670 Elementary Unit Plan Final1

Kansas State University
Elementary Unit Plan

Call and Response Form
Jayne Pierson
MUSIC 670
Dr. Gurgel
11/01/2018
Table of Contents
Unit Introduction ....................................................................................3-4
Unit Outline..............................................................................................5
Prepare Lesson 1......................................................................................6-8
Prepare Lesson 2......................................................................................9-14
Prepare Lesson 3.....................................................................................15-18
Present Lesson 4......................................................................................19-20
Practice Lesson 5......................................................................................21-23
Practice Lesson 6.......................................................................................24-26
Practice Lesson 7.......................................................................................27-31
Practice Lesson 8.......................................................................................32-36
Practice Lesson 9.......................................................................................37-42
Prepare Lesson 10.....................................................................................43-44
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Introduction to Unit
Concept:
This 2nd grade unit covers the teaching of Call and Response/Question and Answer form. To
convey this unit, I will be using Kodaly’s method of “prepare, present, practice.” I will be using six
different folk songs including songs of different origins. In order to successfully participate in this unit
students will have already learned about AB and ABA form. Rhythmically students will know quarter
notes, quarter rests, eighth notes, and mixing these rhythms. Students will add to their knowledge of
pitch by learning about do and re as well as continuing work with mi-sol-la. They will also start getting
familiar with pentatonic scales aurally. My lessons will include use of borduns, body percussion ostinato,
speech ostinato, and pitched and unpitched instrument ostinato. Improvisation and composition will be
a part of the lessons and post assessment. I am using the Manhattan/Ogden School District 383 Scope
and sequence to plan out my lessons.
About 2 weeks before this lesson, I will have the class sing a song they know, Che Che Koolay.
While they are singing, I will be looking to see that students are able to sing during their given time. The
class will be split into two groups in order to sing. One group will be the leader group, and the other will
be the echo. I will be watching to make sure students come in at appropriate times, and identify the
leader vs. echo parts. We then will switch to make sure students can differentiate between the two. If
the students are not able to accomplish this task, I will incorporate more echo singing in the following
lessons to ensure success on new concept of Call and Response. I will then test again 1 week out to see if
there is any progress. I will keep track of progress in a checklist:
Name Concept Mastery Developing Need Review
I will use this checklist to keep track of concepts daily to see progress of students before moving on to
new units.
The post assessment will be in the form of an exit ticket. This ticket will be a combo of “quiz”
and student self-assessment.
Exit Ticket
What we have been working on is called ________________________.
On a scale of 1-5 (5 meaning I feel strongly about this statement)
I completely understand this concept.
1 2 3 4 5
I am ready to move on to new material.
3
1 2 3 4 5
I gave this my best effort.
1 2 3 4 5
By using this form of assessment, I feel I will get a better understanding of how the students perceive
their mastery of this topic. I will use this and my assessments from each class period to determine
whether I believe students are ready to move on to new topics. The assessments will be over students
ability to sing, play instruments, identify, improvise, and compose in this form. I will be using a checklist
like the one for the preassessment to keep track of student progress here as well.
This unit will include interdisciplinary connections in a couple different subjects. I will be using
an African American work song so students will learn about the railroad and slavery through Chika
Hanka. In the song Echoes, I will tie in science with actual echoes and sound waves. We will also be
discussing Guatemalan music and culture through the song Vamos a la mar, a Guatemalan boat song. I
will teach this song in Spanish and use Spanish words of fish for a rhythm activity/accompaniment to this
song. These will be explained more in depth in the lessons that follow.
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Outline of Unit
Prepare:
In this portion of the unit students will be preparing the identification of the form Call and
Response or Question and Answer. The songs used in this portion of the unit will be Peep, Squirrel,
Lemonade, and Chicka Hanka, all of which are in this Call and Response form, students will not know the
name of this form at the time of these lessons. In these lessons students are able to creatively
experiment using this concept through games and improvisation using different instruments including
their voice and body percussion. In the first song, Peep, Squirrel, students will experience this concept
through movement. Students will act out how they think a squirrel and mule would look doing various
activities. They then will transfer this movement to sound and using the sound they create by scatting,
will add body percussion. In the next song, Lemonade, students will explore Question and Answer
through vocal improvisation of the “Answer” portion of Lemonade. Finally in Chicka Hanka students will
improvise sounds of a train on instruments during the piece.
Present:
During the present portion of the unit, students will identify visually Call and Response songs
using previously learned song, Peep, Squirrel. I decided to use this song because the students will be
able to use their previous knowledge of same and different or ABA to determine that this is a new
concept. Students will sing through song then I will show the notation on the board. We will start going
over the form color coding phrases and labeling them A, B, etc. Students will then see there is a part that
is different from the two previous parts and will not know what to label it. I will let them think a little
before I tell them this is called Call and Response or Question and answer. We then will look at the two
other songs we learned along with a couple others that are not the same form(students previously
learned these songs), sing through them and determine if they are Call/Response or Question/Answer as
well using the same color coding/labeling method.
Practice:
In the practice portion of the unit, students will explore movement and creativity through games and
projects. By revisiting Lemonade students will continue exploring vocal improvisation by improvising
pitch, rhythm, and words. Chicka Hanka will offer students a chance to create non-traditional notation
to notate student compositions of train sounds. Vamos a la mar lets students explore Guatemalan
culture. Students will use Spanish names of fish to create rhythmic ostinatos eventually creating their
own arrangement of the tune. Students will use Way Down Yonder Sometimes to play a game
emphasizing call and response form. In the song Echoes, students will learn about sound waves using a
game to identify timbres of student voices and location. The final lesson will be a project where students
must choose one song to turn into a call and response song using instruments and creating their own
melody. This project will ensure students fully understand the form by making them compose their own
song.
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Prepare Lesson 1
Repertoire:
Peep, Squirrel
Song Analysis Table:
Tone Set LowS LowL DRM
Range M6
Rhythm Set Dotted Eighth sixteenth, Syncopation, Eighth Rest
Form Call and Response
A Song’s Pedagogical Use Table:
Melody Low L, LowS

