MUSIC 670

Elementary Teaching Unit

F & G Pentatonic
2nd Grade

Alicia Jackson
November 2nd, 2017
 Table of Contents
Introduction---------------------------------------------------------------------------------------------------3

Pre-Assessment--------------------------------------------------------------------------------------3

Post-Assessment-------------------------------------------------------------------------------------5

Outline of the Unit-------------------------------------------------------------------------------------------6

Prepare------------------------------------------------------------------------------------------------6

Present------------------------------------------------------------------------------------------------7

Practice------------------------------------------------------------------------------------------------7

Lesson Plans

Warm-Up: Texting Sticks-------------------------------------------------------------------------8

Prepare Lesson 1: Al Citron, Mexican Folk Song-----------------------------------------8

Prepare Lesson 2: Alabama Gal, American Folk Song---------------------------------11

Prepare Lesson 3: Indonesian Song --------------------------------------------------------14

Present Lesson 1: Indonesian Song --------------------------------------------------------18

Practice Lesson 1: Indonesian Song -------------------------------------------------------22

Practice Lesson 2: Hambone, African American Folk Song---------------------------26

Practice Lesson 3: Jubilee, American Folk Song----------------------------------------29

Practice Lesson 4: HaSukkah Mah Yafah, Hebrew Folk Song----------------------32

Practice Lesson 5: Al Citron, Mexican Folk Song---------------------------------------34

Practice Lesson 6: Alabama Gal, American Folk Song --------------------------------36

 Introduction

The concept for this unit is F and G pentatonic designed for second grade. The concept
was chosen from the MPS Curriculum Guide. Based off this guide, students will have an
understanding of So, Mi, and La from first grade. Students will also need to have an
understanding of Do and Re which is also learned in second grade. In order for the unit to be
successful it cannot precede the students learning of Do and Re. This unit could be used as a
reinforcement of Do and Re. By the end of this unit students will know what a pentatonic scale
sounds like and how to sing it on solfege. They will be able to identify whether a piece is
pentatonic or not. Students will have a developing understanding of the function of pentatonic
and how it is used within different cultures.

Throughout this unit students will gain and learn many other musical concepts. For
example, each song has very different levels of rhythm complexity that we will focus on playing
correctly. We will also focus on making sure we keep steady beat individually and as a class.
Students will also gain skills on mallet instruments through the many performances we will have
with them. Students will also learn how to read traditional gamelan notation.

This unit also provides many different cross-curricular connections, one in particular is
social studies. Students will perform songs from many different cultures. For each song we will
explore the history of the song, the function of it within the culture, and the language/lyrics.
Then we will use all this knowledge to inform our performances.

Pre-Assessment

Materials:

Colored tape to mark the floor, (Do-Red, Re-Orange, Mi-Yellow, Sol-Blue, La-Purple)
Room Layout:

Teacher jumps (left)

Students jump (right)

Checklist:
 Both Sang Jump Neither Comments
Student sang Student sang the Student jumped Student did
and jumped correct pitches the correct not sing or
the correct but did not jump pitches but did jump the
pitches. the correct not sing the correct
pitches. correct pitches. pitches.
Jane Doe X
John Doe X Sang mi
instead of re

Sequence:

Activity 1 Play the floor!!

(https://www.ted.com/talks/bobby_mcferrin_hacks_your_brain_with_music)
1. T: Hello 2nd graders, you know what, I dont have any instruments for us, so we are just
going to use the floor as our instrument, but I need your help. Sing the same thing as me.
2. T sings Do (G) and jumps on the red mark on the floor. (Ss sing.)
3. T sings Re (A) and jumps (to the left) on the orange mark on the floor. (Ss sing.)
4. T sings Mi (B) and jumps (to the left) on the yellow mark on the floor. (Ss sing.)
5. T jumps from left to right in those three spots. (Ss sing.)
6. T sings Sol (D) and jumps (further to the left) on the blue mark on the floor. (Ss sing.)
7. T jumps around those four spots. (Ss sing.)
8. T sings La (C) and jumps (to the left) on the purple mark on the floor. (Ss sing.)
9. T jumps around those five spots. (Ss sing.)

Activity 2 Students play the floor.

10. T: Everybody stand up, and stand on the red line, facing me. Im going to sing
something for you and you have to jump and sing what you hear.
11. T sings a few patterns using Do, Re, Mi, Sol, and La. (S jump and sing what they hear.)
12. T: Now we are going down the line one at a time because I want to hear everyones
floor solo.
13. T sings different patterns using Do, Re, Mi, Sol, and La. (S jump and sing what they
hear.) T assesses each student with a checklist.

Follow Up:
If students need strengthening on this skill before beginning the unit, I would incorporate the
warm-up I created before the start of the unit.
Post-Assessment

Materials:

Worksheet:
 Music:

Sequence:

Activity 1 Worksheet and Practice

1. Ss are given time to finish worksheet. T addresses any confusion Ss may have.
2. Ss are given a mallet instrument to help them practice singing the song.

