ELEMENTARY UNIT

Mackenzie Webster

KANSAS STATE UNIVERSITY

MUSIC 670
Spring 2020
 ~ Table of Contents ~

Introduction .................................................................................................................................... 2

Identification of Concept
Pre-Assessment
Post Assessment
Other Musical Terms Students Will Learn
Introduction ……………………………………………………………………………………… 3
Cross-Curricular Connections
Outline of Unit …………………………………………………………………………………... 4

Prepare
Present
Practice
Song Analysis …………………………………………………………………………………… 6
Lessons
Lesson 1 ..…………………………………………………………………………………… 12
Lesson 2 …………………………………………………………………………………….. 15
Lesson 3 …………………………………………………………………………………….. 18
Lesson 4 …………………………………………………………………………………….. 21
Lesson 5 …………………………………………………………………………………….. 25
Lesson 6 …………………………………………………………………………………….. 28
Lesson 7 …………………………………………………………………………………….. 32
Lesson 8 …………………………………………………………………………………….. 36
Lesson 9 …………………………………………………………………………………….. 39
Lesson 10 …………………………………………………………………………………… 42

1
 ~ Introduction ~
Identification of Concept

 This is pulled from the Manhattan-Ogden Scope and Sequence.

 Before starting this unit, students should already know pitch matching, long vs. short

notes, steady beat vs. no beat, word rhythms, and ta.

 This Unit Plan is designed for students in the first grade.

Pre-Assessment

 Students will march around the room to various pop songs to find the steady beat

 Students will learn “Marry Had a Little Lamb” by rote to match pitch

 Students will hop to a new dot every time they know there’s a ta in the music

o If 80% of my students do not meet this pre-assessment, I will go back and design

a lesson that will review the concept we have already covered

Post Assessment

 Students will show they know how to read this concept by reading the song “Koonelaki”

in lesson 7.

 Students will show they know how to write the concept in lesson 6

 Students will show they can dictate the concept in lesson 9

 Students will show they can improvise the concept in lesson 8

 Students will show they can compose the concept in lesson 9 and 10

Other Musical Terms Students Will Learn

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  Accompaniment – a musical part that supports or partners a solo instrument, voice, or

group

 Notation – a series or system of written symbols used to represent numbers, amounts, or

elements in something such as music or mathematics

 Rhythm – a strong, regular, repeated pattern of movement or sound

 Toubeleki – Traditional Greek drum that is made of metal, open on its downside, and has

animal hide stretched over the top that is played with your hands that was used in Greek

folk songs

Cross-Curricular Connections

 Language Arts

o Students creating their own lyrics during lesson 9

 Physical Education

o Students doing various physical activities and games throughout multiple lesson

plans

 Historical/Cultural Connection

o Students in lesson 7 will learn a short history about Greece, an instrument that

was used with Greek folk songs, and a Greek folk song named “Koonelaki”

3
 ~ Outline of the Unit ~
Prepare

 Students will be prepared to be shown the concept with the first 3 lessons by learning 3

new songs, “Rain, Rain, Go Away,” “Bow Wow Wow,” and “Lucy Locket.” These songs

have ta and ti ti and the students will be using games to both learn the songs, and hear

rhythms they haven’t heard before. These activities will have them aurally hear the

difference between quarter notes and eighth notes and they will show they hear the

difference by having two separate movement for long notes and short notes.

Present

 Students will review what they have learned through the prepare stage, then the concept

will be presented to them and will be labeled with symbols, then presented with the

standard notation, and then they will reinforce what they know. Students will accomplish

this by being shown the music for “Lucy Locket” and will put circles around ti ti and

squares around ta. To reinforce this learning, they will be shown the notation for the

previous songs used in the prepare stage and have them square and circle ta and ti ti.

Practice

 Students will learn to read and write the concept, as well as improvise and compose using

the concept. Here they will be introduced to “Bee, Bee, Bumblebee,” “Name Riddle,” and

“Koonelaki.” Warm-ups will have students clapping and counting, writing, and

improvising the concept. Activities will also have students doing these activities, but with

the addition of composition. One activity the students will do to compose will be having

the opportunity to improvise rhythms as a class and then writing down the rhythms they

4
 enjoyed the most. Later they will use those rhythms to add additional verses to “Rain,

Rain, Go Away” with their own lyrics and instruments that they get to choose.

5
 ~ Song Analysis ~
Bee, Bee, Bumblebee

Song Analysis Table:

Tone Set SM
Range m3
Rhythm Set Quarter note, two eighth notes
Form Through

A Song’s Pedagogical Use Table:

Melody
Rhythm Duple meter, eighth/quarter patterns
Other

Other info: This is an American children’s song

Source: Game Plan by Kriske, Jeff DeLelles, and Randy

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Rain, Rain, Go Away

Song Analysis Table:

Tone Set SMLFR
Range 5th
Rhythm Set Quarter note, two eighth notes
Form Through

A Song’s Pedagogical Use Table:

Melody Introduce la, read la

Rhythm Duple Meter, Quarter note/Eighth note patterns
Other Science connection, art connection

Other info:

Kids' songs similar to "Rain Rain Go Away" are found in many cultures. The modern rhyme
dates back to the 17th century, which was found in the proverbs collection of James Howell, who
was an Anglo-Welsh historian and writer. It is one of the most popular rhymes that has multiple
renditions across the world.

