Lesson Plan for the Elementary Music Class

Teacher Name________Miss Rathburn__________

Standards Being Addressed:

 MU:Pr6.1.4a – Perform music, alone or with others, with expression and technical
accuracy, and appropriate interpretation.
 MU: Cr2.1.4a - Demonstrate selected and organized musical ideas for an
improvisation, arrangement, or composition to express intent, and explain connection
to purpose and context.

Materials of Instruction: “Bate, Bate Chocolate”

Phrase 1: Phrase 2: Phrase 3:

Phrase 4: Phrase 5: Phrase 6:

Body Percussion with

Chant:

Phrase 1 Phrase 2 Phrase 3 Phrase 4 Phrase 5 Phrase 6

Lesson Sequence:
Entry Activity/Transition: Introduce the song by chanting along to a video. Ask the students:
What did you notice about the song? Did you hear what this song was about? Share what you
learned with the class. Link: https://youtu.be/bjIo0oaCgMg

Activity #1 Objective (This is Peer Teaching #1): Students in 4th grade will recite ‘Bate Bate
Chocolate’ with accurate beat and rhythm in duple meter.

1. Teacher: Bate, Bate Chocolate is a traditional Mexican chant. Bate in Spanish means
to stir. This chant is about mixing a delicious kind of hot chocolate drink often served
in Mexico for breakfast.
2. Teacher: “Lets learn this chant! Repeat after me.” (give non-verbal signals with hands
for when students should chant) If this is their first time, explain the non-verbal hand
signals. (When I point towards me, then listen; when I point towards you, then chant)
a. Have the students tap the beat along while you are going through the chant to
help them internalize the pulse (spider fingers, clap, pat, etc.)
b. Teacher: “Uno, dos, tres, CHO”
c. Students: “Uno, dos tres, CHO”
d. Assess and repeat if necessary, so that each student can recite confidently
3. Echo second phrase. Correct mistakes and repeat if necessary
a. Teacher: “Uno, dos, tres, CO”
b. Students: “Uno, dos, tres, CO”
4. Echo third phrase. Correct mistakes and repeat if necessary
a. Teacher: “Uno, dos, tres, LA”
b. Students: “Uno, dos, tres, LA”
5. Echo fourth phrase. Correct mistakes and repeat if necessary
a. Teacher: “Uno, dos, tres, TE”
b. Students: “Uno, dos, tres, TE”
6. Echo fifth phrase. Correct mistakes and repeat if necessary
a. Teacher: “Chocolate, Chocolate”
b. Students: “Chocolate, Chocolate”
7. Echo sixth phrase. Correct mistakes and repeat if necessary
a. Teacher: “Bate, Bate Chocolate”
b. Students: “Bate, Bate Chocolate”
8. Extended Echo: Put two phrases together using the echo method.
a. Teacher: “Uno, dos, tres, CHO – Uno, dos, tres, CO”
b. Students: “Uno, dos, tres, CHO – Uno, dos, tres, CO”
c. Teacher: “Uno, dos, tres, LA – Uno, dos, tres, TE”
d. Students: “Uno, dos, tres, LA – Uno, dos, tres, TE”
e. Teacher: “Chocolate, Chocolate – Bate, Bate Chocolate”
f. Students: “Chocolate, Chocolate – Bate, Bate Chocolate”
9. Teacher: “Now, I’m going to say the full chant out loud. I want you to watch and say
it along in your head, you can use your mouth and silently chant along if you would
like”. Students audiate while teacher recites chant.

10. Ask the students if they would like a phrase repeated and do so.
 11. Have students recite the chant and review the phrases that have mistakes
12. Now that they are comfortable with the chant, I will incorporate movements
a. Teacher: “Every time you hear “uno, dos tres”, I want you to pat your legs
three times” (Model your expectation)
13. Go through the chant adding the first new movement
14. Incorporate hand movement number two
a. Teacher: “Every time you hear “ Cho, Co, La, Te” at the end of a phrase, I
want you to throw your hands up in the air” (Model your expectation)
15. Go through the chant adding movements one and two
16. Incorporate the final movement to the chant
a. Teacher: “Every time you hear “Chocolate, Chocolate, Bate, Bate Chocolate”
or the last two phrases, I want you to pretend like you are mixing a big pot”
(Model your expectation)
17. Slowly go through the chant adding all the movements together
18. Ask the students if they would like a phrase or movements repeated and do so
19. Have the students recite the chant with the movements and review mistakes if
necessary

Assessment: All students will be able to recite “Bate, Bate Chocolate” with word and movement
accuracy.

Transition/Closure: You all did wonderful today! Tomorrow, we will add some fun body
percussion.

Activity #2 Objective (This is Peer Teaching #2): Students in 4th grade will perform body
percussion to accompany ‘Bate, Bate Chocolate’ with accurate beat and rhythm in duple
meter.

1. Teacher will start by reviewing the chant with the students. Have the students chant along
while the teacher speaks through the chant. Teacher will invite students to tap the steady
beat while reciting all together.
2. Teacher will stop the students from patting and have them switch to a sway from right to
left to mimic the beat while everyone will recite the entire chant once more. Assess and
continue until all students catch on.
3. Teacher will stop students. Teacher: “Students, watch what I do, and join me!” Teacher
will add pats on beat one and two, a clap on beat three, and a snap on beat four while
swaying from right to left, reciting phrase one. While the teacher goes through the body
percussion, the students will chant along with the teacher. Assess and continue until all
students catch on.
4. Teacher will stop students. Teacher: “Students, watch what I do, and join me!” Teacher
will add pats on beat one and two, a clap on beat three, and a snap on beat four while
swaying from right to left, reciting phrase two. While the teacher goes through the body
percussion, the students will chant along with the teacher. Assess and continue until all
students catch on.

