4/1/2015 Lesson Plan Cookie/ Call and Response

Song Title: Cookie Pentatonic Calypso

Grade Level: 2nd

Primary Musical Concept: Call and Response Recognize and Demonstrating

with little instructor assistance

Musical Skills being addressed: Singing, Listening, Creating Call and Response

Materials Needed: Piano, Movement Space

Behavioral Objectives for the Class:

1. Students will perform Cookie without instructor assistance. Singing correct
pitches, text and rhythms to instructor satisfaction.
2. Students will be able to correctly answer questions regarding Cookies genre
and origin (Calypso/Jamaica)
3. Most students will be able to recognize Call and Response in both Cookie
and Bonse aba
4. If Time: Students will be able to demonstrate Call and Response with each
other by creating their own call and response with a partner. ( limited by the
body percussion assigned)
a. Four beat pattern modeled by instructor (eight beat phrase; four beat
call-four beat response)

Process:
Opening set and Introduction: Boys and Girls, today we are going to talk about
a song called Cooke and we are going to discover something about the song. We
will explore this cool form through listening and body percussion and then you will
be able to create your own piece of music. First though, we need to learn Cookie.

1. Model the song: using piano as accompaniment.

2. Model the first half (AA). Cue them in and listen for any discrepancies in
pitch, text or rhythm. If the AA section is sung at a satisfactory level model
the second half of the song (BBB) and have the students echo.
a. After both halves are taught, have the students sing the whole song
without the instructor singing along. (instructor accompanies on
piano)

3. Introduction to concept: Analyze Cookie by asking questions about the

song. Start off with: Cookie is called a Calypso, does any of you know where
Calypso music is from? Lead into qualities of Calypso (Call and Response).
Lead into Call and Response by defining it as: Two different phrases where
the second phrase answers the first.
a. Model Call and response with Hello John Doe Hello Jane Doe
with Mr. H
b. Identify Call and response in Cookie by asking the students to listen
to the instructor sing and having the students clap the pulse during the
call and patch the pulse during the response.

4. Reinforcing Call and Response: Instructor Demonstrates Call and

Response through rhythm patterns. (Four beat call/four beat response) using
only clapping and patching with quarter notes and quarter rests. Notice how
I gave the call and Mr. B gave the response? \
a. IF TIME: ask the students to partner up to create their own Call and
Response using the same limitations the instructor modeled. (Four
beat call, four beat response) using only clapping, patching quarter
notes and quarter rests.

Transitioning skill to a new environment:

 1. First Listening: Using only the first two phrases of Bonseaba (the
call and the response), ask the students if the can tell where the call
and response is by providing a physical cue when the call ends.
2. Second Listening: Identify the exact points in the music when the
call ends and the response enters by modeling the same body
percussion used during cookie (clapping during call, patching
during response)
3. Third listening: students model call and response through body
percussion without instructor assistance.

Assessment of the lesson:

1. Review Call and Response as two musical phrases where the
second one answers the first.
a. Question the students on various sections of cookie if it is a
call or a response
2. Review the song Cookie as a Calypso and calypsos are from
Jamaica.