Music Around The World: 3 Week Unit Plan Third Grade

Music Around the World
3 Week Unit Plan

Third Grade
Ashlyn Fitzgerald
ED326
Dr. Biffle
Unit Title: Music Around the World
Grade Level: Third
Time Frame: 3 Weeks
Subject/Topic Area: History, Geography, Language Arts, Math and Music
Key Words: Instrument, Beat, Culture
Designed by: Ashlyn Fitzgerald
Brief Summary: Throughout this unit, students will focus on learning about cultural differences
through music around the world. Students will have a focus on Africa, South America, and the
United States. This unit expands student’s knowledge on differences in culture and connects
common core subjects. There will be much focus on hands-on activities and various forms of
exploration and research. Music is something that is so unique to every culture and can help
students easily hear distinct differences between music from different areas of the world.
Identifying Desired Results:

Social Studies Standards
Geography 1: Students understand the geography of the community, Maine, the United States,
and various regions of the world by explaining that geography includes the study of Earth’s
physical features including climate and the distribution of plant, animal, and human life.
History 2: Students understand historical aspects of unity and diversity in the community, the
state, Maine Native American communities, and the United States by identifying research
questions, seeking multiple perspectives from varied sources*, and describing examples in the
history of the United States of diverse and shared values and traditions.
Language Arts Standards
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.
CCSS.ELA-LITERACY.SL.3.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Desired Understanding Essential Questions

Students will be able to…  What is the importance of music in
 Differentiate between music around culture?
the world  How is music different throughout the
 Identify instruments by hearing music world?
sounds
Learning Experience and Instruction
Topic 1: Africa
Day 1: Introduction to African Music- This will be an introductory lesson to

African music. Students will learn about the song Funga Alafia, a traditional
African song and dance. Following this lesson, students will dive into a specific
African artist and one of their songs so this will be a good overview of what they
will complete.
Day 2: Specific Song/Artist Exploration- Assign one African musician or group to

each student or allow them to make their own selection. (The links below provide a
listing of African musicians). Tell students to listen to songs of their
musician/group on the Internet, at the library or at music shops. Ask them to pick a
favorite song and to find out the meaning of the song and the instruments that are
being played. (Help students find an English translation for their songs). Students
can each play an excerpt of their song for the class and allow their classmates to
guess what the words mean or what instruments are being played.
Day 3: Differences throughout Africa- Focus on the differences around different

parts of Africa. How does the music differ? How does the culture differ?
Day 4: African Thumb Piano- Students will learn about the African Thumb Piano
(Mbira) and we will create one homemade as well!
Day 5: African Drum and DIY- Learn about the African Drum and create a DIY as
a class!
Topic 2: South America
Day 1: Introduction to Latin Music- Introductory Lesson - background show

videos, play songs, show art
Day 2: Famous Artist Exploration- In partners, choose a famous artist from South
America. Write to them about what you like about their music, be sure to include
information about the instruments using to compose the music. Convince this artist
to let you and your friend join them on tour – what would you add to the
performance?
Day 3: Math with the Pulsing Beats- The pulsing beat present throughout all genres
of Latin American music makes a great math lesson.
Day 4: Instrumental Focused Lesson- This lesson will focus solely on maracas,
drums, and other local instruments. If the circumstances permit, the music teacher
will join with their instruments.
Day 5: Make your own Maracas! – This lesson will be an in-depth look at maracas
and students will create their own using everyday materials!
Topic 3: The United States
Day 1: Introduction of diversity of music throughout the United States-

We will learn about the music history of the United States, where it started, and
where we have gone with it.
Day 2: Group Project Introduction- Students will be split into five groups and be
assigned one of the following well-known genres in the United States; blues, rock
and roll, country, hip hop and jazz. They will work over the next 2-3 days to
explore the history behind their genres.
Day 3: Project Workday- Students will use this work session to prepare their
research and presentations for tomorrow. They will have access to iPads or laptops
to conduct research and may use any classroom materials for their presentations.
Day 4: Group Presentations- Groups will present their genre of music from the
United States to the class on this day.
Day 5: Unit Closure Activity- On this day, we will listen to music from Africa,
South America, and the United States, as well as other places students may have
been curious about. If the circumstances permit, I would love to gather artifacts
from the places we learned about and bring in a traditional food dish from each
place.
UNIT CALENDAR
Topic Monday Tuesday Wednesday Thursday Friday
1: Africa Introductio Specific Differences African African
n to African Artist/Song throughout Thumb Drum and
Music Exploration Africa Piano DIY
2: South Introductio Famous Math with Instrumental Make your
America n to Latin Artist the Pulsing Focused own
Music Exploration Beats Lesson Maracas!
3: The Introductio Group Workday Group Unit Closure
United n of Project Presentations Activity
States diversity of Introduction
music
throughout
the U.S.
UNIT RUBRIC
0- No 1- Not Yet 2- 3- Meets the 4- Exceeds the