Rhythm Syncopation, Dotted Eighth Sixteenth, Eighth Rest
Other Story to go along with song, game, movement
Other info:
Experiment with scatting, how would a squirrel sound? Mule sound? Run, hop, peep
Citation: Jones, Bessie, and Bess Lomax. Hawes. Step It down: Games, Plays, Songs, and Stories from the
Afro-American Heritage. Univ. of Georgia Press, 2000.
Pattern work:
n/a
Objectives:
Students will learn song, Peep, Squirrel, by rote with accurate words rhythms and pitches.
As a class, students will add body percussion to the “response” portions of Peep, Squirrel.
Students will vocally improvise sounds of a squirrel and mule in response portions of song through
scatting.
Students will improvise rhythmically using body percussion in 4/4 time for 4 beats.
Standards:
MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in music.
Materials:
Piano
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Warm Up:
T will read story of Peep, Squirrel.
T moves to piano and play accompaniment boom chicks in key of F Major
T “Ok everybody lets stand up and get moving!”
T: If I were a squirrel, how would it look if I were peeping/hopping/running to this music?
Play boom chicks in different styles calling out different movements.
Transition: Now that we have decided how a squirrel moves, lets learn a song about a peeping squirrel!
Activity #1 Learn the Song

1. T starts patting lap in quarter notes
2. Nods at students to join in
3. T sings first line.
4. Gestures at S to copy
5. T sings next phrase (scatting)
6. Nods at students to copy
7. Put two lines together
8. Nod at S to copy
9. T sings next line.
10. Gestures at S to copy
11. T sings next phrase (scatting)
12. Nods at students to copy
13. Put next two together
14. Nod at S to copy
15. Repeat process and make corrections as necessary
16. Split class into two groups and have them sing through song
17. Switch parts and repeat
Assessment: Students can sing both parts of Peep, Squirrel with accurate pitches, rhythms, and parts.
Activity #2 Body Percussion

1. Continue patting quarters, sing song through T is leader
2. Stop singing and add claps on two and four.
3. T sings as students add claps when they are ready
4. T nods to S to sing and do percussion.
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5. T sings song and shows adding snap on beat 7 (of 8 beat pattern)
6. Has students join in percussion when ready.
7. Split class back into two groups and have class perform song with body percussion having
students keep percussion going the whole time.
8. Switch parts and repeat.
Assessment: S can perform body percussion while singing both parts of Peep, Squirrel with accurate
rhythms and pitches.
Transition: Now we have already moved like a peeping squirrel and learned the song, but how do you
think the squirrel would sound?
Activity #3 Rhythmic Improvisation

1. T asks class how they think a peeping squirrel would sound using scat
2. T gives example “Shoo (rest) bim boo” said quietly using quarter notes
3. T asks for suggestions: writes a couple on board
4. T asks class how the think a hopping squirrel would sound
5. T asks for suggestions: writes a couple on board
6. T asks how they think a running squirrel would sound: writes them on board
7. T “Now that we have the sounds, can we add body percussion to them?”
8. T asks for volunteers to Show how a peeping, hopping, and running squirrel would sound using
the ones written on the board.
9. T “Now I want everyone to think of how their squirrel would sound peeping. They can all sound
different. We are going to sing Peep, Squirrel again and this time instead of singing the “Ya di da
di dee dy um” part I want you to do your own body percussion for how you think the squirrel
should sound.”
10. Split class into two groups, one group sings lead doing the percussion they learned, the other
improvises.
11. Switch and repeat.
Assessment: Students improvise rhythmically in 4/4 time for 4 beats during response portion of song.
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Prepare Lesson 2
Repertoire:
Lemonade
Tone Set MS
Range m3
Rhythm Set Eighth notes, quarter notes
Form Call and response

