Grade Three Unit Plan

Getting to Know You September 2016 6 classes

Generative Topic: As the school year begins it is crucial to establish a strong

sense of security and routine in the music classroom. The entire month of
September will be working on just that, familiarizing with the classroom,
becoming comfortable and aware of the rules set in place, and establishing a
positive environment. All of this will be done through canons, rounds, and
partner songs, as well as activities that will review and reinforce the rhythmic
skills obtained in grade two.
Unit Title: Getting to Know You
Big Idea: Establishing a positive classroom environment and reviewing rhythms
from grade two.
Essential Questions:
1.

How can I sing canons, rounds, and partner songs with classmates to
create harmony?
2. How can the rhythms that I learned in grade 2 help me now?
3. How can I work together with my classmates to make music?
Concepts Taught:
Curricular Outcomes:
R9 Beats and silences have specific duration(ta/ti Tah/ti-ti/tah-ah/tah-ah-ah-ah
ti/ta-a/ta-a-a-a)
note and rest review
H5 Two or more melodies can occur simultaneously
Rounds and partner songs (2
(rounds, partner songs, descants)
M11 Move to round or cannon form
melodies at once)
S14 Sing two-part rounds and simple descants
S18 Sing partner and nonsense songs
P11 Use pitched instruments to play tone-matching
games, conversational games, and pentatonic
accompaniments.

Activities:
- Follow the Leader
- Up the Ladder
- Rhythm Game
- Row, Row, Row your boat
- Concentration
- Upward Trail
- A Rig-A Jig Jig
- Falling Leaves
- Fuzzy Wuzzy
- Remember Me

Materials Needed:

Assessment
Getting to Know You September 2016 6 classes

Assessment
Tool
OC Body
percussion and
singing
OC Ta/ti-ti/ta-a

Outcomes
R9 Beats and silences
have specific
duration(ta/ti-ti/ta-a/taa-a-a)
R9 Beats and silences
have specific
duration(ta/ti-ti/ta-a/taa-a-a)

OC singing in
canon

S14 Sing two-part

rounds and simple
descants
H5 Two or more
melodies can occur
simultaneously (rounds,
partner songs,
descants)
M11 Move to round or
canon form

OC Rhythmic
accuracy in
singing

R9 Beats and silences

have specific
duration(ta/ti-ti/ta-a/taa-a-a)

OC Mallet
technique

OC Singing in
canon

P11 Use pitched

instruments to play
tone-matching games,
conversational games,
and pentatonic
accompaniments.
S14 Sing two-part
rounds and simple
descants

Description
I will watch students as we are doing
body percussion and singing to
assess rhythmic accuracy and
precision, helping them as necessary.
Students will label a variety of
rhythms in activities, learning songs,
and rhythmic practice, to review and
establish a strong sense of rhythm
behind the music that we make in
class.
Students will sing a variety of songs
in cannon to begin exploring the
world of harmony and two things
happening at the same time in music.
We will first build a strong base of
understanding through practicing
moving in round before introducing
singing in round. I will observe them
every step of the way, appropriately
scaffolding the activities and learning
to their comfort level.
I will encourage and enforce rhythmic
accuracy in singing through
discussing the rhythm as we are
learning the song. This is important
to learning to sing in round as if the
rhythms are off, everything will
become messy.
As we begin using instruments I will
assess students mallet technique to
ensure that they are appropriately
using the equipment to produce the
best tone.
I will observe students as they work
in small groups or pairs to sing
rounds.

F
or
X

Of

OC ta/ti-ti/ta-
a-a-a

We will do activities in class where

students will have the opportunity to
demonstrate their rhythmic
knowledge.
OC Two H5 Two or more
We will begin with very simple
melodies
can
occur
melodies at the
partner songs where the students will
simultaneously (rounds,
same time
have a chance to explore singing two
partner songs,
melodies at the same time to create
descants)
harmony with one another.
** maybe add a ta/ti-ti/ta-a-a-a worksheet.

R9 Beats and silences

have specific
duration(ta/ti-ti/ta-a/taa-a-a)

Lesson Summary
Getting to Know You September 2016 6 classes

Less
on
1

By the end of the

lesson, students
will be able to
Use body percussion
to keep beat while
singing
Repeat and identify
rhythmic patterns

Assessment/
Evaluation

Activities

Observation
Checklist
- Body
percussion
and singing
- Ta/ti-ti/ta-a

Follow the Leader (5

min)
Classroom Rules (5
min)
Up the Ladder (10 min)
Classroom Rules again
(2 min)
Rhythm Game (3 min)
Come, Follow Me (5
min)
Follow the Leader (2
min)
Up The Ladder (10
min)
Classroom rules review
(5 min)
Row, Row, Row your
boat (10 min)
Rhythm Game (3 min)
Follow the Leader (2
min)
Concentration (10 min)
Upward Trail (8 min)
A Rig-A-Jig-Jig (12 min)

Use body percussion

to keep beat while
singing
Sing in canon to a
song they are
familiar with

Observation
Checklist
- Sing in
canon

Demonstrate
rhythmic accuracy

Observation
Checklist
- Singing on
the beat
- Following a
melody
Observation
Checklist
- Singing in
canon
- Singing on
beat
- Teamwork

Sing a melody in
canon, slightly offset
from their peers

Follow the Leader (2

min)
Row Row Row your
boat (5 min)
- In canon
Concentration (10
min)
Upward Trail (8 min)
- Review song
- In canon

Resources

Game Plan 1
This is Music
5/9

Game Plan 1

Traditional

Music Play 2
This is Music
5/9
Game Plan
11
Traditional

Music Play 2
This is Music
5/9

Game Plan

Sing a melody in
canon, slightly offset
from their peers
Demonstrate the
appropriate mallet
technique on barred
instruments

Observation
Checklist
- Singing in
canon (S)
- Mallet
Technique

Identify the different

rhythms and rests
Sing two melodies at
the same time

Observation
Checklist
- Ta/ti-ti/taa/ta-a-a-a
(S)
- Two
melodies at
the same
time (S)

A Rig-A-Jig Jig (5 min)

Follow the Leader (2
min)
Falling Leaves (10 min)
Fuzzy Wuzzy (18 min)

Follow the Leader (2

min)
Concentration (5 min)
Remember Me (20
min)
A Rig-A Jig Jig (3 min)

11
Music Play 14
Game Plan 3

Music Play 2
Game Plan
13
Game Plan 11