2015 Juneau Basic Arts Institute

Integrated Lesson Plan

The Hook Song Series: Lesson 1

GRADE LEVEL: 1
ESTIMATED TIME: 1 hour session

LESSON BY: Heidi Brook, MAT/JAMM Violin Instructor

LESSON DESCRIPTION:

INTEGRATED ART FORMS:

This is Lesson 1 of a three lesson series

based on the Tlingit folk song the Hook
Song, as part of an initiative to create a
strong foundation of culturally significant
music in JAMM classrooms.

Visual Arts
Music/Movement
Alaska Native Cultural Arts
Media Arts

INTEGRATED CONTENT
AREA:
Science
Language Arts
Social Studies
Math

Students will listen to a recording of the

Hook Song in the Tlingit language. They
will learn music, movement and words
based on traditional knowledge and 1st
grade science standards. Later, they will
learn to play this song on their own
instruments while paying close attention
to finger numbers.

LESSON OBJECTIVES:
1. For students to interpret Tlingit music with their bodies, minds and spirits
2. For students to identify patterns in the Tlingit melody
3. For students to learn scientific concepts through local and cultural knowledge, particularly
about Halibut and fishing
4. For students to practice counting, adding and subtracting skills in the context of music and
movement
5. For students to develop the skills and techniques they need to learn the Hook Song on
their violins
6. For students to have opportunities to use this song to participate in cultural and
community activities, events, and performances

ARTS STANDARDS:

CONTENT STANDARDS:

CULTURAL STANDARDS:

Science
Music/Movement
MU:Cr2.1.1a Representing musical
ideas with expression
MU:Pr4.1.1a Discuss knowledge about
varied musical selections
MU:Re7.1.1a Identify the specific
purpose of the musical selection

AAAS Benchmarks/National and

Science Education Standards:
-Living versus non living things
-The ocean versus the land
-Most animals need water, food and air
-Some animals live in the water
-Fish use gills to breath oxygen
underwater
Math

Alaska Native Cultural Arts

A. 3. Student opportunities for handson learning of cultural knowledge and

skills

A. 5. Promotion of local musicians/

artists where the cultural and
intellection property rights of the
individuals are addressed and taught

MU:Re8.1.1a Reflect on the creators/

performers expressive intent

1.OA.1 Use addition and subtraction

within 20 to solve word problems
involving situations of adding to, taking
from, putting together, taking apart and
comparing

B. 3. The integration of science and

math standards based on themes of
local significance

MU:Re7.1.1a Understand historical and

contemporary role of arts in Alaska, the
nation, and world.

1.OA.2 Solve word problems that call

for addition of three whole numbers
whose sum is less than or equal to 20

D. 4. The teaching of local heritage and

languages

MU:Cn11.0.1a Demonstrate an
understanding of the relationships
between music, other arts, other
subjects, varied contexts, and daily life

1.OA.5 Relate counting to addition and

subtraction
1.OA.9 Identify, continue, and label
patterns

E. 3. The use of culturally significant

music to reinforce the students sense
of cultural identity and belonging

THE HOOK SONG LESSON PART 1 OVERVIEW:

1. The Hook Song Halibut Game (15 minutes):
A movement and music attention-getting lesson plan designed to familiarize students with the
Tlingit folk song the Hook Song including its cultural and scientific significance before they learn it
on their own instruments.
2. The Hook Song Violin Lesson (35 minutes):
A step by step approach to teaching beginner to novice violin students the Hook Song with
integrated 1st grade math standards.
3. The Goodness Cheese, Messy Toe, Banana, Thank You Story (5 minutes): Inspired by my
friends little Gwitchn son who expresses his gratitude by saying, messy toe, I developed this
lesson plan as a humorous story to help students remember thank you in three different Alaska
Native languages, and as a closing to violin classes.
* The Hook Song Lesson Part 1 is designed as 3 separate mini-lessons. They can be taught
individually or in a single session.

**This lesson includes components of the Universal Design for Learning, in that it provides multiple

modalities of representing content. Also, see the ACCOMMODATIONS/EXTENSIONS provided with each
lesson section.

1. The Hook Song Halibut Game

Grade Level: 1
Estimated Time: 15 minutes

DESCRIPTION:
Movement/Music activity designed as a introduction to the Tlingit folk song the Hook Song, a boys
lullaby (Dligu) from Clara Paraterovich.