Melody Improvisation
Rhythm Improvisation, Body Percussion
Other Game, accompaniment, ostinato
Citation: Locke, Eleanor G., and Robin Goodfellow. Sail Away: 155 American Folk Songs to Sing, Read,
and Play. Boosey & Hawkes, 1989.
Pattern Work:
n/a
Objectives:
Students will be able to perform the chant Lemonade with accurate pitch and rhythm.
Students will be able to perform simple body percussion to Lemonade
Students will be able to improvise melodically with voice in call and response fashion to Lemonade in
2/4 time for two measures.
Standards:
MU:Cr1.1.1b With limited guidance, generate musical ideas in multiple tonalities (such as major and
minor) and meters (such as duple and triple).
MU:Pr6.1.1a: With limited guidance, perform music for a specific purpose with expression.
Materials:
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Activity #1 Learn the song
1. T asks students to listen for where this person is from. (Pat lap and have students join)
2. T sings song again.
3. T asks students where the person is from.
4. S answer (New York)
5. T “Very Good! Now can you listen for what this person’s trade is? A trade is a job. What is this
person doing?”
6. T recites song again.
7. T asks for what the person is doing
8. S answers (Selling lemonade)
9. T “Very Good! Now repeat after me/”
10. T recites first line: Here I come
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11. S respond: Here I come
12. T recites next line: Where from?
13. S respond: Where from?
14. T recites: What’s your trade?
15. S respond: What’s your trade?
16. T recites: Lemonade
17. S respond: Lemonade
18. T recites: Give me some don’t be afraid
19. S respond: Give me some don’t be afraid
20. T recites: Give me some don’t be afraid
21. S respond: Give me some don’t be afraid.
22. Great Job! Now fill in the blanks when I point to you.
23. T sings: Here I come
24. T sings: Where from
25. T sings New York
26. T sings: What’s your trade
27. T sings: Lemonade
28. T sings: Give me some don’t be afraid
30. S sings: Where from?
31. T sings: New York
32. S sings: What’s your trade?
34. S sings: Give me some don’t be afraid
Assessment: Can all students sing song with accurate rhythms and match pitch?
Transition: Now students watch what I do
Activity #2: Body Percussion
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1. Start by stomping on each downbeat. Have S join in as they feel comfortable
2. Recite poem with the stomps
3. Stop students and have them watch as T adds a pat on the and of 1
4. Have S join in when comfortable
5. Recite poem with stomps and pats (If students are struggling give option of just doing poem
or percussion)
6. Stop students and have them watch as T adds a clap on beat two.
7. Have students join in when comfortable.
8. When S are mastering body percussion add chant.
9. Repeat if necessary for students to gain mastery
Assessment: Are students performing body percussion accurately in 2/4 time? Can students sing chant
and perform percussion?
Transition: Alright students now I want you to only sing when I point to you. But do the body percussion
the whole time
Activity #3: Improvisation
1. T sings first line of poem: Here I come
2. T points to S to sing next line: Where from?
3. T sings New York
4. T points to S to sing: What’s your trade
6. T points to S to sing: Give me some don’t be afraid.
8. T points to S to sing: Where from?
9. This time T sings a different answer on same pitch.
10. T stops students as asks what I did differently
11. S respond (Sang different words)
12. Good Job! Now lets switch parts, and when I point to you sing your part with different
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answers to the questions.
13. T signals for S to sing first line<
14. S sing first line: Here I come: on words
15. T sings Where from
16. T points to S and they sing: New York with new words
17. T sings what’s your trade?
18. T points to S to sing Lemonade with new words
19. T finishes by singing give me some don’t be afraid.
20. Those were some great improvisations I heard! Now lets split up into our pairs and sing
them o our friends! If you are number one in your group you will sing the first part(Here I come)
Number twos, I want you to do the body percussion while you sing. Then we will switch.
21. T walks around while number ones perform their improvisation
22. When all groups have completed, tell groups to switch.
23. T walks around while second group gets to improve
24. Lets give everyone another chance to improv! Number 1s do the first part again.
25. T walks around while first group does their improve
26. Now lets give the number twos another chance too!
27. T walks around and listens to the second groups improve.
28. Would any group like to perform their improv for the class?
29. Let a few groups improve for the class. Give specific feedback for each one. I like how Jimmy
ended his on the high note. I like how Julie used different melodies for both phrases
Assessment: Can students improvise vocally in 2/4 time with two pitches in correct phrase length?
Transition: Great job first graders! We just learned to improvise! I hope you enjoyed today. We will be
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doing more improvisation tomorrow
Closure: As a class, teacher sings question part, and students improv the answer one or two more times.
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Prepare Lesson 3
Repertoire:
Chicka Hanka
Song Analysis Table:Chicka Hanka
Tone Set LowL DRM

Range P5
Rhythm Set Sixteenth notes, eighth rests

Melody La-Pentatonic
Rhythm Syncopation
Other social Studies connection, Trains
Citation: Locke, Eleanor G., and Robin Goodfellow. Sail Away: 155 American Folk Songs to Sing, Read,
and Play. Boosey & Hawkes, 1989.
Pattern Work:
n/a
Objectives:
Students will be able to perform the song Chicka Hanka with accurate pitch and rhythm.
Students will be able to perform simple body percussion to Chicka Hanka
Students will be able to improvise with la pentatonic on Orff instruments during “Chicka Hanka”
response.
Standards:
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:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for music that
represent expressive intent.
MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a
variety of cultures selected for performance.
Materials:
https://www.youtube.com/watch?v=lu7hBuhr-Ls
https://www.youtube.com/watch?v=c1O2X890tig
https://www.american-rails.com/gandy-dancer.html
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Orff instruments
Warm-Up:
1. T Today we will be singing a song about trains and train workers, who can tell me some sounds a
train makes?
2. Write sounds of a train on the board
3. T Discusses history of “Gandy Dancers” shows pictures from website.
4. Shows two clips
Activity #1 Learn the song
1. T pats lap in quarters.

