All State 2018 Kodaly Cindy Hayes

KINDERLesson 1Teacher, “I was walking to school and I felt drip, drop, drip drip, drop. It had started raining. This was not a problem, because I had my umbrella, so I put my umbrella up. I walked a little farther, and noticed I didn’t hear any little tap, tap, tap tap, tap on my umbrella. It had stopped raining, so I put my umbrella down. As I walked on, I felt drip, drop, drip drip, drop. It had started raining again. I put my umbrella back up. After a few more steps, I noticed there weren’t any little wet spots on the sidewalk, so I put my umbrella down. I walked a little closer to the school, and I felt drip, drop, drip drip, drop. It was one of those crazy days when it couldn’t decide whether or not it was going to rain. Then I noticed all the people on the street looked so funny, because they kept putting their umbrellas up and down, and up and down, and it was like . . . (sing “Rain, Rain Go Away” while putting umbrella up and down on the beat.)

I was so happy about school starting, it was like (sing) “Hey, Hey, Look at Me, I am smiling you can see. I was so eager to get to school that it was like (sing) Hey, Hey, Look at Me, I am running you can see. I got to the school – do we run in a school?” (sing) Hey, Hey, Look at Me, I am walking you can see. As I walked past all my teacher friends working in their rooms, it was like (sing) . . . waving. I went to my desk to work, and it was like . . . (sitting). I worked at my desk, made lesson plans, and chose what songs I would do with you. When it was time to go home, I passed a train on the way. I love trains. Have you ever been on a train? (teach “Engine, Engine,” T says chant while patting the beat and S keep beat with T.T says first phrase and asks which number the engine was. (#9)T says second phrase and asks ‘where was it going?’ (to Chicago)T says third phrase and asks ‘if the train goes off the . . . what?’ (track)T says the fourth phrase and asks ‘do you want your money back?’S echo T one phrase at a time, then two and then the whole chantS follow T around the room stepping on the beat. Add train whistle at the beginning and the end (this is to get the children into their head singing voices.) Make a train, and lead the children in their train around the room. Go up a hill and get slower. Go down and go faster. Go back to the depot. When I got home, I did what lots of grown-ups do after work—I fixed dinner. I counted out …1 potato, 2 potato, 3 potato 4 etc.” Have students each put one fist out and up. Teacher do 1 potato on each of their fists—once per child. Then teacher says, “Boys and girls, you do 1 potato, on your own fists. (do rhyme) “Then I thought, ‘I know what would be perfect with dinner—an apple pie!” I went outside to pick apples. I noticed all the apples down low had already been picked and eaten. I was going to have to climb the apple tree to pick apples. So, (say rhyme “I climbed Up the Apple Tree.”) After dinner, I did the dishes, then I noticed it was quite dark outside. I got my basket, took it outside, and I pretended to pick stars out of the sky and put them in my basket.

Lesson 2Review Rain, Rain with umbrellaHey, Hey, Look at MeEngine, Engine “The train engineer invited me to come on up for a ride!” – make train – tempoTransition: Train stops. T looks around. “This is our stop!”I went on home to fix dinner. One Potato – beat After dinner, we wanted to play some games!“Ring Around the Rosie” CSP=CDiscuss falling without hurting yourself or others—if that is necessary. Play several times moving both directions, etc.“Teddy Bear,” Csp=C “It was time for Teddy Bear to go to bed.” T sings song with movement. “Were there any words that repeated?” Teddy Bear. “This time, please try to do every motion I do.” S copy the motions as the T sings. S sing “teddy bear, teddy bear,” part of the song & T sings other words. S join in when ready. “And Teddy Bear went to bed.” Betty Martin knocked at the door! I told her she needed to tiptoe, because Teddy Bear just went to bed.” Sing song and tiptoe on the words “tip toe.” Freeze on all the other words. Then Teddy Bear was so sound asleep that we didn’t need to worry about waking him, so we changed some of the words – sing “stomp, stomp.” Stomp on the words “stomp, stomp.” Freeze on all the other words. (stomp, skip, slide, jump)

Transition: “I was hungry and really wanted an apple pie. I knew just what to do.” (I climbed Up the Apple Tree, chant – T says the chant showing motions. S join in with motions and words.)

The next day, we played some more games! First we went to the garden to play, but there was a big wall around it, and we couldn’t fine the key to the gate!”Closet KeyFinally, we got in the garden! It had lots of flowers and a big grass lawn to play on! We found a bee hive! Here is the Bee Hive – game A friend of mine came to play with us in the garden. There is something very special about this friend—she’s a queen, and she has a beauty secret! (Say rhyme softly, because it’s a secret.) One day the king noticed how beautiful Queen Caroline’s hair was, and he wanted all of his subjects to have such beautiful hair, so he went up to the top of the tallest tower, where he made all of his proclamations, and he said . . . (loud)

The next game we played was “See Saw, Up and Down.” By then we were hungry. For lunch we had Peanut Butter Soup, but I had a problem eating my soup. (Do rhyme with actions)

After lunch we went back outside to see the farm animals. (Farm animals—What Do You See?)

Lesson 3(Rain, Rain, CSP=C)“The last time I walked from the train station, it started raining. It wasn’t a problem because I had my umbrella, but this time I forgot it!” “Sing and put raindrops on your head.” T points to umbrella chart. Indiv. S point to chart while singing. “We got on the train, and out of the rain!” Engine, Engine.“This is our stop! We are at the fair, and we get to ride the roller coaster!” Down, Down Baby. Did we use our talking voices or our singing voices? (Both, discuss where we used each of our voices.)“Remember I heard a knock at the door!” Sing and play “Knock at the Door.”“Betty Martin had knocked at the door! Sing song and tiptoe on the words “tip toe.” Freeze on all the other words. (stomp, skip, slide, jump)All that stomping made Betty Martin’s shoes wear out, so the next day she took them to the cobbler.” Teach song. Pass out toy hammers, and sing “Cobbler, Cobbler” with the children tapping the beat on the bottom of their shoes. “The cobbler went to meet his friend at the garden gate.” Do 2468 with the actions. T says new chant while C keep beat. Identify form with icons. ABCA S echo phrases and learn motions. Take four small steps in on 2468 and 4 steps out on 2468. Pretend to talk to people in the middle of the circle during “meet me at the garden gate. . .”“At the garden we wanted to play some more games, but first we had to find the key to the gate!” Do “Closet Key.”“Finally, we got in the garden, and we found a bee hive!”“Here is the Bee Hive”—game My friend with the special secret came to play with us in the garden.“Queen, Queen Caroline”The next game we played was “Step Back Baby.” Then “See Saw, Up and Down.” Do with standing on the higher sounds, and do deep knee bends on the lower sounds. Let the children make up higher and lower actions.

