2018

Elementary Unit
WESLEY CROW
1 NOVEMBER 2018
CONTENTS

Introduction .................................................................................................................................... 2
Outline of the Unit ......................................................................................................................... 3
Pre-assessment ............................................................................................................................... 4
Lesson One: Prepare ...................................................................................................................... 7
Lesson Two: Prepare .................................................................................................................... 10
Lesson Three: Prepare .................................................................................................................. 13
Lesson Four: Present .................................................................................................................... 18
Lesson Five: Practice ................................................................................................................... 23
Lesson Six: Practice ..................................................................................................................... 27
Lesson Seven: Practice ................................................................................................................ 30
Lesson Eight: Practice .................................................................................................................. 33
Lesson Nine: Practice .................................................................................................................. 36
Lesson Ten: Practice .................................................................................................................... 40
Post Assessment ........................................................................................................................... 42
 INTRODUCTION

This is a unit for second graders, so the students are about seven years old. The scope and
sequence I am working off of is from the Manhattan-Ogden School District. At the beginning of
this unit, students should have previously learned question and answer, call and response, AB,
and ABA form to prepare for this new concept. Rhythmically, they should have learned quarter
notes, eighth notes, half notes, and quarter rests. They should also be familiar with the pitches
Sol, Mi, La, and Do.

Along with the new concept of rondo form, students will practice and apply their knowledge of
call and response as well as question and answer form through repertoire and improvisation.
Students will also play basic harmonic patterns on Orff instruments. Students will learn proper
technique for mallet/Orff instruments and boomwhackers. Students will explore self and shared
space through movements as well as dance.

Students will learn varying levels of historical context for each song. Specifically, their fifth
lesson, which includes world music pedagogy will connect Social Studies because they will be
learning historical and cultural context, in which the students can make some sort of
connection/comparison. The students will also connect with English and Art as they draw and
write stories based on the different sections of the music.
 OUTLINE OF THE UNIT

Prepare:
Students will be preparing for the presentation of the concept of rondo form in the first three
lessons. The three songs the will learn (Fanfare Rondeau, Colonel Bogey March, and Sleigh
Ride) all contain three unique musical ideas in a particular order, but students will not be made
aware of that specific order until the present lesson. These lessons are used to give the students
time to play with the concept before they are made aware of it. In the first lesson, students will
incorporate movement to explore the different sections of the piece. In the second lesson, they
will use their imagination to write stories about the music they hear in each different section of
“Colonel Bogey March.” The third lesson is over “Sleigh Ride” which they will learn the first set
of lyrics to. That being said, students will be able to sing the first section of “Sleigh Ride” with
accurate pitch and rhythm. Along with that, students will use associate icons with the other
sections of the song.

Present:
Lesson four will be the present lesson, where students will aurally and visually identify the
structure and sequence of rondo form. They will do this using our previously learned song
“Sleigh Ride.” They will come to this discovery by first identifying the first two sections and
then discovering there must be another, third, different section. Once teacher introduces the third
symbol, the teacher will guide students to understanding of standard notation. After they have
learned that rondo form is specifically in the order of ABACA the teacher will show them
examples/sections that make up “Sleigh Ride”.

Practice:
The next six lessons is where students will be practicing to solidify their understand of our new
form. In lesson five, they will be using “La Raspa”, a Mexican folk dance to learn the order of
rondo. This lesson will include world music pedagogy as the teacher also briefly discusses
Mexican history and culture surround “La Raspa”. In lesson six, students will echo the teacher to
learn “Go to Sleepy #2”, which is a lullaby. Within this lesson, students will use Orff instruments
to perform accompaniment with the song and help them identify the different sections. In lesson
seven, students will continue with the Orff instruments by learning an accompaniment pattern to
“Fanfare Rondeau” which should help them to identify each section of the song. In lesson eight,
the students must support/defend their understanding of rondo form through an investigation in
which the students compare to pieces that have the same title and other similarities, but do not
have the same form/structure. In lesson nine, students get creative as the draw and write stories,
which helps them become familiar with the different sections of the song, “Colonel Bogey
March.” Students must also use their current understanding of the song and rondo form to put
connect with the drawings of each section of the piece. In lesson ten, students explore the
additional sections in Mozart’s rondo “Alla Turca”. Students do this by performing plastique
anime to match the section of the rondo they hear.
 PRE-ASSESSMENT

Entry Activity: “Yes, Lets!” (Vehicle version)

1. “If we were going on a trip, how could we travel? What vehicles might we use?”
(students answer with vehicle.) “Think about what that vehicle moves like. How could
we show that movement?” “How could we make sounds that sound like that
movement?”
2. “Great, so now we are going to take a trip! When you hear someone say, “Let’s take
our trip on a __________.” And suggest a new vehicle, you say “Yes, Let’s!” and work
with your friends to create the movement.
3. Invite instrumentalists to create the sounds of the vehicles and suggest different
vehicles.
4. As students create, invite them to watch each other, join in with each other and explore
different speeds and levels.
 5. Invite students to a carpet square. Turn on bet track listed above. Invite students to
repeat after you. Clap 8 beat patterns in duple, meter emphasizing 8th notes/duple (the
phrasing and meter of the improvisation to come.)
Activity #1 Objective: 2nd grade students will sing “Engine, Engine” with accurate rhythm
and pitch, with a steady beat. (Echo Strategy)
1. “So now, we are going to focus on one of the vehicles. Listen to this song and tell me
which vehicle it is about.” (Teacher sings “Engine, Engine”, playing xylo with half
notes on C and G, students tap half note beat on legs). Students answer
2. “Now listen for what the train might do.” Teacher sings song again, students tap half
note beat. Students answer
3. “Let’s learn the song.” Echo sing each measure.
 May need to repeat or slow down the measure for words, especially “If the train
should jump the track” (a bit of a tongue twister).
4. “Now fill in the blank.” Fill in last line of each measure.
5. Think about what the first words is. Students tap half notes. “Think the whole song
with magic lips while you keep tapping.” Audiate whole song while tapping.
6. “Now let’s sing the song.” Sing whole song, still patting half notes.
Assessment: Can all students sing “Engine, Engine” with accurate rhythm and pitch in a 4/4 meter
(quarter and eight rhythms)?
Transition: Let’s improvise on our song!
Activity #2 Objective: 2nd grade students will improvise 8 beat rhythmic patterns (both
question and answer) in 4/4 meter, both with word rhymes and clapping rhymes.
1. Teacher: “Circle up and echo me.”
2. Teacher chants measures 5-8 of song: “If the train should jump the track, do you want your
money back?” (students echo) 2x
3. Teacher chants: “If the train should jump the track, Yes! I want my money back!” (students
echo)
4. Invite students to pat half notes, “Now I’ll ask the question and you give the answer”
(Teacher chants question and students chant answer phrases)
o Teacher says new question without announcing, students create answer.
 If the train should jump the track…do you want to eat a snack?
 If the…will you fall into a crack?
 If the train goes up a hill…do you think you’d get a chill?
 Create one as a group: What question could we ask? “If the train goes…”
(Create one with the group, then teacher chants the question, and students
improvise an answer.)
 In the circle, number off 1, 2, etc. “1’s turn left, 2’s turn right. This is your
partner! Now, with your partner, create your own question that rhymes. It
will start, “If the train…” (give students time to work)
  Teacher plays half note beat on xylos or background track, students recite
their questions to practice.
 With steady beat continuing, from groups of four with the partners staying
together. One pair asks their question and the other pair responds with an
improvised answer. Switch.
o “Now watch what I do differently.” Teacher claps question/answer chant notated
in the materials (“If the train should jump the track, do you want your money
back?”) with same rhythm as word question. Ask, “What did I do?” Try it as a
group.
o “Now watch what I do.” Teacher models clapping rhythms only with the same
phrase length/meter as above (keep steady beat going), but now improvises both
question and answer. “What did I do?”
o Teacher now improvises a question and students improvise an answer.
o Students improvise a question, teacher improvises an answer.
o In the groups of four, one group improvises the question, other group provides the
answer.
o Each group performs for the class. (Gives teacher a chance to assess)
Assessment: Does each student improvise (using claps) in an 8-beat phrase length, in a 4/4 meter?
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: Add additional arrangements based on student suggestions. Add unpitched percussion.
 LESSON ONE: PREPARE

Standards Being Addressed:

MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness
of performances.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
MU:Pr6.1.2a – Perform music for a specific purpose with expression and technical accuracy.