2. Gestures s to join
3. T sings first line of song
4. S sing first line
5. T makes corrections and repeats
6. S repeats
7. T sings next line of song
8. S sing next line
10. S repeats
12. S sing
14. S Repeats
15. T sings first two lines
16. S copies
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18. S repeats
19. T sings whole song(no chicka hanka part)
20. S copies
22. S repeats
23. Keep patting going
24. T Ok kids that is the first part of the song, we will all learn the next part. Repeat after me: Chicka
Hanka
25. S says chicka hanka
26. T chicka hanka chicka hanka
27. S Repeats
28. T Chicka hanka chicka hanka chicka hanka
29. S Repeats
30. T Chicka hanka chicka hanka chicka hanka chicka hanka.
31. S repeats
32. T notes: See how we do say hanka when we pat our lap not chicka.
33. T starts s on main melody
34. T sings chicka hanka part while s sings melody
35. Splits class into two groups. Group one sings melody, T leads group 2 in chicka hanka part
36. Switch and repeat
Assessment: Students are able to sing both parts of Chicka Hanka with accurate pitch and rhthyms.
Transition: Now that we have learned the song lets create some body percussion!
Activity #2 Body Percussion
1. T Remember when we discussed the sounds of a train? Lets see if we can make those sounds
using snaps, claps, stomps, and pats.
2. T how should we notate the whistle? We could do snaps or claps?
3. Takes answers from class
4. Do same routine for all answers written on the board.
5. Split class into groups based on train sounds.
6. T Sing through song giving each group a chance to do their sound on percussion during chicka
hanka part
Assessment: Class is offering relevant suggestions to notate sound through body percussion
Transition: Great job 2nd graders! Now that we have the rhythms lets add some instruments!
Activity #3 Composition
1. T asks each student group what instrument they think works best for their sound. (shakers, gloc,
xylophone, tambourine, etc) Set up an bar instruments with D F and A
2. T moves pats to base bar d and pats quarters throughout rest of composing
3. T has each group practice their rhythm on new instruments.
4. Let students work as a group to fix something if it does not work as well on instruments.
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5. Give each group a chance to play rhythms in song. Groups not playing sing with T
6. Get student input on arranging piece. Experiment putting rhythms together, layering, and doing
different parts during each chicka hanka part.
Assessment: Students are able to compose rhythms and arrange rhythms in 4/4 time in one measure
intervals, playing in designated times. Keep track of skills on checklist
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Present Lesson 4
Repertoire:
Chicka Hanka, Lemonade, Peep, Squirrel, Che Che Koolay (learned in a previous unit)
Pattern work:
n/a
Objectives:
Given sheet music of previous songs, students will visually identify call and response form as a class
through color coding phrases and labeling phrases.
Standards:
MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using
iconic or standard notation.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
Materials:
Printouts of each piece, colored pencils
Activity: Color code each song.
1. T Hello 2nd Graders! Do you remember the squirrel song we learned the other day? Do you think
we could sing it again? Great lets try!
2. T leads song from piano playing boom chicks.
3. T corrects any mistakes.
4. Splits class into two groups one song sing lead, other scat part.
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6. T Well done second grade! You have such a great memory! Lets look at this song a little more.
7. T pulls up the sheet music on the board.
8. T Lets see if we can find the form of this piece.
9. What would you call this first phrase? A great! Lets use blue for all the A phrases. T highlights
phrase in blue.
10. What would you call this next phrase? B Well done! We should use yellow for all the B phrases.
11. Is this phrase the same as one of the other two or different? Good it’s the same as A? What
color will we use? Blue
12. How about this phrase the same or different from a previous phrase? Same as B good! So we
will use? Yellow! Well done second graders.
13. What about this next phrase? Is it the same or different? Oh no its different! What do you think
we should do?
14. Let students think.
15. Lets keep that in the back of our mind and go to the next phrase Same or different? Same as B
Good!
16. Lets keep going! This phrase same or different? Same as the new phrase. Hmmmm..
17. Students see how the B phrase keeps coming back? This is a new form called Call and response.
Explain call and response form.
18. Finish working on this song as a class.
19. Lets look at one more song together.
20. Do you remember the song about Lemonade?
21. Can we sing through it?
22. T leads song.
23. Well done 2nd graders lets look at the form of this piece.
24. Lead through the same exercise
25. Explain question and answer form
26. Split class into pairs and give them copies of Chicka Hanka and Che Che Koolay.
27. Have each pair work through the form of these pieces.
28. Walk around answering questions when needed.
Assessment: Worksheets students turn in. Will go over as class if time, if not go over them next class and
checklist.
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Practice Lesson 5
Repertoire:
Lemonade
Pattern Work:
Objectives:
Students perform Lemonade using solfege syllables.
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Students will explore improvisation more using solfege pitches.
Standards:
MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
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:
Pattern Work
Lemonade Sheet music
Warm Up:
1. Hold card with patterns above on them.

2. T Welcome 2nd graders! Today we are working on solfege!
3. Give tonality on bum (do mi sol mi do ti do)
4. Can anyone tell me what this first pitch is? Sol Good class!
5. What about the second pitch? Mi Very nice!
6. Give tonality again on bum
7. What is your starting pitch?
8. Give Sol
9. Repeat after me (go through measure by measure) with hand signals
10. Go through 2nd part again
11. Does that sound familiar? Yes it is part of Lemonade!!
Activity #1: Review
1. Show Lemonade sheet music

2. Sing song on text. (Split students in two groups)
4. Great Job!!
5. Now lets do it on solfege!
6. Stay in your groups
7. Sing through on solfege with sheet music
9. Very good!
10. Do you think we can add in the body percussion?
11. Show percussion again.
12. Have students join in when ready.
13. Sing song on text with body percussion
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14. Split into two groups and sing song again with bp
15. Switch and repeat with bp
Activity 2: Improvisation
1. Sing song again singing answer portion

2. This time switch answers to loo
3. Was there something different class? You sang loo instead of words
4. Youre right I did sing loo.
5. Can you sing the answer of each question on loo?
6. Gesture to students (first phrase will stay on words)
7. Well done! Lets sing again
8. T starts singing.
9. This time sing different sol mi pitches and rhythms on answer
10. Oh my what happened? You sang different pitches and rhythms!
11. I did can you try?
12. Sing song. Let all students experiment with improv as class.
13. Very good! Lets split into pairs and do it for each other. If you are not improvising make sure to
do the body percussion we learned.
14. Walk around and listen giving feedback and answering questions.
15. Wow I heard some very nice improvisations! Would any group like to do it for the class?
16. Give specific feedback for each group that goes.
Assessment: Can students improvise rhythm and melody at same time in duple meter on sol mi? Use
checklist to keep track of progress
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Practice Lesson 6
Repertoire:
Chicka Hanka
Pattern Work:
n/a
Objectives:
Students will perform Chicka Hanka from memory with no pitch or rhythm errors.
Students will notate the composition they create in class through drawings and colors.
Standards:
MU:Cr2.1.2b Use iconic or standard notation and/or recording technology to combine, sequence, and
document personal musical ideas.
MU:Cr3.1.2a Interpret and apply personal, peer, and teacher feedback to revise personal music.
Materials:
Paper, crayons/markers/colored pencils, Orff Instruments set up with F Pentatonic
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Warm-up
1. Play boom chicks on piano in D m pentatonic.