We stopped for lunch and had “Peanut Butter Soup” again. (Do rhyme with actions)We went to see the animals again. (Farm animals—What Do You See?) Do “Baa, Baa, Black Sheep” first with speaking voices, then with singing voices.Transition: S march to the door as T sings Looby Loo.

Lesson 4Looby Loo, CSP=F play game.Transition: “Were you clapping steady or unsteady?” (steady) Please switch to patting steady and sing “Star Light, Star Bright,” Sing song. “A long, long time ago—in the olden days—if you needed a new pair of shoes, you couldn’t just run out to the store and buy a new pair. If you needed new shoes, you had to go to a person who made shoes, and ask him to make you some shoes. This person was called a cobbler. He would measure your foot and then he would start making you some shoes. Boys and girls, do you think people got their shoes very fast in those days?” S, “No.” T, “ If their shoes began to wear out and maybe the heel started to come off,

they didn’t just throw them away and wait for the cobbler to make them a new pair. They took their shoes back to the cobbler and they said, (T sings) “Cobbler, Cobbler Mend my Shoe” (etc.—T sings whole song)” T, “And the cobbler got a new wooden heel, some little tiny nails, and a small hammer and he put the new heel on the shoe. T sings the song again and taps the heel of her shoe with the hammer on the beat. T, “Boys and girls, join me, use your pretend hammers and tap the heel of your shoe on the beat.” This is a make conscious lesson. This is the first time the teacher has called attention to the word “beat.” Until now the students have been experiencing the beat in a variety of ways. It is time to label it. We go from the concrete to the abstract. While the teacher passes out toy hammers, he or she explains that we are doing the beat, because it is steady. If we were galloping, it would not be the beat. The beat is steady. It does not go fast when the words have fast sounds. The S and the T sing the song while they tap the beat on the bottom of their shoes with the toy hammers. Next, T sings, “Hey, Hey, look at me, I am tapping you can see” while tapping with the toy hammer. C join. Do verses about nodding and waving. C do motions on the beat while T picks up toy hammers. Do “One Potato” and C do own fists on the beat. Do the bus song—again use the word “beat” as you encourage the S to do the actions on the beat. I Climbed Up the Apple Tree –actions on the beat. Star Light – pick stars out of the sky, and put them in your pretend basket on the beat. The rest of the school year, the S frequently need to pat the beat while they sing many of their songs.All Around the Buttercup, CSP=A T sings song as S keep the beat. Which numbers did I use? 123 S learn new song and play game in groups of 6-8.

Shoe a Little Horse, CSP=C T sings new song. S keep beat on their shoes. S echo T. Learn song. Sing and tap standing up.Transition: You may gallop clockwise during the music, then stop to fix the horse’s shoes when the music stops. (William Tell Overture)

Lesson 5Pass out toy hammers, and sing “Cobbler, Cobbler” with the children tapping the beat on the bottom of their shoes. “The cobbler went to meet his friend at the garden gate.” Do 2468 with the actions.In the garden, we played our games.“Closet Key, Here is the Bee Hive, Queen Queen Caroline, See Saw Up and Down, and we had Peanut Butter Soup for lunch.” “While we were in the kitchen having lunch, we noticed that Mrs. Murphy was having a hard time stirring a big pot. We asked her what was in the pot, and she said it was chowder. Does anybody know what chowder is?” (c answer) “Mrs. Murphy dipped her ladle in, and she pulled up a pair of overalls! Do you know what overalls are?” (draw picture on the board) Say the rhyme, Who Put the Overalls, and get louder each time. Invite the students to say it with you.

ELEPHANT PUPPET and MOUSE PUPPET

Edgar (or Melody) the Elephant and Minnie Mouse are best friends. One day Minnie said (in a very high voice) “I’m hungry!” Edgar said (in a very low voice), why Minnie, you have lots of grapes. Why don’t you eat some, then you won’t be hungry.” Minnie said, “I’m tired of grapes.” Edgar told her, “Hey Minnie, I have lots of peanuts in my garden. Want to go over to my place? I’ll help you dig some peanuts, you can eat them, and you won’t have to be hungry!” Minnie said, “That sounds yummy! Thank you, Edgar!” They went over to Edgar’s garden, and he used his strong tusks to dig for peanuts. Did you know that peanuts grow in the ground among the roots of the peanut plant? Like potatoes. So Edgar dug peanuts, and it was like, . . . (sing “Peanut, Peanut Butter” sing through the first verse.) Then Edgar said, “All that digging made me hungry!” Minnie said, “Edgar, you have lots of peanuts! Why don’t you eat some? Then you won’t have to be hungry.” Edgar said, “I’m tired of peanuts. I eat them all the time.” Minnie asked him, “Do you want to go over to my place? I have lots of grapes. I could pick some, you could eat them, then you won’t have to be hungry!” Edgar said, “Grapes sound sweet and yummy! I would like that a lot!” So Minnie and Edgar went over to Minnie’s garden, Minnie picked lots of grapes, and Edgar ate all he wanted. (Sing the second verse of “Peanut, Peanut Butter”) Then Edgar noticed that they had a lot of peanuts and grapes left over. He said, “I have a great idea! Why don’t we invite all of our jungle animal friends over for a picnic of peanut butter and jelly sandwiches!” Minnie said, “Hey yes! I’ll go invite everyone!” Minnie climbed to the top of the tallest mountain, and she said, “Hey every one! Edgar and I are inviting all of you to a picnic of peanut butter and jelly sandwiches.” But nobody came. Edgar said, “I have an idea. You are so small, and your voice is so soft, I bet they couldn’t hear you. Let me try.” So Edgar climbed to the top of the tallest mountain, and he said, “Hey every one! Minnie and I are inviting all of you to a picnic of peanut butter and jelly sandwiches.” And all of their jungle animal friends came running to join the picnic, and it was like . . . (sing the third verse of “Peanut, Peanut Butter”) Stand and sing the whole song.

Choose a puppet that you name Melody. “Melody can only hear singing voices. Would you like to ask Melody a question? I’ll show you how.” T sings, “Melody, Melody, walk in a circle.” And Melody walks in a circle. Each student sings and asks Melody to do a trick. If a student asks in a talking voice, Melody doesn’t do anything, and the teacher reminds the child that Melody can’t hear talking voices. She can only hear singing voices.