Materials of Instruction:
Pattern Work:

Fanfare Rondeau:
..\Downloads\Fanfare [Link]
[Link]

Lesson Sequence:
Entry Activity: “Welcome to class 2nd graders! Let’s learn a new song we’ll use for the next few
weeks. We’re going to bake a cake!”
Activity #1 Objective: Students will learn the “A” rhythm for “Cakes All Dough” with
accurate words and rhythm.
1. Teacher plays a steady beat on a drum and instructs the students to walk to the beat of the
drum in any direction they choose. Remind the children to think of safety. Say something
like, “Follow your own path. Keep your hands and feet to yourself, but make your feet
match the drum.”
2. While the children are walking, ask them echo “Cake’s All Dough” one phrase at a time,
then the whole chant.
3. Teacher makes corrections.
4. As they walk, ask the students to say the rhyme with a variety of expressions: sad,
excited, frustrated, embarrassed, suspicious, etc. Consider changing the tempo of the beat
to match the mood. This will provide plenty of repetition so the chant is memorized.
5. Teacher corrects errors.
Assessment: Students can perform the “A” rhythm to the chant/rhyme “Cakes All Dough” with
accurate words and rhythms.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Great job class! Remember that for next time because we will discuss how to make
our cakes better. Now let’s learn a new song that sounds very fancy!
Activity #2 Objective: Students will identify the different sections of the “Fanfare
Rondeau”.
1. Teacher makes sure each student has a piece of copy paper and a pencil.
2. I’m going to play a song for you all, and I want you to listen and draw what it makes you
think of or what it sounds like to you.
3. Teacher plays recording of “Fanfare Rondeau”.
a. [Link]
4. Teacher asks students to raise their hands and calls on a few to share (describe what they
heard/though/drew—What did it sound/look like to you?).
5. Teacher asks some guiding questions:
a. Where do you think a piece like this was performed? On a street corner or in a
palace?
b. Who do you think it was performed for? Royalty, like a king or queen or the
general public/townsfolk?
6. Teacher explains brief history of the piece:
a. This piece is actually the first movement of a four-movement work.
b. The symphony was written for French royalty and was performed in a palace
called the Palace of Versailles, which is very elegant with gold on the ceiling.
7. Teacher: “Okay, let’s learn the main theme in the song together! Repeat after me, class”
8. Teacher points to himself and sings the first two measures on a DOO; Teacher points to
students who echo.
9. Teacher sings measures 3 and 4 (excluding the two eighth note pickups into the next
measure); students echo
10. Teacher sings pickups of measure 5 through measure 6; students echo
11. Teacher sings measures 7 and 8 (excluding the two eighth note pickups into the next
measure); students echo
12. Teacher corrects errors on individual phrases as needed by singing measures and having
students echo
13. Teacher points to himself and sings measures 1 through 4; students echo
14. Teacher sings measures 5 through 8; students echo
15. Teacher corrects phrases as needed.
16. Teacher: “Does anybody know what kind of instrument played that part we just learned
in the recording?”
a. If students need help, Teacher helps students by informing them it is a trumpet
 17. Teacher makes sure each student has a kazoo.
18. Teacher: “Okay class, now we are going to perform the part we just learned on our
kazoos, as if we were trumpet players.”
19. Teacher: “Alright class, let’s do it with the recording together.”
20. Teacher and students kazoo the main theme with the recording. Teacher stops recording
after the main theme.
21. Teacher: “Good job class! Everyone keep your kazoo in your hand and below your waist.
Thank you. Now, copy what I do and follow me around the room in line.”
22. Teacher plays kazoo like the trumpet during the “A” section, pretends to walk like
royalty during the “B” section of the piece, and begins to tip-toe around the room when
the “C” section of the piece is playing.
23. Teacher checks back frequently to see if students need help.
a. Teacher uses verbal reminders (of what actions to do when) as needed.
24. Teacher has students take turn leading the line. Students move to the back of the line
(creating a new leader) every time it changes to a new section.
25. Repeat the song as necessary to help students become familiar with the different sections
of the piece and to allow for each student the opportunity to lead the line.
Assessment: Students can accurately identify the different sections of “Fanfare Rondeau” by
changing to the according action.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “Great job becoming little trumpet/kazoo virtuosos, moving like royalty, and tip-toeing
to our new song.”
 LESSON TWO: PREPARE

Standards Being Addressed:

MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness
of performances.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
MU:Pr6.1.2a – Perform music for a specific purpose with expression and technical accuracy.

Materials of Instruction:
Pattern Work:

Colonel Bogey March:

..\Downloads\Colonel Bogey [Link]
[Link]

Lesson Sequence:
Entry Activity: “Hello class! Does everybody remember the chant we learned about cake? Today
we’re going to add things to our cake to make it better.
Activity #1 Objective: Students will each choose an ingredient they think will make the
cake dough better. Students will come up with at least two rhythmic options for saying
their ingredient. Students will combine their ingredient with a peer’s and come up with a
two-ingredient rhythm.
1. Teacher reviews the “A” chant/rhythm for “Cakes All Dough”
2. Teacher ensures that students remember how those four bars go.
3. When the class can say the chant independently, ask them to think of fruits, candy, or any
ingredient they think will make the cake dough better.
a. Have them experiment with at least two different rhythmic options for saying
their ingredient.
 b. For example:

4. Instruct the students to stand again and walk to the beat of the drum and chant the rhyme.
When the drum stops at the end of the rhyme, the students will stop, turn to someone
standing nearby, introduce themselves and share their cake ingredient.
5. They will then work together to combine their ingredients in a rhythmic way.
a. Teacher walks around and helps as needed.
6. Teacher calls on a few pairs to hear their two-ingredient rhythmic recipe.
Assessment: Students can create at least two functional rhythms for the ingredient they thought
of and combine their ingredient with a peer’s to form a two-ingredient rhythm recipe.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Great job class! Remember your ingredient and who your partner was for next time
because we’re going to make our cake even bigger and better! Now, let’s all come back together
to learn a fun new song.”
Activity #2 Objective: Students will identify the different sections of “Colonel Bogey
March.”
1. To become familiar with the song students will march around the classroom to the song,
but to keep it interesting to the half note (cut time) during the “A” section, march to the
whole note (one step per measure) during the “B” section, and march to the quarter note
(four steps per measure) during the “C” section.
a. Teacher models this for students.
2. Teacher makes sure each student has a pencil and a piece of notebook paper to write on.
3. Teacher then tells the students that they are going to write a story that goes along with
each different section of the music.
4. The teacher provides the students with some examples. It could be an African safari. It
could be a normal day in a nice little town. You could make each different section of the
piece represent a different character of your story.
5. Teacher plays the piece for the students and instructs them to quietly brainstorm a story
to go with the music. “Jot down your idea so you don’t forget”
a. While the piece is playing the teacher goes around to help students get the ball
rolling
6. Teacher: “Have an idea now? Now I’m going to play the first section of the piece and I
want you to write down what is happening in your story during this section of the music.”
7. Teacher does step number six for the “B” and “C” section of the piece as well.
8. Students share their stories and try to describe how the music/what part of the music in
that section made them think of that for that part of their story.
Assessment: Students can accurately identify the different sections of “Colonel Bogey March”
by writing differently for each section.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “That was wonderful class! We will come back to this song later and use it to do more
fun stuff!”
 LESSON THREE: PREPARE

Standards Being Addressed:

MU:Pr5.1.2a - Apply established criteria to judge the accuracy, expressiveness, and effectiveness
of performances.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
MU:Pr6.1.2a – Perform music for a specific purpose with expression and technical accuracy.
MU:Cr2.1.2b – Use iconic or standard notation and/or recording technology to combine,
sequence, and document personal musical ideas.