MATERIALS/EQUIPTMENT:
Sound System
Ed Littlefield. The Hook Song. Walking
Between Worlds CD. Track 24
Space large enough so the students can
safely swim around.
Eye ball stickers/ Googly eyes: two for each
student
*Optional: Hand drum for keeping beat

VOCABULARY:
Halibut
Halibut Hook
Gills
Pacific Ocean
Breathing
Eyeballs
Scales
Slime
Addition
Subtraction
Numbers 1-20

LESSON PLAN PREPARATION:

Instructor must know the Hook Song melody and the Halibut Game Song lyrics which are provided.
Have recording ready to play!

INTRODUCTORY ACTIVITY:
Step 1. Students move their bodies like halibut to the Hook Song recording (or instructor sings the
lyrics to the Halibut Game Song to the tune of the Hook Song). Use terms from vocabulary and
descriptive ideas. Ex: you are as heavy as ten 1st graders and you are covered in slime as thick as
dish soap. How do you move?
Step 2. Students learn about gills and practice taking big breaths underwater while moving their
bodies like halibut to the Hook Song.
Step 3. Special step for violin students. Discuss that a halibut has two eyes on one side of its head.
Add googly eyes or eyeball stickers as demonstrated. Students move like halibut making sure their
eyeballs are showing to the other students!

PLACEMENT OF EYEBALLS FOR

HALIBUT GAME:
1.

Each student gets 2 eyeballs

2.

On the back side of his/her left hand (violin hand)

3.

Enforces left hand position for violinists and can be

adapted to many other games!

INTEGRATED ARTS ACTIVITY: HALIBUT GAME

Set Up:
Students are spread out around the classroom with halibut eyeballs on their violin hands.
The Game:
1. Students swim around the class to the Halibut Game Song while paying particular attention to
showing off their halibut eyes.
2. With repetition of the game they learn the words; first by mouthing the words silently, and then by
eventually joining in.
3. A ha a ha a ya! is the warning that a giant halibut hook is coming. The Hook Song is a Tlingit folk
song about a halibut hook. Discuss halibut hooks. Ex: For hundreds of years, Alaska Native groups
along the coast caught halibut using canoes and carved, wooden hooks. Today, they use modern
boats and gear, however the halibut hooks used today remain very similar to those used hundreds
of years ago.
4. The fisherman/woman (teacher) says Oh, what a fine halibut hook this is, Ill put it in the
water. The students lie flat on their backs and very still, like halibut on the ocean floor, to avoid
getting caught.
5. The fisherman/woman (teacher) counts to 10 while walking around all of the students who are lying
down. If every student can stay still for 10 counts, nobody is caught and we get to add one more
count in next round, thus, in the next round the teacher counts to 11. If someone moves we subtract
a count, thus there would be 9 counts in the next round. The goal is to reach 20 counts! That way
we can be sure that our class is safe from the giant halibut hook.
Lyrics:

Halibut Game Song (to the tune of the Hook Song):

Way down in the ocean halibut swim
With both eyeballs on one side of their heads
They use their gills to breath underwater
A ha a ha a ya!
The person who is the fisher says:
Oh, what a fine halibut hook this is, Ill put it in the water.
(from the English translation of the Hook Song)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10etc
(Students are lying very still like halibut on the ocean floor)

ACCOMMODATIONS/EXTENSIONS:
1. The Introductory Activity could stand alone as a fun activity for younger students to gain
familiarity with a Tlingit folk song. It could be also be used as a shorter activity for a busy classroom.
2. Instead of having the teacher be the fisherman/woman each student could take a turn being the
fisher and saying the line, Oh, what a fine halibut hook this is, Ill put it in the water and
watching to make sure other students lie very still.
3. Students could practice counting together while lying on their backs. Even more advanced they
could each say a number in order.
4. The game could be a basis for more complicated math problems. Ex: adding and subtracting by 2s
or 3s.
5. For learning the Tlingit language, this song could be learned in Tlingit and used in Tlingit for the
Halibut Game Song.

2. The Hook Song Violin Lesson

Grade Level: 1 with beginner-novice violin students
Estimated Time: 35 minutes

DESCRIPTION:
This lesson is designed specifically for beginner to novice violin students ages 6 and up. In this lesson
students will learn the Tlingit folk song the Hook Song, a boys lullaby (Dligu) from Clara Paraterovich
on their violins. In the introductory activities, students will review the addition and subtraction of
numbers 0-4 by looking at finger numbers. They will also review the string names through physical
movement.

VOCABULARY:

MATERIALS/EQUIPTMENT:
Violins
Eye ball stickers/ Googly eyes: two for each
student
*Optional: Hand drum for keeping beat

Addition
Subtraction
Open violin string names: G, D, A, E

LESSON PLAN PREPARATION:

This is a violin specific lesson designed to be taught or assisted by a music educator, preferably a
violin instructor.

