Nathan Ottens Elementary Teaching Unit: Fourth Grade, Ti MUSIC 670 Advanced Studies in Music Education Spring 2020

Nathan Ottens
Elementary Teaching Unit:

Fourth Grade, Ti
MUSIC 670
Advanced Studies in Music
Education
Spring 2020
Contents
Introduction
The Concept ………………………………………………………..……………………. 3
Other Musical Concepts ………………………………..…………..……………………. 3
Cross-Curricular Connections……………………………………………………………. 3
Pre-Assessment …………………………………………………………………………...4
Post-Assessment ………………………………………………………………………….5
Outline
Prepare ……………………………………………………………………………………6
Present …………………………………………………………………………………….6
Practice ……………………………………………………………………………………6
Song Notation and Analysis …………………………………………………………………7 - 12
Prepare Lesson Plans
Lesson One – When Billy was One……………………………...………………………13
Lesson Two – Four White Horses……………………………...………………………..16
Lesson Three – My Little Rooster……………………………...……………………..…19
Present Lesson Plan
Lesson Four – When Billy Was One……………………………...…………………..…22
Practice Lesson Plans
Lesson Five – Four White Horses……………………………...…………………...……25
Lesson Six – My Little Rooster……………………………...………………………..…28
Lesson Seven – I ride an Old Paint……………………………...…………………….…31
Lesson Eight – Oro My Bodeen……………………………...………………………..…35
Lesson Nine – Skating Away……………………………...…………………………..…39
Lesson Ten - Composing……………………………...…………………………………42
Introduction
This unit was created using the USD 383 Manhattan Ogden Public Schools scope and
sequence. Fourth grade students will be learning to read, write, sing, and use the seventh
scale degree or Ti. Before this unit students should have learned to read, write, sing, and
use the other scale degrees including: Low Sol, Low La, Do, Re, Mi, Fa, Sol, La, and
High Do. This unit’s goal is to use the what the students know to build their musical
skills while learning Ti
Other Musical Concepts
Along with Ti this unit will also cover, but is not limited to, the musical concepts of:
 Phrasing
 Improv
 Chordal accompaniment
 Note leading
 Historical context
 Working with Orff instruments
o Xylophones
o Drums
 Composing
Cross-Curricular Connections
The opportunities for cross-curricular connections in this unit include but are not limited
to:
 Movement/ physical education
 History backgrounds and timelines
 Cultural Backgrounds
Preassessment
To assess my student’s understanding, I will have them sing the melody below three times to show that
they have a strong grasp on the concepts of do, re, me, fa, so, la, and upper do. The final goal is that
students will be able to sing the melody with at least 90% accuracy.
4 3 2 1
Ability to find Student can Student can Student can Student can
and sustain the perform the perform the perform the perform the
pitch pitches at or pitches at or pitches at or pitches at or
above 90% above 80% above 70% above 60%
proficiency proficiency proficiency proficiency
Ability to Student can label Student can label Student can label Student can label
correctly label the pitches at or the pitches at or the pitches at or the pitches at or
notes with above 90% above 80% above 70% above 60%
solfège proficiency proficiency proficiency proficiency
If students are unable to attain a 4 in the assessment process: I change the next four lessons to review
the songs and concepts covered in the last unit, as well as come up with a few new lessons to keep the
students engaged. After these four lessons I will provide a similar but different preassessment, change
the melody, to assess the students understanding of do, re, me, fa, so, la, and upper do.
Post-assessment
To assess my student’s understanding of the unit, I will have them sing the melody below three times to
show that they have a strong grasp on the concepts of do, re, me, fa, so, la, ti and upper do. The final
goal is that students will be able to sing the melody with at least 90% accuracy.
Students will be given

 Paper with the melody and two questions
 Do played on the piano
Students will write the solfege of the melody and answer the two questions
Students will then sing in groups of three, while I play the melody quietly along with them
Questions (in multiple choice form)

