2010 08 Elementary Teaching Unit

Introducing “Ti”
4th Grade
Music 670
Elementary Teaching Unit
Kinsey Volk
October 8, 2020
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TABLE OF CONTENTS
Introduction …………………………………………………………………………………….... 3
Outline of the Unit ………………………………………………………………………………. 4
Prepare …………………………………………………………………………………... 4
Present ………………………………………………………………………………….... 4
Practice ………………………………………………………………………………... 4-5
Pre-Assessment ………………………………………………………………………………….. 6
Prepare: Lesson One (“Down in the Valley”) ………………………………………………... 7-10
Prepare: Lesson Two (Haul on the Bowlin’”) ……………………………………………… 11-14
Prepare: Lesson Three (“Four White Horses”) …………………………………………….. 15-18
Present: Lesson Four (“Four White Horses”) ………………………………………………. 19-25
Practice: Lesson Five (“Four White Horses”) ……………………………………………… 26-29
Practice: Lesson Six (“Down in the Valley”) ………………………………………………. 30-33
Practice: Lesson Seven (“Haul on the Bowlin’”) …………………………………………... 34-37
Practice: Lesson Eight (“La Vibora de la Mar”) ……………………………………………. 38-43
Practice: Lesson Nine (“I Ride an Old Paint”) ……………………………………………... 44-49
Practice: Lesson Ten (“Blood-Red Roses”) ……………………………………………….... 50-55
Post-Assessment ……………………………………………………………………………. 56-57
Song One: “Blood-Red Roses” ……………………………………………………………….... 58
Song Two: “Down in the Valley” …………………………………………………………... 59-60
Song Three: “Four White Horses” ……………………………………………………………... 60
Song Four: “Haul on the Bowlin’” …………………………………………………………….. 61
Song Five: “I Ride an Old Paint” ………………………………………………………………. 62
Song Six: “Blood-Red Roses” ………………………………………………………………..... 63
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INTRODUCTION
This is a unit for the fourth-grade music classroom, so students are about nine years old. The
scope and sequence I am working from is Manhattan Ogden School District #383. This unit will
build on their previous knowledge of the pitches low Sol, low La, Do, Re, Mi, Fa, Sol, La, and
Do’ to prepare for this new concept. Rhythmically, they should have learned quarter notes,
eighth notes, half notes, triplets, sixteenth notes, quarter rests, half rests, whole rests, and triple
meter. They should also know about loud and soft dynamics (pp, p, mp, mf, f, ff) and tempo
(largo, andante, moderato, allegro, presto).
Along with the concept of the new pitch “Ti,” students will practice and apply their knowledge
of call & response, verse & refrain, and question & answer form through repertoire and
improvisation. Repertoire will also include the pitches Do, Re, Mi, Fa, Sol, and La so students
can practice those intervals to Ti and each other. Harmonically, they will be playing ostinatos
both rhythmic and pitched, as well as singing vocal ostinatos, and playing Orff accompaniments.
They will be exploring self and shared space through movement as well as levels and
locomotor/non-locomotor movement. They will experience different timbres like shakers and
wooden/membrane percussion instruments. Students will improvise and compose with the
rhythms and pitches that have been previously established. Lastly, the students will learn proper
playing techniques for mallet/Orff instruments, ukulele, and tubano drums.
Besides learning and experiencing the new pitch, “ti,” students will focus on performing songs
with their best musicality. This will ask the students to sing with the correct tone and intonation,
which can lead to timbre. This unit also has opportunities for cross-curricular connections
starting with history and social studies. By learning about the history of the song, students can
learn about where the piece came from as well as the culture. They will explore traditions,
languages, and music from these cultures. Students will discuss the meaning of the songs through
translated lyrics and learning the context to reflect on its meaning.
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OUTLINE OF THE UNIT
PREPARE:
Students will be preparing the new pitch “ti” in the first three lessons. The three songs they will
learn (“Down in the Valley,” “Haul on the Bowlin’,” and “Four White Horses”) all contain the
note “ti,” but it will not be shown to the students until the present lesson. These lessons are used
to give the students time to play with the concept before they are aware of it. In the first lesson,
students will perform “Down in the Valley” with accurate pitch and rhythm. They will also be
learning a harmonic accompaniment on xylophones and improvise with a focus on “ti.” In this
lesson, they will practice good techniques for playing mallet instruments. In the second lesson,
they will perform “Haul on the Bowlin’” with accurate pitch and rhythm. They will also be
creating a harmonic accompaniment by singing and improvise on a neutral syllable with a focus
on “ti.” The third lesson is over “Four White Horses” which they will perform with accurate
pitch and rhythm, and also demonstrate their knowledge of creating a harmonic accompaniment
with singing and improvisation on a neutral syllable.
______________________________________________________________________________
PRESENT:
The present lesson will be lesson four where students will aurally and visually identify the pitch
“ti.” They will do this using our previously learned “Four White Horses,” which only contains
the pitch “ti” in a “Ti-Re-Do” pattern. They will come to this discovery by figuring out the
solfege pitches in our song. The teacher will wait for the students to figure out there is a new
note before she shows them to allow for this discovery. Then the students will step out the
melody using Gordon stepping by listening to each phrase. After identifying the note with
symbols, the students will be shown the notation and learn the solfege and hand sign for “ti” to
sing the song with solfege/hand signs. After they have learned “ti” goes between “la” and “do,”
the teacher will show them excerpts with “ti” in them to go over as a class for reinforcement.
These excerpts will be used in the individual post-assessment. Lastly, the teacher will pass out
little strips of paper with a major scale printed on the staff. Students will be asked to write the
note “ti” where it is supposed to be on the staff as an exit ticket.
______________________________________________________________________________
PRACTICE:
The next six lessons are where students will be practicing to solidify their understanding of our
new note. In lesson five, they will be using “Four White Horses” again to learn the solfege and
hand signs. They will also be using “questions and answer” rhythmic improvisation to set them
up for a melodic improvisation activity in lesson six. In lesson six, they will use standard
notation to read the concept in “Down in the Valley.” Then they will improvise on Orff
instruments, and end their six-measure phrase with an ascending “La-Ti-Do” pattern. In lesson
seven, students will aurally identify “Haul on the Bowlin’” from solfege, then use creative
movement to explore levels and create a ‘soundtrack’ for their movement using pitched and
unpitched percussion instruments. In lesson eight, the students will be exploring the cultural
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Mexican tradition of the sea snake dance performed at wedding dances through the song “La
Vibora de la Mar” and a YouTube clip of a Mariachi band. The World Music Pedagogy lesson
includes students listening to a recording of the song and identifying different aspects of the
music. They will use the song to identify “ti” through Gordon stepping, solfege, and hand signs
before using hand drums to create their rhythmic composition using non-standard notation.
These compositions will prepare them for melodic compositions in lesson nine to “I Ride an Old
Paint.” Along with melodic composition in lesson nine, students will be using boom whackers
and standard notation to read our concept in a new song. After they have learned the song this
way, they will explore how tempo, dynamics, and articulation can affect the mood of the piece by
experimenting as a whole class. They will be given worksheets and markers to create
non-standard notation for their group composition while deciding the mood of their composition
along with the dynamics, tempo, and articulation that will reflect that mood. In the last lesson,
students will be assessed on their ability to echo sing the note “ti” within short excepts on solfege
with accurate pitch and rhythm. They will also be assessed on their ability to notate “ti” on the
staff in standard notation. They will be using the song “Blood-Red Roses” to perform the melody
with a ukulele accompaniment. They will use the components of the song to arrange their
performance as a class.
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PRE-ASSESSMENT
Objective: Students will sing the previous melody on solfege with correct pitches and syllables.
Sequence:
1. T projects the song on the board. She reminds the Ss that this song starts on “sol”
2. T: “Let’s sing the song on solfege together”
a. Ss sing; T corrects any errors
3. T: “Now, let’s step it out together while we sing on solfege”
a. Ss step and sing while T watcher and corrects any errors
4. T: “I want to see all of you do it now, so find a partner and you all get to perform in pairs.
I will give you five minutes to go over it with your partner.”
5. After the five minutes, T calls on each pair to sing and step through the song with the
following checklist:
If the assessment shows that the students are not ready to start the unit on “ti,” then the teacher
will do the following things:
1. Review several of the songs from the last unit including the one listed above
2. Review the solfege of each of the songs with hand signs and the Gordon stepping method
Review short, three to four-note sight-singing examples with Do-Re-Mi-Fa-Sol-La patterns
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PREPARE: LESSON ONE
Standards Being Addressed:

● MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple
accompaniment patterns) within related tonalities (such as major and minor) and
meters.
● MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music
(such as rhythm, pitch, and form) in music selected for performance.
● MU:Pr6.1.4a Perform music, alone or with others, with expression and technical
accuracy, and appropriate interpretation.
Materials of Instruction:
● Instrumentation: Xylophone
● “Down in the Valley” From “Sail Away” by Eleanor G. Locke
● Warm-up using Ti:
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Lesson Sequence:
Entry Activity: “Hello everyone! Let’s go ahead and get warmed up for the day!”
Activity #1 Objective: Students will repeat the teacher after each measure of the warm-up
singing on “loo” using accurate rhythms and pitches.
1. T: “I’m going to sing something and I want you to repeat after me!”
a. T points to self and sings the first measure on a “loo;” T points to Ss and they
echo
i. T makes corrections
ii. Repeat as necessary
2. T points to self and sings through the second measure on a “loo;” T points to Ss and echo
a. T makes corrections
b. Repeat as necessary
3. Continue until all measures of the warm-up are sung
a. T makes corrections as needed
4. T points to self and sings the first two measures on a “loo;” Ss echo
5. T points to self and sings the last two measures on a “loo;” Ss echo
6. T points to self and sings through all four measures on a “loo;” Ss echo
Assessment: Ss can sing the warm-up with accurate rhythms and pitches
Transition: “Great job class! Now let’s learn a new song!”
Activity #2 Objective: Students will sing “Down in the Valley” with accurate rhythm (3/4
meter, quarter notes) and pitch (G Major).
1. T: “Today I want to teach you a song called “Down in the Valley.” It is a traditional
American folk song and is also known as “Birmingham Jail.” While I play the song, can
you listen to where this song takes place?”
2. Ss pat the steady beat while T plays uke and sings the song.
a. T: “Where does this song take place at?” Ss: Valley
b. T: “I am going to play it again and can you listen for what we hear?”
c. T plays through the song again.
d. T: “What do we hear?” Ss: The wind blow
3. Echo the 2bar (and 1bar) phrases
a. T sings on starting note (“This is our starting note.”) and gestures to self: Down in
the valley, (T gestures to Ss and Ss echo)
b. T gestures to self: the valley so low, (T gestures to Ss and Ss echo)
c. T gestures to self: hand your head over. (T gestures to Ss and Ss echo)
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d. T gestures to self: hear the wind blow. (T gestures to Ss and Ss echo)
4. Fill in the blank
the ___, (T gestures to Ss and Ss: valley)
b. T gestures to self: the valley so ___, (T gestures to Ss and Ss: low)
c. T gestures to self: Hang your head ___. (T gestures to Ss and Ss: over)
d. T gestures to self: hear the wind ____. (T gestures to Ss and Ss: blow)
5. Longer Fill in the Blank
the valley ___, (T gestures to Ss and Ss: The valley so low)
b. T gestures to self: Hang your head over. ___. (T gestures to Ss and Ss: Hear the
wind blow)
6. Echo the longer phrases
the valley, the valley so low, (T gestures to Ss and Ss echo)
b. T gestures to self: Hang your head over, hear the wind blow. (T gestures to Ss and
Ss echo)
7. Audiate words for the whole song: “Now let's sing the song in our heads with our “magic
lips.” T hums the starting pitch and counts off, but T and Ss sing the whole song using
only “magic lips.”
8. T and Ss sing the whole song
Assessment: Can all students sing the whole song with accurate pitch and rhythm? If not, review
those parts that need it.
Transition: “I have an idea! Let’s try something new!”
Activity #3 Objective: Students will perform a harmonic accompaniment in 3/4 meter to

“Down in the Valley” with a steady beat and accurate rhythm on the xylophone.
1. T: “Listen to me and see what I do differently.” (sings the song again while adding
harmonic accompaniment on the xylophone)
a. T: “What did I do differently?” Ss: Played and sang at the same time
2. T: Can you sing the song with me while I play the accompaniment? (Ss sing the song, T
plays harmonic accompaniment)
3. “T: Can you try playing the xylophone with me?”
a. Teach the students the notes and rhythms to the harmonic accompaniment (G and
D)
4. T: “Now I am going to sing the song while you play the accompaniment.” (Ss play
harmonic accompaniment, T sings the song)
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5. T: “Let’s put everything together!”
a. Sing through again while playing the harmonic accompaniment.
Assessment: Can all students play the accompaniment on the xylophone in 3/4 with a steady
beat? Listen and observe.
Transition: “Let’s try one more thing!” T improvise on top of harmonic accompaniment.
Activity #4 Objective: Students will improvise in G major set in 3/4 time in 6 measure
phrases with a focus on “ti.”
1. T plays a harmonic accompaniment for the first six measures while improving in C
major.
a. T: “What did I just do?” Ss: made something up or just played whatever was in
my heart.
2. T: “Can you play what is in your heart? When you hear this (play loudly D for three beats
then G three beats) that means your turn is up.”
a. T: play harmonic accompaniment while Ss improvises.
i. T: “Good job”
3. T: “Now I am going to play a question. Can you answer my question just like you did by
playing what is in your heart? Remember when you hear this (play 6 beats) it means to
finish.”
a. T: improvises a question and Ss answers
4. T: “Let’s try singing the song again and after the first time through make sure you answer
my question again!”
a. T: Play through song, question/answer, song, song repeated
Assessment: Can all students improvise in the phrase length (6 measures) and meter (3/4)? Can
some students modify their improvisations to end at home which is C?
Closure: “Did you have fun singing what was in your heart? That is called improvisation. We
can try it again next time!”
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PREPARE: LESSON TWO

meters.
● Instrumentation: Ukulele
● “Haul on the Bowlin’” From “Sail Away” by Eleanor G. Locke (transposed to C)
● “Good Morning/Afternoon” Warm-Up
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Lesson Sequence:
Entry Activity/Transition: “Hello class! Let’s learn a new greeting today to use for the next few
weeks!
Activity #1 Objective: Students will sing the greeting “Good Morning/Afternoon” with
accurate rhythms and pitches.
1. T: “I am going to sing through our greeting and I want you to listen to what I am telling
us to do.”
a. T sings; Ss answers
2. T: “That’s correct! I am asking you how you are doing and you are answering the
question. So I will sing the first part of the greeting and you will finish it! Repeat after
me.”
a. T sings the first measure of the student’s part “I’m doing well thanks;” Ss echo
i. T corrects any errors and repeats as necessary
b. T sings the second phrase of the student’s section “Let us have some fun today;”
Ss echo
i. T corrects any errors and repeats as necessary
c. T sings through the entire phrase; Ss echos
3. T: “Let’s try it all together! I will ask the question and you will answer!”
a. T sings “Good morning/afternoon students. How are you doing today?
b. S sings “I’m doing well thanks. Let us have some fun today!”
Assessment: Ss can sing the greeting “Good Morning/Afternoon” with accurate rhythms and
pitches.
Transition: “Great job class! Remember that for next time, but now let’s learn a new song!”
Activity #2 Objective: Students will sing “Haul on the Bowlin’” with accurate rhythm (2/4
meter, eighth notes, and dotted-eighth note rhythms) and pitch (A Major).
1. T: “Today I want to teach you a cool song called “Haul on the Bowlin’.” This is the
oldest known short-haul shanty which was sung by sailors while working on the ship.
The song has a steady rhythm to help the sailor work at the same pace to get the job done
safely and efficiently. While I play the song, can you listen to what the ship is doing?”
a. T: “What was the ship doing” Ss: A-rolling’
b. T: “I am going to play it again and can you listen for what kind of haul we are
singing about?”
d. T: “What kind of haul is it?” Ss: Bowlin’
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a. T sings on starting note (“This is our starting note.”) and gestures to self: Haul on
the bowlin’, (T gestures to Ss and Ss echo)
b. T gestures to self: The bully ship’s a-rollin’, (T gestures to Ss and Ss echo)
c. T gestures to self: Haul on the bowlin’. (T gestures to Ss and Ss echo)
d. T gestures to self: the bowlin’ haul. (T gestures to Ss and Ss echo)
the _____, (T gestures to Ss and Ss: bowlin’)
b. T gestures to self: the bully ship’s a______, (T gestures to Ss and Ss: rollin’)
c. T gestures to self: Haul on the ___. (T gestures to Ss and Ss: bowlin’)
d. T gestures to self: the bowlin’ ____. (T gestures to Ss and Ss: haul)
a. T: “Which two phrases are the same?” S: Haul on the Bowlin”
b. T: “I am going to sing those phrases now and you will finish the phrase!”
c. T gestures to self: Haul on the bowlin’, (T gestures to Ss and Ss: the bully ship’s
a-rollin’)
d. T gestures to self: Haul on the bowlin’. (T gestures to Ss and Ss: the bowlin’ haul)
the bowlin’, the bully ship’s a-rollin’ (T gestures to Ss and Ss echo)
b. T gestures to self: Hayl on the bowlin’, the bowlin’ HAUL! (T gestures to Ss and
Ss echo)
Activity #3 Objective: Students will perform a harmonic accompaniment in 2/4 duple

meter to “Haul on the Bowlin’” with a steady beat and accurate rhythm by singing.
1. T: “Listen to me and see what I do differently.” (sings the song again but on a “loo”)
a. T: “What did I do differently?” Ss: Sang on a “loo”
b. “T: Can you try that with me?”
c. Sing through the song again on a “loo”
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d. T: “Nice job!”
2. T: “Can you try that again and sing the melody. I am going to do something different so
make sure to listen to what I am singing.”
a. T: Sing through the harmonic accompaniment while Ss sing the melody
b. T: “what did I do that time?” Ss: I sang the same notes as my ukulele. I was
singing with the C chord and the G chord.
c. T: “Can you try that with me?”
d. Sing through again on harmonic accompaniment.
Assessment: Can all students sing the accompaniment on the ukulele in 2/4 with a steady beat?
Listen and observe.
Activity #4 Objective: Students will improvise in C major set in 2/4 time in 4 measure
phrases with a focus on “ti.”
major.
a. T: “What did I just do?” Ss: made something up or just sang whatever was in my
heart.
2. T: “Can you sing what is in your heart? When you hear this (play loudly G chord for two
beats then C chord two beats DUDUDUDU) that means your turn is up.”
a. T: play harmonic accompaniment while Ss improvises.
b. T: “Now I am going to sing a question. Can you answer my question just like you
did by singing what is in your heart? Remember when you hear this (play 4 beats)
it means to finish.”
c. T: improvises a question and Ss answers
d. T: “Let’s try singing the song again and after the first time through make sure you
answer my question again!”
e. T: Play through song, question/answer, song, song repeated
Closure: “Did you have fun singing what was in your heart? That is called improvisation. We can
try it again next time!”
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PREPARE: LESSON THREE