Doggie, Doggie – CSP-C play the game 4-6 times.Transition: When we’re tired, we move like snails. Listen. T sings song—Snail, Snail. C sing song. Play game. (How did we use our voices? Singing)

Vocal exploration with magic microphone. S echo T with phrases of Charlie Over the Ocean. Play game.Transition: Charlie had to take a train from Boise to Twin Falls. Let’s say the chant Engine, Engine. The train goes up the hill (slow) “Boys and girls, here we are at the top of the hill! What a beautiful view down below! I see a deer! What do you see?” “Now we are going to go down the hill. What’s going to happen to our train as it goes down the hill?” (faster!) “I see the train station up ahead. How is our train going to go as it gets ready to stop?” (slow down) (How did we use our voices? Talking)

Bee, Bee, Bumble Bee “Bees start their day early. Buzzy flies very fast from flower to flower gathering pollen. Boys and girls, hold your hands together above your heads. That is your flower.” Teacher says the rhyme while “Buzzy” touches every flower on the beat. (allegro) “Now it’s the middle of the day. Buzzy is just a little bit tired.” Teacher says the rhyme while “Buzzy” touches every flower on the beat. (moderato) “By now it is evening. Buzzy is flying pretty slow.” Teacher says the rhyme while “Buzzy” touches every flower on the beat. (largo) S play drum when they are “out.”transition: What do bees make? Honey! Who loves honey? Bears!

Going on a Bear Hunt! T do with C echoing words and actions. “What voice did we use?” (speaking and singing)Transition: Mary was tired after the bear hunt. She fell fast asleep and didn’t want to get up the next morning. Here’s what happened.

Lazy Mary, CSP =E Each time sing faster. Mom sings to Mary to get up Mom wakes up brother Mom tries to wake up Mary again for breakfast 3 minutes ‘til bus comes to pick up Mary The children on the bus sing to Mary to help get her up!

Snail, Snail – play game. Start slow.Transition: One of the characters in our next story moves like the snail.Tortoise and the HareStudents help the teacher tell the story.Listening: Carnival of the Animals, “Tortoises”

Review “Engine, Engine” and “Lazy Mary” focusing on fast (allegro) medium (moderato) and slow (largo).

Listening: Saint-Saens, Carnival of the Animals, March of the Lions

Review “Bee, Bee.” “Buzzy introduced me to his wife, Mrs. Bee. Mrs. Bee invited me to their bee hive.” Do game “Here is the Bee Hive.” Transition: Buzzy, Mrs. Bee and I looked up at the top of a mountain, and we saw somebody there. Listen for who stood on the mountain.

On a Mountain, CSP=CT sings new song. S keep the beat. Draw phrases.T asks which 3 things the lady wants? Gold, silver, ice cream cone.Play the game.Transition: The lady came back down the mountain, and she met Betty Martin.

Hey Betty Martin: sing song, play game. Change dynamics with tip toe, stomp, slide, hop etc.

Down, Down, CSP=CT sings new song as S pat their knees. S echo T by phrase. Sing all. T passes out leaves. S drop a leaf at the beginning of each phrase.

“Mrs. Bee flew in my classroom, and she was very big. She was so big that she was flying really slow.” Sing “Here is the Bee Hive” really slow and play the game. “I asked Mrs. Bee, ‘What’s the matter, Mrs. Bee. Why are you so big, and why are you flying so slow?” She said, “Oh, I ate too much honey. I don’t feel so well.” “Mrs. Bee laid down on the piano, I took care of her and nursed her back to health. The next time she came to see me, she had a whole bunch of baby bees with her. She was so grateful for my help, that she wanted me to meet her family.” “How do you think the baby bees sing?” Sing "Bee, Bee” fast in high baby bee voices. Play the game. I Am a Little Snowman, CSP=CT sings new song. S listen and answer questions about the snowman. S join in on, “Watch me as I melt to the ground” and all other motions. T says, “Oh no! You have turned in to a giant puddle of water! Lucky for me I have my magic wand! Abracadabra! Poof! You are all back to being children!”

Black Snake, CSP=FT sings new song as S keep the beat. Draw phrases. Identify form with icons. S learn new song. S use ribbon snakes to show melodic contour while singing/playing.Transition: By the time it snows, most snakes are dormant, in a state similar to hibernation. They’ll never see the beautiful snow men we build in winter!

I Am a Little Snowman. Review song and motions. Ask questions about which direction our voices move? Toward the sky or the ground?

Down, Down. Review song with pretend leaves falling. “Which colors are in the song?” yellow, brown, orange and red. Name rhyming words. S play with paper leaves, making them match the contour of the song.Transition: Two children were playing in the leaves. Their mother called them and asked them to get water from the well.

Jack and Jill, CSP=C Teach new song. S sing song and act it out.Transition: “Jack and Jill heard the bells chime 12:00 and they knew it was time for dinner. Let’s make our arms match the pendulum of a clock. Now let’s act like Jack and Jill when they galloped home.”

Galloping vs. Steady Clock. T plays even and uneven sounds. Demonstrate galloping or clock pendulum. S adjust their movements as T plays the temple blocks.

transition: S do pendulum movement while saying “Hickory, Dickory Dock.” Go faster and slower with metronome. T introduces tone chimes and how to play them. S practice the motion in the air. S take turns playing on the hour.

These songs are all review. This portion is just to give more examples of transitions.Charlie Over the Ocean, CSP=G Play game.Transition: Charlie did so much walking, he had to visit the cobbler to fix his shoes.Cobbler, Cobbler, CSP=C S keep a beat, draw phrases. Learn new song. Look at a clock and show 2:30 and 4:30. S practice keeping the beat with plastic and foam hammers.Transition: T says, “One day the Cobbler was fixing shoes and a little snake slithered into his shop. He talked to it and even sang it this song: (teacher says that while passing out snake ribbons) Black Snake. Play ribbon game.Transition: T says, “The snake went all the way to Lucy’s house that day.”Lucy Locket, CSP=C Play game.Transition: Lucy heard the clock chime the hour and knew she had to hurry!Hickory Dickory. T reviews tone chimes and how to play them. S practice the motion in the air. T & S sing the song as S pass around the chimes, taking turns playing on the hour. T moves the hour hand of the clock as the song progresses.Transition: S stand and find some personal movement space.Listening: William Tell Overture (use hobby horses) “Skeletons With Jingly Bones”Georgie Ghost“Pumpkin, Pumpkin, Round and Fat”

“Thank You For the World So Sweet”“Three Turkeys” (The night before Thanksgiving)See My Feathers Colored Bright (Babara Andress’ sing the words to “Mary Had a Little Lamb”See My Feathers Colored Bright, Colored Bright, Colored Bright, See My Feathers Colored Bright what a pretty sight.See my tummy big and fat . . . What do you think of that!See my head look all around . . . for corn upon the ground.See me as I strut and sway . . . this is what I say, “gobble, gobble etc.”