 Using solfege what note does a song often end on?
 Using your knowledge of leading, what does the Ti lead to?
Part of my post-assessment takes place after every lesson. Along with assessements throughout the
lessons, the overarching assessments of each lesson are help to inform me as the teacher of my
students understanding of the topic. One example is in lesson nine. This assessment focuses on students
abilities to sing the songs pitches and rhythms
 listen to the students perform. Are all the students getting the pitches/rhythms/and words at a
proficiency of 80%. If not repeat the first activity with small variations to keep the students
interested.
4 3 2 1
Ability to find Student can Student can Student can Student can
and sustain the perform the perform the perform the perform the
pitch pitches at or pitches at or pitches at or pitches at or
above 90% above 80% above 70% above 60%
proficiency proficiency proficiency proficiency
Ability to Student can label Student can label Student can label Student can label
correctly label the pitches at or the pitches at or the pitches at or the pitches at or
notes with above 90% above 80% above 70% above 60%
solfège proficiency proficiency proficiency proficiency
If students are unable to attain a 4 in the assessment process: I will change the next four lessons to
review the songs and concepts covered in the last unit, as well as come up with a few new lessons to
keep the students engaged. After these four lessons I will provide a similar but different preassessment,
with a changed melody, to assess the students understanding of do, re, me, fa, so, la, ti and upper do.
Outline
Prepare
The first three lessons will be preparing the class of Fourth graders for the new scale degree of Ti
(seventh scale degree). They will prepare for Ti by learning the songs “When Billy was One”,
“Four White Horses”, and “My Little Rooster”. Each of these songs contain Ti, but the students
will learn the songs by Rote, and no Solfege syllables. For each of these lessons students will
follow the pattern of learn the song by rote, learn the game or accompaniment that goes along
with the song, and finally improvisation over a section of the song. Both “When Billy was One”
and “Four White Horses” have clapping games that will be used for learning the phrasing of the
songs. For the song “My Little Rooster” students will learn the chordal accompaniment for to
learn the phrasing of the piece.
Present
The Present lesson is where the students will first be introduced to the concept of Ti formally.
For this lesson the students revisit the song “When Billy was One”. This song is used to identify
Ti following this procedure: discover the new scale degree aurally, Discover the concept
visually, Seeing the concept in notation, and finally reinforcement.
Practice
The final lessons in this unit then focus on using, reading, writing, and singing the seventh scale
degree or Ti. For the beginning of the practice portion of the unit, students revisit the songs
“Four White Horses” and “My Little Rooster” with standard notation. Next the students learn the
new song “I Ride an Old Paint”. Following the new song students learn about Ti in the context of
a World Music Pedagogy lesson. Over “Oro, My Bodeen”. In lesson nine students learn their
final new song of “Skating Away”. For the final lesson in the unit students take a look at
composing their own song with a focus on Ti.
Song Analysis and Notation
Song Analysis Table: Four White Horses 101

Tone Set S, l, t, d, r, m
Range M6
Rhythm Set Quarter and eighth notes
Form AB
A Song’s Pedagogical Use Table:
Melody Ti La
Rhythm Quarter eighth quarter/eighth quarte eighth
Other From the Caribbean / virgin islands, reggae genre?
Other info:
usually a clapping game
Song Analysis Table: I ride an old paint 102
Tone Set S, l, t, d, r, m
Range M6
Rhythm Set Dotted quarters, quarters, eighths
Form A, A’, A’’
Melody Ti la
Rhythm Dotted quarter eighth
Other Uses Irish vernacular
Other info:
Song Analysis Table: My little rooster 109
Tone Set S, l, t, d, r, m s
Range M13
Rhythm Set Dotted quarters, quarter, eighth
Form A
Melody Ti la
Other From Arkansas could align with geography?
Other info:
Song Analysis Table: when billy was one 99
Tone Set S, l, t, d
Range P4
Rhythm Set Half, dotted quarter, quarter, eighth
Form AB
Melody ti
Other California
Other info:
Song Analysis Table: skating away 107
Tone Set S, l, t, d, r, m, s
Range 8
Rhythm Set Dotted quarter, quarter, eighth
Form A, A’
Melody ti
Rhythm 6/8
Other Could I used this as a close to the lesson as a
exciting cliff hanger for the students to look
forward to or use if my student are advanced?
Other info:
Song Analysis Table: blood- oro, my bodeen 118
Tone Set D, r, m, f, s, l, t, d, r
Range M9
Rhythm Set Half, quarter, eighth
Form A, A’
Melody Ti la
Rhythm eighth
Other Introduces Glissando from Ireland
Other info:
Lesson Plan for the Elementary Music Class
Teacher Name _________Nathan Ottens__________ Target Grade Level________4th_____
Overarching Goal: Students will perform “When Billy was One”

learning and practicing Ti Aurally.
Standards Being Addressed: Pr.4.3.b Rehearse to refine technical accuracy, expressive
qualities, and identified performance challenges.
Materials of Instruction:
 When Billy Was One – sail away page 92
 Xylophone/drums
Lesson Sequence:
Warmup: students will sing this common vocal warmup on lu or la. I will play a
drone of C to maintain the tonic. Then students will echo after me for each
measure as we learn this new warmup.
Entry Activity/Transition: hello class! Have you ever heard of the song When
Billy Was One? It comes from California. Can I sing it to you? Sing
Activity #1 Objective: Students will sing “When Billy Was One” with accurate pitch

focusing on Ti
1. everyone clap your laps

2. I’m going to sing you a song
3. now can you repeat after me?
a. Sing the first two measures with pick-ups
b. Student echo
c. repeat
d. Sing the next two measures with the pick-up
e. Student echo
f. Repeat
g. sing the last four measures
h. Student echo
i. Repeat
j. Sing the first five measures with pick-ups together
k. Student echo
l. Repeat
m. Put them all together with video accompaniment.
Assessment: listen to the students perform with the accompaniment. Are all the
students getting the pitches/rhythms/and words at a proficiency of 75%. If not repeat the
first activity with small variations to keep the students interested.
Transition: Lets add something fun!
Activity #2 Objective: Students will perform harmonic accompaniment to “When Billy was

