3rd Grade Unit:

Singing in Rounds

Ms. Rose Bentley

 Unit Introduction
The focus of this unit is performing rounds in the third-grade classroom. Students will
already have prior knowledge of ostinatos and they have composed their own composition made
up of ostinatos. By teaching students about simple melodic rounds, we are helping the students
build upon their knowledge of harmony and begin getting students comfortable with singing
different musical lines simultaneously. Not only will students be learning about rounds during
their third-grade year, they will also be learning about musical styles, dynamics, tempos, triple
meter, and low La and Sol. Each student will have experience in reading and performing music
in rounds through the use of singing, body percussion, and recorder.
Not only will students be learning about harmony, students will also be building upon
their knowledge of expressive elements. Some other concepts that we will go over in this unit
include tempo and dynamics. For example, when performing music we should always ensure
that we are using a steady beat in order for the students to stay together as they sing two different
musical lines. When performing multiple musical lines we need to make sure that we can hear
the important line above simple ostinatos or accompanying lines. That being said, we will go
over our use of dynamics and how we can utilize them when we are performing rounds.
This unit has cross-curricular connections with Geography and Language Arts. Each
piece in this unit includes a background that supports the music and allows us to teach students
about the meaning behind each piece of music which they can use to enhance their performance.
Unit Objectives
• Students will be able to perform rounds as a class to show that they can perform multiple
musical lines at the same time.
• Students will be able to describe the difference between a canon and a round.
• Students will be able to listen to a piece of music and determine if it is being performed
as a round or a canon.
• Students will be able to identify how many times a round has been performed based on
their knowledge and understanding of how a round functions.
Pre-Assessment
Before learning 2-part singing, it is important that the students are able to perform a
melodic line over accompaniment by themselves and have their own musical independence.
They should already know the difference between melody and accompaniment. With their prior
knowledge of ostinatos, the students will be assessed on their skills of identifying what is a
melody and what is an ostinato. I will play the melody of Row, Row, Row Your Boat and have
the students write on their white boards whether they think it is a melody or ostinato pattern,
After that I will perform one of the ostinatos that they created in the previous unit (Moto Moto
Thanos from their composition about Memes) and have them write on their white boards whether
they think it is a melody or ostinato pattern. After having them raise their white board with their
answers I will record the number of correct and incorrect answers on my chart.
My other pre-assessment will assess students and their musical independence by having
them perform a melody from their previous program that they performed in groups of three. For
instance, these students just put on a program called Arf! I would utilize one of these songs that
they have already performed and should be comfortable in singing. By having students perform
in groups of three, the students are able to perform comfortably while still having to perform
independently. The teacher will still be able to hear each student perform with a lower number of
voices performing at the same time. Using a rubric, I will be able to document students who
perform with strength and confidence as well as those who do not.
Assessment Chart:

Number of Correct Number of Incorrect

Answers Answers

Row, Row, Row Your Boat

Moto Moto Thanos

Musical Independence Rubric:

1- Beginner 2- Intermediate 3- Advanced

Melody Student struggles Student has a good Student performs the
with performing the idea of how the melody without any
melody on their own. melody is performed mistakes and exhibits
but made a couple lots of confidence
mistakes in singing when performing.
the correct melody.
Lyrics Student struggles to Student remembers Student remembered
remember the lyrics most of the words but all of the words and
when performing on struggles to sang each of them
their own. remember a few of with confidence.
the words while
performing.
 Lesson Plan #1: Learning Dona Nobis Pacem

Objectives:
1. Students will learn the song Dona Nobis Pacem and perform the song with expression.
2. Students will discuss where they feel the music should grow and decay when performing
the song Dona Nobis Pacem.
3. Students will identify what the melody and what the accompaniment is in Dona Nobis
Pacem.

Standards:
MU:Pr.4.2.a - Apply established criteria to judge the accuracy, expressiveness, and
effectiveness of performances.
MU:Pr.5.2.a - Perform music for a specific purpose with expression and technical accuracy.