Activity 2 Sing the Song

3. T gives students the first note.
4. Ss sing the song on solfege without the teacher.
5. Ss sing the song without the teacher.

Outline of the Unit

Prepare

In the prepare stage of this unit students will be exposed to the concept of pentatonic
through folk songs and Indonesian gamelan. The concept is never said and notation is not used
during this stage. Students are given many opportunities to experience the concept through a
game, a dance, and world music pedagogy.

1. Al Citron, Mexican Folk Song

For Al Citron, students will play a traditional Latin American game. This game
will be fun for the students however the main purpose of the game is to have the
students sing a pentatonic song independently with steady beat.

2. Alabama Gal, American Folk Song

Alabama Gal is a folk song from Tennessee. Students will learn and participate
in the dance that goes along with this song. The dance allows students to sing the
 song multiple times through a fun outlet but they will also be getting practice in
singing in pentatonic.

3. Indonesian Song
Indonesian Song is a piece of music that I learned during my stay in Indonesian.
The composer of the piece was the person that taught it to me. The name is
unknown so for this unit it will just be called Indonesian Song. In this lesson
students will be taken through the listening steps of world music pedagogy giving
them the opportunity to hear a pentatonic multiple times. Then they will actively
participate in that same pentatonic song. Lastly they will put on a performance
using correct performance practice of that culture including wearing a traditional
fabric called batik.

Present

In the present stage students, with the teachers guidance, discover pentatonic. The concept is
defined and solidified in this stage through a worksheet. Lastly the concept is reinforced through
a kinesthetic activity.

1. Indonesian Song
Presented this song again, students will discover what a pentatonic scale is.
Students will connect gamelan notation, that uses numbers, to what they already
know about solfege. Then students will use their knowledge of solfege/numbers to
participate in an Angklung activity.

Practice

In the practice stage students experience pentatonic knowing the term and using notation.

1. Indonesian Song
Students practice the concept by composing their own gamelan music.

2. Hambone, African American Folk Song

Students practice the concept by improvising with a given rhythm.

3. Jubilee, American Folk Song

Students practice the concept by improvising.

4. HaSukkah Mah Yafah, Hebrew Folk Song

Students practice the concept by improvising.

5. Al Citron, Mexican Folk Song

Students practice the concept by analyzing it, then performing it.

6. Alabama Gal, American Folk Song

Students practice the concept by composing.
 Lesson Plans

Warm-Up: Texting Sticks

This warm-up is to be used perform each lesson plan.

Objective: Students will repeat melodic patterns provided by the teacher with correct pitches.

Materials of Instruction:
Texting Sticks:

Sequence:

Activity 1 - Texting Sticks

1. Ss grab a texting stick as they walk into the classroom.
2. T texts the Ss by singing and playing (with their thumbs) different patterns using either
a GM or FM pentatonic scale.
3. Ss repeat the patterns back to the teacher the same way.

Assessment:
1. Did the student repeat the melodic patterns with correct pitches? (informal)

Prepare Lesson 1: Al Citron, Mexican Folk Song

Objectives:
2. Students will sing Al Citron with correct pitches and rhythm.
3. Students will pass the stones with steady beat.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Pr.4.2.b Rehearse, identify and apply strategies to address interpretive,

performance, and technical challenges of music.

Pr.5.2.a Perform music for a specific purpose with expression and technical
accuracy.

Pr.5.2.b Perform appropriately for the audience and purpose.

Materials of Instruction:
PowerPoint: Slide 2
Music:

Sequence:

Activity 1 Learn the Song

1. T greets students as they walk into the room. Hello 2nd graders, we are going to sit in
a circle today.
2. T invites the students to pat the beat with her. T sings DMSMD.
3. T sings the song twice.
4. T sings Al Citron de un (Ss repeat)
5. T sings fan dango, sango, sango (Ss repeat)
6. T sings Al Citron de un fandango, sango, (Ss repeat)
7. T sings sabare, sabare (Ss repeat)
8. T sings de la randela (Ss repeat)
9. T sings con su triki, krikitron (Ss repeat)
10. T sings sabare, sabare, de la randela, con su triki, trikitron (Ss repeat)
11. T: Okay now I want you to sing it with your magic lips.
12. Ss sings the song with their magic lips.
13. T: how did you do? Did you forget any of it?
14. T addresses problems students present.
15. T: okay now its your turn sign it by yourself!!
16. Ss sing the entire song.
17. T tells the Ss to watch her carefully and to join when they catch on.
 18. T adds the hand movements that go with the game.

Activity 2 Learn the Game

19. T explains where the song is from, shows a map of Mexico, and explains the lyrics.
20. T passes out stones.
21. T and Ss sing the song passing the stones stopping right before the last two measures.
22. T: stop, watch carefully T does the different passing pattern. --Triki (to the right),
Triki (to the left), Tron (down on the right)
23. Ss try the last two measures with the new pattern.
24. T and Ss sing the entire song while passing stones.
25. T: If you messed up the last part then that means youre out, but that was just a
practice so this time if you mess it up youre out.
26. T and Ss play the game. Each round gets faster and faster until there are only a few
people left.

