Ive been to Harlem

Rationale: The objective of this

lesson is to introduce low la and low sol;

to introduce the concept that there are
sounds lower than do.

Materials/Equipment: Materials
include the song Ive Been to
Harlem and the hand motions that
coincide.

TEKS Achieved: 117 MUS2.A

Students will sing independently or
in groups. MUS 2.B Student will
sing songs from diverse cultures
MUS 5.B students will be able to
performs songs and musical games
from various cultures

Blooms Taxonomy:
Knowledge
Comprehension
Application

Lesson by Karen Bond

Grade Level 3RD Grade

Objectives:

TSW be able to perform the song with the coinciding motions

TSW be able to identify the A and B section of the song
TSW be introduced to low la and low sol

Lesson Plan:
1. Ask the students to move (walking and quietly) from the listening
lounge to their seating chart spot.
2. Have the students sit crisscross on the floor and explain to them
that this song has motions that go with it.
3. Sing through the song in small sections with the motions and have
the students echo sing the section back.
4. Have the students stand after they have echo sung through the A
section and sing through it together with the motions.
5. Begin singing through the B on solfege one section at a time
6. Sing through the first half of the B section now on words with the
motions
7. Sing through the entire A and B sections with the motions on the
words.
8. Allow the students to offer up drink selections to be added in the
song.
SONG:

Analysis
Synthesis
Evaluation

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Logical/Math
Musical
Interpersonal

Classroom Strategies:
Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
Peer tutoring

Hands-On
Centers
Simulation
Lecture
Whole-group
Pairing

Process:
1. Introduce the name of the song and tell that students that Harlem
and Dover are both cities that can be found in the North Eastern part
of the United States.
2. Begin singing through the A section in small sections with the
motions and have the students echo sing back to you.
3. Anticipated Mistake: m.5-6 starting m. 6 on do rather that sol
4. After the students have echo sung through the A section, have the
students stand and perform the section all together with the motions.

5. Begin to echo sing through

the first section of the B
section on solfege with hand
signs.
6. After the students have sung
on solfege begin the echo
singing process on the words.
7. Once the students know the
words and motions correctly,
allow the students to offer
(appropriate) drink selections;
i.e. drink all the Dr Pepper and
turn the glasses over.

Accommodations:

1. (for a child with special needs) Have

that student sit closer to the front;
allow that students to sing the song
without the motions.

2. (for an ELL) Have the students sit

closer to the front; show all the
students the motions while you are
explaining that the students will echo
sing after the teacher has
demonstrated.

Assessment/Evaluation:
1. Ask the student to listen to
m.5-6 and check the answer in
your head
2. Ask the students if the third
time is lower than the other
two.