5. Teacher will stop students. Teacher: “Students, watch what I do, and join me!” Teacher
 will add pats on beat one and two, a clap on beat three, and a snap on beat four while
swaying from right to left, reciting phrase three. While the teacher goes through the body
percussion, the students will chant along with the teacher. Assess and continue until all
students catch on.
6. Teacher will stop students. Teacher: “Students, watch what I do, and join me!” Teacher
will add pats on beat one and two, a clap on beat three, and a snap on beat four while
swaying from right to left, reciting phrase four. While the teacher goes through the body
percussion, the students will chant along with the teacher. Assess and continue until all
students catch on.

7. Ask the students if they would like a phrase or action repeated and do so.
8. Students will use body percussion and recite the chant in phrases one through four.
Review any areas that have mistakes
9. Teacher: “Students, watch what I do, and join me!” Teacher will add pats on beat one and
three, and claps on beat two and four while swaying from right to left, reciting phrase
five. While the teacher goes through the body percussion, the students will chant along
with the teacher. Assess and continue until all students catch on.

10. Teacher will stop students. Teacher: “Students, watch what I do, and join me!” Teacher
 will add snaps on beat one and two, a pat on beat three, and two claps on beat four while
swaying from right to left, reciting phrase six. While the teacher goes through the body
percussion, the students will chant along with the teacher. Assess and continue until all
students catch on.

11. Ask the students if they would like a phrase or action repeated and do so.
12. If students feel they are up for a challenge, they can replace the sway from right to left
with a stomp that alternates between their right and left feet.
13. Students will use body percussion and recite the chant in phrases five and six. Review
any areas that have mistakes.
14. Teacher and students will recite the entire chant and add all of the body percussion to it.
15. Ask the students if they would like a phrase or movement repeated and do so.
16. Have the students recite the entire chant with the body percussion and review mistakes if
necessary.

Assessment: All students will be able to recite “Bate, Bate Chocolate” with word and body
percussion accuracy.

Transition/Closure: You all did wonderful today! Next time, we are going to add some fun
improvisations and you’ll get to add your own twist to this chant!

Activity #3 Objective (This is Peer Teaching #3): Students in 4th grade will improvise
rhythmically using “Bate, Bate Chocolate”, with the parameters of a two-measure phrase
(eight beats in duple meter)

1. Teacher will start by reviewing the chant with the students. Students will participate in a
fill in the blank activity that allows them to “fill in” every other phrase of the chant.
Teacher will invite students to tap the steady beat while reciting the chant.
2. Teacher will reintroduce the body percussion and invite the students to join in while
reciting the chant all together. If necessary, break down and review parts pf the body
percussion by phrase until everyone is comfortable.
3. Teacher: “Now, I’m going to go through the entire chant with body percussion. I want
you to watch and say it along in your head, you can use your mouth and silently chant
along if you would like”. Students will audiate while teacher recites the chant and both
will use body percussion.
4. Teacher: “I am going to do it once more, however, I am going to make it different. Watch
 carefully and see what part of the chant changes” Students will audiate and anticipate the
changes without using body percussion. Teacher will improvise body percussion in
phrase five and six while reciting the chant.
5. Teacher: “What was different? What did I do differently?” Students will respond saying
something like “you changed your movements” or “that was not what you showed us the
first time”
6. Teacher: “Where did you notice those changes” Students will respond saying it was at the
very end of the chant.
7. Teacher: “Now, you are going to make your very own body percussion at the end of the
chant. Being able to create and incorporate your own ideas into a chant is called
improvisation.”
8. Teacher: “We are going to start on phrase five and go all the way through phrase six
creating a unique rhythm using only pats. I am going to use my rhythm sticks to keep a
steady tempo and give you a big sign for when you are supposed to stop.” Students will
improvise body percussion while teacher recites the chant and uses rhythm sticks to guide
the students.
9. Teacher: “We are going to do that again, this time you are going to make another new
rhythm and use both pats and claps during phrase five and six. I am going to use my
rhythm sticks to keep a steady tempo and give you a big sign for when you are supposed
to stop.” Students will improvise body percussion while teacher recites the chant and uses
rhythm sticks to guide the students. Teacher will remind students that it is okay to not
match their neighbor, just make sure they are confident in what they are creating.
10. Teacher: “Let’s do it again, but this time you are going to make a new rhythm using pats,
claps, and snaps during phrase five and six. I am going to use my rhythm sticks to keep a
steady tempo and give you a big sign for when you are supposed to stop.” Students will
improvise body percussion while teacher recites the chant and uses rhythm sticks to guide
the students.
11. Teacher: “Now that you have incorporated all of the body percussion in your
improvisation. Let put our movements with the chant and try it all together”. Students
will recite the chant and improvise body percussion on phrases five and six.
12. Quickly review phrases one through four with chant and body percussion, if necessary.
13. Have the students recite the entire chant with the body percussion in phrases one through
four and improvisation through phrases five and six.

Assessment: Students will be able to improvise a two-measure phrase in duple meter and keep a
steady beat. Teacher will observe the students during the closure activity which includes
individualized improvisation.

Transition/Closure: Students will perform ‘Bate, Bate Chocolate’ by reciting the chant, using
body percussion and improvising by themselves or with a friend for the teacher. Teacher: “You
were so creative today! I hope you had as much fun as I did. Next class, we are going to do even
more improvisation using instruments.”