Assessment:

1. Did the student sing Al Citron with correct pitches and rhythms? (Checklist)
2. Did the student pass the stone with steady beat? (Checklist)
Did the student sing with correct Did the student pass the stones with
Name steady beat? (Y or N)
pitches and rhythms? (Y or N)
John Doe Y Y
Jane Doe Y Y

Analysis:
Tone Set G Pentatonic (Sol, Do, Re)
Range P4, M2, M3
Rhythm Set 2/4, Half note, dotted quarter note, eighth note

Form AB

Pedagogical:
Melody G Pentatonic
Rhythm Dotted quarter note,
Other Historical context (game),

Sources:
http://www.bethsnotesplus.com/2013/11/al-citron.html
Sail Away pg. 21
Game: https://youtu.be/hH9sRz23WpE
 Prepare Lesson 2: Alabama Gal

Objectives:
1. Students will sing Alabama Gal with correct pitches and rhythm.
2. Students will participate in the game.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Pr.4.2.b Rehearse, identify and apply strategies to address interpretive,

performance, and technical challenges of music.

Pr.5.2.a Perform music for a specific purpose with expression and technical
accuracy.

Materials of Instruction:
PowerPoint: Slide 3 7
Dance:

Music:
Sequence:
Activity 1 Learn about the song
3. T plays the song as students walk into the class.
4. T explains where the song is from, what type of song it is (folksong) and how it is used.
(PowerPoint)

Activity 2 Learn the Song

1. T invites Ss to pat the beat. T sings DMSMD.
2. T sings 1st verse.
3. Ss takeover Alabama Gal.
4. T sings all 4 verses. (Ss sing Alabama Gal.)
5. T sings 1st 4 measures. (Ss repeat)
6. T sings 2nd 4 measures. (Ss repeat)
7. T and Ss sings 1st verse.
8. T starts the second verse students join in when they understand it. (repeat with the other 2
verses.
9. Ss sing all 4 verses.

Activity 3 Learn the Dance

1. T: This song has a cool dance move called a sashay.
2. T demonstrates a sashay.
3. Ss sashay.
4. T has Ss find a partner.
5. T tells Ss to stand across from their partner creating two lines.
6. T explains the dance using the lyrics of the song.
7. Ss continue to do the dance until everyone has been the head couple.
Assessment:

1. Did student sing Alabama Gal with correct pitches and rhythm? (Checklist)
Did the student sing with correct
Name
pitches and rhythms? (Y or N)
John Doe Y
Jane Doe Y
2. Did student participate in the game. (Informal)

Analysis:
Tone Set F Pentatonic (La, Sol, Do, Re, Mi)
Range M3, M2,
Rhythm Set 2/4, quarter note, eighth note, sixteenth note
Form Verses

Pedagogical:
Melody F Pentatonic
Rhythm Sixteenth notes
Other Dance

Sources:
https://youtu.be/29OtTyHZrSM
https://www.youtube.com/watch?v=2TU6EuOXoTU
https://www.teacherspayteachers.com/Product/Favorite-Folk-Song-Alabama-Gal-
Teacher-Kit-1480106
 Prepare Lesson 3: Indonesian Song

Objectives:
1. Students will pat the steady beat and hum the gamelan recording without the
recording.
2. Students will play on mallet instruments the baseline with correct pitches and
rhythm.
3. Students will play on mallet instruments the melody with correct pitches and
rhythm.
4. Students will perform Indonesian Song with correct pitches and rhythm.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Pr.4.2.b Rehearse, identify and apply strategies to address interpretive,

performance, and technical challenges of music.

Pr.5.2.a Perform music for a specific purpose with expression and technical
accuracy.

Re.4.2 Apply personal and expressive preferences in the evaluation of music for
specific purposes.

Materials of Instruction:
Recordings and Videos: https://drive.google.com/drive/folders/0BzcimBMrR-
m7R1JCa0NXa05VNU0
PowerPoint: Slide 8 10
Music:
Entire Song: 1st line of the baseline, 1st two lines of the melody

Sequence:

Activity 1 Learn about Indonesia and Javanese Gamelan (Attentive, Engaged, and Enactive
Listening)
1. T: Hello 2nd graders, today we are going to learn about a country called Indonesia
2. T presents PowerPoint.
3. Ss listen to the recording of the song.
4. T ask the Ss questions about what they hear.
5. Ss listen to the recording again but this time T prompts Ss to pat the steady beat and hum
if they can.
6. Ss pat the beat and hum the song without the recording.
7. T: I learned this song in Indonesia from the person who wrote it. He told us that this
song is about a student singing about everything she has learned from her teacher.
Activity 2 Learn the Baseline (on mallet instruments)
1. T plays 1st line. (Ss repeat)
2. Ss play the 1st line on repeat.
3. T: That was the baseline of the song, now lets learn the melody.

