ELEMENTARY UNIT

Abby Giles
MUSIC 670 Fall 2018
Eighth Notes for First Grade Music Students

Curriculum model draws from the Manhattan Public Schools Curriculum Guide:
Previous Knowledge needed before this Unit:
Before beginning this unit, 1st grade students should have the following knowledge about
Rhythm and Notation:
• Beat/No Beat
• Steady Beat
• Explore Strong Beat in two’s and three’s
• Word Rhythms
• Duple Rhythmic Building Blocks
• Quarter Notes
• Quarter Rests

Scope and Sequence

REPERTOIRE LESSON PLAN
Prepare Present Practice
Miss Polly Concepts: Rhythm: Concepts: Rhythm: N/A
Eighth Notes, Eighth Notes,
Quarter Notes; Quarter Notes; Beat,
Steady Beat, Form, Form, Pitch, 4/4
Pitch, 4/4 meter meter
Activities: Recite Activities: Identify
Nursery Rhyme, the difference
Perform Body between beat and
Percussion, and Walk rhythm, and Identify
and Rock to the the difference
steady beat between quarter
Culture/History: notes and eighth
Children’s Song from notes
the United States Culture/History:
Cross Curricular: Children’s Song from
Language Arts the United States
Cross Curricular:
Language Arts
Here Comes a Concepts: Rhythm: N/A N/A
Bluebird Quarter Notes, Half
Notes, Quarter Rests,
and Eighth Notes;
4/4 Meter, Pitch,
Steady Beat, Pitch
Set: Do, reh, mi, sol
(pentatonic scale);
Range: Low D to
Middle D in the staff
 (M6); Form: ABCA;
Melody
Activities: Sing with
accurate rhythm and
pitch, audiate, and
game
Culture/History:
Game and Song most
likely originated in
America
Ninas Hermosas Concepts: Tone Set: N/A Concepts: Tone Set:
Reh, mi, fa, sol, la; Reh, mi, fa, sol, la;
Range: P5; Rhythm: Range: P5; Rhythm:
Quarter notes, eighth Quarter notes, Eighth
notes, quarter rest; notes, Quarter rest;
Form: AA’; Melody Form: AA’; Melody
Activities: Recite the Activities: Perform
words of the song the rhythm and beat
with correct of the song by
pronunciation, tapping rhythm sticks
Sing the song on the floor, Perform
accurate rhythm and improvised
pitch, and Perform accompaniment
improvised body using eighth notes
percussion and quarter notes,
Culture/History: Latin and Notate a
American origin composed
Cross Curricular: accompaniment
Historical/Cultural, using standard
Language notation
Culture/History: Latin
American origin
Cross Curricular:
Historical/Cultural,
Language
Ickle Ockle N/A Concepts: Tone Set:
Do, mi, sol; Range:
M6; Rhythm: Quarter
rest, Eighth notes,
Quarter notes; Form:
AB (Question-
answer); Melody:
Major 3rd interval
 Activities: Sing the
song, Hand drum
along to the song,
Game associated
with demonstrating
the steady beat, and
Identify the
difference between
quarter notes and
eighth notes in the
song
Culture/History: An
Ockle is a remote
hamlet, situated on
the north coast of
the Ardnamurchan
peninsula, Scottish
Highlands and is in
the Scottish council
area of Highland.
Bye-Lo Baby-O N/A N/A Concepts: Tone Set:
Mi, Sol; Range: Minor
3rd; Rhythm:
Eighth notes, Quarter
notes; Form: AA;
Melody, Minor 3rd
interval
Activities: Learn
information about
Hungary’s history
and culture, Practice
reading from
standard notation
while singing the
song, and Identify
the standard
notation eighth notes
Culture/History:
Hungarian Lullaby
Cross Curricular:
Historical/ Cultural
Baa Baa Black Sheep N/A N/A Concepts: Tone Set:
Do, reh, mi, fa, sol, la;
Range: M6; Rhythm:
Quarter notes, Eighth
notes, Quarter rest;
Form: ABCC’; Melody
Activities: Sing the
song, Identify the
difference between
eighth notes and
quarter notes, and
Improvise on orff
keyboard
instruments using
only eighth notes and
quarter notes
Culture/History:
English nursery
rhyme, the earliest
surviving version of
which dates from
1731. A theory
behind the meaning
is a complaint against
taxes levied on the
Medieval English
wool trade or
perhaps it is about
the slave trade.
Cross Curricular:
Language Arts
Pre-Assessment

For the Pre-Assessment, the teacher will test students on the pre-requisite rhythms as listed in
the MPS curriculum guide. The concept that first grade students are learning is eighth notes.
The pre-requisite rhythms that the teacher will be testing first grade students over is their
knowledge and ability to identify quarter notes and quarter rests.

To test students on this, we will do an in-class activity that will show whether or not the
students understand how to identify quarter notes and quarter rests.

The teacher will hold up pictures of various patterns that contain both quarter notes and
quarter rests, and the students will play the rhythm back to the teacher using rhythm sticks.
The teacher will start by playing a few of the examples with the students, and then the students
will demonstrate their knowledge of quarter notes and quarter rests by playing them by
themselves as the teacher counts them off. To tell that students are feeling the beat of the rest,
they will say “rest,” out loud while performing this activity.

If students need help strengthening this skill, then we will spend a class period reviewing
quarter notes and quarter rests.
Post Assessment

Activity #1
The teacher will hold up pictures of various patterns that contain quarter notes, quarter rests
and eighth notes, and the students will play the rhythm back to the teacher using a hand drum.
The teacher will start by playing a few of the examples with the students, and then the students
will demonstrate their knowledge of eighth notes by playing them by themselves as the teacher
counts them off. To tell that students are feeling the beat of the rest, they will say “rest,” out
loud while performing this activity.

Assessment: Can students accurately perform these rhythms on a hand drum?

Activity #2

Students are familiar with the tune, “Ickle Ockle,” and they will perform improvisation on the
hand drum using only quarter notes and eighth notes while singing the song.

Assessment: Can students accurately perform rhythmic improvisation on a hand drum using
only quarter notes and eighth notes?
 Outline of Unit
Prepare
Students will learn three pieces, Miss Polly, Here Comes a Bluebird, and Ninas Hermosas in the
Prepare section of this unit. They will complete activities that involve them singing eighth notes
and using them in rhythm patterns, even though they do not yet know what eighth notes are.
These songs and activities will help prepare them for the introduction of eight notes. Students
will participate in activities that involve body percussion, games, kinesthetic activities,
improvisation, and audiation. Through using eighth notes in many different capacities, first
grade students will become comfortable with eighth notes in this section of the unit.

1. Repertoire: Miss Polly

• Activity #1 Objective: 1st grade students will recite the nursery rhyme, “Miss Polly,”
in duple meter with accurate rhythm.
Assessment: Can students recite the whole nursery rhyme “Miss Polly” with accurate
rhythm and beat?

• Activity #2 Objective: First grade students will perform body percussion to

accompany “Miss Polly” with accurate rhythm and steady beat in 4/4 meter.
Assessment: Class will perform body percussion and lyrics all together up to tempo.

• Activity #3 Objective: First grade students will demonstrate the steady beat of the
song, “Miss Polly,” by walking around the circle in time.
Assessment: Can first graders rock their dolly along to the steady beat? Can they
walk with the steady beat around the circle?