INTRODUCTORY ACTIVITIES:
Halibut Hand Math Game:
Review violin hand versus bow hand. Students put googly eyes or eyeball stickers on the backs of their
violin hands as demonstrated below. Without the instrument students hold their violin hands in air
playing position to show others their eyeballs. Practice small math equations using fingers. Ex: 1
finger plus one finger equals two fingers. * Be careful students do not use their thumb. We do not use
our thumb on the violin strings!
Waking Up The Violin Strings Song:
The violin teacher sings and plucks the appropriate string while the students and other instructors do
the motions. We repeat this song until the whole class has learned the words. We can speed it up to
make it more interesting.
Good morning G string (hands on toes)
Good morning D string (hands on knees)
Good morning A string (hands on hips)
Good morning E string (hands on head)
We will be discussing string names in this lesson, therefore it is essential that the students make the
connection between the sound of each string and the string name!

PLACEMENT OF EYEBALLS:
1.

Each student gets 2 eyeballs

2.

On the back side of his/her left hand (violin hand)

3.

Enforces left hand position for violinists and can be adapted

to many other games!

THE HOOK SONG VIOLIN LESSON:

Set Up:
Students are sitting or standing (depending on classroom routine) with their violins in rest position, and
they have halibut eyeballs on their left hands. The instruments are tuned and the students are warmed
up with introductory activities and maybe, the Hook Song Halibut Game. Traditionally, folk tunes are
passed down orally, often through repetition and participation. Consider having students sit or stand in
a semi circle around the violin instructor.
The Lesson:
1. Review of the left hand (violin hand): show me finger 1, finger 2, finger 3
2. Review of the violin strings: puck your G string, D string, A string, E string
3. Students put their left hands in air playing position, without the instrument, so the other students
can see their halibut eyeballs. Show me no fingers. Touch finger 1 to thumb. Touch finger 2 to
thumb.etc. Simon says works well for this.
4. Students learn to sing the Hook Song with violin finger numbers:
Hook Song with Violin Finger Numbers:
EE EE E E EE 22
EE EE E E 22 1A
EE 22 2 2 AA AA
Ah ha a ha a ya
Ah ha a ha a ya" is left as it is in the original Tlingit version as something familiar to help students
recognize the song form. The first level is mouthing the words. The second level is singing along.
The third level is singing and touching the appropriate finger number to the thumb with the left hand
in air playing position.
5. In partners: students learn the song one line at a time. Student 1 plays the bow, while student 2
plays the fingers, then they switch. Teach Ah ha a ha a ya first, as an arpeggio or jumping/
skipping pattern. The go on to teach each line of the Hook Song in partners. Be sure to constantly
review earlier lines.
6. Half of the class sings the Hook Song with Violin Finger Numbers, the other half plays the song on
their violins. Switch.
7. All students play the Hook Song on their violins. See next section for important accommodations
and extensions for a multi-level/multi-learning style class.

ACCOMMODATIONS/EXTENSIONS:
1. For visual learners write the Hook Song Violin Finger Numbers on the board.
2. Students who are not familiar enough with the song to add finger numbers and playing techniques
can play an important role as the percussionist on a hand drum, with a shaker or by clapping.
3. Students who are not at a level to successfully put together their playing techniques could be
assigned as helpers who will help the instructor sing the finger numbers throughout the lesson.
4. Some students can be assigned playing the harmony part which is just open strings.
5. Fast learners should be assigned a student to coach in learning this new song.
6. Once students have mastered the Hook Song on the violin they could take turns playing the song in
small groups while the other students play the Halibut Game.
7. An advances adaptation would be to have students walk mindfully to the beat with their halibut
eyeballs while playing the Hook Song. Choreography and/or other movements could also be added.
8. A future goal would be to include this piece in an upcoming school or community activity, event or
performance.

3. Goodness Cheese, Messy Toe, Banana

Grade Level: All ages
Estimated Time: 5-10 minutes

INSTRUCTIONS:
This is a movement story, every part of the story has an action. Be creative with this. Students stand in
a semi circle around the teacher and follow the movements. They are encouraged to say the words in
ALL CAPS out loud. The eventual goal is for the students to have the story in their heads, so that all we
do at the end of class is say, Gunalcheesh, Mahsi Cho, Quyana, Thank you! Then we take a bow.