One” with steady beat and accurate rhythm using the clapping game associated with the
song.
1. Demonstrate the clapping game for the pick-ups and the first two measures
2. Do you think you could do that with me?
3. Repeat step one with the students
4. Demonstrate the next phrase with the clapping game
5. Repeat step 4 with students
6. Demonstrate the four measure “chorus” with the clapping game
7. Repeat step 6 with the students
8. Do you think you could play Do on the xylophones to replace clapping your own
hands together
9. Right hand, back hand, and palm claps = So
10. Left hand claps, shoulder, and lap pats = Ti (this will be sung on a natural syllable)
11. Students preform accompaniment on instruments only
12. Add the song
a. Sing the first five measures with instrumental accompaniment
b. Student echo
c. Sing the last four measures with instrumental accompaniment
d. Student echo
e. Put them all together with accompaniment.
Assessment: listen and watch students for an 90% proficiency at rhythms and the new
accompaniment. repeat if necessary.
Transition: Now that we have accomplish the accompaniment, do you want to try
something new?. Please listen to me. Teacher will Sing the song then improvise the
whole song. What did I do differently?
Activity #3 Objective: Students will improvise on xylophones and drums in the key of G in

4/4 time in the phrase length of “When Billy Was One” with a focus on Ti.
1. I made something up! Do you think you could do it with me?

2. lets go ahead and sing the song and then make something up together! play the video
accompaniment
3. lets do question and response first I’ll improvise and then you will answer. In groups of
five
4.now that we are comfortable with improvising lets sing the song twice, and improvise
during the second time that we sing the song
Assessment: Listen an watch, are the students improvising or just playing the
accompaniment. If the students are note confident in the playing give encouragement and
work with that student on making an improvisation.
Closure: I hope you had fun today! I hope you are excited for the new song tomorrow.
Lesson Plan for the Elementary Music Class (Peer #4)
Overarching Goal: Students will perform “Four White Horses”

 Four white horses – sail away page 95
 Drums
 Clapping game
Lesson Sequence:
Entry Activity/Transition: hello class! I hope you are all staying healthy. Have
you ever heard of the song Four White Horses? It comes from the US virgin
islands. These islands are in the Caribbean that are part of the United States.
This song would most likely have been sung by children while they played
games. Can I sing it to you? Sing
Activity #1 Objective: Students will sing “four white horses” with accurate rhythm

(Eighth note syncopation)
4. everyone pat your laps

5. I’m going to sing you a song (with accompaniment)
a. Sing the first two measures
b. Student echo
c. Sing the next two measures
d. Student echo
e. sing the next two measures
f. Student echo
g. Do fill in the blank for the students to give them more chances to get the
words in their head
h. Sing the first six measures together
i. Student echo
j. Repeat steps a – i with the last six measures
k. Do fill in the blank with the whole song
l. Put them all together with accompaniment.
Transition: Would you like to add some body percussion?

Activity #2 Objective: Students will perform a drum accompaniment to “Four White
Horses” with steady beat and accurate rhythm using the clapping game associated with
the song.
1. Demonstrate the clapping game for the first eight beats. (four white horses, on the
river)
3. Repeat step one with the students
4. Demonstrate the next phrase with the clapping game (hey hey hey up tomorrow)
6. Demonstrate the third phrase with the clapping game (up tomorrow is a rainy day)
8. Demonstrate the fourth phrase with the clapping game (come on and join our shadow
play)
10. Demonstrate the next phrase with the clapping game (shadow play is a ripe banana)
12. Demonstrate the final phrase with the clapping game (up tomorrow is a rainy day)
14. Do you think you could play an accented hit on the drum to replace clapping your
own hands together and an unaccented hit to replace clapping your partners hands
15. Add the song
a. Sing the first two phrases with instrumental accompaniment
b. Student echo
c. Sing the next two phrases with instrumental accompaniment
d. Student echo
e. Sing the last two phrases with instrumental accompaniment
f. Students echo
g. Put them all together with accompaniment.
accompaniment repeat if necessary.
Transition: Now that we have accomplish the drum accompaniment, lets try
something. Please listen to me. Teacher will Sing the song then improvise for six
measures utilizing scat maintaining the normal phrase length with drum
accompaniment. What did I do differently?
Activity #3 Objective: Students will improvise in the key of G in 4/4 time in the phrase

length of “Four White Horses” with a focus on Ti.
1. I made something up! Do you think you could do it with me?

2. lets go ahead and sing the song and then make something up together
three
4.now that we are comfortable with improvising lets sing the song once, then I will
improvise and then you will answer me , and then sing the song one more time adding
two phrase lengths to the end for the teacher and students to improvise.
5. could I have two volunteers to improvise for this last run?
accompaniment
Closure: thanks for making music with me, I hope you had fun. Stay safe and healthy and Ill see
you for the next class.
Overarching Goal: Students will perform “My Little Rooster”

 My Little Rooster – sail away page 103
 Ukulele
Lesson Sequence:
Entry Activity/Transition: hello class! I hope you are all staying healthy. Have
you ever heard of the song My Little Rooster? It comes from Arkansas. Can I
sing it to you? Sing
Activity #1 Objective: Students will sing “My Little Rooster” with accurate rhythm)

a. Sing the first four measures
b. Student echo
c. repeat
d. Fill in the blank (each fill in the blank will be the last word of the phrase)
e. repeat
f. Sing the next four measures
g. Student echo
h. Repeat
i. Fill in the blank
j. repeat
k. sing the last five measures
l. Student echo
m. Repeat
n. Fill in the blank
o. repeat
p. Sing the first eight measures together
q. Student echo
r. Repeat
s. Fill in the blank
t. repeat
u. Do fill in the blank with the whole song
v. Put them all together with accompaniment.
Transition: Lets add something fun!
Activity #2 Objective: Students will perform chordal accompaniment to “My little