2. Repertoire: Here Comes a Bluebird

• Activity #1 Objective: 1st Grade Students will sing “Here Comes A Bluebird” with
accurate rhythm and pitch.
Assessment: Can students sing the song, “Here comes a Bluebird” with the correct
words using guidance from the teacher?

• Activity #2: Students will audiate the rest of a sentence after the teacher verbally
says the first few words.
Assessment: Can students sing the whole song “Here Comes a Bluebird” with
accurate rhythm and pitch?

• Activity #3: Students will learn the game that goes along with the song, “Here Comes
A Bluebird.”
Assessment: Can students sing the song and perform the game at the same time?

3. Repertoire: Ninas Hermosas

 • Activity #1 Objective: First grade students will recite the words of the song with
correct pronunciation.
Assessment: Can students recite the words of the whole song with accurate
pronunciation?

• Activity #2 Objective: First grade students will sing the words of Ninas Hermosas
with accurate rhythm and melody.
Assessment: Using guided instruction, can students sing the song, “Ninas Hermosas”
with accurate rhythm and pitch?

• Activity #3 Objective: First grade students will improvise body percussion while
singing the song “Ninas Hermosas” using previous knowledge of body percussion
and guided instruction.
Assessment: Can students perform improvised body percussion while singing the
song “Ninas Hermosas?”

Present
Students will take their knowledge of the nursery rhythm, “Miss Polly,” and apply it to learning
the difference between quarter notes and eighth notes. By being comfortable with the beat
and rhythm of Miss Polly, students have already used eighth notes in rhythm without knowing
what the terminology behind the notes is. This present lesson will bridge the gap of having
experience using eighth notes and knowing what eighth notes are, as well as being able to
identify them. After completing this lesson, students will be able to differentiate between
having one quarter note per beat compared to two eighth notes per beat. Based on the
following lesson objectives, they will first learn to identify the difference between beat and
rhythm. Then, they will identify the difference between quarter notes and eighth notes using
visual organizers and guided and limited assistance from the teacher.

1. Repertoire: Miss Polly

• Activity #1 Objective- Students will identify the difference between beat and rhythm
while following along a visual that is on the board with limited assistance.
Assessment: Can first graders follow along with the steady beat and rhythm by
tapping the visual on the board?

• Activity #2 Objective- 1st grade students will be able to identify the difference
between quarter notes and eighth notes with guided assistance.
Assessment: Did students accurately demonstrate the difference between the value
of quarter note and eighth notes while completing the visual organizer?

• Activity #3 Objective- 1st grade students will be able to identify the difference
between quarter notes and eighth notes individually with limited assistance.
 Assessment: To assess how students did on the worksheet, they will hand it in and
the teacher will grade the worksheet and give feedback and corrections.

Practice
First grade students will practice the new concept of eighth notes throughout the six lesson
plans listed in this part of the unit. Using the repertoire of Ickle Ockle, Baa, Baa, Black Sheep,
Bye-Lo, Baby-O, and Ninas Hermosas, students will practice eighth notes by: identifying the
difference between eighth notes and quarter notes in a variety of activities such as identifying
them in visual organizers and standard notation, playing games, improvising on orff
instruments, rhythm sticks, and hand drums using only eighth notes and quarter notes, and
even making their own composition. After the completion of the practice lesson plans, students
will have experience in identifying, singing, playing, and creating improvisations and
compositions with eighth notes. The Practice portion of this unit brings everything together and
gives students extensive experience using the concept that the unit focuses on, in this case,
eighth notes.

1. Repertoire: Ickle Ockle

• Activity #1 Objective- First grade students will learn to sing the song, Ickle Ockle,
with accurate rhythm and pitch.
Assessment: Can first grade students sing the song, “Ickle Ockle” with accurate
rhythm and pitch with limited assistance?

• Activity #2- Students will demonstrate their knowledge of beat vs. rhythm and
quarter notes vs. eighth notes by hand drumming along to the song, Ickle Ockle.
Assessment: Can students identify the difference between eighth notes and quarter
notes in the song, “Ickle Ockle” which limited guidance?

2. Repertoire: Baa, Baa, Black Sheep

• Activity #1 Objective- First graders will learn and sing the song, Baa Baa Black Sheep
with accurate rhythm and pitch.
Assessment: Can students sing the correct words, pitches, and rhythms to the song,
“Baa Baa Black Sheep” while the teacher accompanies them on an orff keyboard
instrument?

• Activity #2 Objective- Students will identify the difference between eighth notes and
quarter notes in the song, Baa Baa Black Sheep.
Assessment: Can first grade students accurately identify where they sing eighth
notes and where they sing quarter notes by marking the rhythms in the visual
organizer?

3. Repertoire: Bye-Lo, Baby-o

 • Activity #1 Objective- Students will learn information about Hungary’s history and
culture.
Assessment: T- “Raise your hand and tell me one thing about what you learned
about Hungary today.” What did students gain from the PowerPoint and information
presented about Hungary?

• Activity #2 Objective- With assistance from the teacher, students will practice
reading from standard notation while singing the song, Bye-Lo, Baby-O with correct
rhythm and pitch.
Assessment: Can first grade students sing the song, Bye-Lo, Baby-O with correct
rhythm, pitch, and words?

• Activity #3 Objective- First grade students will correctly identify the standard
notation eighth notes in the song, Bye-Lo, Baby-O.
Assessment: Can first graders correctly identify the eighth notes in the song, Bye-Lo,
Baby-O?

4. Repertoire: Ickle Ockle

• Activity #1 Objective- Students will demonstrate their knowledge of the steady beat
of the song, “Ickle Ockle,” by playing a game associated with the song and walking
around the circle in the steady beat.
Assessment: Can students sing Ickle Ockle with good rhythm, pitch, and steady beat
while demonstrating steady beat in the game associated with the song?

• Activity #2 Objective- Students will identify the difference between the quarter
notes and eighth notes in the song, Ickle Ockle.
Assessment: Can first grade students accurately identify where they sing eighth
notes and where they sing quarter notes by marking the rhythms in the visual
organizer?

5. Repertoire: Baa Baa Black Sheep

• Activity #1 Objective- Using their knowledge of the song, “Baa Baa Black Sheep,” and
rhythms that make up the song, first graders will improvise on orff keyboard
instruments using only eighth notes and quarter notes and the pitches do, reh, mi,
fa, sol, la in the key of D major.
Assessment: Can first graders sing the correct words and improvise on an orff
keyboard instrument using only quarter note and eighth note rhythms?

6. Repertoire: Ninas Hermosas

• Activity #1 Objective- First grade students perform the rhythm and beat of the song,
“Ninas Hermosas” by tapping rhythm sticks on the floor while singing the song with
accurate pitch and words.
Assessment: Can the students sing the song, “Ninas Hermosas,” and tap the rhythm
and beat using rhythm sticks without the teacher’s assistance?

• Activity #2 Objective: First grade students will perform improvised accompaniment

using eighth notes and quarter notes while singing the song, “Ninas Hermosas,” by
tapping rhythm sticks on the floor.
Assessment: Can students sing the song, “Ninas Hermosas,” and perform improvised
accompaniment using just quarter note and eighth note patterns?

• Activity #3 Objective: Students will notate their composed accompaniment that is

made up of eighth notes and quarter notes using standard notation.
Assessment: Can students show that they understand the difference between
quarter notes and eighth notes by notating accompaniment that they composed?
 Prepare Lesson Plan #1 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Pr6.1.1a With limited guidance, perform music for a specific purpose with expression.

MU: Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic
or standard notation.