Source: https://supersimple.com/song/rain-rain-go-away/

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Bow Wow Wow

Song Analysis Table:

Tone Set DMSLR
Range 6th
Rhythm Set Quarter Note, two eighth notes
Form Through

A Song’s Pedagogical Use Table:

Melody Working on leaps and DMS

Rhythm Duple meter, eighth/quarter patterns, half notes,
quarter rests, Form
Other Science

Other info:

Source: Game Plan by Kriske, Jeff DeLelles, and Randy

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Koonelaki

Song Analysis Table:

Tone Set DRMFSL (high)D
Range Octave
Rhythm Set Quarter note, two eighth notes
Form ABBA

A Song’s Pedagogical Use Table:

Melody Singing and reading high do

Rhythm Duple meter, eighth/quarter patterns, quarter
rest, half rest
Other History and Culture

Other info: This is a classic Greek Children’s song

Source: https://www.bethsnotesplus.com/category/folk-songs/page/42
https://www.bethsnotesplus.com/2018/04/koonelaki.html

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 Name Riddle

Song Analysis Table:

Tone Set N/A
Range N/A
Rhythm Set Quarter note, two eighth notes
Form AB

A Song’s Pedagogical Use Table:

Melody N/A
Rhythm Duple meter, eighth/quarter patterns
Other Word rhythms

Other info:

Source: Game Plan by Kriske, Jeff DeLelles, and Randy

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Lucy Locket

Song Analysis Table:

Tone Set SLM
Range 4th
Rhythm Set Quarter note, two eighth notes
Form AA

A Song’s Pedagogical Use Table:

Melody Reading and writing la

Rhythm Duple meter, eighth/quarter patterns
Other History

Other info: Historically, the term "pocket" referred to a pouch worn around the waist by women
in the 17th to 19th centuries. Skirts or dresses of the time had a slit at the waistline to allow
access to the pocket which hung around the woman's waist by a ribbon or something similar. The
rhyme was first recorded by James Orchard Halliwell in 1842, but there is evidence that it was
popular in Britain and America at least in the early nineteenth century. 

Source: Game Plan by Kriske, Jeff DeLelles, and Randy

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 ~ Lessons ~
Rain, Rain, Go Away – Prepare - 1

Standard: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Materials of Instruction: “Rain, Rain, Go Away”

Text with Rhythm and Pitches

Body Percussion

Beat Track
https://soundcloud.com/freehiphopbeatsforyou/free-the-passion-hifi-ignorant

Objective:
1. 1st grade students will recite a song called “Rain, Rain, Go Away” with accurate beat and
rhythm in simple meter.
2. 1st grade students will perform body percussion to accompany “Rain, Rain, Go Away”
with steady beat and accurate rhythm in simple meter.
3. 1st grade students will improvise rhythmically using “Rain, Rain, Go Away” within the
parameters of 2 bars of 4/4 time.

Warm up
 Teacher will start playing beat track
o Let’s start walking around the room to the quarter note beat
 Students will walk around the room to the quarter note beat
o Now everyone eyes on me, repeat after me

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  Teacher will clap rhythms that are only quarter notes and eighth notes that
the students will repeat. Eventually, the teacher will get to where they are
having the students repeat back the body percussion for Rain, Rain

Transition
 Ask the class, “Have you guys ever had a day where it’s all rainy outside and so you
can’t go outside and play?”
o They answer
o Ask “How does that make you feel when that happens?”
o They answer
o “Well, we’re going to learn a song today that you guys can sing when it’s rainy to
help the day be for fun!”

Activity 1
Teaching chant through rote
 Turn on beat track
o Recite entire chant
o Repeat chant but this time using Echo, having students repeat each line once
given a physical cue
o Repeat chant with Echo, but combine two lines
o Repeat chant, but this time using Fill-in-the-Blank
o Me, Students
 Rain, Rain, Go Away
 Come again some other day
 All my friends want to play
 Rain, Rain, Go Away
o Ask students what the easiest lines are (Rain, Rain, Go Away)
o Repeat chant and have students just say that line while I do the other two
o Repeat chant with extended Fill-in-the-Blank
 Rain, Rain, Go Away
 Come again some other day
 All my friends want to play
 Rain, Rain, Go Away
o Have students perform Audiation for chant
 Ask students if there’s a line they’re having trouble with, if so, go over
that line, if not have students recite whole chant

Assessment:
 Students will recite entire chant on their own
o I will listen for students to chant Rain, Rain with accurate and steady beat and
rhythm in 4/4 meter

Transition
 History of chant

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 o Kids' songs similar to "Rain Rain Go Away" are found in many cultures. The
modern rhyme dates back to the 17th century, which was found in the proverbs
collection of James Howell, who was an Anglo-Welsh historian and writer. It is
one of the most popular rhymes that has multiple renditions across the world.

Activity 2
 Now that we’ve all gotten to move around a little bit, let’s sit down in our dots. Pat the
beat with me when you’re ready
o Pat steady beat
o “Let’s review our song that we’ve been working on! Join when you’re ready!”
 Recite song
o After students can recite song while patting the beat with 80% accuracy, switch to
alternating between quarter note patting and clapping
 Join when you’re ready!
 Recite song
o After students can recite song while patting the beat with 80% accuracy, add all of
the body percussion
 Recite song with body percussion

Assessment: I will listen and watch for students to sing Rain, Rain with accurate steady beat and
rhythm with 80% accuracy for the body percussion in 4/4 meter

Activity 3:
 “Okay, so I’m going to do the again. Watch me. I’m going to do something different. Tell
me what is different”
 Perform chant with body percussion and improv (first two lines – improvise – last two
lines)
o “What was different?”
o “Do you guys want me to do it again?”
 Perform chant with body percussion and improv
 “Let’s do this again, but instead of just doing something different, let’s have everyone do
something different! When we get to the place where things were different, you can do
any body percussion you want!”
 Perform chant with body percussion and improv as a class
 “Now we’re going to do it again, but this time we’re going to have partners, and only two
people will improvise at a time”
 Repeat chant until all groups have gone
 “Does anyone want to improvise on their own?”
o If someone wants to, repeat chant and improvise
o If not, repeat chant and improvise as a class

Assessment:
 Students will recite chant and improvise as a class, keeping rhythm and only improvising
for 2 bars in 4/4 time.

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Transition/Close:
 Great job everybody! Next class we will keep chanting “Rain, Rain, Go Away”
Lucy Locket – Prepare - 2

Standard: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Materials of Instruction: “Lucy Locket”

Notation

Objectives:
1. 1st grade students will recite a song called “Lucy Locket” with accurate beat and rhythm
in simple meter.
2. 1st grade students will pass the pocket around in a circle in time for the song “Lucy
Locket”
3. 1st grade students will tip toe to eighth notes and stomp to quarter notes while chanting
“Lucy Locket”

Entry

Hello, everyone! Has anyone ever had a favorite toy that they’ve lost and could not find? How
did that make you feel? How do you feel when you’re able to find something you’ve lost?
Happy? Well, I’m going to sing a song about someone losing something.