I Climbed Up the Apple Tree, Review chant with motions. Transition: Across the field from the apple tree, the farmer called her ducks in, but they wouldn’t come.Ducks and Geese, CSP=C T sings new song with a puppet and S echo the duck part. S learn their parts independently and play game. Which way do our voices move for, “On the kitty cat’s tail?” S point down.

Goldilocks and the Three Bears. T reads the story and S participate. (Experience high, medium and low voices)Transition: Goldilocks saw a horse in the woods and it reminded her of this song.

Shoe a Little Horse with William Tell Overture. Two puppets. One for higher and one for lower notes. Sing patterns (so mi patterns, but they will not be labeled so and mi in kinder. They will only be labeled higher and lower.) such as ’yoo-hoo, music, recess, Monday, etc. Then they sing: See Saw, Rain Rain, and Doggie, Doggie and S make ‘puppet hands’ to copy the teacher’s puppets.

Doggie, Doggie, CSP=C Play game.Transition: The doggie sits and listens to a mother sing a lullaby to her child. It sounds like this: Star Light, Star Bright, CSP=C T demonstrates touching stars on the beat chart and S point along.

Good Night, Sleep Tight,CSP=C T sings new song as S pretend to rock a baby. S echo T singing each phrase. “When will your friends come over?’’ tomorrow night. T lets S choose puppets and S sing and rock them to the beat.

Handy Dandy, CSP=C T sings new song with puppets. S listen for rhyming words: handy/dandy, ro/low. S echo and learn the song. Play game. T has a small rock in her hand and switches it while singing. One hand goes up, the other down at the end. The S who guesses sings ‘high’ or ‘low’ for their answer. When you have done this lesson several weeks, you can have the whole class sing their answer, and end up with a nice harmony on a minor third.

Snail, Snail, CSP=D Review song while keeping the beat. S copy T motions putting high sounds on shoulders and low on waist and switching to beat on phrase 2. Your high and low puppets sing the first 4 snails. Which snails did our high puppet sing? 1 & 3. T says, “We can make a picture that matches the way it sounds.” T places snails on flannel board to match phrase 1. T and S point and sing. Play game.

Lemonade, CSP=C T sings song as S keep the beat. T uses puppets for each part. S echo parts. S echo only part 1. S echo only part 2. Then S sing each part independently. Play game. S in two lines facing each other. They walk forward and back. Then one line acts out the trade (occupation) that they had decided on. When someone on the other team guesses it, both teams run forward, the “trade” team runs under the arches of the other team. The teams “huddle up” to decide a new trade, and play the game again.Transition: S act out the charade of their choice (occupation) as they walk to their spots to sit down.Lucy Locket, CSP=C S point to beat chart while singing. Play the game—louder and softer.

2468 If you have inflatable guitars, or if you are willing to make cardboard guitars, the S would love to strum on the beat.

I Like You There’s No Doubt About It—tune Skip to My LouTom, Tom Very Good—excellent, because the actions match the rhythm.I’ll Race You Down the MountainWill You Be My Valentine—tune This is the Way We Wash Our ClothesI Love You, Guess WhoDeedle, Deedle, DumplingBluebird, Bluebird Through My WindowValentine, Valentine: M s s m d d r r m Valentine, Valentine, Red and blue, M s s m d d r r d Valentine, Valentine, I like you.Five Little Monkeys—Do the actions on the beat for the first and last phrases.

Pass out paper beat charts. Every student points to the beat.

Let every child come up to the front of the room and point on the beat to icons on the flannel board. Later in the year they can each do this on the rhythm.

Insect syllable practice. Every student in class claps/says an insect name. (butterfly, bumble bee, ant, ear wig, mosquito, beetle etc.)Transition: Buzzy Bee loves spring! The wildflowers begin to bloom and turn the fields into bright, beautiful landscapes. Buzzy spots some buttercups and begins singing.All Around the Buttercup, CSP=A play game. S sing to their spots, and T demonstrates pointing to flowers to the rhythm.The alligator heard Buzzy saying his chant and couldn’t stop thinking about it. Finally, he started saying it out loud.Bee, Bee Bumble Bee, chant. T uses the alligator to demonstrate the chant. S make alligator hands and clap to match the words. T says, “The alligators had babies and they really want to come out to play. They learned the chant too!” T passes out clothespin alligators and everyone claps/says the chant. Play the game.

Alligator name game. Each student says and claps their name for Mr. Alligator, and then tell him how many syllables are in their name. The whole class echoes.

Include two or three Kindergarten program songs somewhere in the lesson.

Listening lesson: Long and short example.

Down Came a Lady, CSP=G T sings song and S keep the beat. Draw phrases. Identify form: AB. S listen for rhyming words: two, blue. S echo and learn the song. C walk in a circle to the beat. When we sing the color of their clothing, those C turn and walk backwards in the circle. If your school has a super stretchy, that is fun for this game.

Cobbler, Cobbler, CSP=C Review the song. Tell the Cobbler shelf story. “The cobbler was fixing shoes in his workshop when the power went out. It was out for a long time and he didn’t have any music to listen to. He started singing his cobbler song and invented a new game. Each time he finished a pair of shoes, he put them on a high or low shelf to match the beginning of his song. Let’s see if we can deduce his secret code.” Place shoes on high and low shelves. Ask students if the first cobbler sounds higher/lower, etc. S use hammers to demonstrate the beat. Then S use hammers to demonstrate the rhythm. Do the rhythm to many of their songs. Make a chart with a heart on one side, and the icon to a song on the other side. (umbrella for Rain, Rain) Tell the S, “When you see the heart, pat the beat. When you see the umbrella, clap the rhythm.” At first, turn the chart around with the phrases. Later in the school year your students will get so good, you can switch in the middle of the phrase and they will be really proud of themselves. It tickles their funny bone! When they understand the difference between beat and rhythm that well, it makes it so much easier in first grade to teach them quarter notes and two eighths.

