Lesson Plan: Hunt the Cows

Grade 1: PRACTICE two eighth notes mixed with one quarter.

Objective(s):
1. Students will aurally identify and accurately perform rhythms using Kodaly rhythm
syllables.
2. Students will improvise using voices and instruments in varying lengths.
3. Students will use critical thinking and personal experience to answer questions and
discuss points of interest within the lesson.
4. Students will use gross motor skills to practice a folk game associated with the song
Hunt the Cows.
Standards:
MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.
MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
MU:Re9.1.1a With limited guidance, apply personal and expressive preferences in the
evaluation of music for specific purposes.
MU:Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose by
 presenting a final version of personal musical ideas to peers or informal audience.
Materials:
Song: Hunt the Cows
History/Background
o Appalachian folk song game
o http://kodaly.hnu.edu/song.cfm?id=800
o http://www.albany.edu/cela/literacycorner/activities/WakeSleepyhead.htm
Cattle call videos
o 1. https://www.youtube.com/watch?v=M40l1euUUOw 1:30
o 2. https://www.youtube.com/watch?v=hReTtw3_mLQ 0:15
o 3. https://www.youtube.com/watch?v=lk2EkaB139E 1:15
o 4. https://www.youtube.com/watch?v=X6_XJRqXTIU (show video, not just
audio)
Keyboard percussion instruments
Sequence:
I) Welcome students
II) Warm up: 4 count mimic game
A) T does a four count pattern of body percussion, using only quarter notes/rests and eighth
notes, S echo. (set tempo at about 60-70 bpm)
1) Make sure to alternate easier and harder movements.
B) Pattern examples (feel free to add/subtract/modify and continue as long as attention
allows):
C) T: instruct S to say rhythm syllables as they do BP (drop BP and just focus on rhythm if
necessary)

D) Cattle Calls:
1) T: Cowboys used to use cattle calls for different parts of herding cattle, each call
was used for a different purpose. Here are some examples.
(a) Play videos 1, 2, and 3
 2) T: Calls for animals have been used for centuries and are still used today. Some are
simple calls and some are more song-like, but all are used because they affect the
animal in a desired way. Heres an example of an ancient Swedish cattle call:
(a) Play video 4 (show video, not just audio)
3) Lets practice our own call (essentially, S are coming up with their own vocalise)
(a) T: motion self and mimic call from video 2
(b) S echo
(c) T: Can you come up with your own call?
(i) Give S time to come up with a call and then instruct to share with a partner
(ii) T: Would anyone like to share?
Take a few volunteers to share their call for the class.
4) Discussion: Why would they have wanted to call the cattle?
III) Teaching
A) T: Project notation where S can see
B) T: Can we read this rhythm?
1) Lets try line 1
(a) S read rhythm for line 1 using ta for and ti-ti for
2) Continue with line 2, 3, and 4
C) T: motion self, hold up 1 finger, sing Wake up you lazy bones (mm.1-2)
1) Actions: make motion with arms like sun rising
2) Motion S repeat with action
D) T: motion self, sing and go and hunt the cattle
1) Action: hands up to mouth like calling
2) Motion S repeat with action
E) T: motion self, hold up 2 fingers, sing Wake up you lazy bones (mm. 5-6)
1) Action: Arms like sun rising
2) S repeat with action
F) T: motion self, sing and go and hunt the cows
1) Action: hands up to mouth like calling
2) S repeat with action
G) T: motion self, sing The cows are lost
1) Action: hold out right hand to side
2) S repeat with action
H) T: motion self, sing the sun is warm
1) Action: hold out left hand to side
2) S repeat with action
I) T: motion self, sing I think Ill rest
1) Action: put hands together and under head like sleeping
2) S repeat with action
J) T: motion self, sing til they come home
1) Action: hug arms to self
2) S repeat with action
K) T: Lets sing it all together T lead in singing, using actions to help S remember
IV) Keyboard percussion improvisation
A) Assign S to a keyboard percussion instrument (metallophone, xylophone, glockenspiel)
2/instrument
 B) S play A on beat
1) Sing together A section with repeat
2) T: cut off before beginning B section, instruct S that one partner at a time will
improvise for the other, then switch when we get back to that part
(a) What does improvise mean?
(i) S respond, T review if necessary
3) T: The first time we sing it, we will all improvise together
(a) All sing and play, T give warning of when B section (improvising section) is
coming up.
4) Repeat song, T cues first partner to improvise
5) Repeat song, T cues second partner to improvise
6) T: One last time and we will all improvise together
V) Game/Dance
A) T arrange S in a large circle with space in between
1) To play the game: One person is chosen as Music Leader and all join hands in a ring
and step-hop (a slow, bouncy skip) to the left as the Music Leader starts the song and
all join in singing.
2) At, 'The cows are lost,' all go down on one knee, still holding hands.
3) At, 'The sun is warm,' all put down the second knee.
4) At, 'I think I'll rest,' remain on knees and put one elbow on the floor, resting chin in
hand.
5) At, 'Till they come home,' put second elbow down, rest chin on both hands.
6) Hold this position without moving until the Music Leader decides to start the song
again.
7) As he/she sings, 'WAKE UP, YOU LAZYBONES...' all leap up, join hands and step-
hop to the left.
8) Play this as many times as you like, with the fun being the suspense at the end, not
knowing when the song is going to start again.
9) To end: (deciding beforehand that this would be the last time), the Music Leader,
instead of singing, 'WAKE UP...' shouts SOMERSAULT!' at this point, those who
wish may somersault in to the middle of the circle (leave plenty of room!)

Assessment:
The teacher will informally assess the students ability to aurally identify and count eighth notes,
students ability to accurately read notated rhythms, critically think about posed questions,
students ability to play a keyboard percussion instrument at a steady beat and improvise on that
instrument, and students ability to follow game directions and complete necessary movements
for the game. Students will be able to peer-assess through listening to their partners
improvisation work and self-assess through response to rhythm game.
Interdisciplinary connections:
This lesson has interdisciplinary connections to social studies and physical education.

Analysis:
Tone Set: Sol, mi, do, fa, re, ti
Range: C4-A4, M6
 Rhythm Set: Quarter note, beamed eighth note, single eighth note, quarter rest, eighth
rest
Form: A(a)B

Pedagogical Use:
Melody: Do, re, fa, ti, sol-do
Rhythm: Practice beamed eighth notes + quarter note, practice quarter note +
beamed eighth note, prepare quarter note, prepare eighth rest
Other:
Duple vs triple feel, fermata, D.C., ,