Kindergarten, Lesson 1 - Weebly



|Kindergarten, Lesson 1 |Kindergarten, Lesson 2 |1st Grade, Lesson 1 |1st Grade, Lesson 2 |

|Main Idea: |Main Idea: |Main Idea: |Main Idea: |

|Labor Day No School |Prepare: Steady Beat |Prepare: Steady Beat/Rhythm |Prepare: Steady Beat/Rhythm |

| | |Present: High/Low; Melodic Direction; Same/Different|Present: High/Low; Melodic Direction; Same/Different|

| | |Practice: Steady Beat; Long/short; Fast/Slow |Practice: Steady Beat; Long/short; Fast/Slow |

|Materials: |Materials: |Materials: |Materials: |

| |I’m Growing Up |Twinkle Twinkle Cards for form (LOTS) |Scarves |

| |Sing/Don’t Sing |Scarves | |

| |Instruments | | |

| |Madagascar on YouTube | | |

|Procedure: |Procedure: |Procedure: |Procedure: |

|SQUILT: |SQUILT: Magic |SQUILT: Magic |SQUILT: Magic |

|Greeting: |Greeting: Here is the Beehive p. 6 from I’m Going |Greeting: H/L (move to piano sounds) |Greeting: “Do Your Ears Hang Low” (review actions |

|Opening Song/Activity: |Up (review) |“Twinkle, Twinkle Little Star” from Get the Point |and drop out singing on sections) |

|Activity/Movement: |Engine, Engine Number 9 (Review; Sing/Don’t Sing) |(Sing song and follow contour; put cards into song |Opening Song/Activity: “Galop” from the Comedians p.|

|Song/Drill/Practice: |Opening Song/Activity: “LittleDucks” p. 3 from |order; follow contour; turn a card over and sing it |30 Parachutes, Ribbons, Scarves Oh My (review with |

|Closure: |Kindergarten Gameplan (Gradually add students) |in head) |scarves; have students work in groups or partners to|

| |Mallet Madness Poem (review; demonstrate |Opening Song/Activity: “Galop” from The Comediansp. |put song in order; cards are |

| |instruments; gradually add students; eventually have|30 Parachutes, Scarves, Ribbons Oh My (add scarves)|fire/’Z’/Snakes/Xylophone) |

| |students echo 4 beat patterns) |Activity/Movement: “Do Your Ears Hang Low” Review |Activity/Movement: H/L (echo H/L patterns using head|

| |Activity/Movement: March, Walk, Skip (review) |Actions |or waist; Lisa’s Simon Game) |

| |Gallop (Introduce; discuss differences; mix all four|Pomp and Circumstance March, No. 1 p. 19 From Folk |Long/Short (knees up or skate according to piano |

| |actions up) |Songs to Masterworks (Tap beat on legs; step beat; |sounds) |

| |Song/Drill/Practice: “Chop, Chop, Chippity Chop” p. |march hands on chair; clap a partner’s hands to |Song/Drill/Practice: “ Welcome Back to School” p. 2 |

| |116 from First Steps in Music |beat) |from Gameplan 1 (Review; discuss instruments and |

| |Pomp and Circumstance March, No. 1 p. 19 From Folk |Song/Drill/Practice: “Sing Your Name” (T say/clap S |rotation; play) |

| |Songs to Masterworks (Tap beat on legs; step beat; |names and class echoes/claps) |“Twinkle, Twinkle, Little Star” (have students show |

| |march hands on chair; clap a partner’s hands to |Metronomy from Pintrest/YouTube (H/L visual) |melodic direction; clap words) |

| |beat) |Closure: “Welcome Back to School” p. 2 from |Closure: “I Like to Move It” from Madagascar on |

| |Closure: “I Like to Move It” from Madagascar on |Gameplan 1 (introduce, but don’t add instruments; |YouTube |

| |YouTube |change words to CLASS/MUSIC instead of SCHOOL) | |

|2nd Grade, Lesson 1 |2nd Grade, Lesson 2 |3rd Grade, Lesson 1 |3rd Grade, Lesson 2 |

|Main Idea: |Main Idea: |Main Idea: |Main Idea: |

|Prepare: q Q n, AB |Prepare: q Q n, AB |Prepare: d; Repeat Sign; High Do |Prepare: d; Repeat Sign; High Do |

