Emily Femino

Assignment: Introduce a New Vocal Song

Context: 3rd Grade General Music Class
Prior Knowledge: Students have no knowledge of musical forms.
Essential Question: How are forms (such as rounds) used in music to make a simple piece more
interesting?

1. National Standards:
a. MU:Pr4.2.5a: Demonstrate understanding of the structure and the elements of
music (such as rhythm, pitch, form, and harmony) in music selected for
performance.
b. MU:Cr1.1.3b: Generate musical ideas (such as rhythms and melodies) within a
given tonality and/or meter.
c. MU:Re9.1.3a: Evaluate musical works and performances, applying established
criteria, and describe appropriateness to context.
d. MU: Cn10.0.2a: Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing, and responding to music.
2. Learning Outcomes:
a. Students will perform a round.
b. Students will define a round.
c. Students will identify what a round is.
d. Students will compose their own section of a round.
3. Materials:
a. Piece of paper with the word ROUND on it
b. Phone or laptop with music samples pre-downloaded (Dona Nobis Pacem, How
Far I’ll Go, Row, Row, Row, Your Boat, and Funga Alafia)
4. Resources:
a. A. (Director). (2011, December 9). Dona Nobis Pacem - Round [Video file].
Retrieved September 29, 2020, from https://www.youtube.com/watch?
v=Mv98FwR0DWc
b. D. (Director). (2016, December 12). Auli'i Cravalho - How Far I'll Go [Video
file]. Retrieved September 29, 2020, from https://www.youtube.com/watch?
v=cPAbx5kgCJo&list=PLxhnpe8pN3TkenzFLTlz2hUd6_BZu-5Zv
c. Enterprises, L. (n.d.). Australian Kookaburra Song. Retrieved September 29,
2020, from
 https://web.archive.org/web/20090806055435/http://alldownunder.com/oz-
u/songs/kookaburra-song-9.htm
d. Helbig, A. (Director). (2019, April 2). Row, Row, Row Your Boat (Round) [Video
file]. Retrieved September 29, 2020, from https://www.youtube.com/watch?
v=2d_GLxa4_bg
e. KOOKABURRA (Sheet music). (2016, May 07). Retrieved September 29, 2020,
from http://easysheetmusic.altervista.org/kookaburra-sheet-music/
f. Round. (n.d.). Retrieved September 29, 2020, from
http://dictionary.onmusic.org/terms/2953-round
g. Smith, R. (Director). (2014, September 5). Funga Alafia [Video file]. Retrieved
September 29, 2020, from https://www.youtube.com/watch?v=JV2amXPwYVs
5. Key Terms:
a. Round- A part song or instrumental composition which starts off with a single
voice or instrument on the melody, followed at intervals by other voices which
enter individually and perform the same melody.
b. Kookaburra- An Australian round written in 1932 by Marion Sinclair.
6. Procedure:
a. The teacher will have the students sit in a semicircle so everyone can see.
b. The teacher will point to themself and sing the A section of Kookaburra.
c. The teacher will point to herself and sing it again.
d. The teacher will do a circular motion with their finger, intending for everyone to
sing this time.
e. The teacher will then repeat steps 6.2-6.4 for parts B, C, and D.
f. The teacher will then gesture to themself and sing A and B together once, pointing
to themself.
i. Note: The teacher will be singing along with the students.
g. Teacher will then do a circular motion and indicate for everyone to sing together.
h. The teacher will gesture to themself and sing A, B, and C together.
i. The teacher will do a circular motion and have all students sing A, B, and C
together.
j. The teacher will gesture to themself and now sing the whole song (A, B, C, and
D).
k. The teacher will do a circular motion and have the whole class sing together.
l. The teacher will have the class sing the whole song together again to build
confidence.
m. The teacher will have the class give a thumbs up, down, or side for the students’
confidence in the song.
n. If the students have mostly to the side or thumbs down, the teacher will sing with
them again until all or most students give a thumbs up.
o. The teacher will have the students sing the song again, gesturing for them to keep
on going while the teacher starts singing part A once the students get to part B.
p. The teacher will hold up a piece of paper with the word ROUND on it.
q. The teacher will repeat having the students sing then starting at part A once
students get to part B again.
r. The teacher will point to the word ROUND again, holding a thumbs up to see if
the students understand by using thumbs up, to the side, or down.
s. If all students understand, the teacher will go around the circle, holding up a 1 or
2 to split the students into groups.
t. The students will go to their groups, and the teacher will gesture for everyone to
look at them.
u. The teacher will start conducting, cueing group 1 to start, then once they get to
part B, the teacher will cue group 2 to start.
i. Note: The teacher will sing with group 2 the first time because they have
the more difficult part.
v. The teacher will repeat this with group 2 starting and group 1 joining later.
w. The teacher will then have both groups start, and will start singing when group 2
reaches part B, making a three-part round.
x. The teacher will then split the class into 3 groups now.
y. The teacher will have group 1 start, then group 2, then group 3.
i. Note: The teacher will sing with whichever group sounds like they’re
having the most trouble.
z. The teacher will then split the class into four groups this time, having each section
start at different times to create a four part round.
aa. The teacher will then have the students come back into a semicircle.
bb. The teacher will point to the ROUND sign and gesture to ear, raising their hand.
Gesture no and point to ROUND sign then gesture putting hand down.
cc. The teacher will play four selections of songs, two with rounds, two without.
i. Row, Row, Row Your Boat
ii. Dona Nobis Pacem
iii. Funga Alafia
iv. How Far I’ll Go
dd. The teacher will then separate the class into 3 or 4 small groups, gesturing for
them to make two measures of 4 beat rhythms (claps, stomps, etc.) .
ee. Student groups will work together to create two measures of 4-beat rhythms.
ff. The teacher will have each group perform their rhythm, having other students
mimic.
gg. Once all rhythms have been learned, the teacher will give each group a number
and gesture to each group in order, having them clap each melody from each
group.
hh. The teacher will then point to ROUND on the board and start with the first group,
cueing all students in after two measures.
ii. As an exit ticket, the students will write their own definition of what a round is.
 7. Assessments:
a. Teacher will assess student performance of a round on a 1/2/3 scale.
i. 1- Student is unable to perform their section of the round.
ii. 2-Student makes two or three errors while performing the round.
iii. 3-Student makes one or no errors while performing the round.
b. Teacher will assess student definition of a round with an exit ticket and
identifying buzz words such as: starts at different times, or singing different parts.
i. Note: This may change as student responses are received.
c. Teacher will assess student identification of a round with Y/N
i. Yes- Student raises hand when a round is being played and lowers hand
when it is not.
ii. No- Student does not raise hand when round is being played or raises hand
when a round is not being played.
d. Teacher will assess student composition of round with a Y/N scale.
i. No- Student does not clap composed rhythm in round form.
ii. Yes- Student correctly claps composed rhythm in round form.
8. Further Learning:
I would have the students bring in an example of a round they know, and then introduce canons
and other musical forms.
9. Honor Code:
a. I affirm that I have upheld the highest principles of honesty and integrity in my
academic work and have not witnessed a violation of the Honor Code. X.Emily
Femino