Rooster” with steady beat and accurate rhythm using instrumental accompaniment on
ukulele.
16. Review the F and C chords

17. Demonstrate the chordal accompaniment, I,V,V,I (strumming four quarter notes for
each measure
19. Sing the song with instrumental accompaniment
a. Sing the first phrase with instrumental accompaniment of a I chord
b. Sing the next phrase with instrumental accompaniment of a V chord
c. sing the third phrase with instrumental accompaniment of a V chord
d. Sing the last phrase with instrumental accompaniment of a I chord
e. Put them all together with accompaniment.
accompaniment. repeat if necessary.
Transition: Now that we have accomplished the accompaniment, lets try something.
Please listen to me. Teacher will Sing the song then improvise for the last phrase.
What did I do differently?
Activity #3 Objective: Students will improvise in the key of F in 3/4 time in the phrase

length of “My little Rooster” with a focus on Ti.
1. model using Ti and hope the students will follow

2.I made something up! Do you think you could do it with me?
3. lets go ahead and sing the song and then make something up together!
four
5.now that we are comfortable with improvising lets sing the song once, then we will
improvise together , and then sing the song one more time
accompaniment. If the students are note confident in the playing give encouragement and
work with that student on making an improvisation.
Closure: I hope you had fun today! I will see you tomorrow!
Present Lesson 4
Step one – warm up
“A frog he would a-wooing go” is a song that the students have covered in a previous unit. This
song provides a quick review of low Sol to high Sol.
1. First, we will read the words of the first verse.
2. Next I will have the students identify solfege as a class
3. Finally, I will have the class sing the song
Step 2 – figure out the new note by listening
Objective: students will identify the new note of Ti by listening to the song “When Billy was One”
In this step I will use “When Billy was One” to discover Ti. This song was learned by rote in
lesson one, so the students are familiar with it. The words will be on the board but the notation
will not.
1. Sing vocal warm-up Do Me Sol Me Do lower Sol Do
2. Everyone sing “When Billy was One”
3. Once the students have reviewed the son “When Billy was One” I will ask them to line
up in the back of the room.
4. Give instructions – “as we sing this song again, I would like you to Stand in place if we
stay on So (song starts on So), move forward if we go up in pitch, and move back if we
go down in pitch
5. Complete the song
6. Have the students find So and Do
7. Repeat the song only stepping on so and Do
8. What notes do we know between so and do
a. La
9. Lets use our hand signs starting on “Billy was one”
a. When we get to ti what is that? Is it a la or a do? Is it something different?
Transition: lets look at the solfege latter what is the new note
Assessment: at this point listen and observe students. Are any of them confused that this new pitch
is Ti? Are their any questions?
Step three – visual
Objective: students will be use the correct hand signs for “When Billy was One” with a focus on Ti
At this point have the students look at the Solfege latter in the classroom. It may look like this.
1. At this point ask the students – can we learn this new hand sign?
2. Show Ti sign
3. Next do signs for La Ti and Do
4. Ask – can we do the whole scale?
5. Sing the whole scale with hand signs.
At this point have the students get back into Sol position. And restart the song
1. Ok this time lets move with the notes, we know the three notes, what are they?
2. Response – should be Sol La and Ti
3. Write the solfege on the board as the students work with you to determine if the pitch is
higher or lower.
Once solfege is complete have the students sing the song with appropriate hand signs.
Assessment: are the students able to perform the solfege hand signs with an 80% proficiency
Step four – look
Objective: Students will be able to identify the scale degree of Ti on the notation of “When Billy
was One”.
Have the students look at the notation for the first time.
1. Ask – Can you identify all of the Ti’s in “When Billy was One”?
2. The class will go note by note raising their hands to say what they think the solfege is.
3. Work with the students on placing the correct solfege in the notation of the song.
4. Finally sing the song with appropriate hand signs.
Assessment: observe and listen to students. Are they able to sing and sign the correct pitches of
“When Billy was One”? were they able to identify Ti?
Step five – reinforce
Explain how Ti leads to Do
1. Do the class warm up but add solfege
2. Add the last measure “Ti goes to Do
3. It should look like this
4. Ask – do you notice how the Ti’s in the song all lead to Do as well
Do you think we could improvise over “When Billy was One”. Lets sing the song twice and
improvise the second time around with a focus on Ti in the last two measures.
1. This time be sure to use ti leading to do in your improv

