Elementary Methods Lesson Plan Mama Paquita

I.

John Johnston: Date-Sept. 12, 2013 8:00am Grade level: 4

II.

Melody A series of pitches bounded by the octave belong together forming a

tonal set.

III.

Learning Outcome Students (Ss.) will be able to successfully sing Mama Paquita,
including motions, with reasonable accuracy. Students will also be able to identify a
scale within a melody.

IV.

Students Prior Knowledge Ss. are able to sing a C Major scale (starting on middle
C) with reasonable accuracy. Ss. are also familiar with the concept of a scale and are
reasonably familiar with Kodaly hand signs and the names of the solfege syllables
associated with them.

V.

National/State Standards to be addressed:

National Standard #1: Singing, alone and with others, a varied repertoire of music.
State Standard #9.1: Production, performance and exhibition of music.

VI.

Materials:
Piano (pitch and accompaniment)
T. copy of Mama Paquita (Source: Silver Burdett Music: Centennial Edition, pg 18)

VII.

Teaching Procedures

Opening Steps
T. says Good Morning Class
T. claps echo rhythm Ss. respond
T. asks if anyone has been on vacation (HOOK). After Ss. responses, T. tells story of his trip to
Brazil with his friend Pedro, explaining that he learned a song while he was there
T. begins singing Mama Paquita
Teaching Steps
T. tells children to listen to what Mama Paquita is being asked to buy
T. sings song again, restates question
Ss. should answer Papayas and Bananas
T. praises Ss. for correct answer, and asks Ss. if Mama Paquita bought the fruit or not. T. sings
again if Ss. are not sure
After the correct response of no, T. asks Ss. what Mama Paquita did instead. T. is looking for
the answer dance
Shifting gears, T. reminds Ss. of the previously discussed topic of the scale. T. asks if any Ss.
remember the solfege syllables from previous classes. T. makes hand syllables while student
recites syllables.
T. praises Ss. for good retention and explains that sometimes scales can be found inside a
melody. T. sings again and asks Ss. to stand/sit when they think a scale is being sung. T. repeats
if necessary. T. points out that the scale is slightly different due to the leap to re before the
scale. T. congratulates Ss. on a job well done.
T. now asks Ss. to begin echoing Mama Paquita line by line, making sure to set pitch and prep
for singing. T. will repeat lines as necessary.
T. introduces body movements: step-shift to left and right on beats 1 & 2, clapping on off-beats.
When Ss. hear baby they should put their hands up in a crying pose (to be demonstrated by
T.). When Ss. hear dance the night away, T. will tell them to do their favorite dance.
T. asks Ss. to sing the whole song with piano accompaniment WITHOUT the motions.

Ss. will then perform Mama Paquita with T. accompaniment WITH motions.
CLOSURE: T. will congratulate the class on a job well done, giving specific praise depending on
what goes especially well. T. has class try to sing the whole song with motions again.

VIII.

Assessment: There is informal assessment taken by T. while the teaching process is

occurring. T. will note who may be having issues with Mama Paquita; particular
attention will be paid to whether the issue was musical or due to the incorporation
of the movement.

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