Q4 March 25 – April 12 2019 (3rd, 4th, and 5th Grade)

TeacherCatherine Holvey
Subject AreaElementary Music
Grade Level3rd, 4th, 5th Grade
Week #33-35
Unit of InstructionFolk Stories, Folk Songs, and World Music
Standard(s) Taught

Creat stylistically appropriate accompaniments on percussion instruments: xylophones (MU.3.H.1.3)
Identify solo voices with or without accompaniment (MU.3.H.1.3)
Perform songs using appropriate dynamics, tempo, articulation, style, and mood (MU.4.C.1.1)
Rehearse a song in “chunks” to aid in memorization (MU.4.C.1.2)
Listen and identify various dynamics, tempos, and articulations (MU.4.O.1.1)
Read from notation and sing songs containing rhythms of various combinations in various meters (MU.5.C.1.1)
Compare and contrast songs in different meters and styles (MU.5.F.3.1)
Sing songs with appropriate vocal technique and tone quality (MU.5.C.1.1)

Read rhythms of various combinations in various meters (MU.5.F.3.1)

Sing songs from different cultures (MU.4.C.1.2) 

Play instruments of various combinations that create different textures (MU.4.C.1.4) 

Learning Targets and Learning Criteria

Students will play on xylophones and recorders with proper playing technique.
Students will begin learning and memorizing their Spring Performance pieces.
Students will read and identify notes on the Treble Clef.
Students will sing using their proper singing voices (appropriate tone, dynamics, etc.)

Students will listen to multiple folk stories from different cultures and discuss them (similarities, differences, etc.) 

Students will sing folk songs that go along with each folk story. 

Classroom Activities

Recorder
Continue working on “It’s Raining” (3rd grade)
Begin “Old MacDonald” (3rd-5th)
– Introduce low D on recorder
If class is ready, begin “Oh When the Saints Go Marching In”

Begin “Twinkle, Twinkle Little Star” – F# on recorder (introduce, review) 

Spring Performance pieces
Review show and discuss the storyline
Read through pieces, listen, sing, and then add motions
Practice in “chunks” to help with memorization

Introduce “Abby Yo Yo”
African story
Xylophone accompaniment
Watch Abby Yo Yo story
Discuss folk tales

Introduce “Clementine” 

  • Folk song from the United States
  • “What is the story of Clementine?” “What happened to her?” 
  • Discuss the “49ers” – Who were the 49ers? Where did they come from? How did they travel to California? 
  • Play xylophone accompaniment (if time) 

“Oh Danny Boy”

  • Folk song from Ireland
  • “What is this story about?”  “Is this a sad or happy story?” 
  • Singing voice, discuss tempos 

“Pat Works on the Railway”

  • Irish American Folk Song 
  • Discuss Irish immigrants and how it was difficult for them to find jobs in the 1800’s 
  • “Do you hear the steady beat of the hammer?” 

“Loch Lomond”

  • Scotland 
  • Discuss Scottish dialect and meaning of Loch Lomond

“Waltzing Matilda” 

  • Australia
  • Discuss story 
  • Discuss Australian dialect 
  • Show sing-along video 

“A Ram Sam Sam”

  • Morocco 
  • What is a round? 
  • Have students learn song and words and try singing in a round

If more time is needed play music game.

Assignments Due

Please bring recorders to class! 

Additional Resources