High and low patterns. T plays H and L patterns on recorder and S sing them back. Start with 2 and work up to 4 beats.

S place felt icons on flannel board to show high and low notes.

After the students have performed their end of year performance, you can let them choose their favorite songs from the whole school year to sing.

LISTENINGRakes of Mallow – c copy t as t puts the beat various placesCarnival of the Animals, Elephant – Saint-SaensCarnival of the Animals, Aquarium – Saint-SaensBeethoven’s Symphony no. 7 – example of long and shortBeethoven’s Third Mvnt. From Symphony no 5 (short, short, short, long)Surprise Symphony no. 94 – Haydn – practice tiptoeing and skating to match the musical themes.A Musical Sleighride – Leopold MozartWilliam Tell Overture – use stick horses. A few children have stick horses, they all gallop around the room to the music. Take turns with the stick horses. When the music stops, (the teacher pauses the recording) the children stop galloping and sing “Shoe a Little Horse.”William Tell Overture - Children watch an orchestra play it, and they identify the instruments and their families

LIVE LISTENINGFrog Went a CourtinThe Fox Went Out on a Chilly NightSail Away LadiesGreat Big House in New Orleans

Black SnakeShady GroveGhost of TomThree TurkeysOver the River and Through the WoodsOwletThe Ballad of Valentine Discuss ways he tried to get the message to her. Did he ever succeed?Tony ChestnutMama Buy Me a Chiny DollCharlie Over the OceanClap Your Hands TogetherOn a MountainTo Work Upon the RailwayFire Down BelowGypsy RoverScarborough FairHaul Away JoeBound for the Promised LandCotton Eye Joe

FIRST GRADE

I: Greeting in the tone set they are preparing II: Review song III: New song IV: Rhythmic Lesson from Lois Chosky V: Movement VI: Melodic Lesson Do not try to keep these VII: Something Fun in this order

Lesson 1

Teacher, “I was walking to school and I felt drip, drop, drip drip, drop. It had started raining. This was not a problem, because I had my umbrella, so I put my umbrella up. I walked a little farther, and noticed I didn’t hear any little tap, tap, tap tap, tap on my umbrella. It had stopped raining, so I put my umbrella down. As I walked on, I felt drip, drop, drip drip, drop. It had started raining again. I put my umbrella back up. After a few more steps, I noticed there weren’t any little wet spots on the sidewalk, so I put my umbrella down. I walked a little closer to the school, and I felt drip, drop, drip drip, drop. It was one of those crazy days when it couldn’t decide whether or not it was going to rain. Then I noticed all the people on the street looked so funny, because they kept putting their umbrellas up and down, and up and down, and it was like . . . (sing “Rain, Rain Go Away” while putting umbrella up and down on the beat.)

“Boys and girls, put your pretend umbrellas up and down on the beat. “Also, your umbrellas go up on the higher notes and down on the lower notes.” Do the song again.

I was so happy about school starting, it was like (sing) “Hey, Hey, Look at Me, I am smiling you can see. I was so eager to get to school that it was like (sing) Hey, Hey, Look at Me, I am running you can see. I got to the school – do we run in a school?” (sing) Hey, Hey, Look at Me, I am walking you can see. As I walked past all my teacher friends working in their rooms, it was like (sing) . . . waving. I went to my desk to work, and it was like . . . (sitting). I worked at my desk, made lesson plans, and chose what songs I would do with you. Then it was time to go home. When I got home, I did what lots of grown-ups do after work—I fixed dinner. I counted out …1 potato, 2 potato, 3 potato 4 etc.” Have students each put one fist out and up. Teacher do 1 potato on each of their fists—once per child. Then teacher says, “Boys and girls, you do 1 potato, on your own fists to the beat . (do rhyme) “Then I thought, ‘I know what would be perfect with dinner—an apple pie!” I went outside to pick apples. I noticed all the apples down low had already been picked and eaten. I was going to have to climb the apple tree to pick apples. So, (say rhyme “I climbed Up the Apple Tree.”) “Boys and girls, make your voices go higher as you climb up, and lower as the apples fall down. After dinner, I did the dishes, then I noticed it was quite dark outside. I got my basket, took it outside, and I pretended to pick stars out of the sky and put them in my basket. “Boys and girls, use your pretend baskets to pick stars out of the sky on the higher sounds, and put them down in your baskets on the lower sounds while we sing “Star Light.” When I was ready to go back in the house, I saw Mr. Snail crawling up the side of my house. (Snail, Snail – sing song and play game. Stop in the middle of the game, and have the students put their hands on their shoulders on the higher sounds, and on their waists on the lower sounds.) “Can you make a hand snail with your fist, (the thumb becomes the head) and walk your hand snail up your arm on the beat?

When I went in the house, Betty Martin had come over. Sing “Hey Betty Martin and play the game.” Betty Martin needed help tying her shoe. Sing 1, 2, tie My Shoe. Sing it again and pat the beat. Then clap the rhythm. Betty Martin wanted to sing “Clap, Clap, Clap Your Hands,” so we sang it and clapped. Next we stomped our feet! Then we sang “Oats, Peas, Beans.”

Lesson 2.ReviewRain, Rain with umbrellaEngine, Engine – make train – tempoOne Potato – beatI Climbed Up the Apple Tree – higher and lower “As I was walking back in my house, I saw Mr. Snail crawling up the side of the house. He taught me his song. Sing song and play game, “Snail, Snail.”NewWhen I went inside, Teddy Bear wanted to play “Ring Around the Rosie.” Play game, talk about falling down safely. Then I told Teddy Bear it was time to go to bed. Sing song, do actions.