Activity 1

 Model “Lucy Locket” for students

 Teach song by rote (Teacher, Student)
o Lucy Locket lost her pocket, Kitty Fisher found it
 Lucy Locket lost her pocket, Kitty Fisher found it
o Not a penny was there in it, just a ribbon ‘round it
 Not a penny was there in it, just a ribbon ‘round it
 What did Lucy lose?
o Students answer
o Lucy Locket lost her pocket, Kitty Fisher found it
o Not a penny was there in it, just a ribbon ‘round it

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  Lucy Locket lost her pocket, Kitty Fisher found it
 Not a penny was there in it, just a ribbon ‘round it
 Who found the pocket?
o Students answer
 Use fill-in-the-blank
o Lucy Locket lost her pocket, Kitty Fisher found it
o Not a penny was there in it, just a ribbon ‘round it
o Lucy Locket loster her pocket, Kitty Fisher found it
o Not a penny was there in it, just a ribbon ‘round it
 Was there any money in the pocket?
o Students answer
 Now, we’re going to sing the song again, but in our head
o Have students audiate the song
 Was there any part anyone forgot?
o Go over any part that students forgot
 Have students once again audiate “Lucy Locket”
 Have students sing “Lucy Locket” with the teacher
 Have students sing “Lucy Locket” on their own without the teacher

Assessment:

 I will listen for students to sing “Lucy Locket” with accurate steady beat, rhythm, and
pitches in 4/4 meter with 80% accuracy

Activity 2

Game

 Have one student in the center of the circle with their eyes closed 
 The rest of the class will sing “Lucy Locket” and pass the pocket around the circle in
time.
 Once the song ends the student in the center of the circle will sing point to who they
guess has the pocket and sing “do you have the pocket” 
o If they guess correctly the student will sing “Yes I have the pocket”
o If they guess incorrectly the student will sing “I don’t have the pocket”
 After 3 incorrect guesses the class will sing “who has the pocket” and the student with the
pocket will reveal they have the pocket
o The teacher will choose who gets the pocket each round
o The student who had the pocket gets to be in the middle next round

Assessment:

 I will watch for students to pass the pocket around in time while reciting “Lucy Locket”
with accurate steady beat, rhythm, and pitches in 4/4 meter with 80% accuracy

16
Activity 3

Game 2

 We’re going to play another game! When we hear short notes, we’re going to tip toe
around, and when we hear longer notes we’re going to stomp!
o Model each movement
 Have students sing song while tip toeing to eighth notes and stomping to the quarter notes
 Repeat this process until 80% of the students are correctly moving around

Assessment
 I will watch for 80% of the students to be using the correct movements for the correct
notes

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Bow Wow Wow – Prepare - 3

Standard: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Materials of Instruction: “Bow Wow Wow”

Notation (Only using A section)

Objectives:
4. 1st grade students will recite a song called “Bow Wow Wow” with accurate beat and
rhythm in simple meter.
5. Students will complete game while singing “Bow Wow Wow” to solidify the lyrics to the
song
6. Students will play rhythms from “Bow Wow Wow” with 80% accuracy

Entry
 Hello everyone! Could you all follow along with me?
o Start patting steady beat
 Keep our beat steady while I sing you all a song
o Recite “Bow Wow Wow”

Activity 1

 Teach song by rote (Teacher, Student)

o Bow wow wow
 Bow wow wow
o Whose dog art thou?
 Whose dog art thou?
o Little Tommy Tucker’s dog
 Little Tommy Tucker’s dog
o Bow wow wow
 Bow wow wow
 What sound is the dog making?
o Students answer

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 o Bow wow wow
o Whose dog art thou?
 Bow wow wow
 Whose dog art thou?
o Little Tommy Tucker’s dog
o Bow wow wow
 Little Tommy Tucker’s dog
 Bow wow wow
 Whose little dog?
o Students answer
 Recite all of “Bow wow wow”
o Have student repeat
 Once melody is learned, have students march around the room while they recite “Bow
Wow Wow”

Assessment:

 I will listen for students to sing “Bow Wow Wow” with accurate steady beat, rhythm, and
pitches in 4/4 meter with 80% accuracy.

Activity 2

Circle Game

 First review the song “bow wow wow” with the class
o “I wanna see who has the best memory who can tell me what the song we learned
yesterday was about”
o Students will respond with - It was about a dog
 “Good job, friends! Okay, lets sing it together-join in whenever you’re ready”
 After reviewing begin activity by modeling actions for students
o Choose student volunteer, use this for classroom management by picking
someone sitting quiet
o “I’m looking for a student sitting super nice and quiet on their spot to help me
teach this activity”
 Teach the actions
o Bow wow wow
 Finger wagging on each beat
o Whose dog art thou
 Shrug shoulders as if questioning “who?”
o Little tommy tuckers dog
 Grab hands and turn 180
 Have the students practice with a partner
o Once the students are comfortable have them get in a circle and teach them the
final jump turn to get with a new partner

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  Have the students do the activity while singing Bow Wow Wow

Assessment: Students will use game to solidify keeping time while reciting Bow Wow Wow with
80% accuracy

Activity 3

 Begin by setting up two stations of instruments, Hand drums and Barred instruments
o With the barred instruments take out bars that aren’t Do and So
 Using echo strategy have the students repeat the rhythm by clapping each line
 Divide students up into two groups remind them of expectations with instruments
o We treat the instruments nicely by not hitting hard
o Don’t run around or jump over the instruments
o Don’t play before I say or I will take them away and that will make me sad and
just a little bit mad 
o When a student is sitting nice and quiet invite them to an instrument
 Allow the students a minute to explore and play their instruments
 After the minute ask them to freeze and demonstrate the steady beat on barred
instruments and rhythm on the hand drums
 Perform the song with the class on instruments
 After they perform the song have the class switch places and again give them a minute on
their new instruments.
 Perform the song again.
 If there is additional time add the challenge of increasing the tempo

Assessment:
 I will listen for students to play rhythms from Bow Wow Wow with 80% accuracy

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Lucy Locket – Present - 4

Standard: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or
standard notation.