Materials of Instruction:
Pattern Work:

Sleigh Ride:
..\Downloads\Sleigh [Link]
Cut-out pictures/symbols for each student: sleigh, horse, whip

[Link] - Boston Pops

[Link] - Amy Grant

Lesson Sequence:
Entry Activity: “Can everybody find their partner from the other day? Give your partner a high-
five and remind each other what your ingredients were and how you said them rhythmically.
Today we’re going to make our cakes even bigger.”
Activity #1 Objective: Students (in pairs) will combine their two-ingredient recipe with
another pairs’ two ingredient-recipe to create a four-ingredient rhythm. Students will also
identify that there are two different sections to our song “Cakes All Dough”.
 1. Teacher: “Can you show your partner how the chant that we have memorized goes for
“Cakes All Dough”?
2. Students perform the “A” chant for their partner. Teacher assesses
3. When it seems that each pair has completed the task, start the drum beat.
4. The partners will move together while chanting the rhyme.
5. When the drum stops at the end of the rhyme, each pair will meet up with another pair to
create a four-ingredient recipe.
6. Have the group of four work cooperatively to decide how to say all for ingredients
together rhythmically.
a. Teacher walks around to help.
7. Teacher calls on a few groups to share their four-ingredient rhythmic recipe.
a. The groups called on will share their recipes within the sequence laid out in step 8
8. The teacher starts the drum beat and instructs the students to say the rhyme (standing
still). The drums will continue, at the end of the rhyme the teacher gestures on beat one
to the first of the previously selected groups to say their four-ingredient rhythm.
9. Continuing the drum beat, the teacher repeats step 8 with the other groups selected to
share.
10. Teacher: “Notice that our song has two different parts? What are they?”
11. Teacher guides students to understanding the rhyme as one section and the four-
ingredient rhythm as another.
12. Teacher: “So right now our song “Cakes All Dough” is in AB form. What other song did
we remember a while back is also in AB form?” (referring to song addressed in Pre-
Assessment)
Assessment: Students cooperatively created a functional rhythm for their four-ingredients and
discovered that there are two different sections to our song “Cakes All Dough”.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Great job today class! Remember who is in your groups of four and your
ingredients! Next time we’ll add even more. Now, how many of you are ready for Christmas
season?”
Activity #2 Objective: Students will become familiar with the song “Sleigh Ride” and
become even more familiar with the melody of the “A” section.
1. Teacher: “I’m going to play a song for you all, and I want you to listen to see if you
recognize this song.”
2. Teacher plays Boston Pops recording of “Sleigh Ride”.
a. [Link]
3. Teacher: “By show of hands, how many of you have heard that song before?”
4. Teacher: “This song also had lyrics written to it. Let’s listen to it one more time, and I
want you to listen for what the song is about.”
5. Teacher plays “Sleigh Ride” – Amy Grant
a. [Link]
6. Teacher: “Can anyone tell me what this song is about?”
a. Teacher waits for students to raise their hand before calling on them.
7. Teacher: “That’s right! This song is about a sleigh ride. In fact, that is the name of the
song “Sleigh Ride.””
8. Teacher: “Let’s learn the first part together!”
Echo
9. Teacher corrects any errors made in the following steps.
10. Teacher sings the anacrusis and measure one (“Just hear those sleigh bells jingling”);
students echo
11. Teacher sings measures 2-3; students echo
12. Teacher sings anacrusis through measure 3; students echo
13. Teacher sings measures 4-7; students echo
14. Teacher sings anacrusis through measure 7; students echo
15. Teacher: “Good job! Now we’re just going to learn a few more lyrics, but it will be the
exact same notes/melody we sang earlier. Repeat after me.”
16. Teacher sings measure 8 and measure 1 *second time* (“Outside the snow is falling
and”); students echo
17. Teacher sings measures 2-3 *second time*; students echo
18. Teacher sings measure 8 (take the repeat) through measure 3 *second time*; students
echo
19. Teacher: “Now we sing the same part we learned earlier.” Teacher sings measures 4-7;
students echo
20. Teacher: “Now let’s try to put it all together!” Teacher sings anacrusis through measure
7; students echo
21. Teacher sings measure 8 (take the repeat) through measure 7 *second time*; students
echo
Fill in the Blank and Extended Fill in the Blank
22. Teacher: “Now I want you to fill in the blank when I gesture to you.”
23. Teacher: “Just hear those _________ jingling, ringting tingling too.”
a. Students: “sleigh bells”
24. Teacher: “Come one it’s lovely weather for a ________ together with you.”
a. Students: “sleigh ride”
25. Teacher: “Just hear those _________________________________ too.”
a. Students: “sleigh bells jingling, ringting tingling”
26. Teacher: “Now you start the next phrase and I’ll sing the middle, then you sing the last
word. I’ll point to you for the last word.”
27. Students: “Come on it’s ____________________________________ you.”
 a. Teacher: “lovely weather for a sleigh ride together with”
28. Teacher: “Outside the ________________________________________.”
a. Students: “snow is falling and friends are calling “Yoo hoo””
29. Teacher: “Now all together.”
30. Teacher/Students: “Come on it’s lovely weather for a sleigh ride together with you.”
Audiation
31. Teacher: “Alright class, now we’re going to use our magic lips and I want you to mouth
the lyrics and hear the how the melody goes in your head.”
32. Teacher plays Boston Pops recording
a. [Link]
b. After intro - Teacher: “Just hear those…” fades out for students to audiate.
Assessment: Students became familiar with the song “Sleigh Ride” by listening to two different
recordings. Students became even more familiar with the “A” section of the song by learning two
variations of lyrics for the “A” section by echoing, filling in the blank, and audiating.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Good job learning the lyrics to that part of the song! You all had very good magic
lips! Now let’s recognize some of the other sections in the song.”
Activity #3 Objective: Students will identify three different sections of “Sleigh Ride.”
1. Teacher: “We’re going to listen to the song one more time, and I want you to raise your
hand when you think the music changes to a new section.”
2. Teacher plays the Boston Pop recording of “Sleigh Ride” and observes students’ response
to when they think the music changes to a new section.
3. Teacher: “Good job class! Now, to identify the different sections of this song we are
going to give each section a correlating picture/symbol.”
4. Teacher makes sure that each student as all three symbol/picture cut-outs.
5. Teacher plays the Boston Pop recording of “Sleigh Ride” and pauses it before repeating
the “A” section melody for the second time.
6. Teacher holding up the cut-out of the sleigh: “Whenever you hear this part of the song,
we will hold up the sleigh. Remember the lyrics we learned go “just hear those sleigh
[emphasizing the word “sleigh”] bells jingling.” “… come on it’s lovely weather for a
sleigh [emphasizing the word “sleigh”] ride together with you.”
7. Teacher, holds up and plays sleigh bells: “Also, does anybody know what this instrument
is?”
a. Students: “bells” “sleigh bells”
8. Teacher: “That’s right! These are sleigh bells. If you listen closely during this section of
the piece, you will hear sleigh bells. They are recreating the sound you would hear if you
were having a sleigh ride because often people will tie bells to the horse reins so that they
jingle as the horse pulls the sleigh. That’s why people call them sleigh bells.”
 9. Teacher continues to play the recording and pauses it before repeating the “B” section
melody for the second time.
10. Teacher holding up the cut-out of the horse: “Whenever you hear this part of the song, we
will hold up the horse. We didn’t learn them, but the lyrics for this section are “Giddy up,
giddy up, giddy up, let’s go…” So that can help you remember to the horse goes with
this section.
11. Teacher, modeling wood block: “Also, does anybody know what this instrument is?”
12. Teacher: “This is called a wood block. If you listen closely during this section of the
piece, you will hear the wood block. It is being played to mimic the sound of a horse’s
hooves as it trots along pulling the sleigh.”
13. The teacher continues to play the recording, as the “A” section repeats, teacher: “We’ve
heard this section before, haven’t we?” Teacher pauses it before repeating the “C” section
melody for the second time.
14. Teacher holding up the cut-out of the whip: “Whenever you hear this part of the song, we
will hold up the whip.”
15. Teacher: “Does anyone know what instrument made that clapping sound during this
section?”
16. Teacher modeling slap stick: “That instrument you hear is a called a slap stick. It is being
played to mimic the sound of a whip used by sleigh driver to prod the horses to keep
going or go quicker. If you didn’t notice it the first time, try to listen for it this next time
around.”
17. Teacher plays the rest of the “C” section and pauses at the end of the transition before it
returns to the “A” section.
18. Teacher: “Alright, now let’s listen to the piece from the top and I want you to show me
which section you think it is based on what picture you hold up.”
19. Teacher plays the song and observes students’ ability to identify the different sections.
Assessment: Students identify the three different sections of “Sleigh Ride” by holding up the
correlating picture.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “Great job today class! I could tell you really liked this song. We’ll keep coming back
to it.”
 LESSON FOUR: PRESENT

