Teacher Name: Madison Howbert

Standards Being Addressed:

 MU:Pr.6.1.3a Perform music with expression and technical accuracy.

 MU:Cr1.1.Ka With guidance, explore and experience music concepts such as beat.
 MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical question)
for a specific purpose.

Materials of Instruction:

Phrase 1: Phrase: 2

Phrase 3: Phrase 4:

Phrase 5: Phrase 6:
Body Percussion:

Lesson Sequence:

Entry Activity: Introduce the chant by saying it once through with actions. Then ask the students if they
can guess where this chant comes from.

Activity #1 Objective: Students in 4th grade will recite a rhythmic text (Kye kye Kule) with accurate beat
and rhythm in 4/4 meter.

1. “Look at what I’m doing with my hands when I go through this chant again.” Go through it again
and put emphasis on my actions.
2. “Let’s learn this poem, but let’s start without the actions so that we know we have a good
foundation. Repeat after me!” Give non-verbal cues as to when the students will repeat the
lines.
a) Me: Kye kye kule
b) Students: Kye kye kule
3. Echo the second phrase same as above.
c) Me: Kye kye kofi sa
d) Students: Kye kye kofi sa
4. Echo the third phrase same as above.
a. Me: Kofi sa langa
b. Students: Kofi sa langa
5. Echo the fourth phrase same as above.
a. Me: Kaka shi langa
b. Students: Kaka shi langa
6. Echo the fifth phrase same as above.
a. Me: Kum Adende
b. Students: kum adende
7. Echo the sixth and final phrase same as above.
a. Me: Kum adende, Kum adende, Hey!
b. Students: kum adende, kum adende, hey!
8. Start to add in the actions by one phrase at a time. “Now that we know all the words, let’s try
putting the actions to it.”
 a. Start by putting the head action with the first phrase.
b. Add the shoulders to the second phrase.
c. Add the hips to the third phrase.
d. Add the knees to the fourth phrase.
e. Then add the toes to the fifth and sixth phrases.
9. At this point, I would chunk it out and do 2 phrases at a time to make sure the students have it.
10. Finally, put the whole chant together.
a. “Alright folks let’s try the whole chant. Look at me if you get lost.”
11. Because this song is in another language, I think doing a fill in the blank technique would be
effective. They wouldn’t have to know so many words at once if you taught it that way.
a. “We’re going to try doing a fill in the blank. When I point to you, you tell me what word
comes next.”
i. “kye kye _______.”
1. Students would do “kule”
ii. Kye kye kofi ______.
1. Students would say sa.
iii. So on and so forth with each phrase.

Assessment: Have 3 or 4 students lead the chant to their classmates, then when the chant is over, they
have to pick 4 more leaders until every student who wants to have the opportunity to be a chant leader.
Teacher will be watching for rhythmic accuracy and vertical alignment in 4/4 meter.

Activity #2 (ongoing from activity 1): Students in 4th grade will perform body percussion to accompany
Kye Kye Kule with steady beat and accurate rhythm in 4/4 meter.

Lesson Sequence:

1. Teacher will recite the chant with body percussion.

a. “Can you folks keep a steady beat for me on your laps just like this?”
2. Break it down into phrases
a. Do just the first phrase with body percussion
b. “Watch me and join when you’re ready!”
i. Have students echo the pattern after you
1. T: “Kye kye kule” with 1st phrase body percussion
2. S: “Kye kye kule” with 1st phrase body percussion
c. Second phrase with body percussion
d. “Watch me and join when you’re ready!”
i. Have students echo the pattern after you
1. T: “Kye kye kofi sa” with 2nd phrase body percussion
2. S: “Kye kye kofi sa” with 2nd phrase body percussion
e. First phrase body percussion will alternate with second phrase body percussion for the
rest of the chant.
i. Have students echo
 1. T: “Kofi so langa” with 1st phrase body percussion
2. S: “Kofi so langa” with 1st phrase body percussion
ii. Have students echo
1. T: “Kofi shi langa” with 2nd phrase body percussion
2. S: “Kofi shi langa” with 2nd phrase body percussion
iii. Have students echo
1. T: “Kum adende” with 1st phrase body percussion
2. S: “Kum adende” with 1st phrase body percussion
iv. Have students echo
1. T: “Kum adende, Kum adende, Hey!” with 2 nd phrase body percussion
2. S: “Kum adende, kum adende, Hey!” with 2 nd phrase body percussion
f. Combine the first two phrases together with echo
i. T: “Kye kye kule, kye kye kule, kye kye kofi sa, kye kye kofi sa”
ii. S: “Kye kye kule, kye kye kule, kye kye kofi sa, kye kye kofi sa”
g. Combine the next two phrases together with echo
i. T: “Kofi so langa, kofi so langa, Kofi shi langa, kofi shi langa”
ii. S: “Kofi so langa, kofi so langa, Kofi shi langa, kofi shi langa”
h. Combine the last two phrases together with echo
i. T: “Kum adende, Kum adende, Kum adende, Hey!”
ii. S: “Kum adende, Kum adende, Kum adende, Hey!”
i. Keep combining chunks until you get to reciting the whole chant together.

Assessment:

 Teacher will watch students and make sure they maintain rhythmic accuracy with body
percussion on 3 levels with accurate rhythm in 4/4 meter.

Closure:

 Great job today everyone! You have learned all the body percussion for this chant and now you
can go home and show your parents what you learned at school today!

Activity #3 (ongoing from activity #2): Students in 4th grade will improvise rhythmically using body
percussion over a 2-bar phrase in 4/4 meter.

Lesson Sequence:

1. Teacher will set the scene by putting on a straight 4/4 backing track drumbeat.
2. For these purposes, we will be using the last phrase of Kye Kye kule to improvise over/with.
3. Teacher will model the last phrase of Kye Kye Kule with improvisation to start.
a. “Watch what I do and tell me what I did.”
i. “Kum adende, Kum adende”
ii. Teacher improvises the next 8 counts.
iii. “What did I do that time?”
4. Teacher will then explain the next phase.
 a. “Everybody is going to say the last phrase, and then we are all going to make something
up for the next phrase.”
b. All: “kum adende, kum adende”
c. All: Improvise rhythmically.
5. Move to half the students improvise at a time.
a. “Okay this half of the room is going to improvise first, and then the other half will
improvise.”
b. All: “kum adende, kum adende”
c. Half improvises
d. All: “kum adende, kum adende”
e. Other half improvises
6. Move to partners, but still all together.
a. “Okay turn to your shoulder partner and raise your hand if your birthday is in the
summer. Okay, that partner is going to improvise first, and then our other partner is
going to go second.”
b. All: “kum adende, kum adende”
c. Half improvises
d. All: “kum adende, kum adende”
e. Other half improvises
7. Then move to small groups.
a. “Partners, you are going to group up with the partner group next to you. Does anybody
not have a group to be in? (wait time) Okay, we are going to go around the room this
time. Your whole group is going to go at the same time, but only one group is going at a
time. Ill point to you when it is your groups turn. EVERYBODY is going to say the chant
though. Ready? Here we go!”
b. All: “kum adende, kum adende”
c. Group improvises
d. All: “kum adende, kum adende”
e. Next group improvises
f. So on until each group gets a turn.
8. If time, then move to individually.
a. “Alright folks, we are going to move to everybody getting their own turn to improvise.
Remember, everybody says the chant, and we are going to just go around the room. I’ll
point to you when it’s your turn to improvise.”
b. All: “kum adende, kum adende”
c. First student improvises
d. All: “kum adende, kum adende”
e. Next student improvises
f. So on until each student gets a turn.

Assessment:

 Teacher will be watching students to make sure they stay within the 2-bar phrase and in 4/4
time.

Closure:
 Good job today everybody! I’m looking forward to next class and what rhythms we can come up
with next.