2. As students enter, have them move a train in a line around the room switching “Conductor”
every time I switch chords.
3. Once all students have a chance to participate, direct attention to white board.
4. Ask again all the sounds we had a train make last time we talked about trains and write on
board.
Activity #1 Review song
1. T Do you remember the song we sang about the train? Do you think we can sing through it?
2. T leads S through call portion of song without response.
3. T corrects any mistakes of pitch, rhythm or words.
4. Repeats.
5. T leads students through response portion of song with out call.
6. T corrects any mistakes in pitch, rhythms, or words
7. Repeat.
8. T splits class into two groups and sings through both parts of song
9. Switch and repeat
10. T Well done second graders you have a wonderful music memory!
Activity #2 Compose with “notation”
1. T Alright 2nd graders do you remember the sound groups you were in last time? If you don’t
that’s ok.
2. Have students get into groups, assign new groups if necessary and grab instruments they used in
previous session.
3. I need one person from each group to come get paper for every person in your group and a box
of crayons or colored pencils.
4. Alright, today we are going to come up with melodies and rhythms for each of your sounds to
include in the song, but this time we are going to write down what we do! Your rhythm and
melody DO NOT have to be the same as last time. Work in your groups to come up with how
your main sound should sound like. Come up with a system to notate your melodies through
colors, pictures, and symbols. Make sure the whole group knows what each thing means. Then
we will present our notation and melody to the class.
5. Walk around and help groups when needed, answer questions, listen to what they have so far.
6. Have each group present what they have so far and give feedback. They need to play the part
they created, show their notation, and discuss how and why they chose what they did. Have
each group write feedback down to give to each group.
7. Let students fix their parts walk around answering questions
8. Give final performance of each part.
9. Let class decide how to arrange piece giving time for each group to play solo(each groups
composition is 2 measures long instead of one, and perform song together
Assessment: students are able to notate composition using nontraditional notation created by students,
checklist
25
26
Practice Lesson 7
Repertoire:
Vamos a la mar

Tone Set LowS DRMS
Range Octave
Rhythm Set Eighth Notes, Quarter notes, Quarter rests
Form Call and Response

Melody LowS, Pentatonic Scale (just need L)
Rhythm Eighth notes, quarter rests,
Other Borduns, Ostinato, accompaniment, Create Harmony
Other info:
Citation: Thompson, Beth. “Vamos a La Mar.” Beth's Notes, Creative Commons, 8 Sept. 2018,
www.bethsnotesplus.com/2015/04/vamos-a-la-mar.html.
Pattern Work:
These will be printed out as individual cards.
27
Objectives:
Students will discuss culture of Guatemalan Boat/Folk Songs
Students will create ostinatos using Spanish words as the rhythm.
Students will perform Vamos a la Mar in Spanish with accurate pitch, rhythm, and pronunciation.
Students will play melodic accompaniment on ukulele with accurate pitch and pulse.
Standards:
iconic or standard notation
MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy
MU:Pr6.1.2b Perform appropriately for the audience and purpose.
MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific purposes
Materials:
Rhythms cards, sheet music, ukulele, non pitched percussion,

https://gabriel.mongefranco.com/2010/07/music-of-guatemala/ (instruments and music from
Guatemala)
https://www.centralamerica.com/guatemala/culture/
Warm-up:
1. Have music from (Gabriel mongefranco) website playing as students enter

2. Have students sit down and listen to one more example.
3. T This is folk music from Guatemala. Explain where Guatemala is.
4. Listen to another example.
5. T does anyone hear any differences from the folk music here in the United States? Take answers
and discuss, rhythm, intruments, etc.
6. Bring up Gabriel website and show pictures of instruments used.
7. Discuss cultural differences from Central America website (different cultures make up country,
food, religion, languages)
8. Bring out cards of ocean animals.
28
9. Show each animal with Spanish and English name.
10. T repeat after me: (say animal in Spanish)
11. S Repeat
12. T fix any mistakes
13. Repeat for each animal.
14. Now bring out Rhythm cards.
15. Say each animal again but have students clap the syllables/rhythm while saying them. Cards
show notation as they do it
16. These are some of the animals that live around Guatemala.
Activity #1 Learn the Song
1. T Now that we have learned about the animals and culture lets sing a song about the beach!!
2. T shows music on screen
3. T: vamos a la mar (words only no pitches)
4. S vamos a la mar
5. T corrects any pronunciation errors and repeats
6. S repeats
7. T, Tum tum
8. S tum tum
9. T corrects and repeats
10. S repeats
11. T A comer pescado
12. S A comer pescado
14. S repeats
15. T Tum tum
16. S tum tum
17. T Boca Colorada
18. S Boca Colorada
20. S repeats
21. T Tum Tum
22. S tum tum
23. T Fritito y asado
24. S Fritito y asado
26. S repeats
27. T tum tum
28. S tum tum
29. T Repeats in larger chunk ( include tum tum still no pitches) Add patting quarters on lap
30. T Vamos a la mar tum tum
31. S repeat
32. T A comer pescado tum tum
33. S repeat
29
34. T Boca Colorada tum tum
35. S repeat
36. T Fritito y asado tum tum
37. S repeat
38. Continue patting quarters T adds pitches S continue patting quarters, T use low f and c on
bordun bars
39. T Vamos a la mar tum tum
40. S repeat
41. T correct any errors
42. S repeat
43. T A comer pescado tum tum
44. S repeat
46. S repeat
47. T Boca Colorada tum tum
48. S repeat
50. S repeat
51. T Fritito y asado tum tum
52. S repeat
54. S repeat
55. T T Vamos a la mar tum tum, A comer pescado tum tum
56. S repeat
57. T correct errors
58. S repeat
59. T Boca Colorada tum tum Fritito y asado tum tum
60. S repeats
62. S repeats
63. T whole song
64. S whole song
65. Can anyone tell me what type of song this is? (Call and response ) Good!
66. What gave you that idea?
67. What part is the call and which is the response? Repeating tum tum Yes!
Activity #2 Arrangement
1. T leads S through singing entire song