● Improvisation:
○ MU:Cr1.1.4b Generate musical ideas (such as rhythms, melodies, and simple
accompaniment patterns) within related tonalities (such as major and minor)
and meters.
● Song/Arrangement/BP:
○ MU: Pr5.1.4b Rehearse to refine technical accuracy and expressive qualities,
and address performance challenges.
○ MU:Pr6.1.4a Perform music, alone or with others, with expression and
technical accuracy, and appropriate interpretation.
● Instrumentation: Ukulele
● From “Sail Away” by Eleanor G. Locke (transposed to C):
Lesson Sequence:
Entry Activity/Transition: Good Morning/Afternoon Warm-Up “Hello class! I hope everyone

is doing good! Today I want to teach you one of my favorite songs called “Four White Horses.”
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It is a traditional Caribbean song from the Virgin Islands. While I play the song, can you listen to
what kind of weather it will be tomorrow?”
Activity #1 Objective: Students will sing “Four White Horses” with accurate rhythm (4/4
meter, 8th notes, and syncopated rhythm) and pitch (C Major).
a. T: “What kind of weather will it be tomorrow” Ss: Rainy
b. T: “I am going to play it again and can you listen for what shadow play is?”
d. T: “What is a shadow play?” Ss: A Ripe Banana
a. T sings on starting note (“This is our starting note.”) and gestures to self: Four
white horses, on the river, (T gestures to Ss and Ss echo)
b. T gestures to self: Hey, hey, hey, up tomorrow, (T gestures to Ss and Ss echo)
c. T gestures to self: Up tomorrow is a rainy day. (T gestures to Ss and Ss echo)
d. T gestures to self: Come on and join our shadow play. (T gestures to Ss and Ss
echo)
e. T gestures to self: Shadow play is a ripe banana, (T gestures to Ss and Ss echo)
f. T gestures to self: Up tomorrow is a rainy day. (T gestures to Ss and Ss echo)
white horses, on the _____, (T gestures to Ss and Ss: river)
b. T gestures to self: Hey, hey, hey, up to______, (T gestures to Ss and Ss: morrow)
c. T gestures to self: Up tomorrow is a rainy ___. (T gestures to Ss and Ss: day)
d. T gestures to self: Come on and join our shadow ____. (T gestures to Ss and Ss:
play)
e. T gestures to self: Shadow play is a ripe ______, (T gestures to Ss and Ss:
banana)
f. T gestures to self: Up tomorrow is a rainy ___. (T gestures to Ss and Ss: day)
white horses, on the river, (T gestures to Ss and Ss: Hey, hey, hey, up tomorrow)
b. T gestures to self: Up tomorrow is a ___. (T gestures to Ss and Ss: rainy day)
c. T gestures to self: Come on and join our shadow play. (T gestures to Ss and Ss:
Shadow play is a ripe banana)
d. T gestures to self: Up tomorrow is a (T gestures to Ss and Ss: rainy day)
white horses, on the river, Hey, hey, hey, up tomorrow, Up tomorrow is a rainy
day (T gestures to Ss and Ss echo)
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b. T gestures to self: Come on and join our shadow play. Shadow play is a ripe
banana, Up tomorrow is a rainy day. (T gestures to Ss and Ss echo)
lips.” T hums the starting pitch and counts off, but T and Ss sing the whole song using only
“magic lips.”
Activity #2 Objective: Students will perform a harmonic accompaniment in 4/4 duple

meter to “Four White Horses” with a steady beat and accurate rhythm by singing.
1. T: “Listen to me and see what I do differently.” (sings the song again but on a “loo”)
a. T: “What did I do differently?” Ss: Sang on a “loo”
b. “T: Can you try that with me?”
c. Sing through the song again on a “loo”
d. T: “Very nice job!”
2. T: “Can you try that again and sing the melody. I am going to do something different so
make sure to listen to what I am singing.”
a. T: Sing through the harmonic accompaniment while Ss sing the melody
b. T: “what did I do that time?” Ss: I sang the same notes as my ukulele. I was
singing with the C chord and the G chord.
c. T: “Can you try that with me?”
d. Sing through again on harmonic accompaniment.
Assessment: Can all students sing the accompaniment on the ukulele in 4/4 with a steady beat?
Listen and observe.
Activity #3 Objective: Students will improvise in C major set in 4/4 time in 6 measure
phrases.
major.
a. T: “What did I just do?” Ss: made something up or just sang whatever was in my
heart.
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b. T: “Can you sing what is in your heart? When you hear this (play loudly G chord
for two beats then C chord two beats DUDUDUDU) that means your turn is up.”
c. T: play harmonic accompaniment while Ss improvises.
d. T: “Now I am going to sing a question. Can you answer my question just like you
did by singing what is in your heart? Remember when you hear this (play 4 beats) it
means to finish.”
e. T: improvises a question and Ss answers
g. T: “Let’s try singing the song again and after the first time through make sure you
answer my question again!”
f. T: Play through song, question/answer, song, song repeated
Closure: “Did you have fun singing what was in your heart? That is called improvisation. We can
try it again next time!”
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PRESENT: LESSON FOUR
National Standards Addressed:
● MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation,

arrangement, or composition to express intent, and explain the connection to purpose
and context.
● MU:Re9.1.4a Evaluate musical works and performances, applying established
criteria, and explain appropriateness to the context.
● MU:Cn10.0.4a Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music.
● Four White Horses From “Sail Away” by Eleanor G. Locke

● Warm-up/Review song
● Music Street Solfege Houses
● Exit Tickets
● Ti Practice Examples
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Lesson Sequence:
Entry Activity: “Welcome everyone! Who remembers our song “Four White Horses? Let’s begin
by seeing how well everyone remembers the song!”
Activity #1/Warm-Up/Review of Do-Re-Mi-Sol-La