Materials:
- Sheet music for Dona Nobis Pacem

- Piano
- Projector and White Board

Sequence:
Warm-Up: Teacher will have students get into a circle with the teacher as part of the circle. The
teacher will clap 4 beats and the students will respond with 4 claps as the teacher continues 4
beats patting leg. The students will have to pay attention to what teacher is doing in order to
correctly respond to the teacher’s actions while they are already performing another action.
Activity 1: Introduce the song Dona Nobis Pacem to the students.
1. Teacher will sing the entire song and then ask the students: What did I sing about?
2. Students will remark how they didn’t understand what the words meant but that they
heard the words, “Dona Nobis Pacem.”
 3. Teacher: What language do you think that I was singing in?
4. After a few students try to guess which language the song is in, the teacher will reveal to
the students that this song is in Latin and it means, “Grant us peace.”
Activity 2: Teacher will teach Dona Nobis Pacem to students in sections.
1. Teacher: Repeat after me. Dona nobis pacem.
2. Students: Dona nobis pacem.
3. Teacher: Can you count how many times I sing the words, “Dona nobis pacem.”
4. Students will count the amount of times that the words “dona nobis pacem” are sung.
5. Students: You sang it six times!
6. Teacher: Great job! Now I am going to sing it again, can you tell me which time I sing an
extra pacem?
7. Students: The first time through!
8. After students show that they understand the structure of the words in the song, the
teacher will have the students repeat each phrase after them.
Activity 3: Rehearse the song with the students and discuss how we could add expression to the
song.
1. Teacher: At the end of the first line, do you think that we should grow in volume and
make it louder? Or should we make it softer?
2. Students: Softer!
3. Teacher: Is there any point where we could grow louder before that?
4. Teacher will perform examples for students and the students will discuss and agree that in
the beginning of the phrases we should grow and then decay by the end.
Assessment:
Teacher will play two different things on the piano and have the students identify whether or not
it is the melody or accompaniment to Dona Nobis Pacem. Teacher will have students write the
numbers 1. and 2. on a sheet of paper and have them put M for melody on which time the
melody was played and A for accompaniment on which time the accompaniment was played. I
will be playing the accompaniment first and the melody second so the piece of paper that they
turn in should look like this:

Name: ______________________

1. A
2. M
 Lesson Plan #2: Round Introduction

Objective:
1. Students will perform Dona Nobis Pacem in small groups showing that they are can
perform the song independently.
2. Students will be introduced to what a round is.

Standards:
MU:Pr.5.2.a - Perform music for a specific purpose with expression and technical accuracy.
MU:Re.2.2 - Describe how specific music concepts are used to support a specific purpose in
music.

Materials
- Sheet music for Dona Nobis Pacem

- Piano
- Projector and White Board

Sequence:
Warm Up: Teacher will have students get into a circle with the teacher as part of the circle. The
teacher will clap 4 beats and the students will respond with 4 claps as the teacher continues 4
beats patting leg. The students will have to pay attention to what teacher is doing in order to
correctly respond to the teacher’s actions while they are already performing another action.
Activity 1: Teacher will introduce what a round is to students by having them use the song Row,
Row, Row Your Boat.
1. Teacher will have students sing through Row, Row, Row Your Boat and then as they are
singing the teacher will come in one phrase later.
2. Teacher: What just happened?
3. Students: You started singing the song after we did!
 4. Teacher: Wait, did it sound good sung together even though I came in after you did? Can
you think of something else that we do just like that where you come in after I do?
5. Students: Our warm-up!
6. Teacher will introduce to students what a round is and how it works in music.
7. From there teacher will split students up into 2 groups and have them perform Row, Row,
Row Your Boat in a round.
Activity 2: Students will review the song Dona Nobis Pacem.
1. Teacher will play the melody of Dona Nobis Pacem and see if the students remember the
melody.
2. Teacher: How many times do we sing the words “Dona Nobis Pacem” within the song?
3. Students: 6
4. Teacher: That’s right! And when do we sing the words “pacem” twice?
5. Students: The first time we sing the words “Dona Nobis Pacem.”
Activity 3: Teacher will have students sing Dona Nobis Pacem in small groups of 4 to ensure
that the students are comfortable with performing the song independently.
1. Teacher will divide students into groups of four and have the groups planned before class
to prevent having groups that are full of strong singers and groups that are full of weaker
singers. This will help students feel more comfortable all around.
2. Teacher will ensure that the classroom environment remains safe and encouraging as
groups go up to sing the song.
3. Teacher will ask students if they think Dona Nobis Pacem can be performed as a round.
Then the teacher will have students perform it as a round in the next class.