Materials of Instruction: “Lucy Locket”

Notation

“Bow Wow Wow”

“Rain, Rain”

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TT Meet the Neighbors PowerPoint
https://docs.google.com/file/d/1MbC27iluSKNcSpMeDIgQaW9zb-o_gm4Q/edit?
filetype=mspresentation

Objectives:
1. Students will review the known concept of quarter notes and correctly identify where
quarter notes are in the song “Lucy Locket”
2. Students will identify ti ti aurally
3. Students will identify the symbols for ta and ti ti
4. Students will identify and label the symbols for ta and ti ti

Lesson Sequence:

Warm-up!

Hello Everyone! Pat along with me.

 Pat steady beat
 Join with me when you’re ready
o Recite “Lucy Locket”
 Let’s do that again but with everyone
o Recite “Lucy Locket”
 Now that we’ve reviewed the song, who remembers the last game we played with “Lucy
Locket?” What did we do?
o Let students answer, if they can’t guide them to the answer
 Did we tip toe around?
o Students Answer
 What else did we do besides tip toeing?
o Stomp
 That’s right, we stomped! When did we tip toe and when did we stomp?
o Tip toed to short notes and stomped to longer notes
 Right! We’re going to play that game again while we sing “Lucy Locket”
o Recite “Lucy Locket” while having students tip toe to the eighth notes and stomp
on the quarter notes

Activity 1

At this point, students will already be familiar with quarter notes

 Alright, students, who here remembers our friend Tommy?

o Students answer
 What do we call Tommy?
o Ta
 Can we all clap ta ta with me?
o Clap ta ta

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  So, I think Ta made an appearance in our song “Lucy Locket” let’s all sing the song and
clap where we think Ta is
o Recite “Lucy Locket” and have students clap on the quarter notes
o Repeat if less than 80% of the students correctly clap where ta is

Assessment:
 I will listen for students to sing “Lucy Locket” and clap the quarter notes in the song with
80% accuracy

Activity 2

 Great job! So, we know we have Ta in our song, but there’s also something new in our
song isn’t there? What else is in our song besides Ta? How is it different?
o Have students answer
 The new thing is shorter
o If students aren’t answering correctly, guide them in the right direction
 Is the different thing longer than Ta? No? Then what is it?
o Shorter
 Shorter? Ok, raise your hand if you think the new something is shorter than Ta
 Raise your hand if you think the new something is longer than Ta
 Shorter! Right! Looks like we have someone new to meet besides Tommy!

Assessment:
 Students will identify that the different rhythm (ti ti) is shorter than ta by a show of hands

Activity 3

 Show students slides 9-26 of TT Meet the Neighbors and have students do activities
along with the characters to identify the symbols for ti ti

Assessment:
 Students will recite patterns presented in TT Meet the Neighbors with 80% accuracy

Activity 4

 So now that we know what ti ti looks like, I’m going to show you all the song we’ve been
singing!
o Put song on board
 Can I have a volunteer come up and circle ti ti?
o Have student come to board and circle one group of eighth notes
 Can I have another volunteer come up and circle another ti ti?
o Have student come to board and circle one group of eighth notes
 Repeat until all groups of eighth notes are circled
 Good! Now we’re going to sing the song, but instead of using the words, we’re going to
use ta and ti ti. Watch me and join when you’re ready

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 o Recite song using ta and ti ti instead of the lyrics
 Now, we’re going to divide into 2 groups and each group is going to put circles around
the ti ti’s and a square around the ta’s of a song I give you
o Circles should already be put around the ti ti’s in “Lucy Locket.” Teacher will put
squares around the ta’s
 You’ll do what you just did with “Lucy Locket” but add squares also!
o Give each student in group 1 the music to “Rain, Rain” and group 2 the music to
“Bow Wow Wow” A section and have them put circles around the ti ti’s and
squares around the ta’s
Assessment:
 Students will put circles around ti ti’s and squares around the ta’s in either “Rain, Rain”
or “Bow Wow Wow” with 80% accuracy

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Bee Bee Bumble Bee - Practice - 5

Standard: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or
standard notation.

Materials of Instructions: “Bee, Bee, Bumblebee”

Notation
 

Ta and ti ti flash cards

https://drive.google.com/open?id=1hkJsCMkH_mD_FtGWHjoGpBHebNJ337BI

Popsicle sticks

Objectives:
 Students will notate the rhythms for “Bee, Bee, Bumblebee”

Lesson Sequence:

Warm up

Hello everyone! Repeat after me!

 Give students rhythms with ta and ti ti for them to repeat
 Who remembers what we learned last class period?

25
 Ta and ti ti
o
 And that’s what we’ve been clapping, hasn’t it?
o Yes
 Now I’m going to clap these rhythms again, but this time I’m going to show you what the
rhythm looks like on paper, or what some people would call, notation
o Do 5 rhythms accompanied by flash cards
Activity 1

 Now, we’re going to learn a new song about a Bee! Repeat after me
 Teach song by rote while patting rhythms (Teacher, Student)
o Bee, Bee, Bumblebee
 Bee, Bee, Bumblebee
o Stung a man upon his knee
 Stung a man upon his knee
o Stung a pick upon his snout
 Stung a pick upon his snout
o I declare that you are out
 I declare that you are out
 We’re going to do that again, but this time we’re going to group more words together
o Bee, Bee, Bumblebee
Stung a man upon his knee
 Bee, Bee, Bumblebee
Stung a man upon his knee
o Stung a pick upon his snout
I declare that you are out
 Stung a pick upon his snout
I declare that you are out
 Teacher will recite the entire song followed by students repeating. 
o If students are having trouble (more than 80%) go back and work on what they
were missing
 Students will recite “Bee, Bee, Bumblebee” on their own