Betty Martin walked in the living room, and I told her she needed to tiptoe, because Teddy Bear just went to bed. Sing “Hey Betty Martin” and tiptoe on the words “tip toe.” Freeze on all the other words. Then Teddy Bear was so sound asleep that we didn’t need to worry about waking him, so we changed some of the words – sing “stomp, stomp.” Stomp on the words “stomp stomp.” Freeze on all the other words. Betty Martin’s shoes were all worn out, so the next day she took them to the cobbler. Teach “Cobbler, Cobbler.” Pass out toy hammers, and sing Cobbler Cobbler with the children tapping the beat on the bottom of their shoes.The cobbler went to meet his friend at the garden gate. Do 2468 with the actions. Listening: Camille Saint-Saens “Aquarium” Carnival of the Animals

Lesson 3.Review Rain Rain – higher sounds on shoulders and lower sounds on waist with eyes open and eyes closedEngine, Engine – make train – tempoOne Potato – beatI Climbed Up the Apple Tree – higher and lowerNew “As I was walking back in my house, I saw Mr. Snail again. We played his game again.” Sing song, play game, and stop in the middle of the game and do shoulders/waist on the first phrase. The second phrase, just motion round and round on you hand snail shell.“I used the apples to make a pie, and the potatoes to cook dinner. After dinner, I washed the dishes. Then I noticed it was getting dark outside, so I went outside to see the stars. (T put stars on the back of the teacher’s flannel staff, and sing on “high” and “low.”“When I went inside, Teddy Bear wanted to play. We played ‘Ring Around the Rosy’ again.”“We sang to Teddy Bear when it was his bed time.” Sing “Teddy Bear” and do actions.“I heard a knock at the door.” Sing “Knock at the Door”, do the game.It was Betty Martin at the door! Sing song and tiptoe on the words “tip toe.” Freeze on all the other words. (stomp, skip, slide, jump)All that stomping made Betty Martin’s shoes wear out, so the next day she took them to the cobbler.” Teach song. Pass out toy hammers, and sing “Cobbler, Cobbler” with the children tapping the beat on the bottom of their shoes. “The cobbler went to meet his friend at the garden gate.” Do 2468 with the actions. T says new chant while C keep beat. Identify form with icons. ABCA S echo phrases and learn motions. Take four small steps in on 2468 and 4 steps out on 2468. Pretend to talk to people in the middle of the circle during “meet me at the garden gate. . .”“Next time I’ll tell you who we met in the garden!”We are building a set of songs that we will use for literacy learning.Lesson 4.“Remember Betty Martin knocked at the door?!” Sing and play ”Knock at the Door.” “Now play “Hey Betty Martin.” Sing song and tiptoe on the words “tip toe.” Freeze on all the other words. Sing “stomp, stomp.” Stomp on the words “stomp stomp.” Freeze on all the other words. (slide, hop, skip etc.)

“All that stomping made Betty Martin’s shoes wear out, so the next day, she took them to the cobbler.” Teach song. Pass out toy hammers, and sing “Cobbler Cobbler” with the children tapping the beat on the bottom of their shoes.“The cobbler went to meet his friend at the garden gate.” Do 2468 with the actions.“Do you know who flew into the garden? It was Mrs. Bee! And she taught me this rhyme.” Do “Bee, Bee Bumble Bee” (chant) (1) T review chant while playing a beat on a drum. Review words and rhymes. (2) Play game. When students are out, they get to play the beat on a drum. S watch T point to felt hearts on the flannel board, and then try it independently. “We stopped playing games and had lunch.” Do “Peanut Butter Soup.” (more beat practice) “Tom reminded us that we should also have some fruit for lunch!” Do “Tom, Tom Very Good.” (rhythm practice) “We found an Apple Tree in the garden, and we picked apples for our lunch.” Do rhyme “I Climbed Up the Apple Tree.” (rhythm practice) T sings “Apple Tree, Apple Tree.” (prepare so and mi. later – la) S draw phrases. Identify form: ABBB’. “Mr. Snail was climbing up the apple tree. S review song. Do high/low on shoulders/waist. Play game. Lucy Lockett lost her pocket! (Teach song while S keep a beat.) S sing as an alligator puppet moves around the room. S recognize that the puppet moved on the beat. S clap every word. “We call this rhythm! Copy the puppet.” S use alligator clothespins. Step the beat while clapping the rhythm. “How do we sound to a person who is close to us?” (loud) “Right, loud, but not shouting.” “How do we sound to a person who is far away from us?” (soft) (Play game) “We had played all day!” It was night time. Sing “Star Light” and let one student be the teacher, and point to stars on the back of the flannel board showing high and low. The student points, and the class sings on “high, low.”

Lesson 5.Boys and girls, a Bluebird flew into our garden! Teach song, “Here Comes a Bluebird.” Sing the song while stepping the beat. Sing again, clapping the rhythm. Play the game.2468, T asks, “Which part matches the beat?” (2468) “Which part matches the rhythm?” (phrases 2 & 3)

Long and Short sounds. Identify long/short. AURAL exploration with T playing recorder. Then using instruments in the room.

1. T plays one sound and S call it LONG. T says, “If you hear SHORT sounds, there will always be two short sounds, because they’re like best friends that always spend time together.”

2. T plays patterns L L / SS L / SSSS / L SS / Harder! L L L L / SSSSSSSS / L L SS L / SS L SS LVISUAL:1. T makes the patterns on the board using black lines.2. S take straws back to their spots and a. identify the pattern the T plays, b. make the

pattern.Transition: “If I sing the last pattern high and low, it becomes SSL SSL” (Apple Tree)

Lesson 6.II. V. Doggie, Doggie – Pass boneIII. Patriotic Song

IV. I Climbed Up the Apple Tree – half the class do the beat and the other half do the rhythm V. see II.VI. See Saw – 2 resonator bells, teacher play one then the other and children tell which is higher. Teacher play one louder and other softer (and vice versa) and children tell which is higher. Talk about louder and softer, higher and lower – TV etc. Teacher gives one bell to one child and the other bell to another child. Teacher directs and 2 children play “Sea, Saw.” Give all S a turn.

Lesson 7. II. Review patriotic song. Doggie, Doggie – do the game, Tom, Tom – pass out sticks, Here Comes a BluebirdIII. Good Night, Sleep TightIV. Engine, Engine – S say the rhyme while the teacher draws beat lines on the board. Then the teacher puts up train icons. The teacher asks, Which is the beat, the lines or the engines?” S, “lines.” Teacher, “What are the engines?” S, “the rhythm”

V. Skeletons With Jingly Bones S first read the rhythm with bone icons while learning the words. Do the actions.VI. Georgie Ghost

Rain, Rain – shoulders/waist – sing the whole song very low and very high. Ask the children, “What did you notice?”

Star Light – Star Light – stars on the back of the teacher’s flannel board in a straight line. Teacher, “I want our star music to tell us which sounds are higher and which sounds are lower, but right now they all look the same. Who can come fix them so that they show higher and lower?”VII. Good Night - One S do the evening bell with one resonator bell – do the rhythm.