2. T gives translation of words
3. T based on this translation what is the song about? Going to the beach! Good job
4. Can we create a bass line using the types of fish we learned?
5. Show rhythm cards again and let students come up with chant ostinato
6. Separate class into 3 groups (main melody, tum tum, and ostinato)
7. Perform song in groups 3 times, have groups switch roles to experience all parts
30
8. I think our song is missing something? What do you think it could be? Instruments!
9. What are some instruments we learned that are important to Guatemalan culture? Marimba,
castinets, maraccas, drums
10. Very good! What instruments should be used to play the chant part?
11. What about the tum tum part?
12. Finally what instrumetns could we use for the melody?
13. Very good 2nd grade. For the “marimba” (we will use xylophones) I need you to only use the
middle and upper C.
14. T Xylophones follow me place both mallets on the cs pat down beats. Very good! Keep beats
going!
15. Castinets clap this rhythm. 8 8th notes. Does that part remind you of anything? The call part
good! You will be the call!
16. Maracas can you clap this rhythm. Rest 2 quarters. What part do you think you have? The
response good!
17. Drums clap this rhythm (whatever rhythm the students came up with for the ostinato)
18. What part is that? Good!
19. Lets sing the song and play our parts at the same time.
20. Point to xylophones and give them a beat
21. Add chant with drums (play twice)
22. Bring in castinets and maracas.
23. Play through twice.
24. Very good can we play our parts without words? I want you to use your magic lips and play
through the song without singing.
25. Give xylos beat
26. Point to drums and bring them in (play twice)
27. Bring in maracas and castinets
28. Play through twice.
29. Very nice magic lips!!! You all stayed together!
30. I think we should come up with our own arrangement!
31. Let students decide how parts should come in
32. Play through twice
Assessment: Can students read notated music, create rhythms within set guidelines, and perform
Spanish song accurately? Checklist
31
Practice Lesson 8
Repertoire:
Way Down Yonder Sometimes
Song Analysis Table: Way Down Yonder Sometimes

Tone Set LowS DRM
Range M6
Rhythm Set Syncopation, Eighth rest, dotted eighth sixteenth,

Melody Grace Notes, ties
Rhythm Syncopation, eighth rest, dotted eighth sixteenth
Other Games
Citation: Jones, Bessie, and Bess Lomax. Hawes. Step It down: Games, Plays, Songs, and Stories from the
Afro-American Heritage. Univ. of Georgia Press, 2000.
Pattern work:
n/a
Objectives:
Students will sing Way Down Yonder Sometimes with accurate pitches and rhythms.
Students will explore Way Down Yonder Sometimes through circle game.
Students will further explore musicality through Dalcroze activity.
Standards:
32
musical ideas to peers or informal audience
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:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical
selection for specific purposes.
Materials:
Words for Way Down Yonder
https://www.youtube.com/watch?v=8xmdfdXjqCw backing track
Warm-Up: (working on off beats)
1. Good morning 2nd graders! Please grab a ball and stand in a circle.
2. Play backing track.
3. Bounce ball on 1 and 3.
4. Gesture students to join
5. Let students continue until all are bouncing on correct beats
6. Switch to beats 2 and 4
7. Gesture for students to join when ready
8. Let students continue until all are bouncing on correct beats
9. Switch to bouncing on every beat
10. Gesture to students continue until all are bouncing together
11. Split group into 2
12. T alright class I want all the ones to continue bouncing what you are. All twos follow me (switch
to bouncing off beats)
13. Let students continue until off beats are solid.
14. Switch groups; first start on beat group.
15. Let the on beat group go on their own and start off beat group.
16. One last step: T bounces on beat while s bounce off beat
17. Well done students! You are really coming along on your off beats!
Activity #1
1. T Way down yonder sometimes

2. S repeat
3. T correct and repeat
4. S repeat
5. T Below the log sometimes
33
6. S repeat
8. T put two lines together
9. S repeat
10. T wild geese are hollering sometimes
11. S repeat
13. S repeat
14. T ganders trot sometimes
15. S repeat
17. S repeat
18. T put next two lines together
19. S repeat
20. T put first four lines together
21. S repeat
22. T make corrections
23. T bullfrogs marry sometimes
24. S repeat
26. S repeat
27. T His mother in law sometimes
28. S repeat
30. S repeat
31. T put next two lines together
32. S repeat
33. T sing song from beginning
34. S repeat
35. T make corrections and repeat
36. S repeat
37. T now lets get on board sometimes
38. S repeat
40. S repeat
41. T Im goin to ball that jack sometimes
42. S repeat
44. S repeat
46. S repeat
48. S repeat
49. T song from beginning
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50. S repeat
52. S repeat
53. T until my honey comes back sometimes
54. S repeat
56. S repeat
57. T I want to rear back jack
58. S repeat
60. S repeat
62. S repeat
64. S repeat
65. T Song from beginning
66. S repeat
68. S repeat
69. T and get a hump in my back sometimes
70. S repeat
72. S repeat
73. T Im goin over here sometimes
74. S repeat
76. S repeat
77. T Goin to get my pal sometimes
78. S repeat
80. S repeat
81. T put last three lines together
82. S repeat
84. S repeat
85. T sing from beginning
86. S repeat
88. S repeat
89. T Well done!
90. T display words on screen, students can we figure out what is the call and what is the response
in this song? Sometimes is response. Very good!
91. T alright class lets form a circle we are going to play a game to go along with this song!
35
Activity #2
1. T stands in middle of the circle