Assessment: Teacher will assess students on their musical independence while performing Dona
Nobis Pacem in small groups. Teacher will use the following rubric:

1- Beginner 2- Intermediate 3- Advanced

Melody Student struggles Student has a good Student performs the
with performing the idea of how the melody without any
melody on their own. melody is performed mistakes and exhibits
but made a couple lots of confidence
mistakes in singing when performing.
the correct melody.
Lyrics Student struggles to Student remembers Student remembered
remember the lyrics most of the words but all of the words and
when performing on struggles to sang each of them
their own. remember a few of with confidence.
the words while
performing.
 Lesson Plan #3: Performing Dona Nobis Pacem in a Round
Objectives:
1. Students will perform Dona Nobis Pacem in a round with correct rhythms and pitches.
2. Students will identify that Dona Nobis Pacem is being performed as a round.

Standards:
MU:Re7.2.3a - Demonstrate and describe how a response to music can be informed by the
structure, the use of the elements of music, and context (such as personal and social).
MU:Pr6.1.3a - Perform music with expression and technical accuracy.
MU:Pr4.2.3c - Describe how context (such as personal and social) can inform a performance.

Materials:
- Sheet music for Dona Nobis Pacem

- Piano
- Projector and White Board

Sequence
Warm-Up: Teacher will split students up into 2 groups and have them perform Row, Row, Row
Your Boat in a round.
Activity 1: Students will reflect on what a round is and how it is used in music.
1. Teacher will prompt discussion by asking students about what they remembered from last
period.
2. Teacher will remind students that with a round, you are singing the same song over top
each other.
3. Teacher: Do you think that we can sing Dona Nobis Pacem in a round?
4. Students will show thumbs up or thumbs down if they think that Dona Nobis Pacem can
be sung in a round.
Activity 2: Students will sing through Dona Nobis Pacem in order to ensure that they are ready
to sing the song in a round.
1. As the students rehearse, teacher will make sure that students are comfortable in all parts
of the song. That being said, if there is an area that students seem to question, the teacher
will go over that part of the song to help ensure that the students feel comfortable going
into the next activity.
Activity 3: Students will perform the song Dona Nobis Pacem in a round.
1. Teacher will have the class split into two and perform the song in two groups. Each group
will be in their own circle to help students from getting off track in the music.
2. The teacher will start by having the students sing the song altogether and the teacher will
come in one phrase later to help students hear how the song should sound.
3. The teacher will then guide students through the process of performing the round
together. For example, if the students have trouble with keeping together because of
pulse, the teacher will make the students aware of how the pulse has to be consistent in
order for both groups to stay together.

Assessment: Teacher will assess students and their understanding of how to sing Dona Nobis
Pacem in a round by leading a class discussion. In this discussion the teacher will ask the
following questions:
1. What did you hear when singing both parts together?
2. What made singing in a round difficult?
3. What techniques did you use to help you sing while another group was singing?
 Lesson Plan #4: Learning Oh, How Lovely Is the Evening

Objectives:
1. Students will learn the song Oh, How Lovely Is the Evening and perform the song with
expression.
2. Students will discuss where they feel the music should grow and decay when performing
the song Oh, How Lovely Is the Evening.

Standards:
MU:Pr.4.2.a - Apply established criteria to judge the accuracy, expressiveness, and
effectiveness of performances.
MU:Pr.5.2.a - Perform music for a specific purpose with expression and technical accuracy.