MU: Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose by
presenting a final version of personal musical ideas to peers or informal audience.

Materials of Instruction: “Miss Polly”

Phrase 1:

Phrase 2:

Phrase 3:

Phrase 4:
Song Analysis Table:
Tone Set N/A
Range N/A
Rhythm Set eight eighth notes, four eighth notes
quarter note, quarter rest quarter note,
quarter note two eighth notes
Form ABAA

A Song’s Pedagogical Use Table:

Melody
Rhythm Students will master the skill of eighth
note and quarter note rhythms together,
specifically focusing on the difference
between quarter notes and eighth notes
Other Students will use body percussion and call
and response to learn this
Other Info:
This is a children’s song from the United States
Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:
1. Introduce the song by turning on a beat and chanting it once.
2. Ask students to raise their hand and tell one thing that they noticed about the song.
Activity #1 Objective: 1st grade students will recite the nursery rhyme, “Miss Polly,” in duple
meter with accurate rhythm.
1. Recite the poem once for the students.
2. Instruct students to first listen to me and then repeat what I say when my fingers are
pointed at them.
a. Teacher: “Miss Polly had a dolly who was sick sick sick.” (do the motion of
rocking a baby)
I. Students repeat “Miss Polly had a dolly who was sick sick sick.” Assess
and repeat at least one more time and more times if necessary.
3. Echo second two bars, repeating two to three times.
a. Teacher: “So she phoned for the doctor to come quick quick quick.” (Perform
the motion of pretending you are talking on the phone)
I. Students: “So she phoned for the doctor to come quick quick quick.”
4. Using the echo method, put the first phrase together with the words and actions.
a. Teacher: “Miss Polly had a dolly who was sick sick sick, so she phoned for the
doctor to come quick quick quick.”
I. Students: “Miss Polly had a dolly who was sick sick sick, so she phoned
for the doctor to come quick quick quick.”
II. Repeat one or two times as necessary.
nd
5. Echo 2 phrase
a. Teacher: “The doctor came with his bag and his hat, and he knocked at the
door with a rat tat tat tat.” (Perform the motion of knocking on the door when saying
the words “rat tat tat tat.”)
I. Students: “The doctor came with his bag and his hat, and he knocked at
the door with a rat tat tat tat.”

6. Using the echo method, put the first two phrases together with words and actions.
a. Teacher: “Miss Polly had a dolly who was sick sick sick, so she phoned for the
doctor to come quick quick quick. The doctor came with his bag and his hat, and he
knocked at the door with a rat tat tat tat.”
I. Students: “Miss Polly had a dolly who was sick sick sick, so she phoned
for the doctor to come quick quick quick. The doctor came with his bag and his hat, and
he knocked at the door with a rat tat tat tat.”
II. Repeat as necessary.
rd
7. Echo the 3 phrase
a. Teacher: “He looked at the dolly and he shook his head and he said Miss Polly
put her straight to bed.” (Perform the action to pretend that you are sleeping when you
say, “straight to bed.”)
 I. Students: “He looked at the dolly and he shook his head and he said
Miss Polly put her straight to bed.”
II. Repeat as necessary.
8. Now that students know the first three phrases, put them all together with the words
and actions by echoing.
a. Teacher: “Miss Polly had a dolly who was sick sick sick, so she phoned for the
doctor to come quick quick quick. The doctor came with his bag and his hat, and he
knocked at the door with a rat tat tat tat. He looked at the dolly and he shook his head
and he said Miss Polly put her straight to bed.”
I. Students: “Miss Polly had a dolly who was sick sick sick, so she phoned
for the doctor to come quick quick quick. The doctor came with his bag and his hat, and
he knocked at the door with a rat tat tat tat. He looked at the dolly and he shook his
head and he said Miss Polly put her straight to bed.”
II. Repeat as necessary until students make minimal mistakes (less
than 2 mistakes).
9. Echo the final (4th) Phrase.
a. Teacher: “He wrote a pad for a pill pill pill. I’ll be back in the morning for my
bill bill bill.” (Make the motion of pretending to write when you say “wrote a pad”)
I. Students: “He wrote a pad for a pill pill pill. I’ll be back in the morning
for my bill bill bill.”
10. Using the echo method, put all of the phrases together with both words and actions.
a. Teacher: “Miss Polly had a dolly who was sick sick sick, so she phoned for the
doctor to come quick quick quick. The doctor came with his bag and his hat, and he
knocked at the door with a rat tat tat tat. He looked at the dolly and he shook his head
and he said Miss Polly put her straight to bed. He wrote a pad for a pill pill pill. I’ll be
back in the morning for my bill bill bill.”
I. Students: “Miss Polly had a dolly who was sick sick sick, so she phoned
for the doctor to come quick quick quick. The doctor came with his bag and his hat, and
he knocked at the door with a rat tat tat tat. He looked at the dolly and he shook his
head and he said Miss Polly put her straight to bed. He wrote a pad for a pill pill pill. I’ll
be back in the morning for my bill bill bill.”
II. Repeat as necessary, at least 2 or three more times.
11. Have students fill in the blank rhyming word by still using nonverbal cues and
actions.
a. Teacher: “Miss Polly had a dolly who was”
I. Students: “sick sick sick”
b. Teacher: “So she phoned for the doctor to come”
II. Students: “quick quick quick”
c. Teacher: “The doctor came with his bag and his hat, and he knocked at the
door with a”
III. Students: “rat tat tat tat”
d. Teacher: “He looked at the dolly and he shook his head and he said”
IV. Students “Miss Polly put her straight to bed.”
e. Teacher: “He wrote a pad for a”
 V. Students: “pill pill pill”
f. Teacher: “I’ll be back in the morning for my”
VI. Students: “bill bill bill”

Assessment: Can students recite the whole nursery rhyme “Miss Polly” with accurate
rhythm and beat?

Transition/Closure: Great job learning the rhythm and beat to “Miss Polly” today,
class! In our next class period, we will be learning some really cool body percussion!

Activity #2 Objective: First grade students will perform body percussion to accompany “Miss
Polly” with accurate rhythm and steady beat in 4/4 meter.
1. T will review the poem with students through doing call and response. For call and
response, T will say half of the phrase and then ask the students to repeat it back
while patting the steady beat.
2. T will stop S from patting, and ask the students to watch what they do. T will pat
beats on 1 and 3, and rest on beats 2 and 4.
3. T will ask students to join in.
4. Class will recite poem while patting on beats one and three.
5. Once students successfully do this, T will again ask them to watch what they do, and
this time they will demonstrate both patting and clapping together.
6. T will ask students to say the poem with them by clapping and patting throughout.
7. T will say, “Now watch what I do.” T will start by snapping 3 quarter notes,
simplifying the snapping rhythm, and will emphasize saying, “rest” on beat 4.
8. T will invite S to join in on the snapping.
9. S will recite the poem while doing this body percussion.
10. T says, “Now we’re going to change it up a little bit, so watch carefully what I do, and
then join in when you are comfortable.” T will snap the rhythm correctly, changing
the quarter notes that they previously demonstrated into eighth notes.
11. Once the students have successfully mastered the snapping, T says that they are
going to put it all together, and the class will perform the rhythm as notated.
12. They will put the words and body percussion all together.
13. The teacher will assess and evaluate as needed.

Assessment: Class will perform body percussion and lyrics all together up to tempo.

Transition/Closure: Good job today everyone! Today, the rhythm that we learned is
called body percussion.