Activity 3 Learn the Song (on mallet instruments)

4. T puts the music on the protector.
5. T plays 1st 2 measures. (Ss repeat)
6. T plays 2nd 2 measures. (Ss repeat)
7. T plays 1st line. (Ss repeat)
8. T plays 3rd 2 measures. (Ss repeat)
9. T plays 4th 2 measures. (Ss repeat)
10. T plays 2nd line. (Ss repeat)
11. T and Ss play the entire song.
12. Ss play the entire song.

Activity 4 Put it all together! (Integrating and Creating World Music)

13. T and Ss review the baseline.
14. T splits the class in half. Lower instruments play baseline; higher instruments play
melody.
15. T and Ss play entire song.
16. Ss watch the video of the recording. T ask questions about how to make our performance
more authentic.
17. T: At a traditional Gamelan performance everyone would be wearing batik, a traditional
Javanese fabric made from wax. (Use PowerPoint)
18. T passes out batik fabric.
19. T shows students how to tie it.
20. Ss play entire song with batik. T records for Ss assessment and portfolio.

Assessment:

1. Did the students pat the steady beat and hum the gamelan recording without the
recording? (informal)
2. Did the students play the baseline with correct pitches and rhythm? (informal)
3. Did the students play the melody with correct pitches and rhythm? (informal)
4. Did students perform Indonesian Song with correct pitches and rhythm.
(recording rubric)

Recording Rubric
1 2 3 Totals
Student
Student did not Student actively
Was the student participated in the
actively participate participated in the
engaged in the performance __/3
in the performance the
performance? majority of the
performance. entire time.
time.
 Student depended Students
Did the student Student performed
on their peers a performed
show independent independently for __/3
majority of the independently for
musicianship? the majority.
performance. the entire time.
Student played Student played Student played
Did the student incorrect pitches correct pitches and correct pitches and
play correct and rhythms the rhythms less than rhythms for the
__/3
pitches and majority of the the majority of the more than the
rhythms? performance. performance. majority of the
performance.
Total __/9

Analysis:
Tone Set G Pentatonic (Do, Re, Mi, Sol, La)
Range M2, M3, P4, P5
Rhythm Set 4/4, Quarter notes

Form

Pedagogical:
Melody G Pentatonic
Rhythm Steady beat
Other Gamelan, Angklang

Sources:
https://drive.google.com/drive/folders/0BzcimBMrR-m7R1JCa0NXa05VNU0
Brinner, Benjamin Elon. Music in Central Java : Experiencing Music, Expressing Culture. New York,
Oxford University Press, 2008.
 Present Lesson 1: Indonesian Song
Objective:
5. Students will play Indonesian Song with correct pitches and rhythm.
6. Students will complete solfege worksheet with 80% accuracy.
7. Students will play their Angklung at the correct time.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Pr.2.2.b When analyzing selected music, read and perform rhythmic and melodic
patterns using iconic or standard notation.

Re.2.2 Describe how specific music concepts are used to support a specific
purpose in music

Materials of Instruction:
PowerPoint: Slide 11 - 13
Solfege Worksheet:

iPads w/ Angklung App

Music:
Entire Song: 1st line of the baseline, 1st two lines of the melody

Sequence:

Activity 1 Review the Song (on mallet instruments)

1. T: Hello 2nd graders, how many remember what we learned last time? Yes, thats right,
we learned about Gamelan.
2. T puts music on the board.
3. Ss play the entire song.

Activity 2 Learn about Pentatonic Scales PowerPoint

4. T shows students an eight note scale using numbers and solfege.
5. T and Ss play the eight note scale.
6. T shows students the five note scale using numbers and solfege.
7. T and Ss play the five note scale.
 8. T ask the Ss what was different about the scale we just played? Its missing notes isnt
it.
9. T: What notes are missing? 4,7, and 8, How many does it have? 5
10. T: So this scale only has 5 notes? Yes. We call that a pentatonic scale. Thats kind of a
weird word. Say that for me. Pentatonic.
11. T: This is what our song looks like, what numbers do you see in it? 12356. Lets list
them on the board. How many numbers is that? 5. What do we call it if it only has five
notes? Pentatonic. So our song is pentatonic.
12. T: Using the scale on the screen, write the solfege underneath the numbers.
13. Ss do worksheet.

Activity 3 Play the Song (w/notation)

14. T: Know that we know what it looks like lets sing it.
15. T and Ss sing the entire song with numbers.
16. T and Ss sings entire song with solfege.
17. T: We are going to learn about another Indonesian instrument called the Angklung.
18. T presents short PowerPoint on Angklung.
19. T and Ss get out iPads.
20. T shows Ss how to use the Angklung App.
21. T and Ss start with the Angklung on 2.
22. T: So we are going to sing the entire song but only shake our iPads on 2.
23. T and Ss sing the song while playing Angklung on scale degree two.
24. T splits the class into five groups and places them in order based on their number. Each
group gets a number and they set their Angklungs to that number.
25. T: We are going to sing the song again but this time you only shake your iPad on your
number. Well go really slow and Ill point to help you.
26. Ss sing the song while playing Angklung.
27. T: Do you think we can do it without singing? Lets try it!
28. Ss play the song on angklung.