Overarching Goal: Students will correctly identify and sing the
seventh scale degree in “Four White Horses”
Standards Being Addressed:
 Pr.4.3.b Rehearse to refine technical accuracy, expressive qualities, and identified
performance challenges.
 MU:Pr4.2.2b: When analyzing selected music, read and perform rhythmic and melodic
patterns using iconic or standard notation.
 Four white horses – sail away page 95
 Xylophone/drums
 Common vocal warm up
 Projector/white board
Lesson Sequence:
Warmup: students will sing this common vocal warmup now with correct solfege
symbols and words. I will play a drone of C to maintain the tonic. Then students
will echo after me for each measure as we learn the new words for the warmup.
Do goes to Do Re goes to Do Me goes to Do Fa goes to Me Sol goes to Do La goes to Sol Ti goes to Do
T: Do goes to Do
S: Do goes to Do
T: Re goes to Do
S: Re goes to Do
T: Me goes to Do
S: Me goes to Do
T: Fa goes to Me
S: Fa goes to Me
T: Sol goes to Do
S: Sol goes to Do
T: La goes to Sol
S: La goes to Sol
T: Ti goes to Do
S: Ti goes to Do
Entry Activity/Transition: hello class! Do you remember the song about Four
White Horses? Can we sing it? Sing
Activity #1 Objective: Students will review the song “Four White Horses”
1. Sing “Four White Horses”

2. Teacher will play the accompaniment on the piano or xylophone as well as sing the song
to keep a steady beat while also giving the students a tonal anchor while they sing the
song.
Assessment: listen to the students perform while you play the accompaniment. If students are
unable to recall the songs pitches, words, or rhythms incorrectly, the teacher will review the
“trouble spots” and then have the students sing the song again.
Transition: Do you remember what we worked on in our last lesson? That’s right it was solfege
syllable “Ti”. Do you think we could identify it in the song “Four White Horses”?
Activity #2 Objective: Students will Identify where the seventh scale degree is in the song
“Four White Horses”
13. With the song “Four White Horses” on the board, students will raise their hands to
assist in filling out the solfege. The first syllable will be filled in
14. Ask the students what they think is the second note’s solfege
a. Call on a student that raises their hand
b. Once the student says what they think the solfege is, ask the class to raise their
hand if they agree. (this allows the teacher to assess each students’
understanding of the solfege.
15. If the note is the same as the one before it ask the students: “Would this be the same
solfege?” (employ variations of this statement to keep the students engaged)
16. Repeat steps 2 and 3 as appropriate.
17. Now that we have accomplish the solfege syllables, which notes are using the syllable
‘Ti”?
a. Circle the notes as the students identify them
Transition: Now that we have found the solfege syllable “ti”, could we sing the song with
solfege?
Activity #3 Objective: Reinforce
1. now lets sing the song with words!

a. While we are singing the song do you think you could raise your hand when
you sing the note with the solfege “ti”?
2. If students struggle with this revisit which notes use the solfege “Ti”
Assessment: Listen and watch, are the students raising their hands when they sing the F#?
Activity #4 Objective: learn the function of Ti
1. Discuss the function of Ti

a. T: do you recall our discussion in the previous lesson about the
function of Ti?
b. S: students raise their hands to say what they remember
c. T: all of those are great points, Ti leads to Do, just like in our warm
up.
d. T: out of the three songs that we have learned we ever ended on Ti?
e. S: no
f. T: that’s right, because Ti leaves the song unresolved.
g. T: improvise a short phrase but end on Ti
h. T: does that sound resolved?
i. S: no
j. T: sing the phrase again but end on Do.
k. T: does that sound better with the resolution?
l. S: yes!
Transition: Great listening! (into closure)
Overarching assessment: teacher will be listening and observing students with the build in
assessments throughout the lesson to ensure that the students are understand the concept of the
seventh scale degree, or “ti”, and are able to sing with correct pitches throughout the lesson.
Closure: thanks for making music with me, I hope you had fun. Stay safe and healthy and I’ll
see you for the next class.

seventh scale degree in “My Little Rooster”
 My Little Rooster notation – in song analysis index
 Xylophone/drums
 Individual worksheet
Lesson Sequence:
T: Can we do the hand signs along with singing this time?

T: Do goes to Do
S: Do goes to Do
T: Re goes to Do
S: Re goes to Do
T: Me goes to Do
S: Me goes to Do
T: Fa goes to Me
S: Fa goes to Me
T: Sol goes to Do
S: Sol goes to Do
T: La goes to Sol
S: La goes to Sol
T: Ti goes to Do
S: Ti goes to Do
T: could we sing it all together?
S: sing entire warmup
Entry Activity/Transition: hello class! Do you remember the song about the
little rooster? Can we sing it? Sing
Activity #1 Objective: Students will review the song “My little rooster”
1. Sing “My Little Rooster”

2. Teacher will play the accompaniment on the piano or xylophone as well as sing the
song to keep a steady beat while also giving the students a tonal anchor while they
sing the song.
Assessment: listen to the students perform while you play the accompaniment. If students are
unable to recall the songs pitches, words, or rhythms incorrectly, the teacher will review the
“trouble spots” and then have the students sing the song again.
Transition: Do you remember what we looked for in our last lesson? That’s right it was solfege
syllable “Ti”. Do you think we could identify it in the song “My Little Rooster”?
Activity #2 Objective: Students will Identify where the seventh scale degree is in the song “My
Little Rooster”
1. With the song “My Little Rooster” on the board, students will raise their hands to
assist in filling out the solfege. The first two eighth notes will be filled in
2. Ask the students what they think is the third note’s solfege is
hand if they agree. (this allows the teacher to assess each students’ understanding
of the solfege.
‘Ti”?
solfege?