2. T explains students will follow instructions in song. The person in the middle sings the melody.
Everyone else answers sometimes.
3. T starts clapping half notes and has students join in. “continue clapping while I sing song”
4. T skips and sings song until the line “now let’s get on board” Stop in front of student
5. T and partner ball the jack (swing knees to both sides)
6. T and partner lean back on “I want to rear back Jack”
7. T and partner hunch shoulders on “And get a hump in my back”
8. T and partner grab hands and turn in a circle replacing each others spaces.
9. Game continues with new person in middle
10. Repeat until all have played.
11. T Very well done today 2nd graders I hope you had fun learning more about Call and Response
and off beats!
Assessment: Can students can distinguish call from response through looking at lyrics? Are students able
to bounce a ball on steady beats and off beats?
Checklist
36
Practice Lesson 9
Repertoire:
Echoes
Song Analysis Table: Echoes

Tone Set DRMS
Range P5
Rhythm Set Eight notes, Eighth rest

Melody M-S Relationship, Improvisation, Orff
Rhythm Off beats, Running Eighth notes
Other Movement, Orff, game, recorders
Other info:
Science connections: Echoes, sound waves
Citation: Thompson, Beth. “Echoes.” Beth's Notes, Creative Commons, 12 June 2018,
www.bethsnotesplus.com/2014/05/echoes.html.
Pattern Work:
n/a
Objectives:
Students will identify and discuss how echoes are made.
Students will perform song Echoes with correct pitches and rhythms
Students will aurally identify timbre of peer voices with eyes closed
37
Standards:
MU:Pr4.1.2a Demonstrate and explain personal interest in, knowledge about, and purpose of varied
musical selections.
MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy.
MU:Pr6.1.2b Perform appropriately for the audience and purpose
MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose
Materials:
Echoes
https://www.youtube.com/watch?v=QehpWi_tvio
Worksheet:
Echoes
Instructions: Students will fill in the blanks as teacher reads the worksheet.
Answer key (highlighted words are words to ask students for definition)
An echo is the sound you hear when you make a noise and the sound wave reflects off a distant object.
Besides the fun of hearing your words repeated, echoes can be used to guess the distance of an object,
its size, shape and speed.
Special effects can be created with echoes bouncing off certain types of surfaces.
Hearing echoes
Sound is a wave made from vibrating matter. The sound wave travels through matter—especially air—
in a straight line. When the wave hits a different material, some of it is reflected, absorbed and passes
through the material. In the case of a sound wave in air hitting a solid wall, most of the sound is
reflected.
38
If the wall is relatively flat, perpendicular to the source of the sound, and far enough away (but not too
far), then you can hear the reflected wave or echo. If the sound comes back in about 0.1 second or
longer, you can readily hear the echo.
Since sound travels at approximately 1000 feet per second (or about 300 meters per second) and if the
wall was 50 feet (or 15 meters away), the sound would return in 0.1 second.
That is enough time to be able to hear the difference between the noises you made and the reflected
sound.
Using echoes
Echoes can be used to tell how far away an object is, how fast the object is moving, and even its shape.
Measuring distance
By knowing the speed of sound and measuring the time it takes to hear the echo, you can calculate the
distance of the object.
A sonar device sends out a sound and figures out the distance of an object. Submarines use sonar to find
objects under the water, including other submarines. The "ping" sound heard in a submarine comes
from the sonar device sending out a sound wave under water.
Fishermen also use sonar to find schools of fish. Since this is an electronic device, the time it takes for
the wave to return can be much less than the 0.1 second required to hear an echo.
That may mean a school of fish are 15 meters away.
Sonar and radar work on the same principle but use different types of waves.
Bats can find moths
Bats use echoes to find good tasting moths, while flying around at night. The bat sends a sharp click or
chirping sound and then hears and processes any echoes off other objects in the area. Bats have large
ears that are very sensitive to sounds in certain waves.
Their brains are also able to process the sound of the echo coming off a flying moth to determine how
far away it is, which direction and how fast it is flying, and the size of the moth. It continues to send out
sound and receive echoes until it zeroes in on the moth and has a good meal.
Ancient people used these effects
Echoes from the great Mayan pyramid at Chichen Itza, Mexico sound like the quetzal bird that is found
in the Mayan area. The shape of each riser on the pyramid's staircase measures over 10 inches, which is
too steep for easy climbing but a perfect dimension to create the chirp.
39
Rock paintings from ancient Native Americans in Utah's Horseshow Canyon and Arizona's Hieroglyphic
Canyon are mainly found at sites with good echoes. The placement of rocks in the areas also affects the
quality of the echoes.
Some rock paintings in the French Caves of Font-de-Gaume and Lascaux have special echoes. Clap in
front of a painting of horses and the echo sounds like thundering hoof-beats. But if you clap in front of a
painting of a cat, almost no echo returns.
Walk by picket fence

If you walk by a picket fence that is near the sidewalk, you can hear the pinging echo of the noise you
make. You can also sometimes hear this weird effect near a flight of stairs.
Summary
Echoes are the reflection of sound from relatively flat object that is far enough away that you can hear
the time difference. Echoes are used to measure distance, speed, and the shape of objects.
Activity #1
1. T plays youtube clip and asks students if they heard any special sounds. (echoes)
2. T hands out worksheet and explains that we will be learning about echoes.
3. T reads worksheet and has students fill in the blanks and explains big words that are highlighted
on teacher copy.
Activity #2
1. T has s sit in circle and joins circle on the floor.