Activity #3 Objective: First grade students will demonstrate the steady beat of the song,
“Miss Polly,” by walking around the circle in time.
1. Introduction to the activity:
T: “Let’s start class by getting into a circle, and then I have something important to tell
you. First graders, do you remember what was wrong with Miss Polly’s dolly?
 S: Respond
T: You’re right, the dolly was very sick. And, even though the doctor came and gave Miss
Polly’s dolly a pill, her dolly still needed time to recover. So, today, we’re going to all
pretend like we are holding Miss Polly’s dolly. Be very gentle with your baby. We are
going to rock the dolly to the beat of our song. Are we going to say it softly or loudly so
that we can rock the dolly to sleep?
S: Respond
T: Let me demonstrate how we rock the dolly, and I want you to all sing quietly so that
my dolly can fall asleep.
2. Teacher demonstrates rocking the baby while students sing, “Miss Polly,” with
assistance.
3. T: This time, let’s all rock our babies together with the beat while singing softly.
4. T and S rock their dollies and sing all together.
5. T: Nice job, 1st graders. This next time, I want you to show me that you don’t need my
help to sing to your dollies.
6. T: “Are your dollies asleep? Mine is. This time, we are going to keep rocking our dollies,
but I am going to pick a first grader who has been singing well and doing a good job of
rocking their dolly to walk around the circle while rocking their dolly. When you are
walking, try to walk with the steady beat of the song. And remember to not let your
dolly wake up while you are rocking! If you are not walking around the circle, continue
to rock your baby and sing softly.”
7. First graders take turns walking around the circle.

Assessment: Can first graders rock their dolly along to the steady beat? Can they walk with the
steady beat around the circle?
 Prepare Lesson Plan #2 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Pr6.1.1a With limited guidance, perform music for a specific purpose with expression.

MU: Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting
musical ideas that represent expressive intent.

Materials of Instruction: Here Comes A Bluebird

Song Analysis Table:

Tone Set Do, reh, mi, sol (pentatonic scale)
Range Low D to Middle D in the staff (M6)
Rhythm Set eight eighth notes, four eighth notes
quarter note, quarter rest quarter note,
quarter note two eighth notes
Form ABCA

A Song’s Pedagogical Use Table:

Melody Focus on going back to sol and on

repeating notes throughout the tune. Also
work on solidifying the 3rd jumps.
Rhythm Students will master eighth note patterns.
They will also work on half notes.
Other There are several ideas for games that
students could play to solidify the rhythm
and meaning behind the song.
History: “Here Comes a Bluebird” has been sung to the same tune as the one used for “In and
out the Dusty Bluebells.” “Dusty Bluebells” was a very popular game in Scotland and Northern
Ireland. This version of the song is most likely of American origin, and variations on “Bluebird”
are still popular in American playgrounds.
Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition: Teacher will sing through the song, “Here Comes A Bluebird,” from
start to finish for the students to hear.

Activity #1 Objective: 1st Grade Students will sing “Here Comes A Bluebird” with accurate
rhythm and pitch.
1. Instruct students to first listen to me and then repeat what I say when my fingers are
pointed at them.
a. Teacher: “Here comes a bluebird through the window.”
I. Students repeat “Here comes a bluebird through the window.” Assess
and repeat at least one more time and more times if necessary.
3. Echo the next two bars, repeating two to three times.
 a. Teacher: “Hi did dle dum a day, day, day.”
I. Students: “Hi did dle dum a day, day, day.” Assess and repeat at least
one more time and more times if necessary.
4. Using the echo method, put the first four bars together with the words and actions.
a. Teacher: “Here comes a bluebird through the window. Hi did dle dum a day,
day, day.”
I. Students: “Here comes a bluebird through the window. Hi did dle dum
a day, day, day.”
II. Repeat one or two times as necessary.
5. Echo the next two bars
a. Teacher: “Take a little partner, hop in the garden.”
I. Students: “Take a little partner, hop in the garden.” Assess and repeat
as necessary.
6. Echo the final two bars
a. Teacher: “Hi did dle dum a day, day, day.”
I. Students: “Hi did dle dum a day, day, day.”
6. Using the echo method, put the last four bars together.
a. Teacher: “Take a little partner, hop in the garden, Hi did dle dum a day, day,
day.”
I. Students: “Take a little partner, hop in the garden, Hi did dle dum a day,
day, day.”

II. Repeat as necessary.

7. Echo the whole song put together
a. Teacher: “Here comes a bluebird through the window, Hi did dle dum a day,
day, day. Take a little partner, hop in the garden, Hi did dle dum a day, day, day.”
I. Students: “Here comes a bluebird through the window, Hi did dle dum
a day, day, day. Take a little partner, hop in the garden, Hi did dle dum a day, day, day.”
II. Repeat as necessary. If needed, echo parts of the song to
review as necessary, and then put the song back together again.

Assessment: Can students sing the song, “Here comes a Bluebird” with the correct words using
guidance from the teacher?

Activity #2: Students will audiate the rest of a sentence after the teacher verbally says the
first few words.
8. Have students audiate the rest of the sentence after the teacher says the first few
words of the phrase.
T: “I’m going to sing he first part of each sentence, and I want you to think the
second part in your head without singing or saying any words out loud.”
a. Teacher: “Here comes a bluebird”
I. Students (audiate): Through the window
b. Teacher: “Hi did dle dum a day”
II. Students (audiate): a day, day, day
 c. Teacher: “Take a little partner.”
III. Students (audiate): hop in the garden
d. Teacher: Hi did dle dum
IV. Students (audiate): a day, day, day
Assessment: Can students sing the whole song “Here Comes a Bluebird” with accurate rhythm
and pitch?

Activity #3: Students will learn the game that goes along with the song, “Here Comes A
Bluebird.”
Game Directions
Formation: Standing circle of children with hands joined; one child (“bluebird”) on the
outside
Action: Bluebird walks in and out under the arches.
On “Take a little partner,” bluebird takes a partner, and with both hands joined
they face each other and gallop out through the opening where the child was taken
from the ring, and back again, or dance the same around inside the ring.
The original bluebird joins the ring, the partner becomes the new bluebird, and
the game is repeated.

Assessment: Can students sing the song and perform the game at the same time?
 Prepare Lesson Plan #3 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy.

MU: Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic
or standard notation.

MU: CR3.2.2a Convey expressive intent for a specific purpose by presenting a final version of
personal music ideas to peers or informal audience.

Materials of Instruction: “Ninas Hermosas”

Song Analysis Table:
Tone Set Reh, mi, fa, sol, la
Range P5
Rhythm Set Quarter notes, eighth notes, quarter rest
Form AA’

A Song’s Pedagogical Use Table:

Melody Students will learn how to sing the same

rhythmic melody on different notes the
second phrase.
Rhythm Students will master the skill of eighth
note and quarter note rhythms together,
specifically focusing on eighth notes
Other Info: “Nina” means girl, and this is a song of Latin American origin.

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:
3. Teacher sings the song to demonstrate it for the class
4. Ask students to raise their hand and tell you if they know what language the song is in.
5. Talk about what the song is about and what it means. Give any history that will help the
students better understand the song.
T: “Nina” means girl, and this is a song of Latin American origin.” Tell students what the English
words mean and what is happening in the song.
“Can anyone tell me where the pretty maids are going?”