Assessment: Listen and watch, are the students raising their hands when they sing the E?
Activity #4 Objective: Students will complete an individual worksheet to assess their

individual understanding of the solfege.
1. The worksheet will be comprised of three short phrases, written out (from popular songs
that the students listen too.)
2. Students will be given the first note’s solfege.
3. As the students are filling out the solfege the teacher will play each phrase (slowly with
time in between each phrase)
4. Students will then circle the notes that use the solfege Ti
Assessment: the teacher will grade the worksheets to gain an understanding of each students
comprehension of the solfege including Ti
Transition: Great work on the worksheets, do you have any questions?
Overarching assessment: teacher will be listening and observing students with the built in
Closure: thanks for making music with me, I hope you had fun. Stay safe and healthy and I’ll
see you for the next class.


seventh scale degree in “I Ride an Old Paint”
 I Ride an Old Paint notation – in song analysis index
 xylophones
Lesson Sequence:
T: Do goes to Do
S: Do goes to Do
T: Re goes to Do
S: Re goes to Do
T: Me goes to Do
S: Me goes to Do
T: Fa goes to Me
S: Fa goes to Me
T: Sol goes to Do
S: Sol goes to Do
T: La goes to Sol
S: La goes to Sol
T: Ti goes to Do
S: Ti goes to Do
T: could we sing it all together?
Entry Activity/Transition: hello class! Would you like to learn a new song?
Activity #1 Objective: Students will sing “I Ride an Old Paint” with accurate rhythm and
pitches with a focus on ti

a. Sing the first line, (phrase)
b. Student echo
c. Sing the second line
d. Student echo
e. sing the third line
f. Student echo
g. Sing the fourth line
h. Students echo
i. Sing the fifth line. (first line of the refrain)
j. Students echo
k. Sing the sixth line
l. Students echo
m. Do you think we could do fill in the blank?
i. T: I ride an old paint I lead an old
ii. S: Dan
iii. T: I’m goin’ to mon-tan for to throw the hou-li
iv. S: han
v. T: they feed kn the coolies they water in the
vi. S: Draw
vii. T: their tails are all matted their backs are all
viii. S: raw
ix. T: ride a-round little dogies, ride a-round them
x. S: slow
xi. T:for the fiery an snuffy are rarin’ to
xii. S: go
n. Sing the first two lines
o. Student echo
p. Sing line 3 and 4
q. Students echo
r. Sing lins 5 and 6
s. Do fill in the blank
i. T: I ride an old
ii. S: paint
iii. T: I lead an old
iv. S: Dan
v. T: I’m goin’ to mon-
vi. S: tan
vii. T: for to throw the hou-li
viii. S: han
ix. T: they feed in the
x. S: coolies
xi. T: they water in the
xii. S: Draw
xiii. T: their tails are all
xiv. S: matted
xv. T: their backs are all
xvi. S: raw
xvii. T: ride a-round little
xviii. S: dogies,
xix. T: ride a-round them
xx. S: slow
xxi. T:for the fiery an
xxii. S:snuffy
xxiii. T: are rarin’ to
xxiv. S: go
t. Do you think you could sing the entire song?
i. Sing
Assessment: listen to the students perform. Are all the students getting the pitches/rhythms/and
words at a proficiency of 80%. If not repeat the first activity with small variations to keep the
students interested.
syllable “Ti”. Do you think we could identify it in the song “I Ride an Old Paint”?
Activity #2 Objective: Students will Identify where the seventh scale degree is in the song “I
Ride an Old Paint”
6. With the song “I Ride an Old Paint” on the board, students will raise their hands to
assist in filling out the solfege. The first note will be filled in
7. Ask the students what they think is the second note’s solfege is
of the solfege.
‘Ti”?
solfege?

Assessment: Listen and watch, are the students raising their hands when they sing the E?
Activity #4 Objective: Students will improvise over one phrase of “I ride an old paint” in G
major using xylophones.
1. Using the notate music students will play along with the melody of the song.
2. T: using our xylophones, do you think you could play the song while I sing it?
3. S: students play the song while the teacher sings
4. T: great job, when you are playing on the xylophones, which note is the Ti?
5. S: F#
6. T: great job, do you think we could improvise with a focus on Ti for the phrase “their
tails are all matted their backs are all raw”?
7. T: I’ll do it the first time
8. Students will sing the song; the teacher will play on the xylophone and improvise for the
phrase “their tails are all matted their backs are all raw”
9. T: lets sing and play it again but this time can you improve for the phrase “their tails are
all matted their backs are all raw”? when improvising, make sure to focus on including
the Ti of the song. What note should you include in your improv?
10. S: f#
11. Great, lets begin at the top
12. Sing the song this time students improvise
Assessment: the teacher will listen to the student’s instrumental improv to assess their ability to
include Ti
Closure: thanks for making music with me, I hope you had fun. I’ll see you for the next class.
Lesson Plan for the Elementary Music Class WMP

seventh scale degree in “Oro My Bodeen”
 patterns using iconic or standard notation.
 Oro My Bodeen notation – in song analysis index
 drums
Lesson Sequence:
symbols and words. I will play a drone of C to maintain the tonic.
T: do you think you know the warm up well enough that we could start by singing the
whole thing together?
Entry Activity/Transition: Attentive listening – play short excerpts of the music