Assessment:

1. Did the student play Indonesian Song with correct pitches and rhythm? (Checklist)
2. Did student complete solfege worksheet with 80% accuracy. (Graded Worksheet)
3. Did student play their Angklung at the correct time? (Checklist)

Did the student play correct pitches Did the student play their Angklung
Name at the correct time? (Y or N)
and rhythms? (Y or N)
John Doe Y Y
Jane Doe Y N
Analysis:
Tone Set G Pentatonic (Do, Re, Mi, Sol, La)
Range M2, M3, P4, P5
Rhythm Set 4/4, Quarter notes

Form

Pedagogical:
Melody G Pentatonic
Rhythm Steady beat
Other Gamelan, Angklang

Sources:
Angklung Information
https://www.youtube.com/watch?v=EddIyA6gMi8
http://www.asia.si.edu/research/performing-indonesia/article-hynson.php
https://www.youtube.com/watch?v=nFplQCQsGS8
Brinner, Benjamin Elon. Music in Central Java : Experiencing Music, Expressing Culture. New York,
Oxford University Press, 2008.
 Practice Lesson 1: Indonesian Song

Objectives:
1. In groups, students will compose a two-bar gamelan composition using the notes within a
pentatonic scale.
2. In groups, students will perform their gamelan composition.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

Cr.2.2.b Use iconic or standard notation and/or recording technology to

combine, sequence, and document personal musical ideas.

Cr.4.2 Convey expressive intent for a specific purpose by presenting a final

version of personal musical ideas to peers or informal audience.

Cr.1.2.b Generate musical patterns and ideas within the context of a given tonality (such as
major and minor) and meter (such as duple and triple).

Pr.5.2.a Perform music for a specific purpose with expression and technical
accuracy.

Materials of Instruction:
Blank Sheet Music: (not to scale)

Note Manipulatives: (not to scale)

Do Re
1 2
Mi Sol
3 5
La
6
 Blank Sheet of Paper
Music:

Entire Song: 1st line of the baseline, 1st two lines of the melody

Sequence:

Activity 1 Review the Song (on mallet instruments)

1. T: Hello 2nd graders, how many remember what we learned last time? Yes, thats right,
we learned about Gamelan.
2. T puts music on the board.
3. Ss play the entire song.
Activity 2 Composing Gamelan
4. T: you know what, I am getting tired of this song, what if we created our own song?
5. T: so I have these five notes and this blank sheet music. (holding up the materials)
6. T: See how theres eight dots on this blank sheet of music, I need your help in deciding
what notes to put on top of them.
7. T: what should our first note be Johnny? Do, I think thats a good idea so lets put Do on
top of our first dot etc.
8. T: what if we didnt want a note on this dot, could we just leave the dot? Yes, what does
it mean if we dont put a note there? We wont play it, its a rest, etc.
9. T: know that we have a composition lets try playing it.
10. T and Ss play their composition.

Activity 3 Explore!!
11. T puts students into groups of 4 by numbering them off.
12. T gives each group a set of notes and blank sheet music.
13. Ss explore different combinations of notes.

Activity 4 Writing it down and performing.

1. T: I am going to give each group a blank sheet of paper and I want you to write down
your favorite gamelan song you made. Then we are going to perform them for each
other.
2. Ss write down their composition.
3. Ss perform their compositions. T records each performance for Ss assessment and
portfolio.

Assessment:
1. Did group compose a two-bar gamelan composition using the notes within a pentatonic
scale? (checklist)
2. Did group perform gamelan composition? (checklist)
Did group turn in Did the performance
Group (Names) written composition? match their notation?
(Y or N) (Y or N)
Group 1: John, Joe, James, Jane Y Y
Group 2: Don, Danny. Darcie, Darren Y Y

Analysis:
Tone Set G Pentatonic (Do, Re, Mi, Sol, La)
Range M2, M3, P4, P5
Rhythm Set 4/4, Quarter notes

Form
Pedagogical:
Melody G Pentatonic
Rhythm Steady beat
Other Gamelan, Angklang

Sources:
Brinner, Benjamin Elon. Music in Central Java : Experiencing Music, Expressing Culture. New York,
Oxford University Press, 2008.
 Practice Lesson 2: Hambone, African American Folk Song

Objectives:
1. Students will perform BP with steady beat and correct rhythms.
2. Students will sing Hambone with correct pitches and rhythms.
3. Students will improvise a 2-bar phrase using the BP rhythm and the notes of a FM
pentatonic scale.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Cr.1.2.a Improvise rhythmic and melodic patterns and musical ideas for a
specific purpose.
Cr.1.2.b Generate musical patterns and ideas within the context of a given tonality (such as major and
minor) and meter (such as duple and triple).

