Campbellsville University

School of Education
Source of Evidence: Lesson Plan
Name: _____________Tiffany Riggins_____________ Date of Lesson: _N/A__ CU Course: _MUS 340_____
School/School District: ____N/A_______ Collaborating Teacher: ______N/A_____________________

Ages/Grades Number of Number of Number of Number of

of Students Students in Students Gifted Students
_N/A_ Class N/A__ having IEP _N/A Students N/A_ having ELL N/A__
Lesson Title: Form: Round (Canon) Scotland’s Burning
Unit Title (if applicable): ______________N/A______________________________________
1. Context: Describe the Students for which this lesson is designed (KTPS/InTASC 1A, 1B, 1E, 1G, 2, 3F, 6H, 7B, 8A, 8C)
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
N/A

2. Learning Target (s)/Objectives (KTPS/InTASC 7A)

If this lesson is part of a unit, complete parts A, B, and C. If this is a stand-alone lesson, only complete part B.
a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content
area standards)
MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate
interpretation.
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and
form) in music selected for performance
KTPS 1, 4, 6, 8
SWBAT: Listen and analyze to describe the music, when listening to simple music forms.
SWBAT: Sing alone and with others.
SWBAT: Perform on instruments alone and with others.

b. Current lesson’s learning target (s)/objective (s). (Connect each target/objective to the appropriate state curriculum/content
area standards)
MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate
interpretation.
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and
form) in music selected for performance
KTPS 1, 4, 6, 8
Students will be able to sing and put into action motions that go with the song “Scotland’s Burning.”
Students will be able to understand the concept of a round.
Students will be able to actively participate in a game that goes along with “Scotland’s Burning.”

Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and
instruments from various cultures, as well as children’s voices, and male and female adult voices.

I can use the correct musical terms when I explain things about music.

Students listen to, analyze, and describe music.

Students identify simple music forms when presented aurally.

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content
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 area standards)
N/A

3. Students’ Baseline Knowledge and Skills (KTPS/InTASC 4D, 7D)

Describe and include the strategies used to establish students’ baseline knowledge and skills for this lesson.
N/A

4. Formative Assessment (KTPS/InTASC 6B, 6D, 6F, 6G, 8B)

Describe and include the formative assessment(s) and rubrics to be used to measure student progress during this lesson.
Formative Assessment #1: Oral
After singing the song I will ask the following questions to check for literacy of song:
● What place is the song talking about? Scotland
● What is happening in the song? Fire
● What is the first instruction the song tells you to do? Look Out!
● What is the second instruction the song tells you to do? Pour on Water.

Formative Assessment:
Okay! Lets try to do the round twice in a row! (You are looking to see if part 2 comes in at the correct time.) (Switch groups)
Great job class! You all are really understanding the round!

5. Resources (KTPS/InTASC 1C, 4F, 4G, 5C)

Identify the resources and assistance available to support your instruction and facilitate students’ learning. Include internet
links and copies of ALL class handouts, presentations, and assessments.
Computer, Scotland’s Burning Song, Powerpoint File:A Round and A Round, Lesson Plan, Exit Slip

6. Lesson Procedures (KTPS/InTASC 7A, 7C, 8E, 8F, 8I)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe how
the instruction will be differentiated to meet your students’ needs, interests, and abilities.

Introduce (5-10 min):

Before Class:Have Powerpoint intro slide already visible.
Manage classroom: Clap once, Clap Twice, Touch your nose, and touch your lips.
“Let’s get started! Welcome to your favorite class! Today I am going to start by singing a song for you to learn. I want you to listen
closely, because I may ask some questions after. Our song is called Scotland’s Burning. ”

The students will listen to me sing the song, and will play close attention to the words, rhythm, and melody. I will sing the song
twice to them, the first time singing and tapping the beat with my foot. The second time using my two index fingers and my hand
to clap and beat the song while singing.

Formative Assessment #1:

After singing the song I will ask the following questions to check for literacy of song:
● What place is the song talking about? Scotland
● What is happening in the song? Fire
● What is the first instruction the song tells you to do? Look Out!
● What is the second instruction the song tells you to do? Pour on Water.

Be my echo (10 minutes):

“Scotland’s burning , Scotland’s burning!”

-echo-
“Look out! Look out!”
-echo-
“Fire! Fire! Fire! Fire!”
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-echo-
“Pour on Water”
-echo-

Let’s start memorizing our song together!

“Scotland’s burning , Scotland’s burning!”
“Look out! Look out!”
-echo-
“Fire! Fire! Fire! Fire!”
“Pour on Water”
-echo-

Alright! I think we got it! Lets sing it all together!

1, 2, ready sing!
Formative Assessment #2: (Watch students to see if they are able to sing words melodically and rhythmically, make corrections of
words melody, or rhythm if needed)
“Scotland’s burning , Scotland’s burning!”
“Look out! Look out!”
“Fire! Fire! Fire! Fire!”
“Pour on Water”

(5-7 minutes): Adding Motions

Let’s add motions to our song!
Everybody stand an arm’s length apart from each other and let’s grab hands to create a circle.
Scotland’s Burning- Stomp

Look out- Hand over eyebrows look out

Fire- Raise hands

Pour on water- wave arm

Game (5 minutes) Simon Says (use the words of song and correspond to motions)

“Let’s do that one more time! (Activity occurs once more)

You all were great, let’s celebrate!!! Touch your lips and, let’s walk back to our seats quietly, please!”

“Today we are going to talk about the most common canon, the Round!”
(10 minutes) Powerpoint: Round and Round We Go!
Begins with recap:

1st Slide Notes: Give students time to absorb each bullet point. Don’t move to fast, make sure you have their attention
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and that they understand each concept before moving on.

2nd Slide Notes: A round is layered harmony using the same song. Who has been on a merry go round? A round is sort of like
that it keeps going and going, until the song finally ends. So a round repeats! (Check for understanding: ) What is a round class?
(they may respond) layered harmony with the same song.
(6minutes)
Ask them to sing Scotland’s burning again, no motions, just sing. Tell them that you are going to challenge them not to mess
them up. Sneak in and sing the round and act as part 2.

Wow you guys are champions! That was way to easy for you. Alright I got a question for you.
How many parts of singing did you just hear? Raise your hand show me the number (1, 2, or 3)
Okay! I am seeing a lot of two’s.
What I just done, was that a round class? (yes!)
Alright I am going to show you what it looks like.
So we have the first part in blue, the second part in red.
Where did the second part start? (On look out)
I’m confident you all can sing it in two parts! So let’s have boys sing the blue part, and girls sing the red (second).
1,2, ready go boys! Look at girls and cue girls. Students will realize that created harmony. Ask them about it.
What did we just create? HARMONY.

Formative Assessment:
Okay! Lets try to do the round twice in a row!
Great job class! You all are really understanding the round!

(4minutes) Summative Lesson Assessment: Exit Slip

I have created a worksheet to be completed before you leave. Please turn it into the 3 rd grade bin, and sit quietly until
everyone is finished. (See Attached Pages _____)

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-7. Watch For _____
If the lesson were observed what would like specifically like the observer to watch for:

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