1. T: “We are going to review a song that we learned last class period. Pat your legs along
with me and listen to me sing.”
a. T sings “Bought a Cat”
2. T: “Let’s do that again, but sing the words in your head while you pat and listen!”
a. T sings song
3. T: “Now do you remember when we learned about our note ‘Do?’ Who can tell me what
we call it?
a. Ss raises hand (Answer: Home)
4. T puts “Bought a Cat” on the board.
5. T: “On the board, we have our song ‘Bought a Cat.’ Our first note starts on ‘Do’ or our
home note. Can you try to sing our song with me on solfege? Don’t forget to use your
hand signs!”
a. Ss and T sing through the song using hand signs.
b. T corrects any pitches or hand sign errors
6. T: “That was great! Do you think you could do it by yourself?”
a. Ss sings through “Bought a Cat” using solfege and hand signs; T observes
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b. T corrects any pitches or hand sign errors
Transition: “Great class! Who remembers our song “Four White Horses? Let’s begin by seeing
how well everyone remembers the song!”
Activity #2 Objective: Students will aurally identify our note “ti” through singing the
solfege in the song “Four White Horses.”
1. Ss sing the song “Four White Horses.”
a. T corrects any errors to make sure they have the song down.
2. T: “That was a good job class! You all have such great musical memory! What solfege
have we learned so far?
a. Ss answer (Do, Re, Mi, Fa, So, La)
3. T: “Let’s see what solfege is in our song ‘Four White Horses.’ So ‘Four White Horses’
starts on ‘do’ and the first line goes like this...” T starts singing the phrase “Four white
horses”
4. T: “If ‘Four white horse’ is on ‘do’ is ‘-ses’ higher or lower than ‘do’ students?”
a. Ss: “Higher”
b. T: “What note do we know that is higher?”
c. Ss answer (Mi)
d. T: “Good!” T writes on the board “D D D M”
5. T: “What about the next phrase?” T sings “on the river”
a. T: “If ‘on the’ is on ‘do,’ what notes are ‘river’ on? Are they higher or lower? Are
they on the same notes or are they different notes?”
i. S: “on ‘la’ and ‘sol’”
ii. T writes “ D D L S” on the board
6. T continues this process until she gets the phrase “rainy day”
7. T: “Students! What note is that? Is that ‘la?’ Is that ‘sol’?”
a. Ss: “Lower”
b. T: “What notes do we know that are lower? Is it ‘re’? Is it ‘mi’? Is that ‘do’? Is it
higher or lower than ‘do’? It’s lower! Kids, do we know any notes lower than
‘do’? Is that ‘la’? What do you think that note is students?”
i. Ss will most likely guess “ti”
Assessment: Students aurally identify the note ‘ti’ through singing the solfege in the song “Four
White Horses”
Transition: “You are such a smart class! Can we try stepping out the melody for ‘Four White
Horses?’ It starts and ends on ‘do’.”
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Activity #3 Objective: Students will visually identify our note “ti” through stepping out the
solfege in the song “Four White Horses.”
1. T displays the solfege ladder on the board
2. T leads the class through stepping out the melody.
3. T: “Let’s find our home base at ‘do’! Listen to me sing the first phrase. ‘Four white
horses on the river. Hey, hey, hey.’ What should our stepping look like for the phrase?
Let’s try it together slowly”
a. T and Ss start on the home base. Slowly sing out the phrase and step out the
melody.
b. T corrects in errors in stepping or pitches
4. T: “Let’s try the next phrase. Listen to the phrase and think about what your steps will
look like.” T sings “Up tomorrow. Up tomorrow is a rainy day.”
a. T: “Does anyone have an idea of what that might look like with our new note?”
i. Ss volunteers; T helps Ss as needed.
5. T: “Is the new note higher or lower than ‘do?’” (Lower) “So should our steps go forward
or backward when we get to ‘rainy day’?” (Backwards) “Would anyone like to volunteer
and see if they can step out the melody?”
a. Ss volunteer to step out melody; T corrects any errors
6. T: “Let’s try the phrase all together!”
a. T and Ss step out the phrase together; T corrects any incorrect stepping and
pitches
7. T: “Now listen to our next phrase!” T sings “Come on and join our shadow play”
8. T: “Students, does this sound different or the same as the last phrase?”
a. Ss: “the same”
b. T: “So how should the steps look? Should we try and see if we can figure it out
together?”
c. T and Ss step out the phrase; T corrects any incorrect stepping and pitches
d. Repeat as necessary
9. T: “You are so smart! The next phrase is a fun one! Listen to it!” T sings “Shadow play is
a ripe banana”
10. T: “Do you think you can step it out? Let’s try it”
a. T and Ss step out the phrase; T corrects any incorrect stepping and pitches
11. T: “Good! We only have one phrase left! Listen again!” T sings “Up tomorrow is a rainy
day”
12. T: “Does that sound familiar or different than any of our previous phrases?” (Familiar)
13. T: “Can anyone show me how they step out the phrase?”
a. Ss volunteers to step out the phrase
14. T: “Let’s try the last phrase all together now!”
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a. T and Ss step out the phrase; T corrects any incorrect stepping and pitches
15. T: “Awesome job class! I think you are smart enough to try stepping out all of the
melody!”
a. T and Ss step out the melody
b. T corrects any incorrect stepping and pitches
c. Repeat as necessary
Assessment: Students can visually identify the note “ti” through stepping out the melody of
“Four White Horses”
Transition: “Great class! This new note that we have learned today is called ‘Ti’! Do you know
you know where this note lies in our music street?”
Activity #4 Objective: Students will visually identify the note “ti” through standard
notation using the song “Four White Horses.”
1. T displays the music street lines on the board
a. T uses the magnetic Do, Re, Mi, Fa, Sol, La, Do houses and places them on their
corresponding steps with the for sale sign on “Ti”
2. T: “Where do you think Ti’s house goes?
a. T waits for Ss to figure out the answer on their own, having them step out “Four
White Horses” if needed
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3. T: “That is correct! ‘Ti’ goes in-between ‘la’ and ‘do’!”
4. T replaces the for sale sign with the magnetic Ti house
5. T displays “Four White Horses” on the board in standard notation
6. T: “Now that we know our new note ‘Ti,’ let’s try to identify it in our music. Who would
like to volunteer to find and circle a ‘ti’ in our song?”
a. Ss volunteers to identify a “ti” in the song
b. T continues to have volunteers come to the board and circle “ti” until all are
identified in the song.
7. T: “With all of our ‘ti’ notes circled, let’s try to sing our song on solfege using hand
signs!”
a. T shows what the hand sign for “ti” is
b. T and Ss sing the whole song with the standard notation on solfege with hand
signs
Assessment: Students can visually identify the note “ti” through standard notation using the song
“Four White Horses.”
Transition: “Awesome job class! Let’s try practicing our new note ‘ti’ some more!”
Activity #5 Objective: Students will aurally and visually identify the note “ti” through
singing the song “Four White Horses” on solfege.
1. T: “Alright class, yesterday we learned a new note for our song. Can anyone remind me
what note it was?”
a. Ss raises a hand to answer the question
2. T: “That is correct! Our new note is called ‘ti’ and is it higher or lower than ‘do’?”
a. Ss raises a hand to answer (lower)
b. T sings the phrase “up tomorrow is a rainy day” from “Four White Horses” if Ss
need help
3. T: “Lower than ‘do’! That is correct! ‘Ti’ is called a leading tone. That means it always
leads us to ‘do.’ We have learned some phrases can end on ‘sol’ and a lot of songs will
end on ‘do.’ Do you think our phrases will end on ‘ti’? Show me a thumbs up for yes and
a thumbs down for no.”
a. Ss show their answer with their thumbs up/down
4. T: “If you showed me a thumbs down, then you are correct! A leading tone does not
usually end a phrase.”
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5. T: “We have learned all of the notes in the music street! Can you sing through the scale
with me using our hand signs?”
a. Ss and T sing through a major scale using hand signs
6. T: “Let’s try singing ‘Four White Horses’ on solfege. We will sing through each phrase
and figure out the solfege by ear. I will write the solfege out on the board as we figure it
out! Remember our first note is ‘do.’”
a. T and Ss sing through the first phrase “Four white horses”
i. Ss figure out solfege and T writes it on the board
b. T and Ss sing through the next phrase “On the river”
i. Ss figure out solfege and T writes it on the board
c. Continue to do this until Ss have figured out the solfege for the entire song and T
writes it on the board.
7. T: “Nice work everyone! Let’s sing through the entire song now with the solfege we have
just worked out on the board to make sure we are correct!”
a. T and Ss sing through the song on solfege with hand signs
b. T corrects any errors with pitch, rhythm, or hand signs
8. T: “Okay, so now we know ‘Ti’ goes in between La and Do, so let’s look at some other
examples of Ti”
a. T displays short examples of Ti in different orders. Ss sing and sign with
guidance.
b. T listens and watches for errors in pitch/hand signs and corrects any through
clarification and repetition.
9. T passes out slips of paper with a major scale written in and “ti” is missing
10. T: “On this paper, we have a scale but we are missing one note. Can you write in that note
for me and then label the notes with the correct solfege!”
Assessment: Ss can aurally and visually identify “Ti” through singing and reading notation
including checking the exit ticket for comprehension: Ss can write Ti
Exit Ticket: Grade with 3 = Able, 2 = Attempted, but not able, 1 = Did not try
Closing Activity: “Great work today learning a new note! I cannot wait to do more fun stuff with
“Ti” next time!”
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PRACTICE: LESSON FIVE
● MU:Pr4.2.4b When analyzing selected music, read and perform using iconic ant/or
standard notation.
● MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas and explain connection
to specific purpose and context (such as social and cultural).
meters.
● Four White Horses From “Sail Away” by Eleanor G. Locke

● Warm-up exercise excerpt
● Hand Drum
26
Lesson Sequence:
Entry Activity: “Good Morning/Afternoon” warm-up “Hi, class! Let’s have some more fun
working with our new note “ti” today! To start, we are going to warm up our voices!”
Warm-Up:
1. T displays the warm-up on the board
2. T: “Repeat after me!” T points to self and sings the first measure of the warm-up
a. T points to Ss and Ss repeat
b. T corrects any errors in pitch or hand signs
3. T points to self and sings the second measure of warm-up
a. T points to Ss and Ss repeat
b. T corrects any errors in pitch or hand signs
4. T continues with warm-up going one measure at a time.
5. Once Ss have gone through the entire warm-up, go through it two measures at a time and
still echoing after T
a. T corrects any errors in pitch or hand signs
6. T: “Everyone is doing so well! I think we can try the entire warm-up together! Let’s give
it a try!”
a. T and Ss sing through the warm-up together on solfege and use hand signs
Activity #1 Objective: Students will accurately sing solfege and use hand signs for the song
“Four White Horses.”
1. T displays “Four White Horses” on the board
2. T: “Show me the hand sign for ‘do.’”
a. T waits for Ss to show her ‘do’ with their fists by their belly button.
3. T: “Show me the hand sign for ‘la.’”
a. T waits for Ss to show her ‘la’ and remind them that it has to be lower than ‘do’
4. T: “Now I am going to show you ‘ti,’ which is in our song ‘Four White Horses’ right?”
a. T displays ‘ti’ and describes how it is like pointing to the side. It goes in between
‘do’ and ‘la,’ so it is a little bit below our belly button.
5. T: “Now follow me and sing and sign what I do”
a. T has Ss follow her on the examples provided and watches for errors to correct
6. T: “Okay, let’s use our new hand sign in our song. I am going to sing the solfege, and I
want you to think along with me, and do the hand signs.”
a. T sings “Four White Horses” on solfege while the Ss only do the hand signs
7. T: “Did you see where our ‘ti’ goes on the staff? Where is it in relation to our ‘do?’ Our
‘la?’ How about our ‘re’?”
8. T has one side of the class sing on solfege and the other half sign
a. T has the sides switch
9. T: “Now let’s sing the solfege and do our hand signs all together”
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Assessment: Ss can sing and sign the new solfege note within “Four White Horses” accurately
Transition: “That was great everyone! Let’s do something new with our song!”
Activity #2 Objective: Students will demonstrate their knowledge of duple meter as well as
2 and 4 bar phrase lengths using rhythmic improvisation and body percussion to “Four
White Horses.”
1. T claps four different 2-bar patterns in 4/4 time; Ss respond each time
2. T displays “Four White Horses” on the board
3. T: “I am going to sing the first part of our song ‘Four White Horse’ and I want you all to
finish it for me.”
4. T sings the first half of the song and the Ss finish it.
5. T asks “Wow, did that sound like a conversation? I sang the phrase ‘up tomorrow is a
rainy day’ and you answered ‘come on and join our shadow play.’ Woah! Now let’s try
clapping the rhythm and speaking the words of the song -- I will clap the question and
you will clap the answer.”
a. T claps and speaks the first six measures and the Ss finish the song
6. T: “That was great! Now I am going to clap a question and I want you to respond with an
answer. Remember that your response has to be different -- have you ever tried to have a
conversation with someone who just repeats what you said? Isn’t that annoying? That
means to have a conversation, you have to make up a new clap to answer. Let’s try all
together.”
a. T uses a hand drum to keep the steady beat and anticipate phrase length, then
claps a question and Ss respond.
7. T: “Okay, now turn to your partner. One partner will clap a question and the other will
respond with an answer. I will keep the beat, so make sure you are listening to your
partner, and for when it is time to switch!”
a. T plays the drum and lets the Ss practice for one minute
8. T: “I would love to hear each of you ask a question and answer! Let’s go around the circle
so I can hear everyone.”
a. T listens and assesses the Ss improvisation
9. T: “I am hearing some great questions and answers! Do we all remember the game that
goes with ‘Four White Horses?’ Let’s refresh our memory.
a. T leads Ss in improvisation question/answer on “loo” that goes with “Four White
Horses”
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10. T: Okay, you all remember well! Let’s do something new. First, we will sing our song and
do our game once -- that is section A, then we will stop with our new partner and ask a
question and answer -- that is section B. After we have asked our Q&A, we will repeat
section A again and then B again, and so on, until we have been partners with everyone!”
a. T plays the hand drum and leads the Ss through their song and improvisation. T
assesses here to make sure Ss can improvise and do the body percussion.
Assessment: Ss are improvising 4-measure phrases with each other in duple meter. T is listening
to make sure Ss stay within their phrases and are creating different rhythms from the one they
heard before.
Closure: “That was some great rhythmic improvisation! Next time we will improvise on our
xylophones!
29
PRACTICE: LESSON SIX
meters.
● “Down in the Valley” From “Sail Away” by Eleanor G. Locke