Materials:
- Piano
- Sheet Music

Sequence:
Warm-Up: Teacher will have students get into a circle with the teacher as part of the circle. The
teacher will clap 4 beats and the students will respond with 4 claps as the teacher continues 4
beats patting leg. The students will have to pay attention to what teacher is doing in order to
correctly respond to the teacher’s actions while they are already performing another action.
Activity 1: Introduce the song Oh, How Lovely Is the Evening to the students.
5. Teacher will sing the entire song and then ask the students questions about what the song
is about.
6. Teacher: What is the evening?
7. Students: Lovely.
8. Teacher: What are the bells doing?
9. Students: Sweetly ringing.
Activity 2: Teacher will teach Dona Nobis Pacem to students in sections.
 9. Teacher: Repeat after me. Oh, how lovely is the evening, is the evening.
10. Students: Oh, how lovely is the evening, is the evening.
11. Teacher: When the bells are sweetly ringing, sweetly ringing.
12. Students: When the bells are sweetly ringing, sweetly ringing.
13. Teacher: Ding dong, ding dong, ding dong.
14. Students: Ding dong, ding dong, ding dong.
15. Teacher will have students sing the song with their magic lips. After they are done
singing with their magic lips the teacher will ask: Were there any parts that you forgot?
16. Teacher will have students put the whole thing together.
Activity 3: Rehearse the song with the students and discuss how we could add expression to the
song.
1. Teacher: How can we make the last phrase sound more interesting?
2. Teacher will provide examples of having the last line either crescendo or decrescendo
and the students will discuss which one makes sense.
3. Teacher: When we go up in pitch, what can we do to help support those notes?
4. Students: Use more air!

Assessment: Teacher will sing Oh, How Lovely Is the Evening two different times. The first
time will use the correct form of expression and the second will use the wrong form of
expression. Students will write on a piece of paper which one uses the correct form of expression
by drawing a smiley face by the number they felt was correct and a frowning face by the number
they felt was incorrect.

Name: ______________________

1. J
2. L
 Lesson Plan #5: Oh, How Lovely Is the Evening

Objectives:
1. Students will perform “Oh, How Lovely Is the Evening” in a round with correct rhythms
and pitches.
2. Students will identify that “Oh, How Lovely Is the Evening” is being performed as a
round.

Standards:
MU:Re7.2.3a - Demonstrate and describe how a response to music can be informed by the
structure, the use of the elements of music, and context (such as personal and social).
MU:Pr6.1.3a - Perform music with expression and technical accuracy.
MU:Pr4.2.3c - Describe how context (such as personal and social) can inform a performance.

Materials:
- Piano
- Sheet Music

Sequence:
Warm-Up: Teacher will split students up into 2 groups and have them perform Row, Row, Row
Your Boat in a round.
Activity 1: Play the song “Oh, How Lovely Is the Evening” on the piano and have the students
identify which song they are hearing.
1. Teacher will have students sit quietly and listen to the tune that is being played on the
piano. Teacher will then ask students to show thumbs up if they recognized the song that
was playing. The teacher will then ask students to quietly raise their hand and tell them
what song they just played.
2. Students: Oh, How Lovely is the Evening!
3. The teacher will then have the students rehearse the song to get them comfortable for the
next activity.
Activity 2: The teacher will split the class in half and have them sing, “Oh, How Lovely Is the
Evening,” as a round.
1. Teacher will start by having the students sing, “Row, Row, Row Your Boat,” as a round
and ask them to identify what it was they did to the song.
2. Students: We sang it in a round!
3. Teacher: Show me thumbs up if you think that our new song will work in a round and
thumbs down if you don’t think that the song will work in a round.
4. With guidance from the teacher, the students will perform the song in a round.
Activity 3: The teacher will have the students sing in a round with a group of 4 while the rest of
the class sings the other part.
1. The teacher will help guide the larger group in helping the smaller group by having them
sing quieter in order for the smaller group to hold their ground.
2. The teacher will then ask for students that feel confident to be in the first group of four.
Assessment:
The teacher will listen to students in small groups of 4 sing one part of the canon (starting first)
while the rest of the class sings the other part. The teacher will have a list of names and then put
the number of points that the students earned in a box next to their name.

Emma 5 points
Liam 5 points
Olivia 3 points

5 points Able to sing independently all the way through the song.
3 points Maintains melodic shape and text, but pitch and/or rhythm are affected by the other.
1 point Unable to sing own line when the second part enters.