Standards Being Addressed:

MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns
using iconic or standard notation.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
Materials of Instruction:
Pattern Work:

Sleigh Ride:
..\Downloads\Sleigh [Link]
Cut-out pictures/symbols for each student: sleigh, horse, whip

[Link] - Boston Pops

[Link] - Amy Grant

Lesson Sequence:
Entry Activity: “Can everybody find their groups of four from last time? Remind each other
what your ingredients were and how you said them rhythmically.”
Activity #1 Objective: Students will learn a clapping pattern and discover what rondo form
is.
1. Teacher has a five-layered cake pre-drawn on the board.
2. Using the same groups of four, ask each group to stand in a square with their left palms
facing up. Move the steady beat to a clapping pattern by patting the neighbor to the
right’s open palm, then their own palm, saying “right – me – right – me.”
3. Once the clapping pattern is secure, have the class chant “Cakes All Dough.” This will be
the A section of your rondo.
4. Next, pair together each group of four (depending on class size, there should be about
three groups, each consisting of two groups of four – or three groups of eight).
5. Teacher: “Okay class, now we are going to make a five-layered cake!”
6. Teacher writing the letter “A” in the bottom layer of the cake on the board. “The rhyme
we just did that clapping pattern to will be called that the “A” section of our cake.”
7. Teacher: “Now I need one group of eight to volunteer to help me with rest of our cake’s
layers.” Teacher selects a group of eight.
8. Teacher, talking to the selected group of eight: “Within your group of four, quickly
choose someone to rock, paper, scissors the other group of four.”
9. Students rock, paper, scissors.
10. Teacher: “Okay the winner’s group will go first.”
11. Teacher reminds every other group to make sure they are paying attention so that they
can make their five-layered correctly here in a little bit.
12. Teacher, talking to the two groups of four in the selected group of eight: “Remember how
the four of you decided to put together your four-ingredients rhythmically. What we
reviewed at the beginning of class. I’m going to ask you guys to perform them at a
specific time. I will gesture to you when it is time to perform your four-ingredient
rhythms.”
13. Teacher: “First both groups of four will perform the “A” section of our cake. That’s the
rhyme we’ve learned and the clapping pattern we just added today. At the end of the
rhyme the (group that won rock, paper, scissors) will perform their four-ingredient
rhythm. I will be sure to gesture to you, so you know exactly when to come in. It’s just
like we did the other day when you showed off your four-ingredient rhythms. After (said
group) finishes their rhythm, both groups will do the “A” section rhyme and clapping
once again. Then at the end of the rhyme the other group will perform their four-
ingredient rhythm, just like the last group did. Once they finish their rhythm, both groups
will do the “A” rhyme and clapping one last time. Let’s try it! I’ll help you out! Everyone
else, be listening for the order and to how it sounds.”
14. Students perform cake rondo.
15. Teacher: “Great job!” Teacher asking all other students: “Did the first group of four’s
rhythm sound like the “A” section rhythm?”
16. Students: “No”
17. Teacher: “Yeah, it didn’t really sound the same. So, we’ll call that section the “B”
section.” Teacher writes the letter “B” in the second layer of the cake.
18. Teacher: “Who remembers, what came after first group of four finished their four-
ingredient rhythm?”
19. Students: “The “A” section”
20. Teacher: “That’s right!” Teacher writes the letter “A” in the third layer of the cake. “Then
what was after that?”
21. Students: “The other group”
22. Teacher: “Right! Did the second group’s rhythm sound just like the first group’s?”
23. Student: “No”
24. Teacher: “What was different?”
25. Students: “It sounded different.” “They had different ingredients.”
 26. Teacher: “The second group didn’t sound the same as the first group because they had a
different ingredients which gave them a different rhythm. And, it didn’t sound the same
as the “A” section either, did it? So, we’ll call that section the “C” section.” Teacher
writes the letter “C” in the fourth layer of the cake.
27. Teacher: “Can anyone tell me what came last? What letter should go in the last/fifth layer
of our cake?
28. Students: “A”
29. Teacher: “Very good! So, when a song has three different sections in this order, it is in
rondo form. Can we all so “rondo” together?
30. Teacher/Students: “rondo”
31. Teacher: “Very good! We have two more rondo cakes to make.”
32. Teacher has last two groups of eight do rock, paper, scissors, like the first group did to
decide which group of four goes first. The last two groups create their rondo cakes, using
the cake on the board as a reminder of the order. Groups not performing respectfully
watch and support their peers.
Assessment: Students learned what rondo form is by putting together their rondo cake by
performing the sections in the right order.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Great job making your rondo cakes today! We’ll keep experimenting with our cakes
later on. Now, let’s do a fun activity with our song “Sleigh Ride.”
Activity #2 Objective: Students will identify and label the three different sections of “Sleigh
Ride.”
1. Teacher: “To review what we did last time can you help me identify what picture goes
with each section of our song, “Sleigh Ride”?
2. Teacher plays “Sleigh Ride” and asks students what each section is as the music is
playing. Teacher puts symbols in order on the board as students identify them.
3. When the music gets to the “C” section, the teacher let’s it play through the first time and
pauses it before repeating.
4. Teacher facilitates some discussion and prompting of what section this is. “Is it sleigh
section? No. Is it the section we associate with the horse? No.”
5. Until someone figures out there is a new section/it is different than both of the other
sections.
6. Teacher: “That’s right! We are missing the whip cut-out. So, there are three sections to
this song.” Teacher places whip cut-out on the board.
7. Teacher: “Well, let’s finish the rest of the song.” (should just be the “A” section one more
time) Students identify the last section of the song.
8. Teacher: “Well done class! While I really like our little pictures to represent each section,
let’s find out what the appropriate title for each section is.”
9. Teacher: “Do you all remember learning the lyrics to the beginning of the song?”
10. Teacher helps remind students by starting to sing it and continuing until students are
confident enough the teacher is not needed.
11. Teacher: “That’s it! And, what part of the song was this that little melody or musical
idea?”
12. Students: “The beginning”
13. Teacher: “What letter is at the beginning of the alphabet?”
14. Students: “A”
15. Teacher: “Right, so since that is the first melody or musical idea in the song, what do you
think the title of that section of the song should be?”
16. Students: “The “A” section”
17. Teacher: “Exactly!” Teacher writes the letter “A” on the board underneath the first
picture. “What about the next section? The one with horse picture. Does it sound like the
“A” section? No. It has a different rhythm, different melody. It just sounds different than
the “A” section, right? It doesn’t sound the same. So, what do you think we should title it,
since it’s the second musical idea we hear in the song?”
18. Students: “The “B” section”
19. Teacher: “Good call!” Teacher writes the letter “B” on the board underneath the second
picture. “What about the next section of the piece? I bet you already know what it is, but
let’s listen to it to be sure.” Teacher plays the recording from beginning to second “A”
section, then pauses the recording before the “C” section.
20. Students: “The “A” section”
21. Teacher: [probingly] “Again? Are you sure?” Teacher writes the letter “A” on the board
underneath the third picture. “Okay, well what would title the next section? Let’s listen to
it to remind ourselves.”
22. Teacher plays the “C” section of the recording
23. Teacher: “Does it sound like the “A” section? No. Does it sound like the “B” section?
No. Then what should we call it?”
24. Students: “The “C” section”
25. Teacher: “You got it!” Teacher writes the letter “C” on the board underneath the fourth
picture. “And I bet you can guess the last section. It’s our main melody because it’s
repeated throughout the piece. What is it?”
26. Students: “The “A” section”
27. Teacher: “Alright! Let’s listen to make sure.”
28. Teacher: “You all are so smart!” Teacher writes the letter “A” on the board underneath
the fifth picture.
29. Teacher: “Say, what else did we went ABACA earlier today?”
30. Students: “Our cakes”
31. Teacher: “What was that word we learned again?”
32. Students: “rondo”
33. Teacher: “That’s right! So “Sleigh Ride” is in rondo form. We know this because it has
three different sections and those sections are in this specific order.”
Assessment: Students identified that “Sleigh Ride” was in rondo form by discovering it had three
different sections and that those sections were in the order of ABACA.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “Great work learning our new term rondo and what it means/sounds like for a piece to
be in rondo form! We’ll keep discovering new songs in rondo form next time.”
 LESSON FIVE: PRACTICE