● Orff Instruments
30
Lesson Sequence:
Entry Activity: “Good Morning/Afternoon” Warm-Up “Good morning, class! Can anyone tell
me what song I have on the board right now?”
Warm-Up:
1. T sings the first part of the “Good Morning/Afternoon” warm-up and Ss finish with their
response
2. T: “I am going to sing through the entire warm-up song and instead of singing the
response, I want you to listen closely and see if you can try to figure out the solfege.”
a. T sings her part of the warm-up
3. T: “What solfege notes do we use in our warm-up?”
a. Ss raises hands to answer and T writes the solfege on the board (Answer: D S L T
D’)
4. T: “This time when I sing my phrase, I want you to raise your hand whenever I sing our
new note ‘ti.’”
a. T sings through her part in the warm-up song; Ss raises hands when “ti” is sung
b. T repeats phrase as needed to help students hear ti
c. T corrects any errors
5. T: “Good! Let’s sing through the entire warm-up and when you sing ‘ti’ I want you to
stand up. If ‘ti’ is not being sung then make sure you stay in your seats!”
a. T and Ss start seated in chairs and sing the “Good Morning/Afternoon” Warm-Up.
When “Ti” is sung, everyone stands up
b. Repeat as needed
Activity #1 Objective: Students will use solfege and hand signs to read “ti” from the
standard notation of “Down in the Valley.”
1. T displays “Down in the Valley” on the board
2. T asks Ss to sing through the song on text
3. T points to the second note and tells the Ss that this is their “do.” T has Ss sing “do”
while she points to it.
31
4. T: When I point to a new note, I want you to sing the solfege and do the signs”
a. T goes through each note and has the Ss sing and sign. T goes very slowly but
does not go out of time
b. T corrects any pitch or hand sign errors
5. T: “That was wonderful, class. Let’s try doing that a little faster without me pointing.
Assessment: Ss can use solfege and hand signs to read the pitch “ti” from the standard notation
of “Down in the Valley”
Transition: “Great class! Let’s use our great mallet technique to play our xylophones!”
Activity #2 Objective: Students will demonstrate their knowledge of “Ti” by ending their
improvisation on the “La-Ti-Do” ascending pattern using a six-measure phrase melodic
improvisation on Orff instruments.
1. T uses a bass xylophone to keep a steady beat on the tonic, she also indicates the end of a
four-measure phrase by hitting the tonic three times.
2. T has the Ss sing through “Down in the Valley with her, then turn to a partner and
improve rhythmically. T reminds Ss to twitch after four measures, or when they hear the
bass pickup.
a. Ss practice their rhythmic improvisations for a few turns.
3. T displays the music on the board, and the Ss help her figure out how to play it on the
xylophones, making sure they can see where “ti” goes.
4. T: “Now we are going to use the pitches in the song to make up our melodies, just like we
were making up our rhythms. Let’s practice our question and answer with our partners,
but this time using our xylophones.”
a. T leads Ss through the song first, then they practice their improvisations while T
plays the bass pattern.
5. T divides the class into groups of four and explains that they will first sing through the
song, then the first group will make up their melodies, then after six measures when they
hear the bass cue, the next group will improvise for six measures, then we will sing the
song again and go around the circle until every group has gone.”
a. Ss improvise in their groups of four. T listens to make sure they are all attempting
to improvise.
6. T: “Now let’s try to end our six measure improvisation with a ‘La Ti Do’ pattern -- this
means you have to pay attention to my base cues! Let’s practice with our partner a few
times.”
32
a. Ss take turns improvising with their partners, ending their turn with “La Ti Do”
keeping the pattern of singing through the song, then switching to the “question
and answer section”
b. T corrects any errors/clarifies if Ss need more help
7. T: “I am hearing some great improvising! Let’s go around the room and take turns
individually -- remember to end on ‘La Ti Do’”
a. Ss start by singing through the song, then individually improvising for six
measures and ending on “La Ti Do”
b. T listens and assesses with the checklist
Assessment: Students can end their six measure improvisations with a La-Ti-Do pattern on Orff
instruments
Closing: “Wow class! That was some great improvising! I love what I am hearing.”
33
PRACTICE: LESSON SEVEN
standard notation.
● MU:Cr3.2.4a Present the final version of personal created music to others, and explain
connection to expressive intent.
● “Haul on the Bowlin’” From “Sail Away” by Eleanor G. Locke

● Scarves
● Instruments (finger cymbals, shakers, etc)
Lesson Sequence:
Entry Activity: “Good Morning/Afternoon” warm-up “Hello class! Let’s see if you can figure
out which song this is.”
Warm-Up:
1. T: “Repeat after me!” (T uses hand signs and sings; Ss repeat after her. T corrects any
errors in pitch or hand signs)
34
a. The warm-up consists of intervals in the song used in the lesson
2. D M S M D
3. M R D
4. D T R D
5. D D T,
6. T, R T,
7. D T, L, S,
8. S, L, T,
9. L S M
10. D D T
11. S, L, T, D
Activity #1 Objective: Students will aurally identify “Haul on the Bowlin’” from the
solfege.
1. T has Ss follow her hand signs. She signs the intervals of “Haul on the Bowlin’ out of
time
a. T corrects any pitch/interval errors
2. T displays the notation on the board without the words
3. T says she is going to sing through the first four measures on solfege, and she wants the
Ss to listen for her mistake (T sings all quarter notes)
a. T waits for Ss to figure out what she did wrong -- she repeats if necessary and has
Ss keep the beat to see if they can hear it
4. T: “Great job! Now let’s sing it all together in the right way!” Ss sing on solfege
5. T says she is going to sing the next four measures, and the Ss need to listen for another
mistake (T alternates ti and do on “on the”)
a. T waits for Ss to figure out what she did wrong by repeating and pointing at the
notes if necessary
6. T: “Another silly mistake. Thank you for being so nice and encouraging when I messed
up! What great musicians you are! Let’s sing that phrase all together in the right way.”
a. Ss sing on solfege
7. T: “Let’s clap the rhythm of the first four measures.”
a. Ss clap and T corrects any errors
8. T: “Let’s say the solfege when I point to the note”
a. T takes them through the four measures
9. T: “Let’s sing it now!”
a. T corrects any errors
10. T repeats the same process (clapping, speaking solfege, singing) with the last four
measures
a. T corrects any errors
11. T: “Let’s try singing through the song together on solfege”
35
a. SS and T sing through the song
b. T corrects any errors
12. T: “Now, did that sound like a song we have sung recently? Listen to me sing it by
myself.”
a. T sings through the song on solfege
b. Ss guess -- if they do not get it, T will sing through the song again
13. T: “That is right, it’s ‘Haul on the Bowlin’!’ Did you notice that is has our new note ‘ti’ in
it? Let’s sing it all together one more time!”
Assessment: Ss can aurally identify “Haul on the Bowlin’”
Transition: “Now we are going to explore some movement with our bodies. Remember that this
is a safe environment to be creative, so the one rule for today is ‘say yes,’ which means you have
to say yes to everything. So, are we going to be respectful?” (wait for ‘yes’ answer) “Are we
going to be nice and encouraging to each other?” (wait for ‘yes’ answer) If someone says no, tell
them to sit out and wait until they decide to be nice.
Activity #2 Objective: Ss will create movement and a “soundtrack” for “Haul on the
Bowlin’” that demonstrates the plotline and mood of the piece.
1. T puts on music and has every Ss take a scarf
2. T: “Watch how the scarf moves -- does it maybe look like a ship is rolling along the sea?
See what you can me the scarf do.”
a. T lets Ss explore and offers encouragement to explore different levels and ways to
make the scarf move.
3. T: “What are some words that you can use to describe the movement of the scarf?”
a. T waits for Ss to call out their answers
4. T lets Ss explore and offers encouragement to explore
5. T: “Your scarves are looking very ship-like! Now can you show me with your bodies the
different movements of your scarf?”
a. T explores with the Ss and copies/praises cool movements -- encouraging the Ss
to “steal/copy” from each other
6. T sings through “Haul on the Bowlin’” and Ss explore movement in their bodies with or
without scarves
7. T: “Is this a sad or a happy song? What about the song tells you about the mood?”
8. T sings through each phrase and draws attention to the action words
9. All sing and explore movement individually
10. T breaks Ss into groups of four and positions them in a circle. Ss are given time to come
up with movements to tell the story and reflect the mood of the song as a group
11. Half of the circle watches while the other half performs; sides switch.
36
a. T: “See if you can get some creative ideas from your classmates -- everyone is
being so creative”
12. Half of the Ss pick an instrument.
13. T: As a group, come up with a soundtrack that follows what the other group is showing.”
a. T helps Ss with putting a soundtrack together, other Ss can work on their
movement
14. T displays “Haul on the Bowlin’” on the board to help reinforce the solfege and
emphasize where “ti’ is. This will help the visual learners in the class.
15. One group of instruments performs with one group of “movers” while the other Ss sing
the song; repeat until all the current groups have gone
a. Other half of the Ss pick up instruments and steps 11-13 are repeated
Assessment: Ss can create movement and a soundtrack for “Haul on the Bowlin’” that
demonstrates the plotline and mood of the song
Closing: “Great job today! Everyone was so creative today!”
37
PRACTICE: LESSON EIGHT
● MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the
structure, the use of the elements of music, and context (such as social and cultural).
● MU:Cr2.1.4b Use standard and/or iconic notation and/or recording technology to
document personal rhythmic, melodic, and simple harmonic musical ideas.
● “La Vibora de la Mar” From “Sail Away” by Eleanor G. Locke