Materials of Instruction:
PowerPoint: Slide 14
Video: https://youtu.be/LuB9XFbeix0
Music:
Sequence:

Activity 1 Learn the Song

1. T: watch me carefully and join in when you get the pattern.
2. T does the BP on repeat until all students catch on.
3. T sings hambone, hambone, have you heard? and the two measures of BP. (Ss repeat.)
4. T sings Papas gonna buy you a mockingbird and the two measures of BP. (Ss repeat.)
5. T sings If that mockingbird dont sing? and the two measures of BP. (Ss repeat.)
6. T sings Papas gonna buy you a diamond ring. and the two measures of BP. (Ss
repeat.)
7. T: what is the first thing papa is going to buy? A mocking bird. Whats the second thing?
A diamond ring.
8. T and Ss sing the song again.
9. T: now I want you to sing the song with your magic lips but still do the BP.
10. Ss sing the song with their magic lips and do the BP.
11. T: did you forget any of the words?
12. T addresses problems students present.
13. Ss sing it on their own.
14. T explains context of the song and shows hambone videos. Mention that this song is
pentatonic. Review what pentatonic is.
15. Ss sing the song.

Activity 2 Improvise on mallet instruments

16. T gives half the class mallet instruments with only notes of the pentatonic scale.
17. T provides an example of how to improvise with the same rhythm as the BP.
18. Ss sing the song. Ss with the mallet instruments will improvise. The other Ss continue to
do the BP. Switch.

Assessment:
1. Did student perform BP with steady beat and correct rhythms? (Informal)
2. Did student sing Hambone with correct pitches and rhythms? (Informal)
3. Did student improvise a 2-bar phrase using the BP rhythm and the notes of the FM
pentatonic scale. (Informal)

Analysis:
Tone Set F Pentatonic (Do, Re, Mi, Sol)
Range M3, M2,
Rhythm Set 4/4, quarter note, eighth note

Form Call and response

Pedagogical:
Melody F Pentatonic
Rhythm Syncopation
Other Compose verses, body percussion (hambone)

Sources:
http://www.bethsnotesplus.com/2013/07/hambone.html
 Practice Lesson 3: Jubilee, American Folk Song

Objective:
1. After singing Jubilee on solfege students will determine the song is pentatonic.
2. Students will sing Jubilee with correct pitches and rhythms.
3. Students will improvise a 4-bar phrase using the notes of a FM pentatonic scale.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Cr.1.2.a Improvise rhythmic and melodic patterns and musical ideas for a
specific purpose.
Cr.1.2.b Generate musical patterns and ideas within the context of a given tonality (such as major and
minor) and meter (such as duple and triple).

Materials of Instruction:
PowerPoint: Slide 15
Music:

Sequence:

Activity 1 Learn the song is pentatonic.

1. T sings the first two measures on solfege (w/hand signals). (Ss repeat.)
2. T sings next two measures on solfege (w/hand signals). (Ss repeat.) etc.
3. T sings the first four measures on solfege (w/hand signals). (Ss repeat.)
4. T sings the next four measures on solfege (w/hand signals). (Ss repeat.) etc.
5. T and Ss sing the whole song on solfege (w/hand signals).
6. T: what notes did we use in that song, lets write them on the board. Do, Re, Mi, Sol, La,
how many notes is that? 5 This looks really familiar; does anybody remember the name
for a 5 note scale? Pentatonic
Activity 2 Learn the Song.
7. T explains the context of the song. Mention that this song is pentatonic. Review what
pentatonic is.
8. T sings the first two measures. (Ss repeat.)
9. T sings the next two measures. (Ss repeat.) etc.
10. Ss take over the last four measures. T sings the rest.
11. Ss take over all out on the old railroad. T sings the rest.
12. Ss take over all out on the sea. T sings the rest.
13. Ss take over far as I could see.
14. Ss sing it with their magic lips.
15. T: did you forget any of the words?
16. T addresses problems students present.

Activity 3 Improvise!!
17. T puts students into groups of 4 by numbering them off.
18. T gives each group a mallet instrument.
19. Ss sing the song four times. One S in each group improvises during swing and turn
(Ss improvising do not have to sing while they are improvising but everybody else does).
Ss switch instrumentalist during the verse of the song.

