CANADA Music Lesson Plan
Name(s): Kim, Christy, Terra, Gavin, Jackie, Valerie, and Barbara Leigh
Lesson 1 of 3
Lesson Title C-A-N-A-D-A
Grade Level 2 - 5
Global Objective (I.R.P.)
The students will be able to:
-identify and locate the provinces and territories of Canada.
-demonstrate changes in pitch and melodic direction
-describe form in terms of repetition and unity of melodic phrases
-demonstrate a willingness to participate in rehearsal and performances
-demonstrate appropriate performance skills and audience etiquette
Specific Objective(s)
The students will be able to:
-name the provinces and their capital cities
-sing specific parts of the song in a specific order
-sing in front of the group with a partner
-sing the question and answer phrases in the song
Materials:
Overhead projector
Song sheet with Provinces and Capitals listed
Soundtrack
Lesson Implementation:
Set up - asks them to get chairs, to prepare for sitting and standing
Hook:
C-A-N-A-D-A chorus.
Procedure:
-Students stand
-Demonstrates C-A-N-A-D-A chorus, students echo, and clapping between verses.
-Repeat
-Add motions: touch the ground and reach for the sky, while singing Canada
-Students sit
-Provinces added to the song:
-Barb sings: Let’s name a province, Let’s name its capital
-The students answer (with a province and capital)
- Select 2 students to answer while the rest of the students sing out the question
-Class sings out the province and capital in a descending scale.
-Runs through the entire song (all parts connected)
-Pair up students and assign numbers (for a province and capital)
-For the final 2 parts the teacher divides the class as follows: into 4 groups of 6
Groups practice parts:
-First group of six: says Canada
-Second group of six: says Ontario
-Third group of six: says Nunavit
-Fourth group of six: says Iqaluit
-Sing through: Let’s name a Territory: Nunavit (group of 6), Let’s name its capital: Iqaluit (group of 6)
-Everyone sings the descending scale part together.
-Sing through: Let’s name the Country: Canada (group of 6), Let’s name its Capital: Ottawa (group of 6)
-Everyone sings the descending scale part together.
-Add: Musical accompaniment (CD weekly music)
-Starting from the top, with C-A-N-A-D-A, sing through the entire song, putting all of the sections together with the pairs and groups of 6.
-Repeat for the Territories
Conclusion: --
-Reflect on what was done in the class through questions:
-Why is there clapping between the singing? To fill in the rest so that the students don’t miss when to come in.
-Why were the motions added for “Canada” “Canada”? To show the voice changing, voice was low when bending down and then high when reaching towards the sky. This helps young students understand pitch changes.
-Discusses how this is integrated into the Social Studies curriculum.
Assessment / Evaluation:
-through observation: watch students to see how they participate, note their level of enthusiasm and their ability to follow instructions and sing in tune. Students ability to listen and follow directions.
-through questions: do students make connections about what they are learning? Explain how they can use this song to remember all of Canada’s capital cities...to what extent do they do this?
-through the responses to the questions asked in the conclusion
Justify why you chose this particular lesson to meet your objectives.
This lesson meets two objectives at once. It teaches the names of the provinces and their capital cities, and it teaches singing skills, focusing on changes in pitch and melodic direction. Students are also given an opportunity to demonstrate performance skills for Music and in Language Arts. Music is an effective tool for teaching memorization of facts. Partner work and music presented in this manner help all students (especially E.S.L. and L.A.C.) feel safe and as a result they will take risks.
Suggested Modifications:
Primary grades/Classes that find it difficult:
-instead of having a child say a Province/Capital alone, put them into pairs or groups
-if the class has trouble singing the song in parts, sing the whole song through as a class
-This lesson might need to be divided into at least 3 lessons for primary students to master. There are many ways to do this. One suggestion might be to teach the chorus and the first 4 - 6 provinces and capitals – the first day. The next day divide the class into 2 groups and perform as follows:
1st group asks “let’s name a province”; 2nd group answers “province”
1st group asks “let’s name its capital”; 2nd group answers “capitals”
Repeat song again switch parts.
The third day, put students in pairs and sing as above.
Intermediate grades:
-turn the song into a drill, ie. the first student says any province and then the next student must say the correct capital city