Standards Being Addressed:

MU:Pr4.2.2a – Demonstrate knowledge of music concepts (such as tonality and meter) in music
from a variety of cultures selected for performance.
MU:Pr4.2.2b – When analyzing selected music, read and perform rhythmic and melodic patterns
using iconic or standard notation.
MU:Re7.1.2a – Explain and demonstrate how personal interests and experiences influence
musical selection for specific purposes.
Materials of Instruction:
Pattern Work:

La Raspa:
..\Downloads\La [Link]
[Link]
Lesson Sequence:
Entry Activity: “Everybody find your groups of four and groups of eight you were in last time.
We’re going to do some more with our rondo cakes.”
Activity #1 Objective: Students will personalize their section (four-ingredient rhythm) of
their rondo cake to help further distinguish the difference between each section.
1. Teacher: “We will be creating our rondo cakes just like we did last time, however, we’re
going to add another way to distinguish your section. So, we already have the clapping
pattern for the “A” section, now you are going to add some movement to your sections.”
2. Teacher asks the groups to create movement or body percussion for their four-ingredient
recipe. Give the groups time to refine and practice their recipe with the additional
movements.
3. Teacher has students perform rondo cakes like last time, except the group that went
second last time will go first this time.
Assessment: Students created movement or body percussion to personalize and distinguish their
section of the rondo cake.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “That was great everyone! I loved seeing all of your creative dance moves and body
percussion for your sections of the rondo cake! Now, let’s learn a new song that also has
movement.”
Activity #2 Objective: Students will demonstrate their knowledge of rondo form by
differentiating sections of the piece through different movements. Students will also learn
basic history and culture of “La Raspa”.
1. Teacher: “First, let’s become familiar with our new song. Listen carefully. Are there three
different sections? What order are they in? Is this in rondo form?”
2. Teacher plays recording of “La Raspa” (attentive listening)
3. Teacher: “What did you hear? Were there three distinct sections? There were? What
instruments did you hear?” Teacher continues to ask specific guiding questions about
what the students heard. (attentive listening)
4. Teacher: “Were going to listen to it again, but this time as you are listening feel free to
tap along move, without getting up, to the music. Also, write down how many different
sections you hear. See if you can figure out which section is the “A” section. Remember
the “A” section is the first musical idea you hear.” (engaged listening)
5. Teacher plays the recording again. (engaged listening)
6. Teacher: “Good job! Are you more familiar with the different sections now? Do you
think you can sing the “A” section melody with me? Let’s try it!” (enactive listening)
7. Teacher helps students sing the “A” section melody and fades out the more confident
they get. (enactive listening)
8. Teacher: “Let’s learn a little more about this song! What area of the world do you think it
comes from? Mexico, that’s right! We’ll talk more about that in just a second, but first,
how many of you like to make new friends?”
9. Teacher: “Yeah, all of you! Now how many of you like to dance? Lucky for you, we’re
going to learn that new song we just listened to and it’s about dancing and making new
friends!”
10. Teacher: “Our new song we just listened to is called “La Raspa.” Can you say “La
Raspa” with me class?”
11. Teacher/Students: “La Raspa”
12. Teacher: “Good job! Like we discovered earlier, “La Raspa” comes from the country of
Mexico. Show of hands, how many of you know where Mexico is? Where is it?
a. Just below America, just south of the United States? Yeah, that’s right!
13. Teacher shares historical context of La Raspa (Integrating World Music)
a. Since it is a folk dance, it is often heard at social gatherings to mingle and meet
new people. Why? Because dancing is fun.
 b. La Raspa is said to have begun in Veracruz, a state that has major port city off the
Gulf of Mexico. With shipments of trade goods also came music and dance from
around the world. Modern Mexican folk dances, like La Raspa, are mixtures of
Aztec, Mayan, Yaqui, African and European movements—sacred and secular—
which were forged together as many cultures intermingled over the centuries.
i. In short – it is made up from a lot of different cultures that combined over
the years
c. Teacher shares a video with students of Mexican children dancing to help students
relate. [Link]
d. Teacher reads “En Mi Familia” by Carmen Lomas Garza to help students see that
the culture is not frozen in time and so that they can relate.
14. Teacher: “Since there is dancing it is very fitting that La Raspa is fun sounding music,
wouldn’t you say?”
15. Teacher: “Let’s learn the dance!” (Creating World Music)
16. Dance instructions: Have students find a partner and stand a few steps away from each
other – anywhere in the room. Don’t worry too much if students are using right or left
feet. Teacher teaches the dance moves for the three different sections, utilizing the
recording.
17. Teacher teaches the first dance move and makes it clear to the students that it goes with
the “A” section that we identified earlier.
a. “A” section dance: Hands on hip, 4 beats - jump on right foot, extend left heel
forward, jump on left foot, extend right heel forward, jump on right foot, extend
left heel forward, freeze in place. Repeat pattern until next section.
18. Teacher teaches the “B” section dance move.
a. “B” section dance: Hook right arms and swing with partner (8 beats), hook left
arms and swing with partner (8 beats)
19. Teacher: “What section would that be? Is it the same as the “A” section? No. We have a
different dance movement. It’s the second musical idea we’ve heard.”
20. Students: “The “B” section” Teacher: “That’s right!”
21. Teacher reviews the “A” section dance
22. Teacher teaches the “C” section dance move.
a. “C” section dance: Stand facing partner, hands behind backs. 4 steps forward, 4
steps back (8 beats)
23. Teacher plays recording (back to “A” section at this point in the song) “Can you show me
which section of the song this is by doing the appropriate dance move for this section.”
24. Teacher: “Good, it’s the “A” section! Let’s put it all together now!”
25. Teacher: “What is this first section called again?”
26. Students: “The “A” section” Teacher: “Right!”
27. Students perform the whole dance with the song one time through with the teacher
pausing it at the beginning of each section to ask which section of the song it is. Teacher
writes the students responses on the board as the give them to him in order to visually
show them the order. Students will discover the order is ABACA
28. Teacher: “So, is “La Raspa” in rondo form?”
 29. Students: “Yes”
30. Teacher: “Great work everyone! Let’s do the dance to it one more time, but this time I
won’t pause it. Do you think everyone can say the letter of each section when you start
doing that section’s dance move? Let’s find out”
Assessment: Students can identify the different sections and order of rondo form by matching
the dance with the coordinating the section of the song.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “That was some great dancing today everybody!”
 LESSON SIX: PRACTICE

Standards Being Addressed:

MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
MU:Pr6.1.2a – Perform music for a specific purpose with expression and technical accuracy.