Activity #1 Objective: First grade students will recite the words of the song with correct
pronunciation.
1. Recite the words of the song once for the students using correct pronunciation.
2. Instruct students to first listen to me and then repeat what I say when my fingers are
pointed at them.
a. Teacher: “Ninas hermosas”
I. Students repeat “Ninas hermosas”
3. Echo the next two bars.
a. Teacher: “para donde van”
I. Students: “Para donde van.”
4. Using the echo method, put the first phrase together with the words and actions.
a. Teacher: “Ninas hermosas, para donde van?”
I. Students: “Ninas hermosas, para donde van?”
II. Repeat one or two times as necessary.
5. Echo first two bars of the 2nd phrase
a. Teacher: “Buen zapatero”
 I. Students: “Buen zapatero”
6. Echo second two bars of the Second phrase
a. Teacher: “Vamos a jugar.”
I. Students: “Vamos a jugar.”
7. Echo the Second Phrase
a. Teacher: “Buen zapatero Vamos a Jugar.”
I. Students: “Buen zapatero Vamos a Jugar.”
II. Repeat as necessary.
8. Echo the words of the whole song.
a. Teacher: “Ninas hermosas, para donde van? Buen zapatero Vamos a Jugar.”
I. Students: “Ninas hermosas, para donde van? Buen zapatero Vamos a Jugar.”
II. Repeat as necessary until students make minimal mistakes (less than 2
mistakes).
Assessment: Can students recite the words of the whole song with accurate pronunciation?

Activity #2 Objective: First grade students will sing the words of Ninas Hermosas with
accurate rhythm and melody.
1. Teacher sings through the whole song again to demonstrate it to the class.
2. Using the echo method again, the teacher sings the first phrase and has the students
repeat as many times as necessary
a. Teacher: “Ninas hermosas, para donde van?”
I. Students: “Ninas hermosas, para donde van?”
3. Echo the Second Phrase
a. Teacher: “Buen zapatero Vamos a Jugar.”
I. Students: “Buen zapatero Vamos a Jugar.”
II. Repeat as necessary.
4. Echo the words of the whole song.
a. Teacher: “Ninas hermosas, para donde van? Buen zapatero Vamos a Jugar.”
I. Students: “Ninas hermosas, para donde van? Buen zapatero Vamos a Jugar.”
II. Repeat as necessary until students make minimal mistakes (less than 2
mistakes).

Assessment: Using guided instruction, can students sing the song, “Ninas Hermosas”
with accurate rhythm and pitch?

Activity #3 Objective: First grade students will improvise body percussion while singing the
song “Ninas Hermosas” using previous knowledge of body percussion and guided instruction.
1. Class sings through the song, “Ninas Hermosas,” and the teacher adds improvised
body percussion.
2. T: What did you notice that I did that time?
S: Answer
3. T: This time, I want us all to use improvised body percussion while we sing this song.
Can a 1st grader remind me what improvisation means?
S: Respond
 T: Yes, that is correct! Improvisation means that you are making up your own
rhythm. Are we going to play really fast and crazy? No, we’re going to play with the
beat of the song. You can pat your legs, clap your hands, or snap your fingers. Can I
have a 1st grader who is paying attention and listening well demonstrate how we can
play body percussion?
4. Class sings the song while performing improvised body percussion.
5. Teacher provides feedback.

Assessment: Can students perform improvised body percussion while singing the song “Ninas
Hermosas?”
 Present Lesson for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic
or standard notation.

MU: Pr6.1.1b Perform appropriately for the audience and purpose.

MU: Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts
(such as beat or pitch) are used in various styles of music for a purpose.

Materials of Instruction:
Phrase 1:

Phrase 2:

Phrase 3:

Phrase 4:

Song Analysis Table:

Tone Set N/A
Range N/A
Rhythm Set eight eighth notes, four eighth notes
quarter note, quarter rest quarter note,
quarter note two eighth notes
Form ABAA

A Song’s Pedagogical Use Table:

Melody
Rhythm Students will master the skill of eighth
note and quarter note rhythms together,
specifically focusing on the difference
between quarter notes and eighth notes
 Other Students will use body percussion and call
and response to learn this
Other Info:
This is a children’s song from the United States

Visual Organizers:

#1

Miss Pol-ly had a dol-ly who was

sick sick sick So she phoned

for the doc-tor to come quick quick

quick

#2

Miss Pol-ly had a dol-ly who was

sick sick sick So she phoned

for the doc-tor to come quick quick

quick
#3

Miss Pol-ly had a dol-ly who was

sick sick sick So she phoned

for the doc-tor to come quick quick

quick

Worksheet:
Student Name: _______________________________

He looked at the dolly and he

shook his head and he said

Miss Polly put her straight to

bed

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/ Transition:

T: Remember last time how we sung Miss Polly’s dolly to sleep? We’re going to sing to the dolly
again and rock them to sleep.
S: Sing while sitting in a circle and rock their “dollies” to the beat of the song.
T: Now, without waking up your dolly, you’re going to say the nursery rhyme and rock the baby
while you walk to the board. We’re going to do a fun activity today! Once you get to the board,
gently sit down and set your dolly down beside you.

Activity #1 Objective- Students will identify the difference between beat and rhythm while
following along a visual that is on the board with limited assistance.

(Visual #1 is on the board)

1. Using your imaginary laser pointer, you’re going to point to each heart as we recite the
first part of “Miss Polly.” T points along on the board as the class follows
2. T: Don’t answer this question out loud but think about it as we say this and point along
with our laser pointers one more time. “Do the hearts represent rhythm or beat? How
many syllables or words does each heart have?”
3. Class points along and says the nursery rhythm one more time.
4. T: Now, do you think it represents rhythm or beat? Students respond. T: It represents
beat. Think back to when you were rocking your baby to the beat of the song or walking
to the beat of the song.
5. T (moves to visual #2) Now, let’s point along with this one.
6. T: “Do the hearts on this one represent rhythm or beat?” Students respond. “They
represent rhythm.
7. T: (Draws quarter note on the board) What is this note called? Students answer. You
have learned what quarter notes are, and do you think that every heart represents a
quarter note? No, you’re right, it doesn’t! Today, we’re going to learn a completely new
note! It is called an eighth note.”
8. Teacher draws an eighth note on the board. “Two eighth notes equal one quarter note.
So, this means that there are two eighth notes in one beat.
9. Shows Visual #3
10. T: This time, we’re going to recite part of Miss Polly while following along with our laser
pointer.
11. T: Now, I want one first grader who has been following along with their laser pointer
and reciting the rhythm really well to come to the board and lead the class instead of
me leading.
12. 2 or 3 more first graders get the chance to do this.

Assessment: Can first graders follow along with the steady beat and rhythm by tapping the
visual on the board?

Activity #2 Objective- 1st grade students will be able to identify the difference between
quarter notes and eighth notes with guided assistance.
 1. T: To test your knowledge we are going to make things a little harder. (turns back to
visual #1. As a class, we’re going decide which heart gets one mark (for a quarter note)
or 2 marks (for 2 eighth notes) with a marker on the first line.
2. T: I’m going to let a first grader who has been paying attention and participating do the
same thing for the second line. Teacher gives feedback and assistance as needed.
3. Another first grader completes the third line (plus the heart in the last row) in the same
way.

Assessment: Did students accurately demonstrate the difference between the value of quarter
note and eighth notes while completing the visual organizer?

Activity #3 Objective- 1st grade students will be able to identify the difference between
quarter notes and eighth notes individually with limited assistance.