Activity 2

 Now that we know the words to the song we’re going to play a game with popsicle
sticks!
o Divide students into groups of 4 and give each student a number 1-4. Make sure
there are enough sticks to notate the entire song (1 stick for a quarter note, 3 sticks
for an eighth note)
 Every person in your group is going to spell out the rhythms for the line that goes with
your number. 1s get the first line, 2s get the second line, 3s get the third line, and 4s get
the fourth line.
 What do we think 1 popsicle stick will mean?
o Ta or a quarter note
 What do we think 2 popsicle sticks means?
o Ti ti or eighth notes

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  Why are we using 3 popsicle sticks instead of just 2?
o We have to connect them on the top
o 2 will look like 2 ta’s
 Great! Before we start, let’s all do a practice round! I will clap a rhythm using ta and ti ti
and everyone will use their popsicle sticks to make what I clapped
 Teacher will clap a rhythm and students will make that rhythm with popsicle sticks
 Teacher will go around the room and check what everyone has, guiding students with the
wrong answer to the right one
 We’re going to say and pat the words to each line and then give that person time to
position their popsicle sticks!
 After going through the song the teacher will go to each group and review their popsicle
sticks and as a class then they will review the whole song by the teacher writing each
phrase on the board like the popsicles should be arranged via class discussion

Assessment:
 Students will notate a phrase from “Bee, Bee, Bumblebee” with 75% accuracy using
popsicle sticks

Close:

 I hope everyone has a great day! Next time we’re going to learn how to draw these
rhythms on our own!

27
Name Riddle - Practice - 6

Standard: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or
standard notation.

Materials of Instruction: “Name Riddle”

Notation

Whiteboard,  marker, and eraser set for class

Ta and ti ti flash cards

https://drive.google.com/open?id=1hkJsCMkH_mD_FtGWHjoGpBHebNJ337BI

Beat Track
https://soundcloud.com/freehiphopbeatsforyou/free-dl-the-passion-hifi-my-mirror-chilled-beat

Objectives:
 Students will learn how to notate ta and ti ti
 Students will read ta and ti ti

Lesson Sequence:

Warm-up

 We’re going to start the day by moving around!

 I’m going to turn on this beat track and I want us all to march around the room to the beat
of the music
o Once beat track starts, teacher and students will march around the room to the
beat
28
  (While still marching) Keep marching along to the beat, but while we’re marching I’m
going to clap some rhythms that I want you to echo
o Teacher will clap rhythms that students will repeat while marching to the beat of
the track
 Now I need a volunteer to clap some rhythms for the class to echo
o Choose a student to model rhythms for the class to eche
 Make sure we are using ta and ti ti!
o Let students model rhythms for a minute and then choose another student. Choose
3 students in total
o Student that is modeling can stand still if they need to, but the rest of the class will
still be marching around the room to the beat of the track

Activity 1

 Now that we’ve gotten a chance to move around, we’re going to have a little art lesson
today! I need 3 helpers who can nicely pass out the whiteboards,  markers, and erasers
o Teacher will choose 3 students they have not chosen for the day and who was
doing a good job participating in the warmup to pass out the whiteboards and
markers to the rest of the class who is sitting in a circle
 Like I promised we would do, we’re going to learn how to draw ta and ti ti on our own!
 Remember how we used out popsicle sticks to make these rhythms the other day? This
will be kinda similar!
 Everyone draw what the popsicle would look like for ta
o Students draw ta
 Right! It’s just a line! We’re now going to add something to that line! Can anyone guess
and tell me what they think we’re going to add?
o Student answers
 We’re going to add a little oval to the bottom of the line like this
o Teacher models for students
 It’s like a little head, we could call it a notehead!
 I want everyone to add their oval notehead to the bottom of their line and then turn their
boards around to show me when they are done
o Students add notehead to the quarter note and turn boards around when finished
 Exactly! Now, could I have someone who thinks they could show me what ti ti should
look like raise their hand? I will pick someone who has been on their best behavior this
entire class period
o Choose student to draw what ti ti looks like
o If it looks good, have the rest of the students draw from the model
If it is not good, have another student try and draw what ti ti should look like
If after the second attempt it still does not look good, the teacher will model what
it should look like and the students will mimic what the teacher drew on their
board
 Ok, now that everyone knows how to draw ta and ti ti, we’re going to take a little break
from the whiteboards. We’re going to use them again, but I need everyone to put their
marker, board, and tissue behind them.

29
Activity 2

 Now we’re going learn a Name Riddle. Can I have everyone pat along with me, please?
o Teacher will pat eighth notes
 Teacher will recite first line of “Name Riddle”
o I have one and your do, too. So we can tell who’s who from who
o Keep eighth notes going
 What do we use to tell each other apart? What is something that everyone has that helps
us tell who’s who from who? Think your answers in your head. Repeat after me
 Teacher recites first line of “Name Riddle” again, changing the inflection of the words
each time it is repeated 
o Teacher will do this 4 times
 Ok, who can raise their hand and tell me something that everyone has that helps us tell
each other apart?
o Student answers
o If needed, guide to the right answer!
 A name! We all have a name! Let’s start patting again
o Resume patting of eighth notes
 Teacher recites first line and first measure of the song, including their name.
o I have one and your do, too. So we can tell who’s who from who
My name is Ma-cken-zie (two eighths and a quarter)
 Now, when I say “My name is Mackenzie, you guys will then say “Your name is
Mackenzie” in the same way that I did. By the way, what did I use for my name? What
was the rhythm?
o Students answer
 Exactly! So we all will say “I have one and your do, too. So we can tell who’s who from
who” and then I will say “My name is Mackenzie” by myself, and then you all will say
“Your name is Mackenzie.” Let’s give it a try
o Recite “Name Riddle” until students do not join you in the first 2 bars of the
second line and successfully join in during the last 2 bars of the second line
 Great job! Now, let’s clap the song!
o Recite “Name Riddle” and have students clap the rhythms
 Now let’s use ta and ti ti instead of the words while still clapping
o Recite “Name Riddle” using ta and ti ti while clapping the rhythms