THE STORY:
1. Something really funny happened to me the other day. I was making a grilled cheese sandwich; I
took one piece of bread, I added another piece on top and I took a bite. Yuck! I forgot something.
What did I forget? CHEESE. GOODNESS, I forgot the CHEESE.
GOODNESS CHEESE RHYMES WITH GUNALCHEESH IT MEANS THANK YOU.
2.

I finished my grilled cheese sandwich (GOODNESS CHEESE RHYMES WITH GUNALCHEESH

IT MEANS THANK YOU) and went outside to play in the mud with my rubber boots. While I was
playing I noticed a giant hole in my rubber boot and my big toe was poking out. Point at toe. I had a
MESSY TOE.
MESSY TOE RHYMES WITH MAHSI CHO IT MEANS THANK YOU.

3. Because I had a messy toe, (MESSY TOE RHYMES WITH MAHSI CHO IT MEANS THANK YOU)
I ran back home to get new boots but I slipped on a BANANA.
BANANA RYMES WITH QUYANA IT MEANS THANK YOU.
4. So, what happened to me the other day? I forgot the cheese in my grilled cheese. GOODNESS
CHEESE RHYMES WITH GUNALCHEESH IT MEANS THANK YOU. I played in the mud but I had
a hole in my boot and so I got a messy toe. MESSY TOE RHYMES WITH MAHSI CHO IT MEANS
THANK YOU. And then on the way home I slipped on a Banana. BANANA RYMES WITH QUYANA
IT MEANS THANK YOU.
5. GOODNESS CHEESE RHYMES WITH GUNALCHEESH IT MEANS THANK YOU. MESSY TOE
RHYMES WITH MAHSI CHO IT MEANS THANK YOU. BANANA RYMES WITH QUYANA IT
MEANS THANK YOU. (Repeat as necessary until class is saying this together)
6. Say only ALL CAPS words out loud. Mouth the other words. GOODNESS CHEESE rhymes with
GUNALCHEESH IT MEANS THANK YOU. MESSY TOE rhymes with MAHSI CHO IT MEANS
THANK YOU. BANANA rhymes with QUYANA IT MEANS THANK YOU.
7. Mouth all words except for the ones that mean thank you.
8. Take away mouthing: GUNALCHEESH, MAHSI CHO, QUYANA, THANK YOU
9. Goal (level 10): with smiling eyes and hands behind our backs we say GUNALCHEESH, MAHSI
CHO, QUYANA, THANK YOU and then take a bow. (Are my shoes tied? Yes they are.)

ASSESSMENTS:

ONGOING INFORMAL ASSESSMENT:

1. Are students engaged in the artistic processes of creating, presenting, responding and
connecting?
2. Can we informally perform the Hook Song at the end of a class?
3. Are we meeting the lesson objectives?
4. How can this learning be extended beyond the classroom? For an example, playing for a
family member or friend.
5. Assessments are made based on class as a whole, making use of specific partner and
group activities so that every member of the class is able to participate in their own way.

STANDARDS BASED TEACHER-ADMINISTERED ASSESSMENT:

Yes

No

Are students able to master the following concepts?

1. The Hook Song is Tlingit song about a halibut hook.
2. Halibut live in the ocean.
3. Halibut can breath under the water with their gills
4. A halibut has two eyes on one side of its head.
5. One finger plus another finger equals two fingers.
6. Counting up is addition. Counting down is subtraction.
7. An open string means no fingers.
8. Helping each other is an important part of learning.

SELF-ASSESSMENT:
1. On a scale of 1-10 (1 being needs improvement and 10 being highly successful) I would
rate my teaching of this lesson:

2. What can I do different next time?

Resources:

ONLINE:

Ed Littlefield. The Hook Song. Walking Between Worlds CD. Track 24

www.cduniverse.com/productinfo.asp?pid=8608539

Sadoris, Lorrie. The Pacific Halibut Flat or Fiction. Seattle:

International Pacific Halibut Commission, 2005. Print.
www.iphc.int/publications/flat/flatorfiction.pdf
Southeast Traditional Tribal Values
www.bsu.edu/eft/ancestors/p/teachers/downloads/resourcesValues.pdf

ATTACHED BELOW:
Hook Song from Clara Paraterovich's Grandmother arranged by Ed Littlefield

Hook Song

Score

[Subtitle]

Hand Drum

Voice

Akw

HD
4

HD
8

shei wei du k'ee xh'aakw

%
ee yaa

ha

a ha

Last X

Last X

Clara Paraterovich's Grandmother

Littlefield

akw

ee yaa

a ha

naxh xh'a wa taa naa

Open

Open

shei ax' a s'eet k'i

ha

a ha

ha a ha a ya

ya

ee yaa

akw