Objectives:
        The students will be able to…
            1. Exhibit locomoter movement by performing a dance from a different culture while maintaining a steady beat. (“La Raspa”)
            2. Learn a sequence of body percussion and hold own part during a two-part canon. (Body Percussion Round)
            3. Sing with accurate pitch and good breath support. (“Halloween Night”)
            4. Exhibit free and creative movement to a given prompt.  (“Halloween Night”)
            5. Maintain a steady beat using body percussion (imitating and following the teacher).  (“Monster Mash”)

Standards:
        Strand A: Standard 1: Benchmark MU.A.1.2.1: The student sings songs (e.g., descants, rounds, partner songs, and two- and three-part songs) maintaining own part and using proper breathing techniques and a pleasing tone, with and without accompaniments.
            --The student sings melodic patterns and songs, matching pitch, with an extended range (E-E1).
            **FCAT Correlation: LA.A.2.2.1. The student understands explicit and implicit ideas and information in third-grade or higher texts (for example, main idea, implied message, relevant supporting details and facts, chronological order of events).

        Strand A: Standard 2: Benchmark MU.A.2.2.1: The student independently performs melodies and patterns with various rhythmic, melodic, and harmonic classroom instruments (e.g., recorders, keyboards, barred instruments, and autoharps), with appropriate instrumental techniques.
            --The student performs a song independently on a melodic instrument within a three-note range with tonal and rhythmic accuracy.
            **FCAT Correlation: LA.C.3.2.5. The student actively participates in class discussions (for example, asking and responding to questions, explaining information, listening to discussions).

        Strand C: Standard 1: Benchmark MU.C.1.2.3: The student understands the roles that regions, events, and historical contexts have in generating various types of music (e.g., Appalachian, zydeco, and salsa).
            --The student identifies examples of music that represent various historical periods and events.
            **FCAT Correlation: SS.A.3.2.2  The student knows selected developments in the humanities since the Renaissance.

        Strand D: Standard 1: Benchmark MU.D.1.2.1: The student knows how to analyze simple songs in regard to rhythm, melodic movement, and basic forms (e.g., ABA, verse, and refrain).
            --The student listens to and analyzes a composition to identify meter (duple or triple) or form (for example, verse-refrain, call-and-response, AB, ABA).
            **FCAT Correlation: MA.A.1.2.2. The student uses language and symbols (>, <, =) to compare the relative size of numbers in the same form.

        Strand E: Standard 2: Benchmark MU.E.2.2.4: The student understands the roles of musicians and their importance in various
        musical settings and cultures (e.g., a singing story teller and a concert master).
            --The student identifies the roles and importance of musicians in various settings and cultures.
            **FCAT Correlation: LA.A.2.2.2  identifies author’s purpose in a simple text.

Materials:
        1. Recorder, piano
        2. CD including “Nightmare Before Christmas,” “La Raspa,” mariachi music, “Halloween Night,” and “Monster Mash”
        3. Visuals for “La Raspa,” Body Percussion Round, and “Halloween Night”
        4. Story of Dia de los Muertos
        5. Claves and rhythm sticks

Procedures:

    1. Preparatory Activity
        a. Teacher greets students at the door and leads them into the classroom while music from “The Nightmare Before Christmas” plays.
        b. Teacher leads the students into a circle and asks them to sit.
        c. Both teachers introduce themselves.

    2. La Raspa
        a.  Have students sit on floor and explain to them Dia de los Muertos
        b.  Play students an example of mariachi music
        c.  Explain how the mariachi plays a part in Dia de los Muertos
        d.  Share that there are also dances to go with the mariachi music
        e.  Explain the ideas behind La Raspa
        f.  Demonstrate La Raspa
        g.  Teach students La Raspa in chunks
        h.  Have students pair up and get into a circle with one partner on the inside
        i.  Demonstrate La Raspa with a partner
        j.  Ask if any pairs want to volunteer to demonstrate before the whole class does it
        k.  Have students perform La Raspa in the circle as it is supposed to be done
        l.  Ask students if there is any dance we do in our country, or in their families, that remind them of La Raspa

    3. Body Percussion Round
        a.  Ask students if they know the song “Row, Row, Row Your Boat.”  Explain to students that this song is in the form of a round.
        b.  Tell students they are going to be learning a round, but one that does not involve singing but instead body percussion.
        c.  Demonstrate entire body percussion routine.
        d.  Teach routine by chunking.
        e. Ask for a few volunteers to perform routine for class.
        f. Have all children do routine and teacher performs second part of round.
        g. Have a small group of children perform second part with the teacher.
        h. Split class equally into two groups and perform round, then have students switch parts.
        i. Give a few students percussion instruments to play while the rest of the class performs round.

    4. Halloween Night
        a. Play “Halloween Night” refrain for students on recorder
        b. Sing “Halloween Night” refrain for students
        c. Chunk “Halloween Night” refrain
        d. Ask students if they think this is the whole song?  (No)
        e. What else do we need?  (verses)
        f. Sing first verse for students.
        g. What is the verse saying?
        h. Explain that students have till the count of eight to act out (however they feel) what the verse is describing.
        i. Sing each verse with piano accompaniment and have students perform movements.

    5. Monster Mash
        a.  Ask students to come back to the circle
        b. Play a little bit of Monster Mash and ask children to tap steady beat on their legs
        c. Have students mirror the teacher’s movements to the steady beat
        d. After first time through song play it again, this time asking students to move into around the circle while following the teacher’s movements
        e. Move students into a line continuing with song and movements until their homeroom teacher comes

Assessment:

    1. Teacher observes students who are moving with a steady beat and the correct steps to the dance.
    2. Teacher observes students who are able to hold their part during the round.
    3. Teacher observes and listens to students who are matching pitch and singing with a pleasant sound and with proper breathing.
    4. Teacher observes who places appropriate movements to the specific styles of each song.
    5. Teacher notes who is able to imitate and follow the movements of the teacher while keeping the steady beat.