with guided questions.
Questions – to ask about and between the short excerpts of the music
 What do you hear? – a women singing
 Do you hear something different? – run on “away”
Activity #1 Objective: Students will sing “Oro My Bodeen” with accurate rhythm and

pitches with a focus on ti
13. Could everyone play this rhythm on your drums

a. Sing the first four measures
b. Student echo
c. Sing the second four measures
d. Student echo
e. sing the third four measure (first line of the refrain)
f. Student echo
g. Sing the last four measures
h. Students echo
i. Do you think we could do fill in the blank?
i. T: oro my little boat that left in the
ii. S: bay
iii. T: oro my
iv. S: Bo deen
v. T: take up the oars and let us a-
vi. S: way
vii. T: oro my
viii. S: bo deen
ix. T: oro my car a keen
x. S: low
xi. T: Oro my
xii. S: bo deen
xiii. T: Oro my car a keen
xiv. S: low
xv. Oro my
xvi. Bo deen
j. Sing the first eight measure together
k. Sing the refrain
l. Do you think you could sing the entire song?
i. Sing
m. Engaged listening – move to the music
i. Lets sing the song again but this time, instead of playing the beat on
the drum, lets walk around the room and clap on the accented beet
ii. Sing the song
syllable “Ti”. Do you think we could identify it in the song “Oro My Bodeen”?
Activity #2 Objective: Students will Identify where the seventh scale degree is in the song “Oro
My Bodeen”
11. With the song “Oro My Bodeen” on the board, students will raise their hands to assist
in filling out the solfege. The first note will be filled in
of the solfege.
‘Ti”?
solfege?
Activity 3 : Enactive listening

 https://www.youtube.com/watch?v=BoJcSvFR9Xs
o Watch this video and have the students make connections between these
songs and oro my bodeen Help them to make similarities to the song they just
sung. This could be the style, that they all sound relaxing, that they are
joyful.
Activity 4: Integrated world music

 Photos
o Have the students look at these photos, with maybe a few more included from
Ireland in the 1950s
 http://www.irishhistorylinks.net/Irish_History_Timeline.html#1950s_60s
o Using this link explore the news of the time period in ireland
o During the time when this song was being sung was when the world was
recovering from WW2
o Families where larger
Activity 5: Creating world music
T:lets improvise over oro, my bodeen
T: lets sing the song and I will improvise first
Sing the son and improvise on the second phrase “take up the oars and let us away” on the drums
from earlier in the lesson.
T: goal is to keep the drumming in the style of the song, do you think you could do that?
Sing the song and have the students improvise the second phrase while the teacher keeps the
melody going.

seventh scale degree in “Skating Away”
 Skating Away notation – in song analysis index
 xylophones
Lesson Sequence:
T: lets begin with our normal warm up but this time lets line up in a line
 If the pitch goes up move forward
 If the pitch goes down move backward
 If the pitch stays the same stay where you are
Entry Activity/Transition: hello class! Would you like to learn a song called
“Skating Away”?
Activity #1 Objective: Students will sing “Skating Away” with accurate rhythm and pitches

with a focus on ti

a. Sing the first phrase (pickup and two measures, ending on way)
b. Student echo
c. Sing the second phrase
d. Student echo
e. sing the third phrase
f. Student echo
g. Sing the last phrase
h. Students echo
i. Do you think we could do fill in the blank?
i. T: there wer two couples a skating a
ii. S: way
iii. T: a skating a way a skating a
iv. S: way
v. T: there were two couples a skating a
vi. S: way
vii. T: so early in the morn -
viii. S: ing
j. Sing the first two phrases together
k. Sing the last two phrases
l. Do you think you could sing the entire song?
i. Sing
Transition: Do you think we could identify the solfege in the song “Skating Away”?
Activity #2 Objective: Students will Identify where the seventh scale degree is in the song
“Skating Away”
16. With the song “Skating Away” on the board, students will raise their hands to assist
in filling out the solfege. The first note will be filled in
of the solfege.
‘Ti”?
solfege?

Assessment: Listen and watch, are the students raising their hands when they sing the B?
Activity #4 Objective: Students will play a chordal accompaniment for “Skating away” in F
major using xylophones.
1. Using the chordal progression of I-I-VII-V-I-I-V-I students will play along with the
melody of the song.
2. T: Im going to play something for you while you sing, do you think you could listen
3. S: sing “skating away”
4. T: what do you think I did …… I played an accompaniment, do you think you could do it
with me?
5. T: put the chord progression on the board.
6. T: for our next run through do you think you could play the root of each chord
7. T: what is the root for each chord?
a. 1 - F
b. VII – E
c. V - C
8. T: great job, when you are playing on the xylophones, which note is the Ti?
9. S: E
10. T: lets play the accompaniment on six eighth notes a measure
11. T: wonderful work, do you think we can sing and play the song?
12. S: play and sing the song
Assessment: the teacher will listen to the student’s chordal accompaniment to assess their ability
to play and sing at the same time. are the students able to keep a steady tempo? Are the students
able to play the accompaniment with an eighty percent proficiency.
Overarching Goal: Students will create a small melody that focuses

on Ti
 Cr.2.4.a Demonstrate selected and organized musical ideas for an improvisation,
arrangement, or composition to express intent, and explain connection to purpose and
context.
 Muse score
Lesson Sequence:
T: lets begin with our warm up but this time move your body vertically to represent the
pitches.
Entry Activity/Transition: hello class! Would you like to create a song with me?
Activity #1 Objective: Students will compose a melody as a class with guidance from the

teacher
1. Today our song will begin on Do

2. Raise your hands and let me know what note would you like to come next
3. As students are giving notes, the teacher can ask
a. Should the next note be higher or lower?
b. Using our warm up how should we resolve this measure (ti goes to do)
c. Should this note be longer or shorter
d. Should we add a ti in here?
e. Etc
4. Continue this process until you have written 8-16 measures.
Transition: would you like to sing it?
Activity #2 Objective: Students will sing their newly composed song
1. now lets sing the song with solfege