● “La Vibora de la Mar” Recording: https://www.youtube.com/watch?v=JooiJPSXwyo
● Powerpoint:
https://docs.google.com/presentation/d/1K0qjBLG5eqe29ipfOFtC64fg58ha-HpkoywLAZzp8
EU/edit?usp=sharing
● YouTube song: https://www.youtube.com/watch?v=vtRn2qmmOes
● Worksheet (in activity)
● Pencils
Composition Rhythms:
38
Lesson Sequence
Entry Activity: “Good Morning/Afternoon” warm-up “Hello class! Today we are going to
learn about another culture, which means we must be very respectful of their differences from
us.”
Warm-Up (pattern work):

1. T sets up rhythmic context first and keeps beat in feet
a. T taps a steady beat with feet and echo claps patterns for students to echo
i. First, just claps, then with syllables
ii. T: “Students, be my echo.” Give signals for students to start
Rhythm Patterns
# # # # #
# # # #
Activity #1 Objective: Students will listen, perform, and improvise in the context of the
song “La Vibora de la Mar” using accurate pitch and rhythm and demonstrate an
understanding of what this song is about.
1. Attentive Listening: Play the following (without showing it to the students) and ask
students guided questions to direct their learning. Play the music for 20 seconds in
between each question.
https://www.youtube.com/watch?v=JooiJPSXwyo
a. “What is this music?”
b. “What are the instruments?”
c. “Where is the music being made?”
d. “What do you think the music is used for?”
2. Engaged Listening: Play the song from the previous step and ask Ss to move their bodies
a. T: “Can you move your body with the music in some way? Show me with your
bodies how this music makes you want to move”
3. Enactive Listening: Learn “La Vibora de la Mar”
a. T sings the song and while Ss pat quarter note beats
b. T speaks “A la vibora;” Ss repeat
c. T speaks “vibora de la mar;” Ss repeat
d. T speaks “Por aqui pueden pasar;” Ss repeat
e. T speaks “Por aqui yo pasere;” Ss repeat
39
f. T speaks “y una nina dejare;” Ss repeat
g. T speaks “Una nina cual sera;” Ss repeat
h. T speaks “la de adelante o la de atras;” Ss repeat
i. T sings the first measure and motions for Ss to repeat
j. T sings the second measure and motions for Ss to repeat
k. T continues to sing the song one phrase at a time and motions for Ss to repeat
after each phrase
i. T corrects any errors
l. T sings through the first two measures and motions for Ss to repeat
m. T sings through the next two measures and motions for Ss to repeat
n. T continues to sing through the song two measures at a time; Ss repeats
o. T asks Ss to sing with their magic lips
p. T asks Ss to fill in the blanks -- T sings and motions to Ss to sing the next word
q. T: “Let’s sing it all together!”
4. Integrating World Music: Introduce background of “La Vibora de la Mar” using the
Google Slideshow
a. T talks about Traditions and Mexico using the google slideshow to give context to
the song.
i. T asks the Ss to think about traditions that take place in their family, in the
United States, and outside the United States.
ii. T talks about what kind of tradition “La Vibora de la Mar” is and where is
it usually performed (Do not go past the video from the wedding
reception)
5. Creating World Music:
a. T: “Now that we have learned our song, let’s try adding something fun! We are
going to sing through ‘La Vibora de la Mar’ one more time and then I want you to
listen and see what I am doing differently.”
i. T and Ss sing through song, then T improvises over 4 measures in 2/4
making sure to include “Ti”
b. T: “What did I do students?” (Made something up)
c. T: “Can you try that with me? I will play the hand drum to keep a steady beat, but
when you hear this (four eighth notes) that means to wrap up your phrase!”
i. Ss improvise while T keeps the steady beat with a hand drum
d. T: “Good! We are going to try it one more time and this time I want you to
concentrate on using our new note ‘ti’.”
i. Ss improvise and include “Ti” while T keeps a steady beat with a hand
drum.
40
e. T: “Great! Let’s put it all together! We will sing through the song together and
when we finish you will make something up like we just did. Make sure you use
‘ti’! Once you hear our signal on my drum, we will sing through the song again!”
6. T: “So now that you have sung through the song, and know about this Mexican tradition,
what do you think this song is about? Write your answer down on a piece of paper to be
turned in.”
Assessment: Ss can sing and improvise “La Vibora de la Mar” with accurate pitch and rhythm
and demonstrate an understanding of what the song is about.
Transition: “Now that we know the background of our song, let’s try stepping out our song.”
Activity #2 Objective: Ss will identify “Ti” through Gordon stepping, standard notation,
and solfege
1. T: “Now that we have learned our song, let’s step out our pitches by singing the song
slowly, and thinking about the melody”
2. T leads Ss through the stepping and corrects any errors
3. T: “That was great -- let’s look at the music and see if it matches what we were doing”
4. T shows music on the board
5. T: “Wow, I think you all were exactly right. Now there are six pitches in this song. If the
song starts on ‘sol,’ what are the other five pitches?
a. T waits and calls on a few Ss to answer
6. T asks Ss to follow along on the boards as she sings through the song and to raise their
hands every time she sings the pitch “Ti”
a. T sings through the song slowly and uses a yardstick to point to the board; T
assesses to see if Ss are raising their hands at the right time
7. T: “Great job raising your hands! Now that we know where ‘ti’ is, let’s sing the song on
solfege using our hand signs. Does everyone remember what our sign for ‘Ti’ is?”
a. T has Ss show her “ti” in Curwen hand signs to double-check they remember
8. T: “Wonderful! Now let’s sing -- remember our song starts on ‘sol’!”
a. T listens for correct pitches and syllables and watches for correct hand signs while
the Ss sign and sing
9. T: “Okay, now I want you to use your magic lips to sing the song, but sing when you get
to the ‘ti’ pitch”
a. T demonstrates if Ss did not understand the instruction
b. T listens and makes sure Ss are audiating and singing the “ti” pitch correctly
41
Assessment: Ss can identify “ti” through correct Gordon stepping, reading it with standard
notation, and using accurate solfege. Here is a checklist:
Transition: “Great job reading and listening! Next, we will add drums!”
Activity #3 Objective: Ss will use non-standard notation to compose and perform a

rhythmic phrase for “La Vibora de la Mar”
1. T asks Ss to listen to the song she is about to play, and listen for whether or not they can
tell what the voices are saying. T plays the YouTube clip starting at 0:31 for 30 seconds.
2. T pauses the track and asks the Ss if they could understand the lyrics (no). Then she asks,
“do you think they were singing in English? (no) What language do you think they were
singing in?”
a. T waits for a few Ss to call out what language they think it is in, then she tells
them that is in Spanish
3. “Now I am going to play the track again, and I want you to listen for what instruments
you hear”
a. T plays another 30 seconds of the track and asks the Ss to listen for what
instruments they hear
b. T calls on a few Ss to answer (violin, trumpet, guitar, voice)
4. T asks Ss to pick out one of the beats or rhythms they hear and plays more of the track
5. T: “Did you notice how different parts are layered in at different times? But there is
always a steady beat. Listen to which instrument is keeping the steady beat.
a. T plays the track one last time, then waits for Ss to answer (guitar)
6. T: “So that steady beat stays throughout, even when the violins, trumpet, and voices
change. Let’s see if we can find a steady beat for our song ‘La Vibora de la Mar’ on our
drums. Sing with me, and join the steady beat.”
a. T waits for every Ss to join in, and reminds them how to play the tubanos
musically (hitting with the palm and releasing)
7. T: “Great job! Now I have some rhythms on the board that I want you to sing and play
your drums with. I’ll go first and you repeat after me.”
a. T goes through each of the four rhythms and Ss repeat
b. T corrects any errors through repetition
42
8. T: “That was great! Now I want everyone to get a sheet that is being passed around. I
want you to fill up these eight measures with any combination of these words in any
order that you think sounds good. You can write the words, or come up with symbols to
help you remember, just make sure you are writing down what you are doing somehow.
Work together on this!”
9. T helps Ss individually and gives them time to work together and rehearse together
10. T: “Now let’s perform for each other. Let’s call the song our A section, and our
compositions the B section. We will start with the A section, and go around the room.
Student 1 and Student 2 will start, then we will repeat the A section each time and keep
going around the circle. I cannot wait to hear what you all have come up with!”
a. Ss go around the room and play their compositions.
Assessment: Ss can use non-standard notation to compose and perform a rhythmic phrase for “La
Vibora de la Mar”
Closing Activity: “You all did such a great job with your compositions! Next, we will compose
melodies!
43
PRACTICE: LESSON NINE
standard notation.
meters.
● MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the
structure, the use of the elements of music, and context (such as social and cultural).
● MU:Re8.1.4a Demonstrate and explain how the expressive qualities (such as
dynamics, tempo, and timbre) are used in performers’ and personal interpretations to
reflect expressive intent.
● “I Ride an Old Paint” From “Sail Away” by Eleanor G. Locke