|Present: Getting faster/Slower; Instrument Families |Present: Getting faster/Slower; Instrument Families |Present: Do/Re |Present: Do/Re |

|Practice: Movement Exploration; Beat/rhythm; |Practice: Movement Exploration; Beat/rhythm; |Practice: ABC; hH wW |Practice: ABC; hH wW |

|Forte/Piano |Forte/Piano | | |

|Materials: |Materials: |Materials: |Materials: |

|Forte, Piano Volume 13 No. 1 |Color Cards for composer groups |Chopsticks |Chopsticks and PVC pipe |

|Instrument Family Pictures |Forte, Piano Volume 13 No. 1 |Building blocks for ALL composer groups |Music Street Signs |

|Color Cards for rhythm | |Magnets |Parachute (Possibly TWO) |

| | |King of the Mountain Cards |Building Blocks for ALL composer groups |

| | |Folk Dance Music for Kids | |

|Procedure: |Procedure: |Procedure: |Procedure: |

|SQUILT: Magic |SQUILT: Magic |SQUILT: Magic |SQUILT: Magic |

|Greeting: Cowboy Joe page 18 from First Steps |Greeting: Cowboy Joe page 18 from First Steps |Greeting: “Ordinary Clapsies” (Introduce; movement; |Greeting: “Fuzzy Wuzzy” p. 3 from Gameplan 3 |

|My Hat it has Three Corners page 126 from First |“My Hat it has Three Corners” page 126 from First |own) |(Review; introduce B section for rotation; discuss |

|Steps (Introduce) |Steps (review; gradually drop out singing) |Opening Song/Activity: Grandma Moses from Connie |mallet technique; play on orff) |

|Opening Song/Activity: “Forte Piano” volume 13 no. |Opening Song/Activity: “My Hat it has Three |V.E. “A Playful Process” (Review low note; introduce|Opening Song/Activity: “Hot Cross Buns” (review |

|1 (listen; define; sing; move) |Corners” page 126 from First Steps (review; |as Do; read and sign; show written music on staff; |with body solfege and students names; display music |

|Activity/Movement: Instrument Families (Display |gradually drop out singing) |review body percussion; play different rhythm combos|street; sing leaving out re; staff notation of hot |

|pictures; discuss; move to family sounds) |Activity/Movement: “Miss Mary Mack” p. 42 (review |with chopsticks; give composer groups a stack |cross; sing; RAP) |

|Song/Drill/Practice: “Miss Mary Mack” p. 42 |handing clapping pattern) |building block cards; pick FOUR and clap and say) |“Ordinary Clapsies” (Review; try it in a round) |

|(Review; define tempo and what happens; sing; begin |Song/Drill/Practice: : Color Cards p. 17 bullet 2 |Activity/Movement: Star Wars (Actions without |Activity/Movement: “Star Wars” (Review actions at |

|learning hand clapping pattern) |from Rhythm and Melody Concepts (practice patting |Parachute) |seat; discuss parachute rules; add parachute) |

|Closure: Color Cards p. 17 bullet 2 from Rhythm and|the beat and clapping the rhythm; practice in |Sing/Drill/Practice: King of the Mountain (Clap |Song/Drill/Practice: “Grandma Moses” (Review from |

|Melody Concepts (practice patting the beat and |composer groups) |patterns; explain game; play) |previous lesson; show written music and have |

|clapping the rhythm) |Forte or Piano (Stomp or Tiptoe) |Tokyo Dontaku p. 20 from Sanna Folk Dance Music for |students say STOP when I point to ‘do’ /sol/la/ mi; |

| |“Forte, Piano” Volume 13 No. 1 (review symbols; sing|kIds and Teachers (Introduce steps; add music) |add tubes and chopsticks for each group; discover a |

| |with correct dynamic) |Closure: “Fuzzy Wuzzy” p. 3 from Gameplan 3 |way to play rhythm using materials; share; |

| |Closure: Cut the Cake (introduce game) |(Introduce poem; add snaps; transfer to |Song/Group/Song/Group…) |

| | |mallets/sticks at seats) |Tokyo Dontaku” p. 20 fromSanna Folk Dance Music for |

| | | |Kids and Teachers (Review) |

| | | |Closure: “Pourquoi” p. 51 from Rhythm and Melody |

| | | |Concepts (Sing song for students; have them recall |

| | | |colors and line up) |

|4th Grade, Lesson 1 |4th Grade Lesson 2 |5th Grade, Lesson 1 |5th Grade, Lesson 2 |

