Lesson #9 Aserrín, Aserrán (Practice)

Teacher Name______Brandon Wells____________Target Grade Level_______1________

Musical Concept of Focus: Eighth notes in Aserrín, Aserrán

Standards Being Addressed:

- MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
- MU:Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.
- MU:Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Objective(s):
- Attentive Listening
- Engaged Listening
- Enactive Listening

Materials of Instruction:
- Rhythmic Patterns

- Aserrín, Aserrán sheet music

Lesson Sequence:

Entry Activity/Transition: “Hello class! Sit up straight and put your hands on your legs. Watch
what I do and repeat after me!”
1. Warmup with eighth note rhythmic patterns. The teacher will play each rhythmic pattern
at least four times with students echoing each pattern. Repeat until the teacher is satisfied
that at least 75% of the class understands eighth notes. If necessary, circle back to review
quarter notes further before continuing.
a. Teacher: “Alright class, now we are going to learn a new song.”

Activity #1 Objective: Students will be introduced to the genre of Latin Jazz and aurally
identify different instruments used in ‘Sofrito’ through attentive listening.

1. Teacher plays a recording of “Sofrito” by Mongo Santamaria.

a. Teacher: “What part of the world does this sound like it’s from?”
b. Teacher listens to students’ guesses.
2. Teacher: “Great guesses! This is a song called ‘Sofrito’ by Mongo Santamaria. This song
is from Cuba and is part of a genre known as Latin Jazz. This type of music is popular in
Cuba and Latin America. Let’s listen to part of ‘Sofrito’ again, and this time I want you
to try and identify some of the different instruments used in this song. When you hear a
different instrument, go ahead and write it down.”
a. Teacher plays an excerpt from ‘Sofrito’, while students write down instruments
that they hear.
3. Teacher: “Ok class let’s make a list of the instruments we heard.”
a. Students list the instruments they heard and the teacher will compile a master list
on the board. Any instruments not identified by the class should be highlighted by
the teacher.
b. Instruments used: piano, congas, timbales, guiro, bongos, horns

Assessment: Can the students listen attentively to “Sofrito” and identify instruments
used in the piece?

Transition: Teacher: “Great work class! Take a look at the list of instruments you
heard. Can you find instruments like these in our classroom?

Activity #2 Objective: Students will perform “Aserrín, Aserrán” with chant and Cuban
instruments with the recording while maintaining accurate time and rhythm?
1. Teacher: “Alright class, now I want to introduce you to a new song. This song is called
‘Aserrín, Aserrán.’ This is a song from Cuba like ‘Sofrito.’ This song is about
lumberjacks working in Cuba. Using the instruments you just found, let’s learn the
rhythms of this new song!”
a. Teacher models two bars at a time while students echo.
b. Teacher models one line at a time while students echo.
2. Teacher: “Alright let’s play the whole song together!”
a. Teacher and students play the whole song together.
3. Teacher: “Ok everyone, now I want you to play the whole song without me. I’ll count
you off.”
a. Students play the whole song without the teacher. The teacher will review and
correct as necessary.
4. Teacher: “Now let’s learn the chant. I want you to repeat after me and continue to play
the rhythms on your instruments while you chant. I’ll chant two measures at a time”
a. Teacher: “Aserrín, aserrán”
b. Students echo
c. Teacher: “Los maderos de San Juan,”
d. Students echo
e. Teacher: “Los de arriba piden queso,”
f. Students echo
g. Teacher: “Los de abajo piden pan.”
h. Students echo
i. Teacher: “Triqui, triqui, triqui, triqui,”
j. Students echo
k. Teacher: “Triqui, triqui, triqui, triqui,”
l. Students echo
5. Teacher: “Nice job! Now I’ll say one line and I want you to say the next line.”
a. Teacher: “Aserrín, aserrán,”
b. Students: “Los maderos de San Juan,”
c. Teacher: “Los de arriba piden queso,”
d. Students: “Los de abajo piden pan.”
e. Teacher: “Triqui, triqui, triqui, triqui,”
f. Students: “Triqui, triqui, triqui, triqui,”
6. Teacher: “Great work! Now I am going to play a recording of this song and I want you to
perform with the recording.
a. Students perform with the recording.

Assessment: Can students perform “Aserrín, Aserrán” with chant and Cuban
instruments with the recording while maintaining accurate time and rhythm?
 Assessment

4- Exceeded Expectations

3- Met Expectations

2- Approaching
Expectations

1- Developing

Closure: Teacher: “Great work class! Next class we will compose our own songs using eighth
notes!”