● Boom Whackers
● Markers
● Worksheet
44
Lesson Sequence:
Entry Activity: “Good Morning/Afternoon” warm-up “Hello class! Today we are going to use
our boom whackers, but guess what? We get to add a new color to our new note ‘Ti!’”
Warm-Up:
1. T displays the “Good Morning/Afternoon” warm-up on the board.
2. T splits Ss into groups of four and displays the color-coded music on the board
3. T asks Ss to look for the new color that we have not used before (pink)
4. T has Ss get the boom whackers they will need as a group
5. T: “I am going to give you four minutes and I want you to figure out your part of the
warm-up using your boomwhackers with your group.”
a. Ss work together in their groups to figure out the warm-up for four minutes
45
6. T: “Now that you have worked with your group, I am going to sing my part of the
warm-up and I want you to answer back using your boomwhackers!
a. T sings her part of the warm-up and Ss answer using boomwhackers
b. T corrects any incorrect pitches or rhythms
Activity #1 Objective: Students will read and perform “I Ride an Old Paint” using boom
whackers and their voices.
1. T splits Ss into groups of six and displays the color-coded music on the board
2. T has Ss speak through the rhythm with her as a class
3. T has Ss speak the text with her on rhythm to learn the words
4. T has Ss get the boom whackers they will need as a group
5. T: “Okay, now, using the boom whackers, read the music above and play the music
together while you sing as a group -- use the boom whackers or hand signs to figure out
your pitches.”
a. T gives Ss time to read and learn the music. T helps Ss if they have questions
6. T has Ss in each group perform for the class
Assessment: Ss can read and perform “I Ride an Old Paint.” They can read the notation and
lyrics to learn the song.
Transition: “Now that we have learned our song, let’s figure out how to change the mood or tone
of the song.”
Activity #2 Objective: Ss will use dynamics, tempo, and articulation to change the
mood/tone of “I Ride an Old Paint.”
1. T: “What mood does this song portray?”
a. T waits on answers
2. T: “What is it about this song that tells you about the mood?”
a. T waits (dynamics/tempo/articulation)
3. T: “Let’s play our song as if it were a sad song -- what would we change?”
a. Ss offer suggestions and T leads them through
4. T: “Let’s play our song like it is a scary song -- what would we change?”
a. Ss offer suggestions and T leads them through
5. T: “Now, in your groups, pick a different mood and find a way to show it through the
music. Make sure you have reasons for how the mood changed the music because we will
46
share them when we present. I have worksheets to help you remember your changes --
use your boom whackers and your voices.”
6. T allows Ss time to work and prepare to perform with the following worksheet:
7. T has Ss perform their new mood in their groups. Each group has to share what they
wrote down on the worksheet.
Assessment: Ss used dynamics, tempo, and articulation to establish a new mood or tone for the
song “I Ride an Old Paint”
Transition: “I loved all of your creativity! Now, let’s write our music on the xylophones.”
Activity #3 Objective: Ss will create a melodic composition with distinct dynamics, tempo,
and articulation that reflects a chosen mood and contains the note “Ti” at least four times.
1. T: “Okay, class, tell me what topic is on your mind today. It can be anything, just shout it
out and I will write it on the board.”
a. T writes down Ss answers until she has 15 or more topics
2. T: “Now, I want you to pick three of the topics you would like to write about”
a. T circles the three topics that the Ss pick
3. T takes a poll by show of hands to narrow the topic down to one
4. T: “Now let’s come up with some thoughts or phrases you have on this topic.”
47
a. T writes Them down on the board while the Ss shout to them out until the entire
board is filled
5. T: “Now, in your groups, I want you to come up with lyrics using these phrases. They
don't have to rhyme but find a way to come up with lyrics for the topic and write them
down on the sheet I am passing to your group"
a. T gives Ss time to work in their groups and helps answer questions only when Ss
ask
6. T: “Once you have your lyrics down, you need to decide how the music is going to reflect
the lyrics. think about your dynamics, your tempo, and your articulation for the song and
write a melody. Make sure you use the pink boomwhacker (What note is the pink? Ti) at
least four times in your song.”
a. T passes out markers and reminds them to use the same colors that go with each
boom whacker to color in which notes will be played with their lyrics.
48
b. T allows Ss plenty of time to work, reminding them to keep rehearsing so they
can perform for the class. T helps out the groups that ask but does not seek out
groups to help
7. T: “Now let’s share our compositions without classmates. When you perform, tell your
friends what mood you selected, and how you are showing it (dynamic, tempo,
articulation), and why”
a. Ss share their compositions
Assessment: Ss can create and perform a melodic composition with distinct dynamics, tempo,
and articulation that reflects a chosen mood and contains the Ti at least four times.
Closing activity: “I heard some great compositions with your boom whackers! Thank you for
being so creative!”
49
PRACTICE: LESSON TEN
standard notation.
● MU:Re8.1.4a Demonstrate and explain how the expressive qualities (such as
dynamics, tempo, and timbre) are used in performers’ and personal interpretations to
reflect expressive intent.
● “Blood-Red Roses” From “Sail Away” by Eleanor G. Locke

● Warm-Up:
50
Lesson Sequence:
Entry Activity: “Good Morning/Afternoon” warm-up “Good morning class! I am so glad you
are here today! Let’s learn a new song!”
Warm-Up:
1. T sing through on solfege and uses hand signs for the first warm-up without showing the
notation to the Ss; Ss repeat (T videos to use for post-assessment)
a. T corrects any errors with pitch or hand signs
2. T repeats with warm-ups 2-4 paying extra attention to make sure Ss have the “ti” in tune
a. Repeat any examples as needed. T corrects any errors with pitch or hand signs
Activity #1 Objective: Ss will sing “Blood-Red Roses” with accurate pitch and rhythm
1. T: “Today we are learning a new song. The type of song is called a shanty. We have heard
this word recently. Can anyone remember where a shanty is usually sung?” (Ship)
2. T: “A ship! That is correct! We just learned the song “Haul on the Bowlin’ recently and
that is also a shanty. The song we are learning is from the late 1700s so it is very old. This
song would have been used to raise the sails.
a. ‘Go down, you blood red roses, go down’ are the chorus lyrics which the crew
would have sung each time, working by the rhythm.
3. T asks Ss to listen to her sing the song and tell her what the song is about.
a. T calls on a few Ss to answer
51
b. The song is about going around Cape Horn (the southernmost headland of the
Tierra del Fuego archipelago of southern Chile) which was one of the most
treacherous parts of any journey because of the dangers of strong winds.
4. T asks Ss to listen to her song again and tell her what kind of flower and what color they
are in the song.
a. T has Ss call out the answer
5. Echo the phrases
a. T sings on the starting note (“This is our starting note.”) and gestures to self: Me
bonnie bunch o’ roses, Oh! (T gestures to Ss and Ss echo)
b. T gestures to self: Hang down, ye blood-red roses hang down. (T gestures to Ss
and Ss echo)
c. T gestures to self: ‘Tis time for us to roll and go, (T gestures to Ss and Ss echo)
d. T gestures to self: Hang down ye blood-red roses, hang down. (T gestures to Ss
and Ss echo)
e. T gestures to self: Oh! Ye pinks and posies, hang down, (T gestures to Ss and Ss
echo)
f. T gestures to self: ye blood-red roses, hang down. (T gestures to Ss and Ss echo)
bonnie bunch o’ roses _____, (T gestures to Ss and Ss: Oh!)
b. T gestures to self: Hang down, ye blood-red roses ______, (T gestures to Ss and
Ss: hang down)
c. T gestures to self: ‘Tis time for us to roll and ___. (T gestures to Ss and Ss: day)
d. T gestures to self: Hang down, ye blood-red roses ____. (T gestures to Ss and Ss:
hang down)
e. T gestures to self: Oh! Ye pinks and posies______, (T gestures to Ss and Ss: hang
down)
f. T gestures to self: ye blood-red roses, ___. (T gestures to Ss and Ss: hang down)
bonnie bunch o’ roses, Oh! (T gestures to Ss and Ss: Hang down, ye blood-red
roses hang down.)
b. T gestures to self: ‘Tis time for us to roll and go, ___. (T gestures to Ss and Ss:
Hang down ye blood-red roses, hang down)
c. T gestures to self: Oh! Ye pinks and posies, hang down. (T gestures to Ss and Ss:
Ye blood-red roses, hang down.)
d. T gestures to self: Up tomorrow is a (T gestures to Ss and Ss: rainy day)
52
bonnie bunch o’roses, Oh! Hang gown, ye blood-red roses hang down. (T
gestures to Ss and Ss echo)
b. T gestures to self: ‘Tis time for us to roll and go, Hang down ye blood-red roses,
hang down. (T gestures to Ss and Ss echo)
c. T gestures to self: Oh! ye pinks and posies, hang down, ye blood-red roses, hang
down. (T gestures to Ss and Ss echo)
8. T and Ss sing the whole song’
Assessment: Ss can sing “Blood-Red Roses with accurate pitch and rhythm
Transition: “Great job class, let’s do a quick activity before we add instruments to our song!”
Activity #2 Objective: Individually, Ss will clearly and correctly write the Ti notes into their
music for “Blood-Red Roses”
1. T: “I am going to pass out a worksheet that I want you to fill out on your own. Make sure
you are not talking to your neighbor or looking at someone else’s paper -- I want to see
what you can do.”
a. T passes out worksheet:
53
2. T: “I want you to fill in the missing notes. You can use your hand signs, or sing to
yourself in your head, but I do not want you talking to your friends about it.”
3. T collects worksheets
Assessment: Ss can correctly write the “ti” notes into the music on “Blood-Red Roses (save for
post-assessment)
Transition: “Great work focusing! Let’s add a ukulele accompaniment to our melody!
Activity #3 Objective: Ss will use the ukulele to play the accompaniment for “Blood-Red
Rose” with accurate pitch, rhythm, and technique.
1. T has each Ss sit at a ukulele
2. T: “Now that we have our ukuleles and our voices warmed up and ready to go, we can
now learn the accompaniment to our song! The song is easy because we only have to play
two chords that we already know! The first chord is an F chord. Who can remind me how
we play an F chord?”
a. T waits for Ss to volunteer
54
b. T starts strumming the F chord repeatedly. T: “This is what your F chord should
sound like. You practice strumming your F chord along with me?”
3. T: “Great! The second chord is a C chord. I need another brave volunteer to remind me
how we play a C chord.”
a. T waits for Ss to volunteer
b. T starts strumming the C chord repeatedly. T: “This is what your C chord should
sound like. You practice strumming your C chord along with me?”
4. T: “Now that we know which chords are in “Blood-Red Roses,” let’s try playing the
accompaniment. Our first chord is C. Let’s try playing our first phrase.
a. T counts in Ss; T and Ss play accompaniment while T sings the first phrase
i. Repeat as necessary
b. Repeat step 4 with each phrase until the song is completed; T corrects any errors
along the way
4. T: “Let’s have everyone try this time to play and sing at the same time! Repeat after me!”
a. T plays and sings the first phrase; Ss echo
b. T sings through each phrase while Ss echo
c. T sings two phrases at a time; Ss echo
5. T: “Do you think we can try the entire song all together? Let’s try it!”
a. T and Ss sing and play the whole song with ukulele accompaniment
i. T addresses any errors
Assessment: Ss can play the accompaniment on Orff instruments for “Blood-Red Roses” with
correct pitch, rhythm, and technique.
Closing activity: “Great job playing your harmonic accompaniments on the ukulele today class!”
55
POST-ASSESSMENT
1. Video of students echo singing using solfege and hand signs

