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Desired Results/Learning Outcomes (Scope & Sequence

General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .

By the end of the unit, students will be able
to . . .

(Summative i.e. assessment of
learning at the end of the

Students will develop awareness and appreciation of a variety of music, including music of the many cultures represented in Canada.
Students will be able to recognize music and some composers of other times,
places, and cultures.

ULE: 1.1.1 Student will be able to identify
which region of Canada a particular folk
song originated from.

A review of songs learned
throughout the unit will lead to
the question, “Where is this
song from?”

SLE/SLO: 1.2 The students will be able to develop musical interpretation:
awareness of the meaning of a song through its words (text)

ULE: 1.2.1 Students will be able to describe
how a song’s text may reflect the lifestyle
of the people it is sung by.

Students will create actions
which will narrate how the
song’s text reflect a particular
way of life (i.e. a Maritime
song may have actions that
include fishing or sailing a
Students will be asked, “Is this
a happy or sad song?” In the
case of “Ho, Ho, Wataney,” a
discussion about the difference
in major/minor and why that
may or may not affect the mood
of the song text may be
necessary. Students will
understand that ultimately, the
words convey the meaning.
Students will sing the song
“Bonavist’ Harbour” and “Ho,
Ho, Wataney,” in unison while
sitting on the floor at the start
of each class before reviewing
the other components.
Students will sing the song
“Bonavist’ Harbour” and “Ho,
Ho, Wataney,” in unison while

ULE: 1.2.2 Students will be able to analyze
the text of a song to determine if it is a
happy or sad song.

SLE/SLO: 1.3 The students will be able to sing accurately in unsion.

ULE: 1.3.1 The students will be able to sing
accurately in unison while sitting in a circle
and keeping the beat.

ULE: 1.3.2 The students will be able to sing
accurately in unison while perform
traditional dance steps to a song.

performing traditional dance
steps or playing
accompaniment instruments.
The students will develop musical skills and knowledge.
SLE/SLO: 2.1
The student will be able to sing ostinato patterns with songs

SLE/SLO: 2.2
Participate in folk, square or traditional ethnic dances.

ULE: 2.1.1 The students will be able to
perform a sung ostinato pattern while others
in the class sing the melody of a song.

ULE: 2.2.1 The student will perform
movements which traditionally accompany
a Canadian folk song.

ULE: 2.2.2 The students will explain how
the movements used to accompany a folk
song illustrate the musical elements of the

SLE/SLO: 2.3
The student will be able to use pitched instruments to play tone- matching
games, conversation games and pentatonic accompaniments.

ULE: 2.3.1 The students will use Orff
instruments to accompany a song.

The students will sing the song
“Ho, Ho, Wataney” with sung
ostinati before transferring
these patterns onto Orff
The students will perform
“Bonavist’ Harbour” with
planned dance steps that
provide movement to the piece
and help the students keep the
beat with their bodies.
The students will be able to
explain how the body
movements that they used to
accompany “Bonavist’
Harbour” reflect the phrasing of
the song.
The students will perform the
song “Ho, Ho, Wataney” using
Orff instruments to create
pentatonic accompaniment.
This will require the students to
use many musical concepts
such as ostinati, patterns,
rhythmic playing, and singing
pentatonic songs.

Master List of Major Learning Activities and Experiences
1. Slideshow- Provides visuals and context from which students can
9. Ho Ho Wataney- learning the song while keeping the beat and singing in
understand the origins of the songs we are studying.
unison. Students first learn the song in Huron, and then learn the English
2. Bonavist’ Harbour- learning the song while keeping the beat and singing in
translation in order to provide meaning of the text for the students.
10. Ho Ho Wataney- Students learn ostinati which can accompany the song.
3. Bonavist’ Harbour- learning the movements as a group to gain confidence.
They perform these ostinati using language and body percussion. Class is split
4. Bonavist’ Harbour- applying known group steps into partners requires the
into four parts with each part performing a different ostinati. All students will
students to transfer their knowledge into a new situation (reinforcement)
perform all parts at least once.

5. Bonavist’ Harbour- Singing and dancing with piano accompaniment
requires students to finalize their learning into a situation where they can
perform known skills in a situation that does not require looking to the teacher
for help.
6. Bonavist’ Harbour- Story telling. To introduce this song, the teacher will tell
a story which will establish the setting and provide context for the students.
7. Bonavist’ Harbour- After learning the song, the students will reflect upon
how the lyrics and melody are indicative of the song’s origins.
8. Ho Ho Wataney- Slideshow displays pictures of Iroquois way of life which
establishes context for the students. The concept of Huron language is also
introduced to the students.

11. Ho Ho Wataney- Students transfer their known body percussion parts onto
Orff pitched instruments. The teacher continues to play the hand drum part in
order to act like the “glue” for the piece while the students are learning.
12. Ho Ho Wataney- Students add pitch to their ostinati. While reviewing
ostinati to prepare to transition back onto the instruments, pitches will be
added to the ostinati so that they will sing while using body percussion. This
will help prepare them for changes in pitch that occur during playing as it
internalizes the sound.
13. Compare and Contrast- The teacher will lead a class discussion in which
students will compare and contrast the songs “Bonavist’ Harbour” and “Ho Ho
Wataney.” The teacher will pose the questions: What makes these both
Canadian folk songs? What makes them different? What makes them the
same? This activity will serve as the final discussion for our unit.
14. Final performance day- Students will perform both of their known pieces
and the teacher will record both performances. Using a rubric, the teacher will
use the videos to provide a final unit performance mark to the students. Each
song will be reviewed, and the students will self-assess themselves before the
final version is performed for the purpose of recording (assessment AS

Master List of Materials, Equipment, and Resources
1. Slideshow with a map of Canada, Newfoundland, and Ontario, and pictures
7. A projector
from each of these places.
8. Enough floor space for the students to make a circle and move throughout
2. Classroom set of Orff instruments (D Bass Bar, A Bass Bar, two bass
the classroom.
xylophones, two alto metallophones, two soprano xylophones) and mallets for
9. iPhone- belongs to the teacher. Will be used to record videos of the final
each of these instruments.
performance for assessment purposes.
3. A hand drum and mallet
4. A piano
5. A recorder (for the teacher to play the melody while the students sing)
6.A computer