BDA Lesson Plan

Objectives:

1. After singing Won’t You Let the Birdie Out? students will aurally distinguish what the
call is and what the response is discovering that for every question there is an answer.
2. Given a strip of paper that represents a staff as well as ½ strips with either one or two arcs
on them, students will distinguish the difference between AB form and Call and
Response.
3. The music will be projected for the students and they will be able to identify the call and
response in the notation by putting arcs over the calls in one color and arcs over the
responses in a different color.

Standards:

Pr.2.2.b – When analyzing selected music, read and perform rhythmic and melodic patterns
using iconic or standard notation.

Pr.3.2 – Demonstrate understanding of expressive qualities (such as musical form) and how
creators use them to convey expressive intent.

Materials:

- Sheet music for “Won’t You Let the Birdie Out”

- Laminated Papers
o Colored strips of paper
o Paper with one big arc to represent AB form that makes up ½ of the strip of paper
o Paper with two arcs together to represent Call and Response that makes up ½ of
the strip of paper (you can even make one with four arcs)
o Paper with question mark on it
- Projector
- Whiteboard
 Won't You Let the Birdie Out?
Informant/Performer: Source:
Bessie Jones Bessie Jones and Bess Lomax Hawes
Step It Down
New York: Harper & Row, 1972
q = 176

4
Solo Group Solo Group (etc.)

4
Is this door locked?_ No, child, no! Is this door locked?_ No, child, no.

Won't you let the bird ie out? No, child, no. Won't you let your bird ie out?_ No, child, no.

I'll give you a piece of sweet bread, No, child, no. I'll give you a piece of bis cuit, No, child, no.

Won't you let the bird ie out? No, child, no. Won't you let your bird ie out?_ No, child, no.

Game Directions
Formation: A ring of children stand holding hands tightly, with one (the "birdie") in the center

Action: The Birdie sings the call while going around the circle, testing the grip of each pair of hands, then
trying to break through the hands on the downbeat of each question.
All in the circle sing response.
The lead should be sung vigorously and ad lib, with any phrases or questions that come to mind,
throughout the whole game; the answering chant is crisp.
When the birdie finds a weak spot, he just breaks out.

Sequence:
Activity 1: BEFORE READING
1. Teacher will have students visualize the call and response form.
a. Teacher: Do you remember when we went over AB form? With your strips of
paper in front of you, can you show me what AB form looks like?
b. After students put the two pieces of paper with 1 big arc on their strip of paper
hold yours up to make sure that students got it correct. http://kodaly.hnu.edu
c. Teacher: Great! You all remembered what AB form looks like! Now, can I have
you take the 2 pieces of paper that have two arcs on them and put them on your
strip of paper.
d. After students have put this on their strip of paper, ask them what they think it
represents.
 2. Teacher will have students take out a piece of paper and write down what they think the
form is.
Activity 2: DURING READING
1. Teacher will teach the students the song through rote and have the song on the projector.
a. Teacher: Repeat after me!
b. T: Is this door locked? No child, no! Is this door locked? No child, no!
c. S: Is this door locked? No child, no! Is this door locked? No child, no!
d. T: Won’t you let this birdie out? No child, no! Won’t you let this birdie out? No
child, no!
e. S: Won’t you let this birdie out? No child, no! Won’t you let this birdie out? No
child, no!
f. T: Is this door locked? No child, no! Is this door locked? No child, no! Won’t you
let this birdie out? No child, no! Won’t you let this birdie out? No child, no!
g. S: Is this door locked? No child, no! Is this door locked? No child, no! Won’t you
let this birdie out? No child, no! Won’t you let this birdie out? No child, no!
h. T: I’ll give you this piece of bread. No child, no! I’ll give you a piece of biscuit.
No child, no!
i. S: I’ll give you this piece of bread. No child, no! I’ll give you a piece of biscuit.
No child, no!
j. T: Won’t you let the birdie out? No child, no! Won’t you let your birdie out? Yes
child, yes!
k. S: Won’t you let the birdie out? No child, no! Won’t you let your birdie out? Yes
child, yes!
l. T: I’ll give you this piece of bread. No child, no! I’ll give you a piece of biscuit.
No child, no! Won’t you let the birdie out? No child, no! Won’t you let your
birdie out? Yes child, yes!
m. S: I’ll give you this piece of bread. No child, no! I’ll give you a piece of biscuit.
No child, no! Won’t you let the birdie out? No child, no! Won’t you let your
birdie out? Yes child, yes!
2. Teacher: This time when we perform the song, I am going to sing the solo and have you
all sing the group lines. But I only want us to do the first part of the song so just the first
solo line and the first group line together.
a. Teacher: Is this door locked?
b. Students: No child, no!
c. Teacher: Now let’s think about the words of the song. What was my line again?
d. Students: Is this door locked?
e. Teacher: And what was your line again?
f. Students: No child, no!
g. Teacher: So what am I going?
h. Students: Asking us a question!
i. Teacher: That’s right! And what are you guys doing that supports my question?
j. Students: Answering/responding to your question!
k. Teacher: That’s right! Now, is that the only time in this song that I ask a question?
l. Students: No
m. Teacher: I am going to sing the entire song and I want you to count how many
times I ask a question.
 3. Teacher will sing through song and have students count how many times there is a
question being asked. The song will also be up on the projector.
a. Teacher: How many questions did I ask?
b. Students: 6
c. Teacher: That’s right! And what happened after every question?
d. Students: There was an answer/response!
e. Teacher: Was there ever a time were there wasn’t a question asked but there was
still an answer/response?
f. Students: Yes! When it says, “I’ll give you a piece of sweet bread,” and, “I’ll give
you a piece of biscuit.”
g. Teacher: Great job! Can you tell me what the form of the piece is now after
looking at the notation?
h. Students: Call and Response!
Activity 3: AFTER READING
1. Teacher will have students apply the arcs that they used in the beginning to the actual
music.
2. Have song on smartboard. Have volunteers go up and put arcs over all of the
questions/calls in one color and then put arcs over all of the answers/responses in a
different color to not only keep students engaged but also provide them with a visual.

Assessment: Students will show that they understand call and response by going up to the board
and putting arcs over the calls/questions and responses/answers on the piece “Won’t You Let the
Birdie Out?”

Reflection:

WHAT do you expect students to learn from the strategy?

- I expect students to learn how to identify when a piece is call and response. If a student is
able to identify the form of a piece before reading it they will then be able to express and
convey the style that the composer intended for the piece.
HOW do you think the strategy will help students read/negotiate difficult parts of the text
(a rationale)?
- I think that students will be able to analyze the composer’s intent by being able to
identify the form of the piece before reading it. By understanding that call and response is
a form that consists of multiple phrases that are smaller than normal they will then be
able to execute accurate phrasing when reading the piece.