Activity 3

 Let’s get those whiteboards out again! What I want for everyone to do is to write the
rhythm for “Mackenzie” using ta and ti ti, but this time don’t turn your board around
when done. Just look at me
o Students will write the rhythms used for “Mackenzie”
o Teacher will also write they rhythm (ti ti ta)
 Now on 3 we will all turn our boards around to show the rhythms that was said… 1, 2 , 3
o Everyone turns their boards around, hopefully all showing two eighths and one
quarter note

30
 o If anyone is confused go back and have them clap and say the line “My name is
Mackenzie” to help them hear the rhythm.
 So now what I want everyone to do is choose a rhythm using ta and ti ti that will fit your
name! I will spread the flash cards out on the floor in front of us to help give some
inspiration. Here are some examples
o Choose a few names and have said over various rhythms, going over what rhythm
was chosen
 Does everyone still remember how to draw ta and ti ti? I want everyone to use their name
to make a rhythm using ta and ti ti and draw the rhythm on your whiteboard.
o Students will use their name to create a rhythm using ta and ti ti
 Everyone turn their boards around! We’re going to go around the room and each person
is going to say their name with the rhythm they chose! I have a different rhythm for my
name, so I will go first.
o Go around the room and have each person say “My name is ____” and using the
rhythm they chose on their name
 Great! So now that everyone has had a chance to say thiers, we’re going chant the song,
and go around the room again. So we will say the first line and then the person going will
say “My name is ____” and then everyone will then say “Your name is _____” Using
what they said. We’ll repeat the whole song for each person. Make sure to have your
boards facing out so everyone can see the rhythm you chose!
o Going around in a circle, repeat “Name Riddle” for each student while having
everyone display the rhythm they wrote for their name

Assessment:

 Students will use their name to write a rhythm using only ta and ti ti
 Students will recite “Name Riddle” for every student in the class, reading the rhythms
written on the white boards with 80% accuracy

Close:

We got to do so many fun things today! I have some more games planned for us the next time we
meet! Have a great day!

31
Koonelaki – Practice – World Music Pedagogy - 7

Standards: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or
standard notation.

Materials of Instruction:
Notation of “Koonelaki”
 

https://youtu.be/zopAXTtStOE

Flash Cards
https://drive.google.com/open?id=1hkJsCMkH_mD_FtGWHjoGpBHebNJ337BI

Greece PowerPoint
https://docs.google.com/presentation/d/1aH0HNeWz3p17CmTBaC5P7y3ZVvvJAVcJ9eAsCSp
mRqk/edit?usp=sharing

Objectives:

32
  Students will read rhythms to “Koonelaki” before listening to a model with 80%
accuracy.

Lesson Sequence:

Warm-Up

Hello everyone! Today we are going to start class by reading some rhythms and playing them
back on hand drums!

 Once everyone has a hand drum the teacher will get out the flash cards
 We’re going to go along with the beat track and I’ll give you all 4 beats to look at the
card and then we will speak and play the rhythm as a class. 4 beats, play, 4 beats, play.
Make sense?
o Along with the beat track the students will have 4 beats to look at the rhythm card
presented and then will play the rhythm as a class, then the next card will be
presented and the same process will happen. If students have trouble, extend the
reading time. You can also put multiple rhythm cards in a row and have them read
multiple
 Now that we’ve done that as a class, we’re going to be in groups of 5! We’re going to do
the same thing, but each group is going to get their own card and we will go around in a
circle until each group gets a chance!
o Go around the room and have each group play and speak a rhythm card on their
hand drums
 Now, we’re going to make this even more fun, and instead of taking turns, everyone is
just going to add their rhythm in one-by-one! We’re really going to have to listen in to
our group members to keep on beat. Ready?
o Have students layer in group by group a new rhythm and then at the end
experiment with having them stopping one group at a time
 Great job everyone! Let’s all go to our spots.

Activity 1

 We’ve already gotten to play on drums today! Drums are part of a lot of different
cultures, and today we’re going to learn a Greek Folk song! Has anyone ever heard of the
country Greece?
o Students answer, if some students know, have them share where they heard about
it and what they know about Greece
 Show Greece PP to transition into the song we are learning about
o https://docs.google.com/presentation/d/1aH0HNeWz3p17CmTBaC5P7y3ZVvvJ
AVcJ9eAsCSpmRqk/edit?usp=sharing
 We see the music for the song Koonelaki. What do we notice about its rhythms?
o Students answer
 Ta and ti ti
 Right! Ta and ti ti! You guys are pros about clapping and counting rhythms, so let’s try
clapping and counting the rhythms to the song before we listen to it

33
 o Have students clap and count Koonelaki

Assessment: 

 Students will clap and count “Koonelaki” with 80% accuracy

 Great! I have a video of this song to show everyone!

o Show youtube video of Koonelaki
o https://www.youtube.com/watch?
v=zopAXTtStOE&feature=youtu.be&fbclid=IwAR3rEgLThsNG9HnfTxugGK3
UPhQ-M9q5gQ1Mn-Grr7xIOZYdOpc8KfjvGEs
 Based on the video, what do we think this song is about?
o Students answer
 It’s about a bunny! About how a bunny eats and makes holes in the ground! Once we
learn the words in greek, I will read you the words in English. Repeat after me!
 Teach the song by rote (Teacher, Students)
o Ach Koonelaki, koonelaki,
 Ach Koonelaki, koonelaki,
o Xeelo poo tha toh fas,
 Xeelo poo tha toh fas,
o Messa sto xeno, perivolaki
 Messa sto xeno, perivolaki
o Treepes ya-tee treepas.
 Treepes ya-tee treepas.
 If students are struggling, go over the hard sections or the entire thing the same way again
 Now, we’re going to group more words together!
o Ach Koonelaki, koonelaki,
o Xeelo poo tha toh fas,
 Ach Koonelaki, koonelaki,
 Xeelo poo tha toh fas,
o Messa sto xeno, perivolaki
o Treepes ya-tee treepas.
 Messa sto xeno, perivolaki
 Treepes ya-tee treepas.
 Ask students what the hardest line was and go over that line
 Now, we’re going to sing the entire song together
o Recite entire song twice
 Now, instead of singing it out loud, we’re going to sing it in our heads, and if you have to
you can mouth the words. Make sense?
o Use Audiation
 Was there any part that we forgot?
o Review any part that was forgotten
 Let’s sing the song again in our heads
o Audiate song
 Do we feel like we are pros? Let’s sing the song out loud now as a class! I’m not going to
sing with you this time!