Attempt meets Approaching Standards standards
standards the standards
Participation Students did Students Students Students Students

not partake in only took actively actively actively
any of the part in a participated in participated in completed all
activities or few of the more than all the lessons activities that
lessons activities half of the were given with
lessons, but thoughtful and
some still reflective
were not responses
completed
Content Students Students Students met Students Students

were unable were unable some of the received a 3 on exceeded the
to meet the to meet the state all the state expectations set
state state standards, yet standard in this by each state
standards due standard, as majority were unit standard
to lack of they did not not met
participation participate
in enough
to receive
credit
Presentations Students did Students Students Students Students

and Exit not complete completed a completed completed all completed all
Tickets any of the few of the most of the the exit tickets the assignments
exit tickets or tasks, yet tasks, but they and with great detail
presentation majority did not meet presentation and went above
throughout was the standards, expectations for
the unit incomplete and some each assignment
were left
incomplete
LESSON PLANS
Introduction to African Music
Lesson Length: 40 minutes
Central Focus & Context: This will be an introductory lesson to African music. Students will
learn about the song Funga Alafia, a traditional African song and dance. Following this lesson,
students will dive into a specific African artist and one of their songs so this will be a good
overview of what they will complete. One of the biggest meanings of this song is “We
welcome you” so I wanted to use it as the introductory lesson to our entire unit, as we will be
learning about all different cultures and must learn to be welcoming. This is a great
introduction to showing how music is a big influence in culture.
Standard(s):
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening
to others with care, speaking one at a time about the topics and texts under discussion).
Objective(s): SWBAT…
 Articulate the song Funga Alafia
 Create rhythms on an instrument to go along with the song
 Participate in a performance of Funga Alafia
Key Vocabulary:
 “Funga Alafia”
 Welcome
 Music
 Culture
Adaptations: TBD
Assessment Measures:
Formative:
 Throughout the group work, the teacher will be observing how well the students are
working collaboratively to create a rhythm with the song Funga Alafia.
 There will also be focus on the participation of single students and what part they play
within their group.
Summative:
 During the performance, the teacher will focus on whether the students understand the
general meaning of the song to be “We welcome you”, as well as whether they were
able to form a beat with their instruments.
Materials:
 YouTube Video https://www.youtube.com/watch?v=Kdxzw8WLI2w
 Assorted instruments
 X amount lined note paper
 X amount pencils
Procedures & Timeline

Opening: To begin this lesson, students will view a video of a group of women performing
the Funga Alafia song and dance. We will rewatch the video several times throughout the
lesson to help the students learn the words and dance moves.
Work Session: After we complete our viewing of the video, students will work in groups to
create rhythms along with the song on the instruments provided. Someone in the group should
take brief notes about their experience trying to go along with the beat. They should be
prepared to be assessed based on their understanding of the meaning behind the song, as well
as their effort to work collaboratively. Every student must play some part in the performance,
and they can use any provided instruments, as well as everyday materials to create sound.
Closing: To see how well the students were able to understand the meaning of the song and
create a rhythm with the instruments, each group will perform what they worked on with their
groups. The teacher will be paying attention to their explanation of the meaning behind the
song, as well as how well they worked together to put together the performance.
Lesson Reference(s): https://www.youtube.com/watch?v=Kdxzw8WLI2w

Specific Artist and Song Exploration
Central Focus & Context: During this lesson, students will be in groups and research a
specific African song by their given artist. Following the group work, each group will give a
presentation and participate in a question-and-answer period on their presentation. Having
groups dive into a different artist and their specific song allows for the class to hear a wide
variety of African songs without simply just searching.
Standard(s):
 Identify an African artist
 Discuss the meaning of an African song
 Participate in a group presentation
Adaptations: TBD
Formative:
Summative:
Materials:
 iPads or Laptops
 Note paper
 Various everyday materials for presenters

