Materials Needed:

Scotlands Burning Words

Visual
World map Visual

SW Experience, Explore, Imitate,

Improvise, Label through:
Singing Playing Instruments

Week # 6 Date 03/07/2016

Objectives:
Students will be able to experience eight note rhythms and will create
movements for the song, Scotlands Burning.

Moving Technology

SW Perform, Identify, Read, Notate,

Analyze, Listen
As a class Individually

Grade: 3

In Small Groups

(3.1) Foundations: music literacy. The student

describes and analyzes musical sound. The student is
expected to: (A) categorize and explain a variety of
musical sounds, including childrens & adult voices;
(B) categorize and explain a variety of music sounds,
including woodwind, brass, string, percussion &
instruments from various cultures (C) use known
music symbols and terminology in referring to
rhythm; melody; timbre; form; tempo; dynamics,
including mp, mf, identify musical sounds present
aurally; and (D) identify and label small and large
musical forms such as a variety of music forms such
as AB, ABA in simple songs and larger works
(3.2) Foundations: music literacy. The student
reads, writes and reproduces music notation using a
system. Technology and other tools may be used to
read, write and reproduce musical examples. The
student is expected to: (A) read, write, &
reproduce rhythmic patterns using standard
notation, including 4 sixteenth notes, whole notes,
whole rest, & previously learned note values in 2/4
and meters as appropriate; (B) read, write and
reproduce extended pentatonic patterns using
standard staff notation; and (C) identify and
interpret new and previously learned music symbols
and terms referring to tempo; dynamics.
(3.3) Creative Expression. The student
performs a varied repertoire of developmentally
appropriate music in informal and formal settings.
The student is expected to: (A) sing and play
classroom instruments independently or in groups
with accurate intonation and rhythm; (B) sing or
play a varied repertoire of music such as American
folk songs, and folk songs representative of local
cultures independently or in groups; (C) move alone
and with others to a varied repertoire of music
using gross motor, fine motor, locomotor and nonlocomotor skills and integrated movement; (D)
perform simple part work including rhythmic and
melodic ostinato, derived from known repertoire; (E)
interpret through performance new and previously

Blooms Taxonomy
Remembering
Analyzing
dynamics.
Understanding
Evaluating
Applying
Creating

learned music symbols and terms referring to tempo,

(3.4) Creative Expression. The student

creates and explores new musical ideas within

specified guidelines. The student is expected to:
(A) create rhythmic phrases through improvisation
and composition; (B) create melodic phrases through

Introduction/Focus:
Moving and Grooving
Come have a seat at my Smart Board.
Procedures:
I have a new song for you today. Listen to my song and be
able to tell me something you hear.
Sing song.
Who can tell me what you heard in my song?
Listen to my song again.
Sing Song.
What else did you hear in my song?
Listen once more, tell me how many times I say fire.
Sing song.
Who thinks it was 4? Youre correct.
Can anyone tell me where Scotland is? (Post World Map
Visual).
Call on someone to come and point out where Scotland is on
the map.
Post Word Visual
Todays goal is to learn this song. After that we are going to
create our own movements for our song.
Here are the words, listen to me sing it once more now that
you have the words on the board.
Sing once more.
You are now in charge of singing Fire with me. Sing.
You are now in charge of singing Pour on water with me.
Sing.
You are now in charge Look out with me. Sing.
You are now in charge of singing of singing Scotlands
Burning with me. Sing
Sing the whole song with me! Sing all together.
Now sing it alone!
Count off and the students do it alone.
Do it once more and I will try to mess you up.
Count off and do a canon.
Who can tell me what a canon is?
A canon is when a people sing the same song at different
times.
This group will be group A and you all will be group B.
Count off and do a two part canon.

Switch roles!
Count off and do two part canon.
Now this group is A, you are B and this is C.
Count off and do three part canon.
Now this group is A, you are B and this is C.
Count off and do three part canon.
Now this group is A, you are B and this is C.
Lets add one more part, and do a D part.
Count off and do a 4 part canon.

Review and Closure:

Great job today class. Today we started with our steady beat and after our steady beat we learned a new song.
With that song, we sang it in canon, a 4 part canon.
Assessment:
Students will be able sing in canon to the song Scotlands Burning and perform it as a class.