2. T starts patting legs in half notes.
3. T gestures for students to join.
4. T sings first line of echoes
5. T gestures for s to repeat
7. S repeats
9. S repeats
11. S repeats
13. S repeats
15. S repeats
17. Ss repeats
19. S repeats
40
21. S repeats
22. T corrects and repeat
23. S repeats
24. T sings final line of song
25. S repeats
27. S repeats
28. T sings first two lines of song
29. S repeats
31. S repeats
32. T sings next two lines of song
33. S repeats
35. S repeats
36. T sings final two lines of song
37. S repeats
39. S repeats
40. T sings full song
41. S repeats
43. S repeats
44. T hmmm I think this song would work better if we sang it differently. What do you think? We
should sing it as a call and response! Very good class. What should the two groups be? First line
should be call and echo should be response. Well done!
45. Split class into two groups and sing through song with appropriate parts.
46. Switch parts and repeat.
47. Well done class lets play a game!
Activity #3
1. While in the circle T explains activity:

2. S will spread out around the room staying away from the corners.
3. S will cover their eyes and T will pick one or two students depending on student ability.
4. The chosen students will quietly get up and move to separate corners of the room.
5. S with eyes closed will sing call portion of song while students in the corners will sing response.
6. At the end of the song Ss with eyes closed will guess who is in the corner and what corner they
are in.
7. Ss will move around room.
8. Ss in corner will pick one or two more students to go in the corners and game continues until all
students have had a chance to be in the corners
Assessment: Students turn in worksheet on echoes, students are able to follow along and fill in blanks.
Students are able to identify timbres of their peers voices and location within the room.
Checklist
41
42
Practice Lesson #10
Repertoire:
I Feel Good
Pattern Work:
n/a
Objectives:
Students will work in groups to create their own call and response song using non call and response
songs students have learned up to this point.
Standards:
and minor) and meter (such as duple and triple)
MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for music that
represent expressive intent.
musical ideas to peers or informal audience.
MU:Pr4.1.2a Demonstrate and explain personal interest in, knowledge about, and purpose of varied
musical selections.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music
Materials:
Instruments, paper, pencils/markers/crayons
https://www.youtube.com/watch?v=DuDeBcpLITQ I feel good
Activity:
Have “I Feel Good” playing as students walk in the door.
Ask students if they know the form
43
Call and response, explain that call and response does not have to just be with words. It can incorporate
instruments in either the call, response, or both.
Split students into groups of four.
Students will pick any song we have worked on up to this point that is NOT a call and response song.
Students will work together to turn non call and response song into the correct form.
They can add words, instruments, and melodies. Students must use instruments in some way either as
accompaniment or the response itself.
T will walk around and help out answering any questions.
S will present final projects to class. Winner will be learned by all students and performed on next
concert.
Assessment: Students are able to follow instructions given and create call and response song.
Checklist:
44

670 Elementary Unit Plan Final1

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Kansas State University

Elementary Unit Plan

Unit Introduction ....................................................................................3-4

Prepare Lesson 1......................................................................................6-8

Prepare Lesson 2......................................................................................9-14

Prepare Lesson 3.....................................................................................15-18

Present Lesson 4......................................................................................19-20

Practice Lesson 5......................................................................................21-23

Practice Lesson 6.......................................................................................24-26

Practice Lesson 7.......................................................................................27-31

Practice Lesson 8.......................................................................................32-36

Practice Lesson 9.......................................................................................37-42

Prepare Lesson 10.....................................................................................43-44

Name Concept Mastery Developing Need Review

What we have been working on is called ________________________.

On a scale of 1-5 (5 meaning I feel strongly about this statement)

I completely understand this concept.

I am ready to move on to new material.

I gave this my best effort.

A Song’s Pedagogical Use Table:

Melody Low L, LowS

Activity #1 Learn the Song

Activity #2 Body Percussion

Activity #3 Rhythmic Improvisation

A Song’s Pedagogical Use Table:

2. T sings song again.

3. T asks students where the person is from.

4. S answer (New York)

6. T recites song again.

7. T asks for what the person is doing

8. S answers (Selling lemonade)

9. T “Very Good! Now repeat after me/”

10. T recites first line: Here I come

12. T recites next line: Where from?

13. S respond: Where from?

14. T recites: What’s your trade?

15. S respond: What’s your trade?

16. T recites: Lemonade

17. S respond: Lemonade

18. T recites: Give me some don’t be afraid

19. S respond: Give me some don’t be afraid

20. T recites: Give me some don’t be afraid

21. S respond: Give me some don’t be afraid.

23. T sings: Here I come

24. T sings: Where from

25. T sings New York

26. T sings: What’s your trade

27. T sings: Lemonade

28. T sings: Give me some don’t be afraid

29. T sings: Here I come

30. S sings: Where from?

31. T sings: New York

32. S sings: What’s your trade?

33. T sings: Lemonade

34. S sings: Give me some don’t be afraid

Transition: Now students watch what I do

Activity #2: Body Percussion

2. Recite poem with the stomps

4. Have S join in when comfortable

7. Have students join in when comfortable.

8. When S are mastering body percussion add chant.

9. Repeat if necessary for students to gain mastery

Activity #3: Improvisation