Opening: Students will receive instructions for the artist and song exploration group project.
They must select an African artist and explore one of their songs specifically. They should
plan to find out the general meaning behind the song and the instruments that are being played
with the words. They should find an excerpt of their selected song to share with the class.
Work Session: Students will have time to work with their group and research on an iPad or
laptop, whichever is available to find the required information. Groups may present their
information however they want to, as I want their presentations to be unique.
Closing: During the presentations, other groups should be prepared to ask questions about
their experience. Sometime during the presentation, each group will play an excerpt from their
song so the other groups can hear the words and melody.
Lesson Reference(s):
African Thumb Piano
Central Focus & Context: Students will learn about the Mbira, or African Thumb Piano. We
will begin by viewing a video of a professor demonstrating the Mbira. This percussion
instrument was created and performed by the Shona people of Zimbabwe – typically played at
religious ceremonies and social gatherings.
Standard(s):
 Identify the sound of the African thumb piano
 Participate in a group presentation of rhythm
Key Vocabulary:
 Mbira
 Rhythm
 Percussion
Adaptations: TBD
Formative:
 Throughout the lesson, the teacher should focus on the engagement in trying to
understand the background behind the Mbira.
Summative:
 At the closing of this activity, students will be assessed based on their participation in
the experiment of sounds at the end of this lesson.
Materials:
 YouTube Video: https://www.youtube.com/watch?v=7tg8FXW79Tk
 X amount shoe boxes
 Tape
 4 bobby pins per shoe box
 Assorted Paints
 X amount paintbrushes

Opening: We will begin by viewing a video of a professor demonstrating the Mbira. This
percussion instrument was created and performed by the Shona people of Zimbabwe –
typically played at religious ceremonies and social gatherings.
Work Session: Students will receive a shoe box already glued shut with a hole cut in the
center. They will need to pull all four of their bobby pins apart, so they are stretched out about
an inch or two. They must tape all four bobby pins, ridged side up about halfway over the hole
in their box.
Closing: Since the African thumb piano is a percussion instrument, we will play it together to
hit the prongs to create sounds. The vibration of the bobby pins will mock the prongs and
create a vibration sound. We will place our homemade thumb pianos on the floor in our laps
and play around with the different sounds we can each make with our new instruments.
Lesson Reference(s): https://www.youtube.com/watch?v=7tg8FXW79Tk
African Drum and DIY
Central Focus & Context: During this lesson, students will hear the sounds of an African
drum, view different styles and also build their own from everyday materials! At the
conclusion of this lesson, we will play around with the different beats we can play on our
drums and compare our sounds to a real African drum.
Standard(s):
 Identify the sound of an African drum
 Create their representation of an African drum
 Participate in a group experiment with sounds of the drums
 Understand the importance of the African drum
Key Vocabulary:
 African drum
 Pitch
Adaptations: TBD
Formative:
 Throughout the lesson students will be assessed based on their participation in the
experiments of sounds and prompted questions.
Summative:
 At the conclusion of this lesson, students will participate in a group experiment of all
the different sounds the different drums make.
Materials:
 YouTube video: https://www.youtube.com/watch?v=kXAfPnwvchE
 Empty coffee cans with plastic lids
 Construction paper
 Glue
 Scissors
 Paint or markers
 Paintbrushes
 Water Dowels or sticks
 String, leather, feathers, beads, glitter, etc
Opening: The lesson will be introduced by playing a drum to get the student’s attention
(Either borrow one from a music teacher or pre-make a can drum like the ones the students
will make). Ask students what they know about drums in the African culture. We will then
view a video about the drum to give the students some background information.
Work Session: This is when the students are going to make their own Djembe drums. The
teacher will pass out coffee cans, construction paper, glue, scissors, paint, markers, paint
brushes, water, dowels, sticks, strong, leather, feathers, beads, glitter and paper to the students.
The students will cover the coffee cans with construction paper and leave the plastic lids on
the coffee can for the drumhead. They can then paint or draw designs and creatures on the
coffee can. After the paint is dry, have the students glue all sorts of decorations to the drums.
Using wooden dowels or wooden sticks (or even just with their hands) the students can drum
away on their new coffee can drums.
Closing: To bring some closure to this activity, students will be able to play around with the
sounds their individual drum makes and hear what others sound like. Depending on how much
of what material you put in you get a slightly different sound.
Lesson Reference(s): https://www.youtube.com/watch?v=kXAfPnwvchE