Assessment: Listen and watch, are the students raising their hands when they sing ti?
Closure: thanks for creating music with me, I hope you had fun. I’ll see you for the next class.

Nathan Ottens Elementary Teaching Unit: Fourth Grade, Ti MUSIC 670 Advanced Studies in Music Education Spring 2020

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Nathan Ottens Elementary Teaching Unit: Fourth Grade, Ti MUSIC 670 Advanced Studies in Music Education Spring 2020

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Nathan Ottens

Elementary Teaching Unit:

Students will be given

Questions (in multiple choice form)

Song Analysis Table: Four White Horses 101

A Song’s Pedagogical Use Table:

A Song’s Pedagogical Use Table:

A Song’s Pedagogical Use Table:

A Song’s Pedagogical Use Table:

Teacher Name _________Nathan Ottens__________ Target Grade Level________4th_____

Overarching Goal: Students will perform “When Billy was One”

Activity #1 Objective: Students will sing “When Billy Was One” with accurate pitch

1. everyone clap your laps

Transition: Lets add something fun!

Activity #2 Objective: Students will perform harmonic accompaniment to “When Billy was

Activity #3 Objective: Students will improvise on xylophones and drums in the key of G in

1. I made something up! Do you think you could do it with me?

Teacher Name _________Nathan Ottens__________ Target Grade Level________4th_____

Overarching Goal: Students will perform “Four White Horses”

Activity #1 Objective: Students will sing “four white horses” with accurate rhythm

4. everyone pat your laps

Transition: Would you like to add some body percussion?

Activity #3 Objective: Students will improvise in the key of G in 4/4 time in the phrase

1. I made something up! Do you think you could do it with me?

Lesson Plan for the Elementary Music Class

Teacher Name _________Nathan Ottens__________ Target Grade Level________4th_____

Overarching Goal: Students will perform “My Little Rooster”

Activity #1 Objective: Students will sing “My Little Rooster” with accurate rhythm)

7. everyone pat your laps

Transition: Lets add something fun!

Activity #2 Objective: Students will perform chordal accompaniment to “My little

16. Review the F and C chords

Activity #3 Objective: Students will improvise in the key of F in 3/4 time in the phrase

1. model using Ti and hope the students will follow

Lesson Plan for the Elementary Music Class

Teacher Name _________Nathan Ottens__________ Target Grade Level________4th_____

Do goes to Do Re goes to Do Me goes to Do Fa goes to Me Sol goes to Do La goes to Sol Ti goes to Do

1. Sing “Four White Horses”

Activity #3 Objective: Reinforce

1. now lets sing the song with words!

Activity #4 Objective: learn the function of Ti

1. Discuss the function of Ti

Transition: Great listening! (into closure)

Lesson Plan for the Elementary Music Class

Teacher Name _________Nathan Ottens__________ Target Grade Level________4th_____

Do goes to Do Re goes to Do Me goes to Do Fa goes to Me Sol goes to Do La goes to Sol Ti goes to Do

T: Can we do the hand signs along with singing this time?

1. Sing “My Little Rooster”

Activity #3 Objective: Reinforce

3. now lets sing the song with words!

Activity #4 Objective: Students will complete an individual worksheet to assess their

Transition: Great work on the worksheets, do you have any questions?

Lesson Plan for the Elementary Music Class

Overarching Goal: Students will correctly identify and sing the

Do goes to Do Re goes to Do Me goes to Do Fa goes to Me Sol goes to Do La goes to Sol Ti goes to Do

10. everyone pat your laps

1. now lets sing the song with words!

Lesson Plan for the Elementary Music Class WMP

Teacher Name _________Nathan Ottens__________ Target Grade Level________4th_____

Do goes to Do Re goes to Do Me goes to Do Fa goes to Me Sol goes to Do La goes to Sol Ti goes to Do

Entry Activity/Transition: Attentive listening – play short excerpts of the music

Activity #1 Objective: Students will sing “Oro My Bodeen” with accurate rhythm and

Teacher Name ___Nathan Ottens Target Grade Level4th_

Teacher Name ___Nathan Ottens Target Grade Level4th_

Teacher Name ___Nathan Ottens Target Grade Level4th_

Teacher Name ___Nathan Ottens Target Grade Level4th_

Teacher Name ___Nathan Ottens Target Grade Level4th_

Teacher Name ___Nathan Ottens Target Grade Level4th_

Teacher Name ___Nathan Ottens Target Grade Level4th_

Teacher Name ___Nathan Ottens Target Grade Level4th_