1. T: This time, we are going to do the same thing and label each heart with the number of
notes that are in that beat, but it is going to be on a section that you haven’t seen eighth
notes with. You will get the chance to do this on your own by completing this worksheet
(shown in the materials)
2. Teacher is available for guidance and questions as students are completing their
worksheets.

Assessment: To assess how students did on the worksheet, they will hand it in and the
teacher will grade the worksheet and give feedback and corrections.
 Practice Lesson #1 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Re7.2.1a With limited guidance, demonstrate and identify how specific music concepts
(such as beat or pitch) are used in various styles of music for a purpose.

MU: Pr6.1.1b Perform appropriately for the audience and purpose.

MU: Pr5.1.1a With limited guidance, apply personal, teacher, and peer feedback to refine
performances.

Materials of Instruction:

Song Analysis Table:

Tone Set Do, mi, sol
Range M6
Rhythm Set Quarter rest, eighth notes, quarter notes
Form AB (Question-answer)

A Song’s Pedagogical Use Table:

Melody Major 3rd interval

Rhythm Students will focus on quarter note and
eighth note rhythmic patterns. They will
also work on the skill of singing a quarter
note followed by a quarter rest.
Other Info:
History: An Ockle is a remote hamlet, situated on the north coast of the Ardnamurchan
peninsula, Scottish Highlands and is in the Scottish council area of Highland.

Lesson Sequence (lessons may have more or less activities as appropriate):

Activity #1 Objective- First grade students will learn to sing the song, Ickle Ockle, with
accurate rhythm and pitch.

1. T: Sings the song to students while beating the beat on a hand drum.
2. T: Did you hear what I was singing about in the song? Have you ever heard the word,
Ickle Ockle before? It is kind of strange, right? Listen to me sing the song one more time.
3. T: Sings the song one more time to students while again beating the beat on a hand
drum.
4. T: Do you know what an Ockle is? An Ockle is a remote hamlet, which is also known as a
small village. In this song, the small village is located in Scotland. Have any of you ever
been to Scotland? What are some other things that I sang about in the song? Raise your
hand if you know. (answers that you are looking for could be fishes in the sea or a
partner).
5. Echo the song, Ickle Ockle by repeating phrases after the teacher. “This time, I’m going
to sing part of the song, and I want you to repeat after me. Repeat after me when I
point my finger at you.” (T continues to beat the beat on the hand drum so that 1st
graders can internalize the beat)
T: “Ickle ockle, blue bottle”
S: echo “Ickle ockle, blue bottle”
T: “Fishes in the sea”
S: echo “Fishes in the sea”
6. Combine the first two phrases
T: “Ickle ockle, blue bottle Fishes in the sea”
S: repeat “Ickle ockle, blue bottle fishes in the sea”
T: “Where were they fishes? Raise your hand if you know.”
S: Answer “In the sea.”
7. Echo the next line.
T: “If you want a partner, please choose me.”
S: Repeat “If you want a partner, please choose me.”
8. Sing the song all together with the teacher. (still beats the beat on a hand drum)
9. Sing the song one more time with the teacher.
10. T: Now, do you think you can sing it without my help?
11. S: Demonstrate that they can sing the song without the teacher’s help. If needed, go
back and review any words.
Assessment: Can first grade students sing the song, “Ickle Ockle” with accurate rhythm and
pitch with limited assistance?
Activity #2 Objective- Students will demonstrate their knowledge of beat vs. rhythm and
quarter notes vs. eighth notes by hand drumming along to the song, Ickle Ockle.

1. T: “Have I been drumming the beat or the rhythm as we have been singing? Don’t
answer if you know, but listen to me play the drum one more time while we sing the
song.”
2. T & S: Sing the song, Ickle Ockle as the teacher drums the beat on a hand drum.
3. S: Answer the question about whether or not the teacher is drumming beat or rhythm
(the answer is beat)
4. T: Let’s sing the song one more time, and tell me whether I am drumming rhythm or
beat this time.
5. T & S: Sing the song, Ickle Ockle as the teacher plays the rhythm of the song on a hand
drum.
6. T: Was that beat or rhythm?
7. S: Answer (the answer is rhythm)
8. T: What kind of notes are in this song? Raise your hand if you know. (the answer should
be quarter notes, eighth notes, and quarter rests.
9. T: I’m going to pass out hand drums to students who have been singing well. Let’s
review how to hold a hand drum. Remember, if you don’t get a drum the first time,
you’ll get it another time.
10. T: We’re going to sing the song together again and drum the steady beat.
T & S: Sing Ickle Ockle and drum the steady beat.
Pass the drums clockwise
Complete this two more times.
11. T: This time, we are going to drum the rhythm. I’m going to demonstrate this first time,
but I want you to sing along with me.
12. T & S sing the song Ickle Ockle and drum the rhythm on hand drums.
Pass the drums clockwise, and then go through this rotation two to three more times.
13. T: Think through the song, and remember which words you played eighth notes on and
which words you played quarter notes during.
What notes did you play on the hand drum when you sang the words, “Ickle Ockle?”
Watch me play the rhythm and then raise your hand if you know the answer.
T: Sings and plays the rhythm of the words, “Ickle Ockle.”
S: Answer what the notes that accompany those words are. (eighth notes are the
correct answer)
14. T: What about the words, “Blue Bottle?”
Plays the rhythm that accompanies those words.
S: Respond with what notes accompany those words (the correct answer is a quarter
note for “Blue” and two eighth notes for “Bottle.”
15. T: Finally, what are the notes that we play for “Fishes in the Sea?” I’m not going to play
it for you this time, but I want you to think about it to yourself without making any
noises, and then raise your hand if you think you know.
S: Respond with what they think the answer is (The answer is eighth notes for “fishes in
the” and a quarter note for “sea.”
Assessment: Can students identify the difference between eighth notes and quarter notes in
the song, “Ickle Ockle” which limited guidance?
 Practice Lesson #2 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Cr2.1.1a With limited guidance, demonstrate and discuss personal reasons for selecting
musical ideas that represent expressive intent.

MU: Pr4.1.1a With limited guidance, demonstrate and discuss personal interest in, knowledge
about, and purpose of varied musical selections.

MU: Re7.1.1a With limited guidance, identify and demonstrate how personal interests and
experiences influence musical selection for specific purposes.

Materials of Instruction:

Song Analysis Table:

Tone Set Do, reh, mi, fa, sol, la
Range M6
Rhythm Set Quarter notes, eighth notes, quarter rest
Form ABCC’

A Song’s Pedagogical Use Table:

 Melody Focus on the pitches of a familiar tune
Rhythm Master eighth note rhythm; review
quarter note and quarter rest rhythms
Other Info:
This is an English nursery rhyme, the earliest surviving version of which dates from 1731. A
theory behind the meaning is a complaint against taxes levied on the Medieval English wool
trade or perhaps it being about the slave trade.

Book:
Below are a few pages from the book, Baa Baa Black Sheep by Iza Trapani
Lesson Sequence (lessons may have more or less activities as appropriate):

Activity #1 Objective- First graders will learn and sing the song, Baa Baa Black Sheep with
accurate rhythm and pitch.