● The procedure is outlined in Lesson 10, Activity #1
● T will review the video later with a checklist:
2. Students can notate “ti” using standard notation

● T will review the worksheets with a checklist:
3. Students can use improvisation containing “ti”

4. Students can create a composition using “ti”

5. Students can sing an excerpt containing “Ti” individually with accurate pitch and rhythm,
and limited guidance
● T has each S sing one of the excerpts below printed on individual slides to add a
variety
● T establishes the key and starting note for each S
● T uses a checklist to determine ability:
56
57
SONG ONE: “BLOOD-RED ROSES”
2. We’re bound out to Iquique Bay, Hand down, etc.

We’re bound away at break of day. etc.
3. We’re bound away to Cape Horn, Hand down, etc.
We really wish we’d never been born. Etc.
4. Around Cape Horn we all must go, Hand down, etc.
Around Cape Stiff through ice and snow. Etc.
5. Me boots and clothes are all in pawn, Hand down, etc.
An’ it’s bleedin’ draughty around Cape Horn. etc.
6. ‘Tis growl ye may but go ye must, Hand down, etc.
If you growl too hard your head they’ll bust. Etc.
7. Oh, rock and shake her is the cry, Hand down, etc.
The bleedin’ topmast sheave is dry. Etc.
8. Just one more pull and that’ll do, Hand down, etc.
We’re the buckoes for to pull her through. Etc.
Tone/Pitch Set: Sol, La, Ti, Do Re Mi Fa Sol

Range: Sol, - Sol (P8)
Rhythm Set: Quarter notes, half notes, dotted-half notes
Form: Verse and Refrain
Pedagogical use: Could be used to teach Ti and Fa, quarter-half-quarter rhythms, fermata,
accents
Citation: “Sail Away” by Eleanor G. Locke, 1981
58
SONG TWO: “DOWN IN THE VALLEY”
2. Hear the wind blow, love, hear the wind blow,

Hang your head over, hear the wind blow.
3. If you don’t love me, love whom you please;
Throw your arms ‘round me, give my heart ease.
4. Give my heart ease, love, give my heart ease;
Throw your arms ‘round me, give my heart ease.
5. Write me a letter, send it by mail,
Send it in care of Birmingham jail.
6. Birmingham jail, love, Birmingham jail,
Send it in care of Birmingham jail.
7. Writing this letter, containing three lines,
Answer my question, will you be mine?
8. Will you be mine, dear, will you be mine?
Answer my question, will you be mine?
9. Build me a castle forty feet high,
So I can see her as she goes by.
10. As she goes by, dear, as she goes by,
So I can see her as she goes by.
11. Roses love sunshine, violets love dew;
Angels in heaven know I love you.
12. Know I love you, dear, know I love you;
Angels in heaven know I love you.
59
Tone/Pitch Set: Sol, Ti, Do Re Mi Fa
Range: Sol, - Fa (M7)
Rhythm Set: Dotted-half notes, half notes, quarter notes, quarter rests
Pedagogical use: Could be used to teach Ti and Fa, uses ties, 3/4 meter, I and V
______________________________________________________________________________
SONG THREE: “FOUR WHITE HORSES”
Tone/Pitch Set: Sol, La, Ti, Do Re Mi

Range: Sol, - Mi (M6)
Rhythm Set: Syncopation, quarter notes, eighth notes, quarter rests, eighth rests
Form: AB
Pedagogical use: Could be used to teach Ti, syncopation, AB form
60
SONG FOUR: “HAUL ON THE BOWLIN’”
2. Haul on the bowlin’, Kitty is me darlin’. Refrain

3. Haul on the bowlin’, Kitty lives in Liverpool. Refrain
4. Haul on the bowlin’, so early in the mornin’. Refrain
5. Haul on the bowlin’, the old man’s a-growlin’. Refrain
6. Haul on the bowlin’, ‘ts a far cry to pay day. Refrain
Tone/Pitch Set: Mi, Sol, La, Ti, Do Re

Range: Mi, - Re (m7)
Rhythm Set: Quarter notes, eighth notes, dotted-eighth/sixteenth notes
Pedagogical use: Could be used to teach Ti, dotted-eighth followed by eighth-note rhythms,
accent
61
SONG FIVE: “I RIDE AN OLD PAINT”
2. I’ve bridled old Paint, and I’ve saddled old Dan,

I’m sorry, little doney, my pony won’t stand;
Old Paint’s a good pony, land, he paces when he can.
Saddle him in the morning and he’ll pitch to beat the band.
Refrain
3. Oh, when I die, take my saddle from the wall,
Put it on my pony, lead him out of his stall.
Tie my bones to his back, turn our faces to the west,
And we’ll ride to the prairie that we love the best.
Refrain
62
Rhythm Set: Half notes, dotted quarter notes, quarter notes, eighth notes, quarter rests
Pedagogical use: Could be used to teach Ti, dotted quarter followed by an eighth note, triple
meter
______________________________________________________________________________
SONG SIX: “LA VIBORA DE LA MAR”
English Meaning:
Sea serpent, sea serpent, from the sea
You must follow, follow me;
Under this arch, we now must glide
And we’ll leave a girl inside.
One little girl, who can she be?
That one ahead how she runs away,
So the last one has to stay.

Rhythm Set: Quarter notes, eighth notes, sixteenth notes, triplets
Form: Through-composed
Pedagogical use: Could be used to teach Ti, sixteenth notes, and triplet rhythms, Spanish lyrics
63

2010 08 Elementary Teaching Unit

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Introducing “Ti”

Standards Being Addressed:

Transition: “Great job class! Now let’s learn a new song!”

Transition: “I have an idea! Let’s try something new!”

Activity #3 Objective: Students will perform a harmonic accompaniment in 3/4 meter to

Standards Being Addressed:

Transition: “I have an idea! Let’s try something new!”

Activity #3 Objective: Students will perform a harmonic accompaniment in 2/4 duple

Standards Being Addressed:

Entry Activity/Transition: Good Morning/Afternoon Warm-Up “Hello class! I hope everyone

Transition: “I have an idea! Let’s try something new!”

Activity #2 Objective: Students will perform a harmonic accompaniment in 4/4 duple

National Standards Addressed:

● MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation,

● Four White Horses From “Sail Away” by Eleanor G. Locke

Activity #1/Warm-Up/Review of Do-Re-Mi-Sol-La

National Standards Addressed:

● Four White Horses From “Sail Away” by Eleanor G. Locke

National Standards Addressed:

● “Down in the Valley” From “Sail Away” by Eleanor G. Locke

National Standards Addressed:

● “Haul on the Bowlin’” From “Sail Away” by Eleanor G. Locke

Assessment: Ss can aurally identify “Haul on the Bowlin’”

Closing: “Great job today! Everyone was so creative today!”

National Standards Addressed:

● “La Vibora de la Mar” From “Sail Away” by Eleanor G. Locke

Warm-Up (pattern work):

Activity #3 Objective: Ss will use non-standard notation to compose and perform a

National Standards Addressed:

● “I Ride an Old Paint” From “Sail Away” by Eleanor G. Locke

National Standards Addressed:

● “Blood-Red Roses” From “Sail Away” by Eleanor G. Locke

1. Video of students echo singing using solfege and hand signs

2. Students can notate “ti” using standard notation

3. Students can use improvisation containing “ti”

4. Students can create a composition using “ti”

2. We’re bound out to Iquique Bay, Hand down, etc.

Tone/Pitch Set: Sol, La, Ti, Do Re Mi Fa Sol

2. Hear the wind blow, love, hear the wind blow,

SONG THREE: “FOUR WHITE HORSES”

Tone/Pitch Set: Sol, La, Ti, Do Re Mi

2. Haul on the bowlin’, Kitty is me darlin’. Refrain

Tone/Pitch Set: Mi, Sol, La, Ti, Do Re

2. I’ve bridled old Paint, and I’ve saddled old Dan,

SONG SIX: “LA VIBORA DE LA MAR”

Tone/Pitch Set: Sol, La, Ti, Do Re Mi

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