34
 o Have students recite Koonelaki on their own
 Great! Now I want everyone to bring their drums to their dots

Activity 2

 What we’re going to do now is sing along to the video and play the rhythms on the
drums, but we’re going to have someone who is the bunny hopping around the outside of
the circle, and when the song is over they will pat someone on the head and try to make it
all the way back around the circle without the person they tagged catching them, but
here’s the catch, both people have to hop like a bunny! If they make it to the spot before
being tagged, the person chasing will ahve to hop around the circle again
o Repeat this game for about 10 minutes
 Now, as I promised, I will tell you guys what all these words are in English!
 Give students translation
o Ah bunny, bunny, wood that you will eat,
o In the strange scent, because you make holes.
 When we translate songs from other languages, sometimes the words don’t line up like
they do in english, because some languages structure sentences differently than we do
with English

Close

 Great job today, everyone! Next time we might get to work with a few more instruments!

35
Bee Bee Bumble Bee - Practice - 8

Standards: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or
standard notation.

Materials of Instruction: “Bee Bee Bumble Bee”

Notation

Bee Bee Bumblebee activity pages 9 and 10

https://drive.google.com/file/d/1x4RHHdursrL6ELLztZ3fxm4TdPeZnDmY/view?usp=sharing

Objectives:

 Students will notate rhythms they enjoyed

 Students will improvise ta and ti ti over 8 beats within the chang “Bee, Bee, Bumblebee”

Lesson Sequence:

Warm-up

 Do a call and response with ta and ti ti rhythms while students are in a circle

36
  Now what we’re going to do is clap this rhythm (first two lines of bee bee bumblebee)
and then we’re going to make up our own rhythms for 8 beats with ta and ti ti. First we’ll
do it as a class so that we’re all on the same page.
o Teacher will clap first two lines of BBB, students will repeat, and then everyone
will make up their own ta and ti ti rhythms for 8 beats and then the the teacher
will clap the last two lines of BBB, followed by the students repeating
 Great job, now we’re going to go around in a circle and do the same thing, but instead of
everyone doing it, each person will get a chance to do it on their own! We’ll keep going
from person to person, and when we get back to me I will clap something and you will
repeat it
o Do the same as earlier, but instead of the whole class improvising, have the class
go around in a circle to each have a chance to improvise on their own 
 Awesome! Does anyone recognize the rhythm that I was clapping?
o Students answer (Bee Bee Bumblebee)
 It was Bee Bee Bumblebee!

Activity 1

 Let’s review the song, by singing two phrases and then having them repeat it
 Have students sing entire song
 So now I want you guys to watch me and then tell me what I did differently
 Repeat BBB first two lines, and then improvise rhythmically for 8 beats and then finish
the song
 What did I do differently?
o Students answer
 Yes! I made some things up! Like we did in the warm-up! 
 As a class we’re going to do what I just did, but where I made stuff up, we’re all going to
make stuff up, but only for 8 beats, and then we’ll finish out the song? Think we’re ready
for it?
o Students answer
 Repeat BBB first two lines, and then improvise rhythmically for 8 beats and then finish
the song
 Repeat
 Ok, lets do the same thing, but we’re going to go around in a circle and do it with
partners. Each of you can do whatever you want, make sure to use ta and ti ti
o Repeat BBB first two lines, and then have student go around the room in partners
improvising rhythmically for 8 beats and then when we get back to the teacher
finish the song
 So now that we’ve done that, I’m going to pass out some pieces of paper that have bees
and honey on it. 
o After passing out
 What do we think the bees are
o Students answer
 Ta! And what do we think the two sticks of honey are?
o Students answer
 Ti ti!

37
  We’re going to go around the room again and do what we did earlier
o Repeat BBB first two lines, and then have student go around the room in partners
improvising rhythmically for 8 beats and then when we get back to the teacher
finish the song
 Do you guys have a rhythm you really liked? Do you want to remember it forever? Use
your pees and honey combs to put down the rhythm you loved!
o Give students times to write their rhythms
 Let’s go around the room and have everyone clap and count their rhythms for their
classmates!
o Go around the room and have each student clap and count their rhythm for the
class
 Now we’re going to sing the song one more time like before, but when it’s your turn, clap
the rhythm you put on the paper!
o Have students recite “Bee, Bee, Bumblebee” and incorporate thier 8 beat rhythm
that they notated.

Assessment:

 Students will notate 8 beats of ta and ti ti on their own and incorporate it into “Bee, Bee,
Bumblebee” accurately within 2/4 time.

38
Rain, Rain - Practice - 9

Standards: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or
standard notation.

Cr.2.1.b With limited guidance, use iconic or standard notation and/or recording technology to
document and organize personal musical ideas.