1. T: Today, I want to tell you a story about a very special Black Sheep. (T reads the book
about the black sheep.)
2. T: Now, we are going to learn a song that the Black Sheep’s friends sang to him. It goes
like this.
T demonstrates singing the song, “Baa Baa Black Sheep,” to students while playing the
melody along on an orff keyboard.
3. Next, we’re going to learn the song together.
4. Using the echo method, students learn the song:
T: “Baa Baa Black Sheep have you any wool?”
S: “Baa Baa Black Sheep have you any wool?”
T: “Yes sir, yes sir, three bags full.”
S: “Yes sir, yes sir, three bags full.”
T: “Baa Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full.”
 S: “Baa Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full.”
T: “One for my master and one for my dame.”
S: “One for my master and one for my dame.”
T: “And one for the little boy that lives down the lane.”
S: “And one for the little boy that lives down the lane.”
T: “One for my master and one for my dame. And one for the little boy that lives down
the lane.”
T: “Baa Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full.”
S: “Baa Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full.”
T: “Baa Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full. One for my
master and one for my dame. And one for the little boy that lives down the lane. Baa
Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full.”
S: “Baa Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full. One for my
master and one for my dame. And one for the little boy that lives down the lane. Baa
Baa Black Sheep have you any wool? Yes sir, yes sir, three bags full.”
5. Let’s sing it all together! S & T sing Baa Baa Black Sheep together.
6. This time, I want you to sing it without my help while I play along.
S sing Baa Baa Black Sheep as the teacher plays the melody on an orff keyboard
instrument.

Assessment: Can students sing the correct words, pitches, and rhythms to the song, “Baa Baa
Black Sheep” while the teacher accompanies them on an orff keyboard instrument?

Activity #2 Objective- Students will identify the difference between eighth notes and quarter
notes in the song, Baa Baa Black Sheep.
1. T: This next time, I want you just to listen and to raise your hand when you hear me
singing eighth notes.
2. T: Sings the song, “Baa Baa Black Sheep,” to students while playing the melody along on
an orff keyboard and students should raise their hands when they hear the teacher
singing and playing eighth notes.
3. T: Let’s do that one more time just to make sure that you know exactly when the eighth
notes are. S & T repeat the activity.
4. T: This time, I want you to raise your hand when you hear me singing quarter notes.
When are you going to raise your hand?
5. T & S will complete the same activity as listed above, except the students will raise their
hand when they hear the teacher sing/ play quarter notes instead of eighth notes.

Assessment: Can students correctly identify the difference between quarter notes and eighth
notes in the song, “Baa Baa Black Sheep?”

If needed, the teacher can break apart the song to make sure that students understand the
difference between quarter notes and eighth notes.
 Practice Lesson #3 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Cn10.0.1a Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music.

MU: Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat
and melodic contour) in music from a variety of cultures selected for performance.

MU: Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using iconic
or standard notation.

Materials of Instruction:

Song Analysis Table:

Tone Set Mi Sol
Range Minor 3rd
Rhythm Set Eighth notes, quarter notes
Form AA

A Song’s Pedagogical Use Table:

Melody Work on the Minor 3rd interval

Rhythm Students will master the skill of eighth
note and quarter note rhythms together

Other Info:
Hungarian lullaby passed down throughout generations.

PowerPoint Slides:
Lesson Sequence (lessons may have more or less activities as appropriate):

Activity #1 Objective- Students will learn information about Hungary’s history and culture.

1. T: Today, we are going to learn about another culture. Have any of you ever heard of
Hungary? Today, we get to learn all about it!
2. T shows the power point to the class and gives further explanations to students
3. T: Now that we have learned all about Hungary, we are going to learn a Hungarian
lullaby that has been passed down throughout generations.
Assessment: T- “Raise your hand and tell me one thing about what you learned about Hungary
today.” What did students gain from the PowerPoint and information presented about
Hungary?

Activity #2 Objective- With assistance from the teacher, students will practice reading from
standard notation while singing the song, Bye-Lo, Baby-O with correct rhythm and pitch.

1. T: I have a special surprise for you all today. Since you now know what eight notes are,
you get to practice reading from real music today! (Displays the last slide of the
PowerPoint)
2. T: I’m going to sing first, and I want you to listen closely while pointing along to the
notes with me.
3. T: This song is a lullaby. Do you remember what a lullaby is? Does this mean that we
should sing it loud or soft? So, sing this song as if you were trying to sing a baby to sleep.
4. This time, continue pointing along to the notes with me, and sing with me. (T & S sing
song together)
5. Sing it with me one more time. (T & S sing the song together).
6. Now, I’m going to sing a line of the song, and I want you to audiate the response. This
means that you don’t say anything out loud, but you think the words in your head.
T: “Bye-lo Baby-O”
S: (audiate) Off to dreamland I must go
7. We’re going to sing it together one more time, but this time I want a first grader who
has been singing and doing a good job following directions to come up and point along
to the notes while we sing.
T & S sing the song, Bye-lo, Baby-o together as a first grader points along to the notes on
the board.
8. T: Now, I’m going to point along to the notes, and I want you to sing the song by
yourself without my hep singing.
S: Sing the song Bye-Lo, Baby-O

Assessment: Can first grade students sing the song, Bye-Lo, Baby-O with correct rhythm, pitch,
and words?

Activity #3 Objective- First grade students will correctly identify the standard notation eighth
notes in the song, Bye-Lo, Baby-O.
 1. T: After learning the song and pointing along to the notes, can I get a first grader that
was pointing along well and paying attention to come up to the board and tell me where
first 2 eighth notes are?
2. T: Can I get another first grader to come and show me where the next 2 eighth notes
are?
3. This process continues until all eighth notes have been identified.

Assessment: Can first graders correctly identify the eighth notes in the song, Bye-Lo, Baby-O?
 Practice Lesson #4 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Pr4.2.1a With limited guidance, demonstrate knowledge of music concepts (such as beat
and melodic contour) in music from a variety of cultures selected for performance.

MU: Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.

MU: Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.

Materials of Instruction:

Song Analysis Table:

Tone Set Do, mi, sol
Range M6
Rhythm Set Quarter rest, eighth notes, quarter notes
Form AB (Question-answer)

A Song’s Pedagogical Use Table:

Melody Major 3rd interval

Rhythm Students will focus on quarter note and
eighth note rhythmic patterns. They will
also work on the skill of singing a quarter
note followed by a quarter rest.
Other Info:
History: An Ockle is a remote hamlet, situated on the north coast of the Ardnamurchan
peninsula, Scottish Highlands and is in the Scottish council area of Highland.

Visual:

Ickle Ockle Blue Bottle Fishes in the sea

If you want a part- ner Please choose me

Lesson Sequence (lessons may have more or less activities as appropriate):

Activity #1 Objective- Students will demonstrate their knowledge of the steady beat of the
song, “Ickle Ockle,” by playing a game associated with the song and walking around the circle
in the steady beat.

1. Today, we’re going to play a game while singing the song, “Ickle Ockle.” Let’s review the
song to make sure that we remember all of the words.
2. T & S Sing the song, “Ickle Ockle.”
3. T: “In the last line of the song, who does it say we need to choose?”
S: Respond to the question (the answer is “a partner”).
4. T: “That’s right, we need to choose a partner. Today, we get to play a game, and I am
going to choose a first grader who has been singing the words and rhythms correctly to
walk around the circle while we sing the song, “Ickle Ockle.” The first grader that I
choose is going to walk in the steady beat of the song. Whenever the song ends, stop
behind whoever you end up behind. This person is your partner, and once you pat them
on the head, they’ll get up and chase you as you try to make it back to their seat before
they tag you.”
5. S play game while demonstrating good rhythm, pitch and steady beat while singing the
song, “Ickle Ockle.”

Assessment: Can students sing Ickle Ockle with good rhythm, pitch, and steady beat while
demonstrating steady beat in the game associated with the song?