Famous Artist Exploration
Central Focus & Context: Following our introduction to Latin music, students will work
with a partner to explore one famous Latin artist. They will have to write a letter to their artist
About what they like about their music, as well as information about the instruments being
used to compose the music. They also must convince this artist to let them join them on tour
and include what they would add to the performance. Each group exploring a different Latin
artist and sharing back their experience to the class will allow everyone to learn about a variety
of people.
Standard(s):
CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
 Identify a famous Latin artist
 Construct information on a Latin artist
 Formulate a letter to a Latin artist
Academic Language Demands:

Key Vocabulary:
 Instruments
 Compose
Adaptations: TBD
Formative:
 Throughout the lesson, partners will be assessed on their teamwork skills to complete
the research and letter to their artist.
Summative:
 During the presentations, groups will be assessed on the information they found, as
well as their completion of the assignment.
Materials:
 X amount laptops/iPads
 Lined paper for research notes
 X amount letter paper
 X amount pencils

Opening: Following our introduction to Latin music, students will be placed in partners and
must choose a famous artist from South America.
Work Session: In partners, after choosing a famous artist from South America. Write to them
about what you like about their music, be sure to include information about the instruments
using to compose the music. Convince this artist to let you and your friend join them on tour –
what would you add to the performance?
Closing: At the end of this lesson, groups will share their letters with the class. Upon leaving,
they must complete an exit ticket listing 2 things they learned about a Latin artist from the
presentations.
Lesson Reference(s): N/A

Names: _________________
_________________
Dear, _________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Sincerely,
________________
&__________________
Name: __________________ Date:__________
EXIT TICKET
 Please list 2 things you learned about Latin American music today:
1.
2.
Make Your Own Maracas!
Central Focus & Context: To begin this lesson, students will watch a video about maracas
and will get to play around with some real maracas brought in. As a class, we will made
homemade maracas from everyday materials. Through our experiments with the maracas,
students will be able to feel the community between playing an instrument together.
Standard(s):
 Identify the sound of a maraca
 Recreate a maraca
 Interact with the homemade maraca to compare to real maraca
Key Vocabulary:
 Maraca
Adaptations: TBD
Formative:
 Throughout this lesson, students will be assessed based on their ability to stay on task
and complete their homemade maracas.
Summative:
 At the closing of this activity, students will be assessed based on their participation in
the playing of our homemade maracas.
Materials:
 YouTube video: https://www.youtube.com/watch?v=H7nhpY-Z8aE
 2 8 oz (236 mL) water bottles (per students)
 2 toilet paper rolls (per student)
 Electrical tape (colorful, if possible)
 Filling For your maracas. – rice, bird seed, pasta, paperclips, etc

Opening: To begin this lesson, students will watch a video about maracas and will get to play
around with some real maracas brought in.
Work Session: During the main portion of class, we will work as a class to be sure everyone
creates their maracas to participate with at the end. Students will begin by filling their empty
water bottles with the filling of their choice, as there will be multiple choices so everyone can
hear the different sounds. They must close their bottles once they are satisfied with the noise
they have created and attach a toilet paper roll to the cap using tape.
Closing: Once everyone is able to complete their maracas, we will experiment with the
different sounds everyone has created.
Lesson Reference(s): https://kinderart.com/art-lessons/music/maracas-recycled-objects/

Introduction of Diversity in Music throughout the U.S.
Central Focus & Context: We will focus this introduction of diversity in music throughout
the United States lesson on how many genres there really are in the United States. In the
following days, we will take a deeper look into five specific genres, but I want the students to
see how diverse the music culture is in the United States compared to the similar patterns from
other places.
Standard(s):
 Identify the diversity of music in the United States
 Discuss their understanding and questions about music in the United States
Key Vocabulary:
 United States
 Genre
Adaptations: TBD
Formative:
 The teacher will assess the students throughout the lesson based on their contribution
to the class discussion and discovery.
Summative:
 Students will complete an exit ticket listing two things they learned about music in the
United States and one thing they are still hoping to learn about.
Materials:
 Computer
 Projector
 X amount exit slips