Lesson 8.II. Tom, Tom, Very Good, Here Comes a BluebirdIII. Button You Must WanderIV. Skeletons With Jingly Bones – – S read icons and say, “fast fast fast fast fast fast long.” S tell which icons to change on the last phrase. (erase the second to the last one, and change “long” to “fast.” V. Then do the actions to Skeletons With Jingly Bones. Do with actions, and stomp on “Me.”V. Bus Song – step the beat around the roomVI. See Saw – 2 S at a time play resonator bellsGeorgie Ghost – S do melodies Lesson 9.II. Here Comes A Blue Bird, Button You Must Wander, Tom, Tom, Very Good – One Child do drum on the beat.

III. Lucy Locket – Read the rhythm written with long and short dashes - - - - - - - - - - - - — — Blue Bird, Blue BirdIV. Star Light – Hands open and close on the beat. Do sticks, ta ta ta ta V. Button You Must Wander – Students stand in a circle with an “it” in the middle. The children each put two hands around the yarn. While singing the song, the children pass the button around the yarn circle, and try to not let the “it” catch them. If the “it” hasn’t caught anyone during the song, he/she gets three guesses at the end of the song. If a child is caught with the button, he/she becomes the new “it.” If no one is caught or guessed, the child who had the button becomes the next “it.”VI. Snail, Snail – Children point to snails on the back of the teacher’s staff and sing, “high, low, high, low, go around etc.”

Lesson 10.II. Good Night, Sleep Tight, Rain Rain—T holds the card, when the students see the heart, they pat the beat. When they see the umbrella, they clap the rhythm, Hey Betty MartinIII. Apple Tree, Bounce High, Bounce Low, Doggie, Doggie, Lucy LocketIV. Sticks – Good Night, Sleep Tight – ta ta ta ta Tom, Tom Very Good – ta ta ta-di ta Here Comes a Bluebird – ta ta-di ta ta“In music we have special names called rhythm syllables for one and two sounds on a beat. One sound on a beat is called “ta” and two sounds on a beat are called “ta-di.” V. Blue Bird, Blue BirdVI. Blue Bird – read icons on “high, low.” Draw in the staff. Compare it to the hand staff. “How would you describe this note?”

Lesson 11.II. Hey Betty Martin, Button You Must Wander, Bounce High, Bounce LowIII. Mix a Pancke, Naughty Kitty Cat, CSP=C T sings new song as S keep beat. Draw phrases. Identify form: AAA’B. S learn song and copy T’s motions (placing motions on the quarter rests). CSP=C T sings new song as S keep beat. Draw phrases. Identify form: AAA’B. S learn song and copy T’s motions (placing motions on the quarter rests). IV. Snail, Snail, CSP=C Review song and keep beat. T isolates phrase 1. How many beats did we keep? 4 T asks a student to write vertical lines under hearts for the first phrase. T adds note heads to first four beats and says, “we call these ta’s and their real names are quarter notes.” T sings ‘ta ta ta ta’ and S echo. S writes lines under hearts of second phrase. T adds note heads and makes a bridge between the ta-di’s and tells S that “we call two even sounds that share a beat ‘ta-di’ and they are called eighth notes.” T sings phrase and S echo. Allow groups and individual S to echo. T says, “When rhythms have a note head, it is called traditional notation. When I ask you to write the rhythms, you’ll write using stick notation.” T erases circles to show stick notation. T sings words to a phrase and S sing back ta ta ta ta or tadi tadi tadi ta.V. Doggie, DoggieVI. Planet “So” – also hand staff

See Saw –S put the higher sounds on their shoulders and the lower sounds on their waists. Do with eyes open and eyes closed.

Lesson 12.II. Ring Around the Rosie, Doggie, Doggie, Mix a Pancake, Naughty Kitty CatIII. I Made A Valentine – Do the form with big icons, use scarvesIV. Sticks – Rain, Rain – ta ta ta-di taHey, Betty Martin – ta ta-di ta taButton, You must Wander – ta-di ta-di ta ta

V. Doggie, DoggieVI. Planet “mi” –hand staff and teacher’s staffSnail, Snail – Teacher plays the recorder while children move their hands shoulder/waist.

Lesson 13.II. I Climbed Up the Apple Tree, Mix a PancakeIII. Poor Little Kitty CatIV. Sticks – Ring Around the Rosie – ta-di ta-di ta taDoggie,Doggie – ta-di ta-di ta-di taV. Naughty Kitty Cat (don’t day “scat” instead, put hands on hips on rest, I Made a Valentine - scarvesVI. Children’s staves – D do. Sing Star Light with the words. Hum Star Light with hands giving relative pitch. Using spaces, place the first 4 notes on the teacher’s staff. Hum using hand signs. The teacher sings using so-mi. The children do on their own staves.

Lesson 14.II. Lucy Locket, Poor Little Kitty CatIII. Come Home All My Ducks and GeeseIV. Sticks – I Climbed Up the Apple Tree – ta-di ta-di ta-di taMix a Pancake – all ta-dis

V. Poor Little Kitty CatVI. Children’s staves – G do – Sing Snail, Snail with words. Hum Snail, Snail with hand signs. Using lines, place the first four notes on the teacher’s staff. Hum using hand signs. The teacher sings using so-mi. The children do on their own staves. “Which notes need to change to match “See Saw?” (beat 3) Sing ”See Saw” and S make up higher/lower actions.

Lesson 15.II. Bounce High – Use a ball to show high, higher and low. Children use a pretend ball. (Pretend to go to Target and get a new ball. “Mine is bright pink with gold stars!”)III. We Are Dancing in the ForestIV. Sticks –

Lucy Locket – ta-di ta-di ta-di ta-diPoor Little Kitty Cat – ta ta-di ta-di taV. Stars and Stripes Forever – C march around the room to the beat.VI. C staves – F do. Good Night, Sleep Tight with child piano. Do the whole song.

Lesson 16.II. We Are Dancing in the ForestIII. Pease Porridge HotIV. Hot Cross Buns – story – sing song after telling each step to Mrs. Baker making Hot Cross Buns. Do the actions of the rest, i.e, Put in ingredients – maybe need a little more flour (rest) stir (rest) knead and turn the dough on the rest, put on pan (rest) bake – take out of oven – draw an X (rest), ready to eat – too hot – blow on rest, take bite on rest. (Do not label the rest. This lesson is experiential only). V. Stars and Stripes MarchVI. Children’s staves – D do. Rain, Rain, with child piano. Do the first phrase.

Lesson 17.II. We Are Dancing in the Forest, Pease Porridge HotIII. Micky Mouse -- rhymeIV. Teddy Bear – read the rhythm. Put plastic teddy bears on the rests – make conscious “rest.” V. Bluebird – before game, bend knees on me, up on tiptoe for laVI. Bounce High – S read melody with baseball icons for la -- sing “high” on las. Do on hand staff.