Materials of Instruction:
Pattern Work:

Go to Sleepy #2:
[Link]

Lesson Sequence:
Entry Activity: “Hello class! Please find your rondo cake groups.”
Activity #1 Objective: Students will personalize their section (four-ingredient rhythm) of
their rondo cake to help further distinguish the difference between each section.
1. Teacher: “Before we get started, each group of four quickly choose someone and have
them rock, paper, scissors the person representing the other group of four that helped
make up your rondo cake.”
2. Teacher: “Okay, now losing groups shuffle over to join a new group so we can have
some new rondo cakes.”
3. Teacher: “Now very quietly and calmly, can the groups of four that just moved to a new
group, since you had to move, can each of you go pick out an Orff instrument from the
closet. Before you go, know that your group of four’s instruments must all be alike. For
example, you all have boomwhackers, or you all have alto glockenspiels, etc. So, take a
second discuss with your group what you’d like to do. Know that if your group does not
get the instrument type you wanted, we will do this again, so you will have lots of other
opportunities to play that instrument. You may now quietly go grab your instruments.”
4. Once the first wave of students have made it back, the teacher sends the rest of the
students to get instruments.
5. Teacher reminds students of the rules for instruments and how each of them are properly
played.
 6. Teacher: “Now we will perform our new cake rondos using our instruments. I will play
“A” section and the continuous beat on the bass marimba. Feel free say the rhyme with
me as I play the “A” section. The group that won rock, paper, scissors will go first. When
it comes time to play your section of the cake, play the rhythm you would say your
ingredients to. If you have a keyboard instrument, discuss with your group and choose a
note on the keyboard so you all play your four-ingredient rhythm on the same note. Let’s
try it!”
7. Teacher and students perform their cake rondos.
Assessment: Students used Orff instruments to personalize their section (four-ingredient rhythm)
of their rondo cake to help further distinguish the difference between each section.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Good job class! That was fun! We are going to leave our instruments out for the
new song we are learning today.”
Activity #2 Objective: Students will demonstrate their knowledge of rondo form by playing
their Orff instruments at the according time.
1. Teacher: “Okay class, listen to our new song as I sing/play it and I want you to tell me
what kind of song it is/what the song is about.”
2. Teacher plays “Go to Sleepy #2”
3. Students: “It’s about a baby” “It’s a lullaby”
4. Teacher: “That’s right, it’s a lullaby! Listen to it one more time, but this time I want you
to try to identify how many different sections or musical ideas there are.”
5. Teacher plays “Go to Sleepy #2”
6. Students: “Three”
7. Teacher: “Good! Now, I’m going to play it one last time so you’re really familiar with
the song and how it goes, but this time I want you to listen for what order the three
different sections are played.”
8. Students: “ABACA”
9. Teacher: “So, rondo form?”
10. Students: “Yeah!”
11. Teacher: “Alright, repeat after me.”
a. Teacher corrects any errors or missed words through repetition
12. Teacher sings measures 1-4; students echo
13. Teacher corrects any errors.
14. Teacher: “Good job! You just learned the “A” section”
15. Teacher sings measures 1-4; students echo
16. Teacher sings measures 5-6; students echo
17. Teacher corrects any errors.
18. Teacher: “Good job! You just learned the “B” section.”
19. Teacher sings measures 7-8; students echo
 20. Teacher sings measures 9-10; students echo
21. Teacher corrects any errors
22. Teacher: “Congrats! You just learned the “C” section.”
23. Teacher sings measures 11-12; students echo
24. Teacher sings measures 1-6; students echo
25. Teacher sings measures 7-12; students echo
26. Teacher: “Good job! Now that you know the melody, let’s perform a little
accompaniment for this song on our Orff instruments.”
27. Teacher has students help him assign a different type of Orff instrument to each section
of the music.
28. Teacher assigns each of the groups of eight (rondo cakes) to an Orff instrument type.
29. Teacher then teaches each Orff instrument group their specific accompaniment pattern
for that instrument type for the song. Teacher instructs all students to pay close attention
even if they are not playing that instrument because the groups will rotate instruments, so
everyone will play it at some point.
a. Teacher utilizes rote teaching, modeling, and scaffolding to slowly teach
accompaniment patterns.
b. Teacher reinforces proper technique to play each instrument.
c. After rotating, teacher utilizes students to help teach/remind each other the
accompaniment for that instrument type.
30. Once students are comfortable/more confident with accompaniment patterns, teacher
joins them by playing the melody along to their accompaniment.
Assessment: Students demonstrated their knowledge of rondo form by playing their Orff
instruments at the according time.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “You all did great learning that new song today and playing those accompaniment
patterns. Now can everybody please help carefully put the Orff instruments away?”
 LESSON SEVEN: PRACTICE

Standards Being Addressed:

MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
MU:Pr5.1.2b – Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
MU:Pr6.1.2a – Perform music for a specific purpose with expression and technical accuracy.

Materials of Instruction:
Pattern Work:

Fanfare Rondeau:
..\Downloads\Fanfare [Link]
[Link]

Lesson Sequence:
Entry Activity: “Hello class! Please find your rondo cake groups.”
Activity #1 Objective: Students will personalize their section (four-ingredient rhythm) of
their rondo cake to help further distinguish the difference between each section.
1. Teacher: “Before we get started, each group of four quickly choose someone and have
them rock, paper, scissors the person representing the other group of four that helped
make up your rondo cake.”
2. Teacher: “Okay, now losing groups shuffle over to join a new group so we can have
some new rondo cakes.”
3. Teacher: “Now very quietly and calmly, can the groups of four that just moved to a new
group, since you had to move, can each of you go pick out an Orff instrument from the
closet. Before you go, know that your group of four’s instruments must all be alike. For
example, you all have boomwhackers, or you all have alto glockenspiels, etc. So, take a
second discuss with your group what you’d like to do. Know that if your group does not
get the instrument type you wanted, we will do this again, so you will have lots of other
opportunities to play that instrument. You may now quietly go grab your instruments.”
4. Once the first wave of students have made it back, the teacher sends the rest of the
students to get instruments.
 5. Teacher reminds students of the rules for instruments and how each of them are properly
played.
6. Teacher: “Now we will perform our new cake rondos using our instruments. I will play
“A” section and the continuous beat on the bass marimba. Feel free say the rhyme with
me as I play the “A” section. The group that won rock, paper, scissors will go first. When
it comes time to play your section of the cake, play the rhythm you would say your
ingredients to. If you have a keyboard instrument, discuss with your group and choose a
note on the keyboard so you all play your four-ingredient rhythm on the same note. Let’s
try it!”
7. Teacher and students perform their cake rondos.
Assessment: Students used Orff instruments to personalize their section (four-ingredient rhythm)
of their rondo cake to help further distinguish the difference between each section.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Good job class! That was fun! We are going to leave our instruments out for the
song we are going to work with today. You may recognize it from a while back.”
Activity #2 Objective: Students will demonstrate their knowledge of rondo form by playing
their Orff instruments at the according time.
1. “Okay class, let’s get up and moving to remind ourselves of the different sections of this
song and how it goes. Copy what I do as you follow me around the room.”
2. Teacher plays recording of “Fanfare Rondeau” Teacher plays kazoo like the trumpet
during the “A” section, pretends to walk like royalty during the “B” section of the piece,
and begins to tip-toe around the room when the “C” section of the piece is playing.
3. Teacher: “Good job class! You remembered well! Does anybody remember what kind of
people this song was written for?”
4. Students: “Kings and Queens” “Royalty”
5. Teacher: “Royalty! That’s right! I don’t think we ever learned the title of this song. It’s
called “Fanfare Rondeau.”
6. Teacher: “The word “fanfare” is in the title because, if you remember, I had said when
we first did activities with this song, that it is the first movement of a four-movement
suite, because it is the first movement of the suite, it is a fanfare.”
7. The other word “Rondeau” sounds like a word we know but it’s spelled different. What
word does it sound like?
8. Students: “rondo”
9. Teacher: “That’s it! It’s spelled different because it is French. So, this piece is called
“Fanfare Rondeau” because it is a fanfare and it is in rondo form.
10. Teacher: “Now that we remember how the piece goes better, let’s perform a little
accompaniment for this song on our Orff instruments.”
11. Teacher has students help him assign a different type of Orff instrument to each section
of the music.
 12. Teacher assigns each of the groups of eight (rondo cakes) to an Orff instrument type.
13. Teacher then teaches each Orff instrument group their specific accompaniment pattern
for that instrument type for the song. Teacher instructs all students to pay close attention
even if they are not playing that instrument because the groups will rotate instruments, so
everyone will play it at some point.
a. Teacher utilizes rote teaching, modeling, and scaffolding to slowly teach
accompaniment patterns.
b. Teacher reinforces proper technique to play each instrument.
c. After rotating, teacher utilizes students to help teach/remind each other the
accompaniment for that instrument type.
14. Once students are comfortable/more confident with accompaniment patterns, the teacher
has the students play their accompaniment patterns along with the melody on the
recording.
Assessment: Students demonstrated their knowledge of rondo form by playing their Orff
instruments at the according time.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “You all did great learning that new song today and playing those accompaniment
patterns. Now can everybody please help carefully put the Orff instruments away?”
 LESSON EIGHT: PRACTICE

Standards Being Addressed:

MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in
music.
MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific
purposes.

