Pond Circle

Pond Circle
Goals:
1. SWBATidentify and describe the properties of different musical
instruments.
2. SWBATmatch elements of the book to a musical instrument and
explain their compositional choice.
3. SWBATplay rhythmic patterns on instrument creating a connection
with rhythmic speech.
4. SWBATfollow along in the score (book) and accurately fit their part
into the piece in an authentic performance.
Standards:
1.1.2.B.1 Explore the elements of music through verbal and written

responses to diverse aural prompts and printed scores.
1.1.2.B.4 Categorize families of instruments and identify their
associated musical properties.
1.3.2.B.3 Demonstrate correct playing techniques for Orff
instruments or equivalent homemade instruments.
Teaching Process:
Warm-Up:
1. Hands together alternate
Pond Circle Composition:
Were going to create a song today, using some new instruments. Has
anyone ever read the book Pond Circle? Our song is going to be based on
this book and every person is going to play a different instrument for each
part sound familiar? (Just like a band! You all are in our Orff ensemble).
Our song is about a pond (as you probably guessed from the title).
Throughout our song we are going to add parts one by one to create the
whole picture of the circle of life at this pond. So what do you think the first
thing we would start with is? (WATER!)
Now we have a variety of different instruments here. What we need to do is
pick a specific instrument for each element as we go that matches what the
object or animal is. What are some words to describe water? Which
instrument do you think would imitate water well?
Once we have our instrument, we want to create a short motive that goes
along with. You have 4 beats to make a short melody or rhythm based on
how you describe and think of that item. Whats something we can use to
help us out when thinking about the water? (The adjectives and action words
or verbs that are associated with it in the book). What else can we use? (your
own connections or what we know about them).
When you create the sound, you have to explain why you think that it fits.
Does anyone have an idea for water? Do we like that? Pick a student to be
water.
Now can we all read that last two lines on the page: that filled the pond by
Annas house. This is the part of our piece that is going to be in unison.
What does unison mean? Lets speak it one more time and clap the rhythm.
No matter which instrument you have, we are all going to speak and play
this rhythm together every time it happens.
So lets perform the first page for those who dont have an instrument or
part yet, clap the unison rhythm.
Continue adding parts page by page in similar fashion.
Final Page:
Now on the last page we have some dialogue so everyone is going to say
the words in red when the narrator gets there. Let me hear it. Put some
feeling into it pretend youre an actor/actress and be really dramatic!
On the very last page every single theme comes back! Be ready for your
part when it comes. Our piece is going to end with a howl from everyone and
a strike on the gong (student who plays Anna part).
Conclusion:
Lets perform our piece from the top. Does everyone remember what theyre
doing? Make sure youre following along. Here we go!
Turn to your neighbor and tell them one thing you learned today.
What was your favorite instrument/part of the piece? What is one
thing you would improve if we were to perform it again?
Assessment:
Students will be assessed throughout the class based on participation and
ability to articulate musical properties and create musical ideas for each
element. Self-assessment allows students to evaluate their own performance
and develop critique skills that promote independence.
Water:
Deep, still water

Calm, flowing, light, middle to lower pitch
Algae:
Jade green algae
Grew in the water
Clingy, slimy
Nymph:
Flys
Nibbled the algae
Higher pitched instrument
Beetle:
Diving
Creepy, crawly
Frog:
Loud
GUIRO! (What sound does a frog make? Did you know we have an
instrument that sounds like that?)
Snake:
Swallowed the frog
Slithers
Skunk:
Shy, striped skunk
Caught the snake
Smelly
Owl:
Great, horned owl
Dove for the skunk
Hoot-hoot
Raccoon:
Hungry
Stole the eggs
Sneaky stealthy
Coyote:
Out in the dark
Predator
Sneaky
Girl:
Higher pitched instrument
Not afraid howled back to animals
Anna:
Girl motive with slight alteration now we know who the girl is!
o Maybe have girl and Anna parts play it together

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Pond Circle

1.1.2.B.1 Explore the elements of music through verbal and written

Deep, still water

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