opportunity to add elements of music that will help make their song
more unique.

-Boomwhackers Students will be given the opportunity to play their song as a group

-Song sheets The students will then present the song that they have learned in lesson #5 to the rest of the class.
Minds On: 10 mins.
-Rubric How can we make the song that you have chosen to play to the class sound like one that your group has
created? We can add elements of music to it such as dynamics and changes in tempo.

Some of the tempo changes we can make is to make the song slower or faster

Some of the dynamic changes we can make is to make the song louder or softer or add portions of the song
 that go from loud to soft.
Action: 20 mins.

Today you will have the opportunity to work as a group to review the song that your group has decided to play.
You will also be given the opportunity to add dynamics and tempo changes so that the song sounds even better.

Consolidation: 10 mins
After the students have had the opportunity to add dynamics they can work on playing the song for the rest of
the class.

Accommodations:
(listed above) but -Students who are struggling to create the song can play parts of the song that are less complex.
additional
accommodations -Since the songs very in complexity the students are able to choose a song that is in their zone of proximal
include development.

Additional extension -Students who have achieved a high level of proficiency with the song that they have chosen can choose a
include song that is slightly more difficult.

-students can add dynamics or change the tempo for the song that they have chosen.

-students can create their own song and then add dynamics and tempo changes to it.
 Changing The Elements Choice Sheet

Change your Dynamics

very soft soft very loud

Change your Tempo

very slow moderate very fast

In assessing the song for this week it is important to note whether or not the students are listening to
their part and know when to play. This lesson is an exercise in listening and following direction.
Every student will have a boomwhacker eventually, and ideally, every students ability to play the
correct rhythm will be assessed.

Rubric
Level 1 Level 2 Level 3 Level 4
Ability to play the The student did not The student used The student used The students used
correct rhythm play their their boomwhacker their boomwhacker their boomwhacker
(communication) boomwhacker at at the right moment at the right moment at the right moment
the right moment at some of the time all of the time all of the time and
all (or a reasonable used a few
approximation of appropriate
the right times) dynamics.
Lesson Plan #7
Date(s): n/a Topic: Presenting Songs From Around the World Consolidation

Grade Level: Grade 3 Time(s): 1 fourty minute period

Curriculum Expectations:
C3.2 identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places
Assessment Strategies:
Rubric
Self Reflection

Accommodations and Modifications:

Multiple intelligences Verbal/Linguistic (given the opportunity to listen and talk about the songs that they will play); Visual (given the opportunity to use
boomwhackers colour coded system and colour coded sheet music.); Logical/Mathematical Learners (can use the knowledge of the number of beats each note
holds to play their songs), Bodily/Kinesthetic learners (given the opportunity to play the boomwachers on their body through physical activities),
Musical/Rhythmic learners (can play the songs using musical notation and rhythm patterns),

-Students who are struggling to create the song can play parts of the song that are less complex.

-E.L.L. learners will have the opportunity to reinforce their language skills as the songs help reinforce language. Partners can also help to breakdown and
explain tasks to the English Language Learners.

Resources: Outline:
Students will present a short musical concert for the kindergarten students.

Minds On: 10 mins.

-Boomwhackers One student will explain to the kindergarten students how they have learned about different songs in the
community and explain how they have learned about different places in the community where they hear
-Song sheets music on a regular basis.
Action: 20 mins.
-Rubric
-students will play their songs to the kindergarten students.

They will start with the C Major Scale

 Twinkle Twinkle Little Star

Followed by Group songs.

Consolidation: 10 mins
Students will complete a unit self reflection.

Accommodations:
(listed above) but -Students who are struggling to create the song can play parts of the song that are less complex.
additional
accommodations -Since the songs very in complexity the students are able to choose a song that is in their zone of proximal
include development.

Additional -Students who have achieved a high level of proficiency with the song that they have chosen can choose a
extensions include song that is slightly more difficult.

-students can help teach the kindergarten students how to play the first bar of their song.
 Boomwhacker Rubric
Name: _________________ Class:___________________
Piece(s): _________________ Parent Signature_______________
The Student:
CATEGORIES LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 R
STICKING Demonstrates Demonstrates Demonstrates Demonstrates Is unable to
CONTROL thorough considerable some limited demonstrate
Knowledge and understanding of understanding of understanding of understanding of understanding of
understanding content. content. content. content. content.
RHYTHM Demonstrates Demonstrates Demonstrates Demonstrates Is unable to
Knowledge and thorough considerable some limited demonstrate
understanding understanding of understanding of understanding of understanding of understanding of
content. content. content. content. content.
EXPRESSIVE Communicates Communicates Communicates Communicates Is unable to
CONTROLS* concepts with a concepts with concepts with concepts with communicate
Communication high degree of considerable some limited concepts.
FOCUS: effectiveness. effectiveness. effectiveness. effectiveness.
Articulation
PERFORMANCE Applies knowledge Applies knowledge Applies knowledge Applies knowledge Is unable to apply
READINESS and skills in and skills in and skills in and skills in knowledge and
Application familiar contexts familiar contexts familiar contexts familiar contexts skills with
with a high degree with considerable with some with limited effectiveness.
of effectiveness. effectiveness. effectiveness. effectiveness.
Teacher Reflection:
Next -communicate more about the song you chose
Step -play with more accurate rhythm
-apply the skills you learned during this task
on other activities you do in class.
 My Reflection Mid Unit
Musician
Title of Song
Date
One thing I did well

star
One thing I could have or would like to improve

wish
My Reflection End of The Unit
Musician
Title of Song
Date
One thing I did well

star
One thing I could have or would like to improve

wish
 DME checklist
Boomwhacker Unit Checklist
Tasks
Student Names
D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E
 D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D M E D M E D M E D M E D M E

D- Developing Towards The Expectation

M- Meeting The Expectation
E- Exceeding The Expectation
 Venn Diagram Diagnostic

Little Understanding Of Concepts Extensive Understanding Of Concepts

Additional Resources Boomwhacker Pick and Play
Directions: Cut letters and place cards face down have students select a card. This is the boomwhacker
tube that they will play for this period.

CDEF
G A B C