Materials of Instruction:
Pattern Work:

Sleigh Ride:
Investigator worksheet
..\Downloads\Sleigh [Link]
[Link] - Boston Pops

Lesson Sequence:
Entry Activity: “Hello class! Please find your rondo cake groups.”
Activity #1 Objective: Students will personalize their section (four-ingredient rhythm) of
their rondo cake to help further distinguish the difference between each section.
1. Teacher: “Before we get started, each group of four quickly choose someone and have
them rock, paper, scissors the person representing the other group of four that helped
make up your rondo cake.”
2. Teacher: “Okay, now losing groups shuffle over to join a new group so we can have
some new rondo cakes.”
3. Teacher: “Now very quietly and calmly, can the groups of four that just moved to a new
group, since you had to move, can each of you go pick out an Orff instrument from the
closet. Before you go, know that your group of four’s instruments must all be alike. For
example, you all have boomwhackers, or you all have alto glockenspiels, etc. So, take a
second discuss with your group what you’d like to do. Know that if your group does not
get the instrument type you wanted, we will do this again, so you will have lots of other
opportunities to play that instrument. You may now quietly go grab your instruments.”
 4. Once the first wave of students have made it back, the teacher sends the rest of the
students to get instruments.
5. Teacher reminds students of the rules for instruments and how each of them are properly
played.
6. Teacher: “Now we will perform our new cake rondos using our instruments. I will play
“A” section and the continuous beat on the bass marimba. Feel free say the rhyme with
me as I play the “A” section. The group that won rock, paper, scissors will go first. When
it comes time to play your section of the cake, play the rhythm you would say your
ingredients to. If you have a keyboard instrument, discuss with your group and choose a
note on the keyboard so you all play your four-ingredient rhythm on the same note. Let’s
try it!”
7. Teacher and students perform their cake rondos.
Assessment: Students used Orff instruments to personalize their section (four-ingredient rhythm)
of their rondo cake to help further distinguish the difference between each section.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Good job class! That was fun! Now can everybody please help carefully put the Orff
instruments away?”
Activity #2 Objective: Students demonstrate their knowledge of rondo form by
distinguishing why a certain recording of “Sleigh Ride” is not in rondo form and using that
evidence to support that fact.
1. Teacher, in top secret mission voice: “Class, I’ve discovered that there is a recording of
“Sleigh Ride” that is not in rondo form. Could that be? I thought we already determined
that the song “Sleigh Ride” is in rondo form. You are all my lead detectives to crack the
case of “Why said certain recording of “Sleigh Ride” is not in rondo form.”
2. Teacher: “Before we begin our investigation, we must first remind ourselves of what
means for a song to be in rondo form. We must also remind ourselves of what “Sleigh
Ride” sounds like when it is in rondo form so we can compare the two recordings in
search for the missing clue.”
3. Teacher and students listen to Boston Pops recording of “Sleigh Ride”
4. Teacher: “Remind me, how do we know that the recording of “Sleigh Ride” we just
listened to is in rondo form?
5. Students: “Because it has three different sections” “And those three sections are in the
order of ABACA”
6. Teacher: “That’s it! Be sure to write that important fact on your investigator worksheet. I
think you are ready for the case. I will now share with you the top secret intel that is the
recording of “Sleigh Ride” that is not in rondo form.”
7. Teacher provides students with recording of “Sleigh Ride” by the Ronettes
a. [Link]
8. Teacher: “Remember your job is to discover why it is not in rondo form. Good luck.”
 9. Students are given time to investigate.
10. As students solve the mystery individually, they present their findings to the teacher by
confirming the fact that, that particular recording is not in rondo form and supporting that
claim with the evidence they found. Students hand in completed Investigator worksheet.
11. Teacher asks each individual student a follow up question: Which version/recording of
“Sleigh Ride” do you like better and why?
Assessment: Students affirmed their understanding of rondo form by discoveing that the claim
(about there being a recording of “Sleight Ride” that wasn’t in rondo form) was true and
supporting their findings according evidence.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “Great job today detectives! You all cracked the case! You’re becoming real rondo
experts.”
 LESSON NINE: PRACTICE

Standards Being Addressed:

MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final version of
personal musical ideas to peers or informal audience.
MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in
music.
MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific
purposes.

Materials of Instruction:
Pattern Work:

Colonel Bogey March:

..\Downloads\Colonel Bogey [Link]
[Link]