Materials of Instruction: “Rain, Rain, Go Away”

Notation

Body Percussion

39
Lyric and rhythm example

Whiteboards, erasers, tissues

Writing utensils

Pieces of paper

Objectives:
 In pairs, students will present a rhythmic composition of 8 bars of 4/4 time using ta and ti
ti rhythms and lyrics that relate to the song “Rain, Rain, Go Away”

Lesson Sequence:

Warm-up

Hello everyone! I need everyone to each quietly grab a whiteboard, marker, and tissues and go
sit on your dots!
 I’m going to play a rhythm on a hand drum and everyone is going to write it out on their
whiteboards
o Teacher will play various ta and ti ti rhythms and have students write the rhythms
onto their whiteboards
 I’m going to clap 4 more rhythms and I want you all to write all of them onto the
whiteboard and number them one through 4
o Teacher plays 4 ta and ti ti rhythms for students to write down
 Set your whiteboards aside. Remember the bee bee bumblebee rhythms we wrote down?
I’m going to give you all your papers back and you’re going to choose 2 of the 4 rhythms
from your whiteboard to write on the back of your papers
o Students will choose two of the rhythms and write them on the back of their BBB
papers, with this, each student will have 16 beats of rhythms

Activity 1

 Does anyone remember the song Rain, Rain, Go Away?

o Students answer
 Lets review the song
o Recite song twice with students

40
  So now that we remember how it goes I want everyone to find a partner
o Students find a partner
 With our partners, you’re going to help each other write lyrics to your rhythms you
chose. If we combine what we made for bee bee bumble bee and what we wrote on the
back of our papers, could someone tell me how many beats we have in total?
o Students Answer - 16
 16! So each person will have 16 beats of rhythm. Here’s an example if I wrote out my
rhythms and put lyrics to it
o Teacher will display their rhythms with their lyrics underneath and sing it for the
class
o Rain makes me wet and sad
Then my day turns bad
I want to be happy and play
Rain rain go away
 If anyone needs help with spelling, just let me know! Things don’t have to be spelled
right as long as you know what you wrote down. When you’re don’t with the lyrics, you
and your partner practice saying them
o Give students time to come up with lyrics and guide them as needed
o Ask if students need anymore time to make lyrics or practice, if so give them 4
more minutes
 Now let’s have everyone come back in a circle and sit by your partners! Can anyone
remind me what body percussion we used with this song? I know that was a long time
ago
o Students answer
 Can everyone do the body percussion with me?
o Review body percussion with students
 Everyone keep going while I give directions. We’re going to sing Rain, Rain, Go Away
with our body percussion. After we go through the song we’re going to start on my right
and each pair is going to sing us their lyrics they came up with and we’re going to keep
going around until we get back to me. When it’s your turn you don’t have to do the body
percussion. Let’s give it a try!
o Go around in circle and have each pair present their lyrics, restart if needed if
students don’t quite understand the directions

Assessment:

 In pairs, students will present a rhythmic composition totalling 8 bars of 4/4 time using
only ta and ti ti and lyrics that relate to the song “Rain, Rain, Go Away”

Close:

 Great job today, everyone! Make sure to give me all your papers with your lyrics and
rhythms on them because we’re going to need them for our next class!

41
Rain, Rain - Practice - 10

Standards: Pr.2.1.a With limited guidance, demonstrate knowledge of music concepts (such as
beat and melodic contour) in music from a variety of cultures selected for performance.

Pr.2.1.b When analyzing selected music, read and perform rhythmic patterns using iconic or
standard notation.

Cr.2.1.b With limited guidance, use iconic or standard notation and/or recording technology to
document and organize personal musical ideas.

Cr.4.1 With limited guidance, convey expressive intent for a specific purpose by presenting a
final version of personal musical ideas to peers or informal audience.

Materials of Instruction: “Rain, Rain, Go Away”

Notation

Body Percussion

42
Lyric and rhythm example

Ta and ti ti practice video

https://www.youtube.com/watch?v=R3rHc9nH4Vw

Previous rhythm worksheets

Various instruments

Objectives:

 Students will teach another pair their composed verses and add instrumental
accompaniment to their rhythmic and lyrical compositions for “Rain, Rain, Go Away”

Lesson Sequence:

Warm-up

 Hello, everyone! Let’s all get in a circle! We’re going to clap and count the rhythms
along with this video
o Play youtube video, having students clap and count the rhythms on the screen
o https://www.youtube.com/watch?v=R3rHc9nH4Vw
 Now I’m going to choose people who are sitting nicely to go and choose and instrument
from the back of the classroom, and once we choose an instrument we know how we’re
supposed to handle the instrument. Putting them down in front of our spots and not
playing them.
o Let students go and get instruments
 We’re going to watch the video again and you’re all going to use the instruments you
grabbed to play the rhythms!
o Watch youtube video again and have students play rhythms on the instrument
they chose
Activity 1

 Now that we’ve gotten a little warmed up and now that we all have instruments, I want
you to get with the partner you had last class period and then I want you two go join with
another set of partners

43
 o Have students get with their partners, if a student is missing that will be ok, let the
group go and grab another instrument
 So what I want each set of partners to do is teach your new group members your added
verses! I’ll give you back your sheets you wrote your lyrics on!
o Pass out papers and let students teach their new partners the verses
 Ok! I need everyone to sit down in their spots! So I’m going to show you guys something
new, but only if we all are sitting quietly
o Make sure students are sitting quietly without touching their instruments before
showing them the new thing
 Recite “Rain, Rain, Go Away” with the added verse with the instrumental
accompaniment during the added verse
 What did I do differently?
o Students answer
 That’s right I added instruments! Ok! Everyone show me what they could play with their
instruments
o Let all students play their instruments at once
 Ok! Everyone on their dots and put their instruments down in front of them. You guys are
all going to add your verses onto Rain, Rain in whatever order you want, and play your
instruments as well. So, you’ll sing Rain, Rain, and then put your verses. The only thing I
require is that each person have a moment where it is just them playing their instrument
while everyone else is singing. If everyone understands the directions, I’ll give everyone
a few minutes to practice
o Give students time to practice and answer any question they may have
o Ask students if they need more time, if so, give them 2 more minutes
 Do I have any volunteers who want to go first?
o If no volunteer, number off the groups and have them go in numerical order

Assessment:

 In groups, students will recite “Rain, Rain, Go Away” with accurate beat and rhythm in
4/4 time and recite 4 composed rhythmic (using only ta and ti ti) and lyrical compositions
with instrumental accompaniment that are each 4 bars of 4/4 time that relates to the song  

Close:

 Everyone had such a unique instrumental accompaniment that they added onto their
compositions! You guys made those all on your own! I hope everyone enjoyed
composing! Before we leave let’s make a line to have everyone put their instruments
back where they found them on the table.

44