Assessment:
1. Did the students determine the song Jubilee is pentatonic? (Informal)
2. Did student sing Jubilee with correct pitches and rhythms? (Informal)
3. Did student improvise a 4-bar phrase using the notes of a FM pentatonic scale?
(Informal)

Analysis:
Tone Set F Pentatonic (Do, Re, Mi, Sol, La)
Range M3, M2, P4
Rhythm Set 2/4, half note, dotted quarter note, quarter note, eighth note

Form Verse refrain

Pedagogical:
Melody Pentatonic
Rhythm Dotted quarter note
Other Improvise the refrain,

Sources:
http://www.bethsnotesplus.com/2015/06/jubilee.html
 Practice Lesson 4: HaSukkah Mah Yafah

Objectives:
1. Students will chant the lyrics of HaSukkah Mah Yafah with correct pronunciation and
in time.
2. Students will sing HaSukkah Mah Yafah with BP with steady beat, and correct pitches
and rhythms.
3. Students will improvise a 4-bar phrase over a baseline using the notes of a FM pentatonic
scale.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Cr.1.2.a Improvise rhythmic and melodic patterns and musical ideas for a
specific purpose.
Cr.1.2.b Generate musical patterns and ideas within the context of a given tonality (such as major and
minor) and meter (such as duple and triple).

Materials of Instruction:
PowerPoint: Slide 16
BP: (https://www.youtube.com/watch?v=RxFfPyiZL6w&feature=youtu.be)

Baseline:

Music:
Sequence:

Activity 1 Learn the Words

1. T explains the context of the song. Mention that this song is pentatonic. Review what
pentatonic is.
2. T chants ha (Ss repeat.)
3. T chants hasu (Ss repeat.)
4. T chants hasukkah (Ss repeat.)
5. T chants mah yafah (Ss repeat.)
6. T chants hasukkah mah yafah (Ss repeat.)
7. T chants u (Ss repeat.)
8. T chants Umah (Ss repeat.)
9. T chants umah tov (Ss repeat.)
10. T chants hasukkah (Ss repeat.)
11. T chants mah yafah (Ss repeat.)
12. T chants umah tov (Ss repeat.)
13. T chants lashevet (Ss repeat.)
14. T chants bah (Ss repeat.)
15. T chants leshevet, bah (Ss repeat.)
16. T chants hasukkah mah yafah (Ss repeat.)
17. T chants umah tov leshevet bah (Ss repeat.)

Activity 2 BP and Music

18. T chants hasukkah mah yafah with BP. (Ss repeat.)
19. T chants umah tov leshevat bah with BP. leshevet bah
20. T sings hasukkah mah yafah with BP. (Ss repeat.)
21. T sings hasukkah mah yafah with BP. (Ss repeat.)
22. T sings hasukkah mah yafah with BP. (Ss repeat.)
23. T sings hasukkah mah yafah with BP. (Ss repeat.)
24. Ss sing entire song with BP.

Activity 3 Baseline
25. T gives the students mallet instruments with only the pentatonic scale.
26. T plays baseline and sings F, C, F, C, F on repeat. (Ss join in.)
27. Ss play the baseline. T sings the song. (Ss join in.)

Activity 4 Improvise
28. Ss sing and play the baseline.
29. Half the Ss play the baseline, other half improvises with mallet instruments.
30. Ss sing and play the baseline.
31. Ss switch: half of them play the baseline, the other half improvises with mallet
instruments.
32. Repeat.
Assessment:
1. Did students chant the lyrics of HaSukkah Mah Yafah with correct pronunciation and
in time? (Informal)
2. Did students sing the song HaSukkah Mah Yafah with BP with steady beat, and
correct pitches and rhythms? (Informal)
3. Did students improvise a 4-bar phrase over a baseline using the notes of a FM pentatonic
scale? (Informal)

Analysis:
Tone Set F Pentatonic (Do, Re, Mi, Sol)
Range P4, M2, M3
Rhythm Set 4/4, quarter note, eighth note

Form Parallel (2-bar) phrases

Pedagogical:
Melody F Pentatonic
Rhythm Steady beat
Other Historical Context,

Sources:
http://www.bethsnotesplus.com/2015/10/ha-sukkah-ma-ya-fah.html
http://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/4784/jewish/Wh
at-Is-Sukkot.htm
 Practice Lesson 5: Al Citron

Objectives:
1. After singing Al Citron on solfege students will determine the song is pentatonic.
2. Students will play their boom whacker at the correct time.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

in music from a variety of cultures selected for performance.

Pr.2.2.b When analyzing selected music, read and perform rhythmic and melodic patterns using
iconic or standard notation.

Materials of Instruction:
Music:

Sequence:

Activity 1 Learn the song is pentatonic.

1. T sings the first two measures on solfege (w/hand signals). (Ss repeat.)
2. T sings next two measures on solfege (w/hand signals). (Ss repeat.) etc.
3. T sings the first phrase on solfege (w/hand signals). (Ss repeat.)
4. T sings the next phrase on solfege (w/hand signals). (Ss repeat.)
5. T and Ss sing the whole song on solfege (w/hand signals).
6. T: do you remember what song that was? Al Citron Can you sing it for me?
7. T: what notes did we use in that song, lets write them on the board. Do, Re, Mi, Sol,
how many notes is that? 4 Could this song still be pentatonic even though it only has 4
notes? Maybe Do other songs use all eight notes? Maybe
8. Explain how songs can still be pentatonic even if they only have 4 notes.
Activity 2 Play the Song (w/notation)
1. T puts music (labeled with solfege and color coded) on the screen.
2. T: Know that we know what it looks like lets sing it.
3. Ss sing entire song.
4. T shows Ss how to play boom whackers.
5. T: So we are going to sing the entire song but only play on Do.
6. T and Ss with Do boom whacker play.
7. T and Ss sing the song while playing boom whacker on Do.
8. T splits the class into four groups and places them in order based on their solfege.
9. T: We are going to sing the song again but this time you only play the boom whacker on
your note. Use the colors to help you. Well go really slow and Ill point to help you.
10. Ss sing the song while playing boom whackers.
11. T: Do you think we can do it without singing? Lets try it!
12. Ss play the song with only boom whackers.