Opening: This lesson will begin with a turn and talk so the pairs can discuss what they know
about music in the United States. Before we move into our lesson, the pairs will share, and we
will keep a web of ideas on the board throughout the lesson.
Work Session: Most of this lesson will be spent in class discussion and discovery together.
The teacher will instruct the students of how the music history of the United States begins
many centuries ago with the Native Americans, the first people to populate North America.
These included a number of tribes, like the Choctaw, Navajo and Sioux. The music of these
people was highly varied in form and was mostly religious in purpose. To then drive through
the diversity of music throughout the United States, the teacher will have their computer on the
overhead so the students can search through the different types of music in the United States.
The students will drive the research that the teacher conducts on the overhead.
Closing: To bring closure to this discussion and discovery, students will complete and exit
ticket upon leaving listing two things they learned about music in the United States and one
thing they are still hoping to learn about.
Lesson Reference(s):
Name: ____________________ Date:__________
EXIT TICKET
 List 2 things you learned today

1.
2.
 List 1 thing you still want to know about music in the

United States
1.
Group Project Introduction
Lesson Length: 50 Minutes
Central Focus & Context: The focus of this lesson will be on introducing the popular genres
of music in the United States; blues, rock and roll, country, hip hop and jazz. Throughout the
next few days, students will be in five groups and assigned on of the genres to dive into the
history of. At the conclusion of the work sessions, groups will share back so everyone can
learn about each genre.
Standard(s):

 Identify the five popular music genres in the United States
 Discuss the history behind the given music genres
Key Vocabulary:
 Blues
 Rock and Roll
 Country
 Hip Hop
 Jazz
Adaptations: TBD
Formative:
 Throughout the group work, the teacher will assess the students based on their
contribution and effort given in their group.
Summative:
 This will be their presentation in the following days, which has a rubric attached.
Materials:
 YouTube video: https://www.youtube.com/watch?v=g4zHj_EV0Bw
 Note Paper for all five groups

Opening: To begin class, we will fill out a KWL chart on the board as a class to see what the
students know about popular music genres in the United States. Following the KWL chart,
students will view a video reviewing the genres we will discuss, blues, rock and roll, country,
hip hop and jazz.
Work Session: Once we have reviewed some of the popular genres in the United States,
students will be split into five groups and be assigned one of the well-known genres we
discussed; blues, rock and roll, country, hip hop and jazz. They will work over the next 2 days
to explore the history behind their genres.
Closing: The closing of this lesson will be their group presentation, which has a rubric
attached below.
Lesson Reference(s): https://www.youtube.com/watch?v=g4zHj_EV0Bw

Music Around The World: 3 Week Unit Plan Third Grade

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Music Around the World

3 Week Unit Plan

Identifying Desired Results:

Conduct short research projects that build knowledge about a topic.

Explain their own ideas and understanding in light of the discussion.

Desired Understanding Essential Questions

Day 1: Introduction to African Music- This will be an introductory lesson to

Day 2: Specific Song/Artist Exploration- Assign one African musician or group to

Day 3: Differences throughout Africa- Focus on the differences around different

Day 1: Introduction to Latin Music- Introductory Lesson - background show

Day 1: Introduction of diversity of music throughout the United States-

0- No 1- Not Yet 2- 3- Meets the 4- Exceeds the

Participation Students did Students Students Students Students

Content Students Students Students met Students Students

Presentations Students did Students Students Students Students

Procedures & Timeline

Lesson Reference(s): https://www.youtube.com/watch?v=Kdxzw8WLI2w

Procedures & Timeline

Explain their own ideas and understanding in light of the discussion.

Procedures & Timeline

Lesson Reference(s): https://www.youtube.com/watch?v=kXAfPnwvchE

Conduct short research projects that build knowledge about a topic.

Academic Language Demands:

Procedures & Timeline

Lesson Reference(s): N/A

Procedures & Timeline

Lesson Reference(s): https://kinderart.com/art-lessons/music/maracas-recycled-objects/

Procedures & Timeline

 List 2 things you learned today

 List 1 thing you still want to know about music in the

Conduct short research projects that build knowledge about a topic.

Explain their own ideas and understanding in light of the discussion.

Procedures & Timeline

Lesson Reference(s): https://www.youtube.com/watch?v=g4zHj_EV0Bw

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