February 10th, 2021

Kindergarten Classes
Unit: Adventure Away Musical

Musical Ideas: Other Subjects/Topics:

Rhythm: Syncopation & Ostinato Geography/History
Form: Ternary Foreign Language (Spanish)/ Culture
Patterns
Objectives:
 All Students will clap the ostinato rhythm:

 All Students will understand how the song Argentina is in Ternary form.
(A-B-A) and/or (Cookie-Cream-Cookie)

Standard(s):
MU:Re7.2.Ka: With guidance, demonstrate how a specific music concept (such as beat or
melodic direction) is used in music.

1. Valentine’s Day Freeze

Anticipatory Set/Focus Five: All Students will get their “wiggles out” by participating in
this fun Freeze Dance.
https://www.youtube.com/watch?v=I4fnmJYGUUg

 Once we are five minutes into the classes scheduled time, pause the video while
students are frozen. Tell students to unfreeze and find their spots.
 Remind students that we are working on the Adventure Away musical.
 “Today we are going to go on a learning adventure to Argentina. Does anybody
know where that is?” … Tell students it is in South America and remind them that
we are in North America.
 “Let’s listen to a song that is about Argentina!”

2. Argentina (Lyrics)
 Press PLAY and listen to Argentina to familiarize the students with the song. Have
students pat or tap the steady beat as the song plays.
 Play the song a second time. Pause between each phrase and perform call and response
with the students.
 Teacher: “Argentina… enormous country in the south… kind of looks like… a tornado
with a mouth.” (Students repeat each section after the teacher sings it)
  Before going on to the next slide, ask the students what we know about Argentina from
the song.
o Big country in South America, They dance the Tango, speak Spanish, Atlantic
Ocean, Andes Mountains
o
3. Argentina (Connections)
Help students learn fun facts about Argentina.
 Click on an image to reveal a fact about Argentina.
 Then discuss each fact and how it might relate to our own country.

4. Argentina Gauchos (Connections)

 All Students will watch this short video.
 “Let’s watch this video to learn more about the life of a gaucho!”

https://www.youtube.com/watch?v=GekP1ratwf4&feature=emb_title
5. Mi Chacra (History, Geography)
 “Argentina is a song about the country Argentina, but it is not from there… Now we get
to hear a song from Argentina… It’s not going to be in English though, in the song
Argentina we learned that they speak _____.” (Have students answer.)
 Read the slide, name other Spanish speaking countries (Mexico, Spain…)

6. Mi Chacra (Lyrics)
 Pause the song every time the slide changes. Read the English subtitles.

 “This song is kind of like Argentina’s version of Old MacDonald Had a Farm.”
7. Mi Chacra (Animal Names)

 Ask students which animals on the screen are in the Mi Chacra song. (chick, duck,
kitten)
 Ask if anyone remembers the Spanish pronunciations for these three animals.
 Press the PLAY button next to the animal(s) to hear the pronunciation and have
students repeat.
 Press question marks to reveal Spanish words for the animal(s).
 If desired, listen to the Spanish pronunciation of the other animals and add them to the
song.
 Ask students which animals make loud sounds, which make soft sounds, and which can
make both.

8. Tango Band
  “Repeat after me! Eat – a – coo-kie!” x2
 Add clapping x5
 Listen to the first section of the song, just clapping the ostinato rhythm instead of
singing along.

9. Cream-Filled Cookies

 Ask the students to raise their hand if they have ever eaten a cream-filled
cookie… (Remind them of Oreos if nobody raises their hand)
o Encourage the students to describe the different parts of the cookie
o Emphasize that the texture of the cream is different than the cookie, and that
the cream is sandwiched between the two cookies."

*Go back to the 2nd screen to play the song again.*

 “Believe it or not… The song Argentina… is kind of like a cream-filled cookie!”
“Cookie-Cream-Cookie … A-B-A … Cookie-Cream-Cookie”
 “We have two sides of the gym, A and B. (All students will go to one side of the gym.)
Let’s listen to the song and see if we can hear when it switches to the B/cream section”
o Move with the students so they know when to move… do it a few more times
with them.
o While singing the song, listen for the ostinato rhythm and clap it when you hear
it.

 Closure: “Let’s try that one more time and see if you can move to the other side at the
right time without my help!”