Lesson Sequence:
Entry Activity: “Hello class! Please find your rondo cake groups.”
Activity #1 Objective: Students will personalize their section (four-ingredient rhythm) of
their rondo cake to help further distinguish the difference between each section.
1. Teacher: “Before we get started, each group of four quickly choose someone and have
them rock, paper, scissors the person representing the other group of four that helped
make up your rondo cake.”
2. Teacher: “Okay, now losing groups shuffle over to join a new group so we can have
some new rondo cakes.”
3. Teacher: “Now very quietly and calmly, can the groups of four that just moved to a new
group, since you had to move, can each of you go pick out an Orff instrument from the
closet. Before you go, know that your group of four’s instruments must all be alike. For
example, you all have boomwhackers, or you all have alto glockenspiels, etc. So, take a
second discuss with your group what you’d like to do. Know that if your group does not
get the instrument type you wanted, we will do this again, so you will have lots of other
opportunities to play that instrument. You may now quietly go grab your instruments.”
 4. Once the first wave of students have made it back, the teacher sends the rest of the
students to get instruments.
5. Teacher reminds students of the rules for instruments and how each of them are properly
played.
6. Teacher: “Now we will perform our new cake rondos using our instruments, the
movement or body percussion your group of four made up, and your four-ingredient
word rhythm. All three will be done at the same time, so one member of the group for
each activity. The fourth member will make the shape of the letter their group is using his
or her body. The letter he or she makes will depend on when you perform your section of
the cake. I will play “A” section and the continuous beat on the bass marimba. Feel free
say the rhyme with me as I play the “A” section. The group that won rock, paper, scissors
will go first. When it comes time to play your section of the cake, play the rhythm you
would say your ingredients to. If you have a keyboard instrument, discuss with your
group and choose a note on the keyboard so you all play your four-ingredient rhythm on
the same note. Let’s try it!”
7. Teacher and students perform their cake rondos.
Assessment: Students used Orff instruments to personalize their section (four-ingredient rhythm)
of their rondo cake to help further distinguish the difference between each section.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Good job class! That was fun! Now can everybody please help carefully put the Orff
instruments away?”
Activity #2 Objective: Students will demonstrate their understanding of rondo form by
using their imagination to draw an image that depicts the section music that was playing at
that time and conjecturing which section was being played when looking at a peer’s
drawing.
1. Teacher: “Good day class! Before we begin our activity, let’s review this song we learned
quite a while back.”
2. Teacher: “I’m going to play the song and as it is playing, I want you to help me try to
label each section of the piece correctly.”
3. Teacher uses cut-outs of the letters ABACA on squares, without talking. After starting
the song, the teacher places the letter “A” on the board and looks to his students for
approval. Once the piece moves on to the “B” section, the teacher grabs another letter
“A” and goes to put it next to the first “A”, looking for approval from his students. The
students should recognize that it is not the same as “A”, so they will say “No!” The
teacher than tries the letter “C”, looking to his students for approval. The students should
realize that this is the only the second musical idea heard so far in the piece, so it would
make more since for it to be letter “B”, so students will say “No!” Teacher can be
comical at this point and suggest the letter “A” again, only to quickly correct himself with
obvious answer, letter “B”, looking to his students for approval. Next, the piece goes
 back to the “A” section. However, the teacher grabs the letter “C” to make the appeal for
the sequence “ABC”. The teacher looks to his students, giving the confident face of “that
makes since, right?” and a thumbs up. The students should know, this section sounds just
like the first section we heard, the “A” section, so the students will say “No!” The teacher
than acts as if he has had a realization with a smile and grabs the letter “A”, looking to his
students for approval. Now the song is at the “C” section. The teacher grabs the letter “C”
and puts it next in the sequence, looking to his students for approval. Finally, the song
finishes out with the “A” section and the teacher places the last letter “A” at the end of
the sequence, once again looking to his students for approval. The teacher runs his finger
underneath the sequence ABACA and gives an excited thumbs up to his students.
4. Teacher: “Good job class! You really know the order of rondo form. We’re going to
listen to the piece one more time to get our creative juices flowing. As we listen to it on
this next time around, I want you to close your eyes and really listen to what each section
sounds like so that you can remember what the different sections sound like. As you’re
listening and memorizing what the different sections sound like, I want you to imagine up
a story that the music is telling or makes you think of.
5. Teacher plays the recording.
6. Teacher: “I really appreciate everybody’s focus! I could really feel the creative juices
flowing in the room.”
7. Teacher groups students into groups of five and has them sit in a circle. Teacher then
passes out five pieces of (4.25”x5.5”) paper to each student in the group. Teacher ensures
that each student has a pencil.
8. Teacher: “I’m going to play the song one more time, and as I am playing it I want you to:
1) Write the letter of section of music that is being played on the back of the piece of
paper. I can help remind you what letter that is if you need. Remember the order of
the sections is still on the board.
2) Draw the part of the story you have in your head that goes with the music in that
section of the song.
3) When that section of music ends, I will pause the music to give you another minute or
two to finish what you’re drawing.
4) Then, I will ask you to pass your drawing to the person on your left (picture side up),
and they will place the picture next to them.
5) Then, we will do it all over again on the next piece of paper with the next section of
music. You will write the letter on the back, draw what you hear/imagine, then pass it
and the piece paper with the drawing you already received and set next to you, to the
left.
6) So then, just to be clear, write the letter on the back of course and draw the next
section of music that is being played on the other side. Then, after you finish drawing
it, you will pass it plus the two other papers you already have with drawings on them
to the left.
a. I will help with this process as it goes. You just worry about being imaginative.”
9. Teacher follows this process with students until the song is through and all five pieces of
paper have been drawn on and passed.
 10. Teacher: “Now, everybody should have five pieces of paper. Four of them with the other
people in your groups drawings for a certain section and one of them with your drawing
of a certain section.”
11. Teacher: “Take a moment and shuffle your five pieces of paper, keeping them drawing
side up. Now, without cheating (by looking at the back of the piece of paper), I want you
to try to put the pieces of paper in the correct order ABACA. Based off what you see
drawn, what section of the music do you think it is trying to depict?”
12. Students have put the pieces of paper in an order that makes since to them.
13. The teacher then passes out a piece of notebook paper to each student.
14. Teacher: “Now I will give you time to make up/create a story of what is happening across
the five drawings you have laid out in order in front of you.”
15. Students write their stories
16. Students take turns looking at the set of drawings in front of a peer as that student reads
the story they wrote based on the drawings (which of coursed were based on the different
sections of the piece)
17. Teacher, interrupting students’ sharing: “Are you hearing or recognizing any parts of the
music in the stories?”
18. Students continue to share their stories and describe what drawings actually were, etc.
19. Once every student has shared, they can flip over the drawings to see if the got them in
the right order – ABACA.
Assessment: Students demonstrated their understanding of rondo form by using their imagination
to draw an image that depicted the section music that was playing at that time and conjectured
which section was being played when looking at a peer’s drawing.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “I loved your creativity today class! Be sure to bring it again for our next lesson!”
 LESSON TEN: PRACTICE

Standards Being Addressed:

MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final version of
personal musical ideas to peers or informal audience.
MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo)
and how creators use them to convey expressive intent
MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific
purposes.

Materials of Instruction:
Pattern Work:

Alla Turca:
..\Downloads\Alla [Link]
[Link] – piano
[Link] – glass harp
[Link] – acoustic guitar
[Link] – jazz version

Lesson Sequence:
Entry Activity: “Hello class! Please find your rondo cake groups.”
Activity #1 Objective: Students recognize that while rondo form is most commonly
ABACA, there some deviations.
1. Teacher: “Today we’re going to make an even bigger cake because sometimes rondo
form can have more than just three sections A, B, and C.”
2. Students choose between in words/ingredients, movement/body percussion, or
instruments to perform.
3. Teacher decides the order in which the three groups will go.
4. Teacher and students create a seven layered rondo cake (ABACADA).
Assessment: Students understood that another new/different section could be added, and it still
be rondo form.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Transition: “Good job class! Remember, as we work with this next song, that even though there
are more than three sections, it is still rondo form because of how it repeats different themes
throughout the song.”
Activity #2 Objective: Students will create a plastique anime that represents the different
sections of the piece.
1. Teacher: “So our new piece is called “Alla Turca” and it was written by Mozart. Does
anyone know who Mozart was? Alla Turca means Turkish march.”
2. Teacher: “To become familiar with our new song, we are going to listen to it multiple
times.”
3. Teacher plays normal piano version of the song.
4. Teacher: “Now, I’m going to play another version of the song and I want you to tell me if
you think it is still the same song?
5. Teacher plays jazz version of the song.
6. Students: “Yes it is” “It sounds the same”
7. Teacher: “Is it still in rondo form then even though that last version sounded a little
different than the first?”
8. Students: “Yes”
9. Teacher: “Okay, good! I’m going to play two more versions for you guys and I want you
to keep in mind which one you like the best of all the versions we will have listened to?”
10. Teacher plays the glass harp version.
11. Teacher plays the acoustic guitar version. “This one is my personal favorite.”
12. Teacher asks students to break up into their groups of four they have been with for our
rondo cakes.
13. Teacher asks groups which version their favorite was.
14. Teacher tells students all of the instructions for plastique anime and how it works.
a. Actions depict the music (fast, slow, loud, soft, heavy, light, etc.)
15. Teacher includes various classroom items: scarfs, balls, etc. for students to use.
16. Students perform their plastique anime to the version of Alla Turca they chose.
Assessment: Students identify where the different sections of the piece through a visual change
in their plastique anime.
3 – Able
2 – Attempted, but not able
1 – Didn’t try
Closure: “I really enjoyed seeing all of your different actions for the different sections of the
rondo!”
 POST ASSESSMENT
1. Students can identify what makes a song in rondo form.
 Procedure is outline in lesson 8, activity #2
 Teacher will review the worksheets with a checklist:
3 – Able
2 – Attempted, but not able
1 – Didn’t try

2. Video students guiding teacher to place the letters of each section in the correct order.
 Procedure is outlined in lesson 9, activity #2
 Teacher will review the video later with a checklist:
3 – Able
2 – Attempted, but not able
1 – Didn’t try

3. Given a listening to the recording of a song in rondo form and three recordings of the
different musical sections within that song, students can identify which part of rondo
form any one of the three sections are.
 Teacher has each student listen to the song and then one of the three sections and
has them identify which part of rondo form that section is within the song.
 Teacher establishes the song.
 Teacher uses a checklist to determine ability.
3 – Able
2 – Attempted, but not able
1 – Didn’t try