Childrens Stories: Baya, Baya, Lulla-by-a

Rationale: The students will learn a

new story that teaches about Indian

culture and participate in telling the
story with me through singing, pitched
and un-pitched percussion instruments.

Materials/Equipment:

Submitted by Katie Wick

MUS 000
Assignment # 3 for Grade Level(s) 3-4

Objectives:

McDonald, Megan. Baya, Baya, Lullaby-a. New York, New York: Atheneum
Books for Young Readers, 2003.
Print.

Un-pitched percussion

Glockenspiel

TEKS Achieved:

Mus1A- Sing and play instruments in a

group
MUS1b: singing music from other
cultures
MUS5b: perform music of other
cultures
THE2c: dramatize literary works
THE3D- Work with others in a dramatic
play.
SOC4E-Learn characteristics of other
parts of the world.
ELA 3A- Summarize and comprehend
the themes of a story.

Blooms Taxonomy:
Knowledge
Application

Comprehension
Analysis

TSW listen to the teacher tell a story that has a theme.

TSW sing the theme of the story together each time it occurs in
the story accurately.
TSW each have independent parts using pitched and un-pitched
percussion to tell the story with me.
TSW retell the story with me using each part that is musically
assigned to them.
TSW learn Indian words and learn about Indian culture.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1.
Tell the students to sit down for story time and say the title of the story.
2. Have the students listen to the musical theme of the story that I play on the
xylophone.
Process: Tell the Story:
1.
Tell the story with artistry and sing the theme of Baya, Baya, Lulla-by-a while
playing the xylophone each time the theme occurs in the story.
2. Once the story is told I will translate some Indian words that occur in the book.
Assign Percussion Parts:
3. Assign parts to the students: parts include a cricket (glockenspiel), a drum, a
swish sound (students choice), wink-blink sound (Glockenspiel), swinging
(Students Choice), and a snake (Students choice).
Performance:
4. Now that each student knows their part, we will all retell the story together with
our music. (Each time the theme of the music occurs I will sing it and have the
students repeat.)

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Musical

Classroom Strategies:
Independent Activities
Whole-group

Accommodations:
1. A blind student can have a partner who will help them use their hands for his/her
percussion part. They can have someone help them feel through their assigned part.
2. ELL: Translate the key Indian words in the story into the childs native
language.
Assessment/Evaluation:
1.
As the children sing, make note of who is singing the theme in tune and in time
and is participating.
2. As students perform their part in the story, make a note of who is actively
participating in retelling the story.
3. Make note of students paying attention to the Indian words and the background
of Indian culture.

2. Students who are having difficulty

remembering their part can be gently
reminded that it is their turn to play. A
demonstration can be made for them
and played with them to make sure they
understand their role in the story.
3. Assess the children as they are
singing and playing, determine if the
students are artistically and creatively
portraying the story.