Assessment:
1. Did students determine Al Citron is pentatonic? (Informal)
2. Did students play their boom whacker at the correct time? (Checklist)
Did the student play their boom
Name whacker at the correct time? (Y or N)

John Doe Y
Jane Doe N

Analysis:
Tone Set G Pentatonic (Sol, Do, Re)
Range P4, M2, M3
Rhythm Set 2/4, Half note, dotted quarter note, eighth note

Form AB

Pedagogical:
Melody G Pentatonic
Rhythm Dotted quarter note,
Other Historical context (game),

Sources:
http://www.bethsnotesplus.com/2013/11/al-citron.html
Sail Away pg. 21
 Practice Lesson 6: Alabama Gal

Objectives:
1. Students will sing Alabama Gal with correct pitches and rhythm.
2. Students will determine Alabama Gal is pentatonic.
3. In groups, students will compose a 2-bar composition using the notes within a pentatonic
scale.
4. In groups, students will perform their gamelan composition.

National Standards Addressed:

Pr.2.2.a Demonstrate knowledge of music concepts (such as tonality and meter)

Cr.2.2.b Use iconic or standard notation and/or recording technology to

combine, sequence, and document personal musical ideas.

Cr.4.2 Convey expressive intent for a specific purpose by presenting a final

version of personal musical ideas to peers or informal audience.

Cr.1.2.b Generate musical patterns and ideas within the context of a given tonality (such as
major and minor) and meter (such as duple and triple).

Pr.5.2.a Perform music for a specific purpose with expression and technical
accuracy.

Re.3.2 Demonstrate knowledge of music concepts and how they support

creators'/performers' expressive intent.

Materials of Instruction:
Blank Sheet Music:

Music:
Sequence:

Activity 1 Review the Song

1. T has the song (labeled with solfege) on the screen.
2. Ss sing the song.
3. T reminds them of any parts they forgot.

Activity 2 Learn its Pentatonic

4. T: Sing the note you remember the most, oh you just sang the last note of the song and
the first note of the song, what note is that? Do
5. T: how many times do they use Do? 11 times
6. T: what other notes does it use? La, Sol, Me, Re
7. T: what type of scale is that? Pentatonic
8. Ss sing the song.

Activity 3 Compose
1. T: we are going to write a different way to sing Alabama gal.
2. T: so I have these five notes and this blank sheet of music. (holding up the materials)
3. T: see how we have a rhythm above the staff? I need your help in deciding what notes to
put underneath the rhythm.
4. T: what should our first note be Johnny? Do, I think thats a good idea so lets put Do
underneath the first rhythm but this is different from last time, make sure you put the note
on the correct line or space. So where does Do go? On the first space. etc.
5. T: know that we have a composition lets try playing it.
6. T and Ss play their composition.

Activity 4 Explore!!
14. T puts students into groups of 4 by numbering them off.
15. T gives each group a set of notes and blank sheet music and a mallet instrument to help
with pitch.
16. Ss explore different combinations of notes.
Activity 5 Writing it down and performing.
4. T: once you have an idea you like, write it down on the staff.
5. Ss write down their composition.
6. T: once you have your idea written down practice singing it because you are going to
perform them for the class.
7. Ss perform their compositions. T records each performance for Ss assessment and
portfolio.

Assessment:

1. Did students sing Alabama Gal with correct pitches and rhythm? (Informal)
2. Did students determine Alabama Gal is pentatonic? (Informal)
3. Did group compose a two-bar composition using the notes within a pentatonic scale?
(checklist)
4. Did group perform composition? (checklist)
Did group turn in Did the performance
Group (Names) written composition? match their notation?
(Y or N) (Y or N)
Group 1: John, Joe, James, Jane Y Y
Group 2: Don, Danny. Darcie, Darren Y Y

Analysis:
Tone Set F Pentatonic (La, Sol, Do, Re, Mi)
Range M3, M2,
Rhythm Set 2/4, quarter note, eighth note, sixteenth note
Form Verses

Pedagogical:
Melody F Pentatonic
Rhythm Sixteenth notes
Other Dance

Sources:
https://youtu.be/29OtTyHZrSM
https://www.youtube.com/watch?v=2TU6EuOXoTU
https://www.teacherspayteachers.com/Product/Favorite-Folk-Song-Alabama-Gal-
Teacher-Kit-1480106