Activity #2 Objective- Students will identify the difference between the quarter notes and
eighth notes in the song, Ickle Ockle.
1. T: Were you showing the steady beat or the rhythm of the song, “Ickle Ockle,” when you
walked around the circle during the game?
2. S: Respond
 T: That is correct, you were working on showing the beat of the song. Now, we’re going
to identify the rhythm of the song, and specifically where we sing quarter notes and
eighth notes.
3. Using the visual organizer, the teacher will choose students to come up and mark one
line on the fishes that represent a quarter note or two lines where they sing eighth
notes.

Assessment: Can first grade students accurately identify where they sing eighth notes and
where they sing quarter notes by marking the rhythms in the visual organizer?
 Practice Lesson #5 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.

MU: Pr5.1.1b With limited guidance, use suggested strategies in rehearsal to address
interpretive challenges of music.

MU: Pr6.1.1a With limited guidance, perform music for a specific purpose with expression.

Materials of Instruction:

Song Analysis Table:

Tone Set Do, reh, mi, fa, sol, la
Range M6
Rhythm Set Quarter notes, eighth notes, quarter rest
Form ABCC’

A Song’s Pedagogical Use Table:

Melody Focus on the pitches of a familiar tune

 Rhythm Master eighth note rhythm; review
quarter note and quarter rest rhythms
Other Info:
This is an English nursery rhyme, the earliest surviving version of which dates from 1731. A
theory behind the meaning is a complaint against taxes levied on the Medieval English wool
trade or perhaps it being about the slave trade.

Lesson Sequence (lessons may have more or less activities as appropriate):

Activity #1 Objective- Using their knowledge of the song, “Baa Baa Black Sheep,” and rhythms
that make up the song, first graders will improvise on orff keyboard instruments using only
eighth notes and quarter notes and the pitches do, reh, mi, fa, sol, la in the key of D major.

1. T: We’re going to sing the song, “Baa Baa Black Sheep,” again, and this time I want you
to listen to what I play.
2. T & S sing, Baa Baa Black Sheep, and T improvises on an orff keyboard instrument using
the pitches do, reh, mi, fa, sol, and la in the key of D major.
3. T: What did I do that time that was different than last time? I improvised! Does any first
grader remember what it means to improvise?
Yes, you are correct, it means to make something up. Today, we are all going to get to
improvise, but before we do, I have a few rules for you. Don’t play on the keyboard
while I am talking. I only want you to use certain notes, and I’ll tell you which bars to
remove when you get an instrument. Finally, we’re only going to use quarter notes and
eighth notes.
4. T: Hands out instruments and tells students which bars to remove (remove ti)
5. T: First graders, can you show me where rest position is? Stay in rest position until I tell
you that it is time to play. If you don’t have an instrument now, does that mean that you
will get one later? Yes. Can you remind me what rhythms we can use? Only quarter
notes and eighth notes.
6. T & S sing Baa Baa Black Sheep and improvise on orff keyboard instruments to
accompany the song.
7. Continue to do this until every first grader has had a chance to improvise on a keyboard
instrument. Pass to the right after singing the song every time.

Assessment: Can first graders sing the correct words and improvise on an orff keyboard
instrument using only quarter note and eighth note rhythms?
 Practice Lesson #6 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.

MU: Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.

MU: Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose by
presenting a final version of personal musical ideas to peers or informal audience.

Materials of Instruction: “Ninas Hermosas”

Song Analysis Table:
Tone Set Reh, mi, fa, sol, la
Range P5
Rhythm Set Quarter notes, eighth notes, quarter rest
Form AA’

A Song’s Pedagogical Use Table:

Melody Students will learn how to sing the same

rhythmic melody on different notes the
second phrase.
Rhythm Students will master the skill of eighth
note and quarter note rhythms together,
specifically focusing on eighth notes
Other Info: “Nina” means girl, and this is a song of Latin American origin.

Activity #1 Objective- First grade students perform the rhythm and beat of the song, “Ninas
Hermosas” by tapping rhythm sticks on the floor while singing the song with accurate pitch
and words.

1. T: I’m going to pass out rhythm sticks to all of you, and I want you to demonstrate to me
that you are ready to play them by putting them in rest position and not making any
noise with them when you receive them.
2. T: Now that all of you have them, we’re going to tap them on the floor. Remember, we
don’t want to beat them, but just tap them. Can I have one first grader demonstrate
how we are going to tap the steady beat the first time that we sing the song?
3. T & S sing the song, Ninas Hermosas, and one first grader demonstrates how to properly
tap rhythm sticks on the floor to the steady beat of the song.
4. T & S sing the song and all students tap the steady beat on the floor using rhythm sticks.
5. T: This time, I’m not going to sing with you, and I want to you to demonstrate that you
can sing without me and tap the steady beat.
S: Sing and tap the steady beat of the song without the assistance of the teacher.
6. T: Now, I’m going to sing the song and I want you to watch what I do differently with my
rhythm sticks
7. T: Sings the song, “Ninas Hermosas,” and plays the rhythm by tapping the rhythm sticks
on the floor.
8. T: “What did I do differently instead of tapping the steady beat? That’s correct, I tapped
the rhythm! Do you know what kind of notes make up the rhythm of this song? You are
correct, eighth notes and quarter notes!”
9. T: This time, we’re all going to sing the song together and tap the rhythm using our
rhythm sticks.
T & S sing the song, “Ninas Hermosas,” while tapping the rhythm on the floor using
rhythm sticks.
 10. S: Tap the rhythm while singing the song without the teacher’s assistance or help.

Assessment: Can the students sing the song, “Ninas Hermosas,” and tap the rhythm and beat
using rhythm sticks without the teacher’s assistance?

Activity #2 Objective: First grade students will perform improvised accompaniment using the
parameters of playing eighth notes and quarter notes by tapping rhythm sticks on the floor
while singing the song, “Ninas Hermosas.”

1. T: “I’m going to sing the song again by myself, and listen to what I change about what I
am playing with the rhythm sticks.”
2. T: Sings the song, “Ninas Hermosas,” and plays an improvised accompaniment using the
parameters of playing eighth notes and quarter notes by tapping rhythm sticks on the
floor.
3. T: “What did I do differently with the rhythm that time?” (students respond) “That’s
right, I improvised. Do you remember what improvisation is?”
4. T: “This time, we’re all going to improvise, however I want you to just use quarter notes
and eighth notes in your improvisation.”
T & S: Sing the song and improvise using quarter notes and eighth notes.
5. T: “Now that you’ve had a practice round, let’s do it one more time.”
S: Sing the song and improvise using quarter notes and eighth notes, and this time the
teacher does not join them, but listens to what the students are playing and singing.

Assessment: Can students sing the song, “Ninas Hermosas,” and perform improvised
accompaniment using just quarter note and eighth note patterns?

Activity #3 Objective: Students will notate their composed accompaniment that is made up of
eighth notes and quarter notes using standard notation.

1. T: Hands out pieces of paper that has 8 bars in it.

2. T: Gives instructions: “Now, we’re going to write down an 8-bar composition that you
would play using rhythm sticks that will accompany the song, Ninas Hermosas. Using
quarter notes (T draws a quarter note on the board) and eighth notes (draws an eighth
note on the board) write down what you want to play. This is very similar to an
improvisation, except it is a composition because you are making it up and writing it
down.”
3. Teacher collects the students’ compositions.

Assessment: Can students show that they understand the difference between quarter notes
and eighth notes by notating accompaniment that they composed?