|Main Idea: |Main Idea: |Main Idea: |Main Idea: |

| |Prepare: Verse/Refrain; Low la |Prepare: Treble Clef Lines and Spaces |Prepare: Treble Clef Lines and Spaces |

| |Present: DRM SL; y |Present: Crescendo/decrescendo; Rhythmic Counting |Present: Crescendo/decrescendo; Rhythmic Counting |

| |Practice: 1st and 2nd Endings; pp, mp, mf, ff |Practice:: e q e, tempo markings |Practice: e q e, tempo markings |

|Prepare: Verse/Refrain; Low la | | | |

|Present: DRM SL; y | | | |

|Practice: 1st and 2nd Endings; pp, mp, mf, ff | | | |

|Materials: |Materials: |Materials: |Materials: |

|Orff Instruments and Mallets |Chicken on the Fencepost PDF | |Orff and Mallets Enough for every other |

|Rubber Chicken |Rubber Chicken | |Treble Clef cards |

| |Enough drums and mallets for all students | |Crazy Frog YouTube |

| |Old Mr. Rabbit MEMORIZED on xylophone | | |

| |Crazy Frog on YouTube | | |

|Procedure: |Procedure: |Procedure: |Procedure: |

|SQUILT: Magic |SQUILT: Magic |SQUILT: Magic |SQUILT: Magic |

|Greeting: Walk Down the Road (Review; |Greeting: The Car Song p. 291 from AAM (review; |Greeting: “Bibbpity Bop” (Review; add circle) |Greeting: “O Desayo” p. 398 (Review; Mrs. Vroom vs.|

|Discuss/define pentatonic; remove bars from orff; |try dropping out words and keeping actions) |Opening Song/Activity: C Major Scale p. 56 from |class on parts) |

|improvise on rhythm; tonic and dominant) |Opening Song/Activity: Chicken on the Fencepost |Mallet Madness (Introduce pattern and rhythm with |Opening Song/Activity: “Vowel Dance” from Chimes of|

|Opening Song/Activity: The Car Song p. 291 from AAM|(review game; chicken on the fencepost rhythm |NUMBERS; practice at seats; try various tempos) |Dunkirk (review) |

|(review; try dropping out words and keeping actions)|slides) |Activity/Movement: Vowel Dance from Chimes of |Activity/Movement: C Major Scale p. 56 from Mallet |

|Activity/Movement: “Ding, Dong Diggidiggidong” |Activity/Movement: Quadraboom (review rhythm and |Dunkirk (Introduce) |Madness(transfer to orff; try different rhythms on |

|(Review θ = head/ εε = Clap/ ξξξξ=Pat. ; where are|form; play drums on specific numbers) |Song/Drill/Practice: Composer Review (Jordan) |beat 3 and 4) |

|the y) |Song/Drill/Practice: “Old Mr. Rabbit” (Hold |“The Pink Panther” p. 9 and 10 Gameplan 5 (Introduce|Song/Drill/Practice: “The Pink Panther” p. 9 and 10|

|Song/Drill/Practice: Chicken on the Fencepost |xylophone and play for kids; sing patterns to |Rhythm; Move through space on A section) |(Review; introduce B with sub partner clap; |

|(introduce game) |students including LOW; show body signs) |Closure: “O Desayo” p. 398 (Define; parts; solfege |introduce C with creating or alt. hand clapping) |

|“The Pink Panther” p. 9 and 10 Gameplan 5 (Introduce|“The Pink Panther p. 9 and 10 from Gameplan 5 |sections and find) |Treble Clef (review lines and spaces; use hand |

|Rhythm; Move through space on A section) |(Review; introduce B with subbing partner clap; | |staff; create a new saying in composer groups and |

|Closure: Quadraboom (clap rhythm; discover form) |introduce C with creating or alt. hand clapping) | |share) |

| |Closure: “The Ding Dong Song” from Crazy Frog on | |Closure: “Body percussion” By santi Saratossa |

| |YouTube | |(pinned on pintrest) |

|6th Grade, Lesson 1 |6th Grade, Lesson 2 | | |

|Main Idea: |Main Idea: | | |

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|Materials: | | | |

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|Procedure: |Procedure: | | |

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