Lesson Plan 7: Zum Gali

Teacher Name: Kara Whitaker________Target Grade Level: 4th grade _______________

Musical Concept of Focus: Students recognize the cultural relevance of the song and are able to
perform it with rhythmic accuracy.

Objective:
Students become acquainted to sixteenth notes are able to proficiently sing “Zum Gali Gali” with
correct rhythm and solfege.

Standards:
Cr.1.3.b Generate musical ideas (such as rhythms and melodies) within a given tonality and/or
meter.
Re.2.4 Demonstrate and explain how responses to music are informed by the structure, the use of
the elements of music, and context (such as social and cultural).

Materials:
-Projector
-Space for students to move around
-Piano

Warm-Up:
History: “Zum Gali Gali” is a traditional Hebrew song relating to the formation of the State of
Israel, originating sometime around its creation in 1948. The pioneers referred to in the song
were the Jewish settlers who built the new Israel. Years ago, this chant was sung by people while
working together; the song lends itself well to digging or any other task requiring a steady beat.

-Show slide presentation that shows Israel history

https://docs.google.com/presentation/d/1ifD7twlp4MybHwCJgKwtV97-
l5vt7X3jRIPVaREFHzQ/edit?usp=sharing
-Ask why the Jewish settlers had to move
-Ask leading questions to class such as “do you think you would have liked to live there in that
time?” “why?” “what are similarities/differences between there and where we live?
-Emphasize that even though the people there may physically look different (dress, color, etc.),
they are still just like us.

Assessment: Students give thoughtful answers to the questions regarding culture and are able to
make connections to their lives.

Transition: T: “What kind of music do you think they play and listen to in Israel? Although the
popular songs change, this one that we are going to learn is part of their roots.”
Activity #1 Objective:
T: “Okay, can we all raise our hand once we know what we called these last class?”
-point to board with 16th notes
S: Sixteenth notes!
T: “Correct! Today we are going to learn this song and then if we can all be focused and learn it,
then we can have fun and learn a dance.”
T: Repeat after me “Mi, Fa, Sol” (Play pitches on piano)
S: “Mi Fa Sol”
T: Continue taking students through piece using solfege
-Once students adequately have solfege, add in words using whole part whole.
-Also put words on board
T: “Let’s split the class in half and have half clap the rhythm and half will clap the quarter notes.
T: “Great job! Keep doing that and I’m going to sing the song while you clap so listen closely!”
T: “Let’s all join in together now that we have mastered it.”

Assessment: Students are able to sing the song with accurate pitch, correct rhythm, and correct
lyrics.

Transition: T: “Now that we have that down, what do people like to do to fun music like this?
Dance! This dance was and is often done is weddings and celebrations. It is one that is important
to this culture because people are able to link arms and connect with their friends and family.”

Activity #2 Objective:
-Do a simplified hora-style dance.
1. Have students stand in a circle, arms linked or holding hands. There will be two steps per
measure.
2. On phrase one of section A and C, step in towards the center four steps raising hands gradually
3. On phrase two, step out four steps and lower hands.
4. Repeat for phrases three and four.
5. On the B section, circle to the left stepping on the strong beats.
6. Option for upper grades: On the B section, do a grapevine to the left for five steps. On beat
six, kick right foot. On beat seven, put right foot down. On beat eight, kick left foot. Repeat as
necessary.
http://www.musicexpressmagazine.com/bin/FolkSongPartnersZumGaliGali.pdf

Assessment: Students will write on a piece of paper as an exit ticket and answer one of the
following questions:
-Who can tell me one fact that they learned today about a new culture?
-What is something that you liked about the song we learned?
-What is something different from the dance we learned compared to dances we may do here?
-What is something that you liked about the dance we learned?

Conclusion: T: “Today we’ve looked at differences in culture and were able to explore and
interact with each other to do so. Remember, different places have different traditions but the
people there are just like us so we should respect them and love them just like we do our friends
in this class
7- Zum Gali
Found in Volume 11, No. 3 issue of Music Express.
Activity by Mary Donnelly

Song Analysis Table: Zum Gali

Tone Set G Major
Range mi-mi (Bb-Bb)
Rhythm Set Sixteenth, Eighth, and Quarter notes as well as
Eighth rests
Form AB

A Song’s Pedagogical Use Table:

Melody One verse, simple

Rhythm Sixteenths
Other 2/4 meter

Other info:
Hebrew Folk Song