Lesson 18.II. Snail, Snail – with ostinato – d s, d rest (“snail snail snail” rest)III. Icka Backa, CSP=C T sings new song as S keep beat. Draw phrases. Identify form: AA’AA’ or ABAB. S learn phrases and song. IV. Pease Porridge Hot – with chart – make conscious “rest” again.V. Pease Porridge Hot – S play clapping game.VI. Planet “la” – hand staffBounce High – shoulders, waist, head – child piano and felt staves D—do Mickey Mouse in canon

Lesson 19.II. Icka Backa Soda Cracker, CSP=III. Nanny GoatIV. Sticks – Pease Porridge Hot – “rest.”V. We Are Dancing in the ForestVI. Teddy Bear – child piano – G do, felt staves – first two phrases

Lesson 20.II. Nanny GoatIII. see VI. IV. Naughty Kitty Cat – S sing and pat bet while T draws beat lines on the board. S sing and clap rhythm. S sing, clap rhythm, and determine where we need quarter notes, eighth notes and rests.V. Mickey Mouse – actionsVI. Johnny Caught a Flea – read rhythm and melody to first three phrases on the board.

Lesson 21.II. Nanny GoatIII. Mr. FrogIV. and V. Mickey Mouse – read rhythm and guess the rhymeVI. so / mi worksheets

Lesson 22.II. Mr. FrogIII. Bye, Bye Baby – with pupper (rocking) (give a boy a turn first)IV. Hush, Baby, Hush – Rock motion away from you on down beat. Teach accents, bar lines, meter, time signature, double bar lines.V. Play game to VI.VI. We are Dancing in the Forest – tone ladder and felt staves – only do one phrase – “so” in a space

Lesson 23.II. Bye, Bye BabyIII. One Re, Two Re, Bow Wow, WowIV. Bounce High, Bounce Low, CSP=C S stand in a circle, T in the middle with a ball. S sing song. T bounces ball to each S on the accented beat, S catches ball on the weak beat, and bounces it back to the teacher on the accented beat. Teach accents, bar lines, meter, time signature, double bar lines -- again.V. Lion HuntVI. Felt staves – with tone ladder – Ring Around the Rosie

Lesson 24.II. One Re, Two ReIII. Hot Cross Buns, Bow Wow WowIV. See Saw, CSP=D S read solfege and identify the song. What is missing? Meter, bar lines, double bar lines. Review terminology, including the word measure. Count the measures.V. One Re, Two Re with partnerVI. Mr. Frog – without tone ladder

Lesson 25.II. Hot Cross BunsIII. Mouse MousieIV. Hot Cross Buns – make conscious repeat signV. Bow, Wow, WowVI. Tone ladder – all tone sets with so mi la on felt staves. Use songs. Change keys.

Lesson 26.II. Mouse MousieIII. Sailing on the Ocean – straighten out the rhythmIV. One Re, Two Re with partner. Do rhythm on board with accents etc.V. Charlie Over the OceanVI. Bow Wow Wow – Freeze tones. Three groups. Grou one hold last note of first phrase. Group two hold last note of second phrase. All sing final phrase.

Lesson 27.II. Sailing on the Ocean – straighten out the rhythm III. Tinker TailorIV. Derive the rhythm to one song. Determine what we need to change to make it fit another song. Rain Rain, This Old Man, Ducks and Geese, Yellow BirdV. We Are Dancing in the ForestVI. Buttons or notes with magnets. Each child has a note. Each child puts his or her note on so, mi, or la on the staff on the board. The class sings their composition.

Lesson 28.II. III. IV. Folded paper – Teacher clap rhythm, class put one beat in each square.V. Yellow BirdVI. Read new songs from charts: The Mill Wheel, No Robbers Out Today (start with the last two phrases, then sing the whole song) Also do on hand staff.

1. Rain, Rain2. Star Light3. Bluebird4. Teddy Bear5. Bounce High6. Wall Flowers7. One Potato8. Long Legged Sailor9. John Kanaka42. Alabama Gal38. All Around the Butter Cup35. Apple Tree 76. Billy Came over the Main White Ocean3. Bluebird5. Bounce High25. Bounce High, Bounce Low32. Bow Wow Wow24. Button You Must Wander31. Bye, Bye Baby58. Captain, Don’t Side Track Your Train26. Charlie Over the Ocean33. Cobbler, Cobbler27. Deedle Deedle Dumpling60. Dinah16. Doggie, Doggie, Where’s Your Bone?65. Draw a Bucket of Water14. Engine, Engine79. Engine, Engine Number Nine – see it sparkle40. Frog in the meadow43. Goin’ On A Lion Hunt21. Good Night, Sleep Tight41. Great Big House in New Orleans73. Grinding Corn20. Here Comes a Bluebird11. Hey Betty Martin13. Hey, Hey Look at Me77. Hogs in the Cornfield39. Hop Old Squirrel66. How Long the Train Been Gone?19. I Climbed Up the Apple Tree36. I Have Lost the Closet Key72. I Hear the Millwheel78. I Like Peanut Butter Soup75. Ida Red

70. I Saw the Light64. I’ve Been to Harlem61. Jim Along Josie9. John Kanaka30. Johnny Caught a Flea51. Knock the Cymbals44. Let Us Chase the Squirrel50. Little Liza Jane8. Long Legged Sailor59. Love Somebody22. Lucy Locket47. The Mill Wheel57. My Good Old Man29. Nanny, Nanny, Nanny Goat48. No Robbers Out Today15. Oats and Beans and Barley71. Old Brass Wagon55. Old Mister Rabbit7. One Potato67. Oranges, Lemons63. Paw Paw Patch77. Peanut Butter Soup62. Phoebe23. Poor Little Kitty Cat (I changed the word to “Cat”)78. Queen, Queen Caroline53. Rattlesnake1. Rain, Rain46. Sailing on the Ocean68. Scotland’s Burning37. Sea Shells56. See the Rabbit Running18. See Saw, Up and Down52. Seminole Duck Dance17. Skeletons with Jingly Bones12. Snail, Snail54. Somebody’s Knocking at Your Door2. Star Light74. Sweep, Sweep, Sweep Away4. Teddy Bear34. Tinker Tailor10. Tom, Tom, Greedy Gut (I changed the words to “very good”6. Wall Flowers28. We Are Dancing in the Forest45. Whistle, Daughter, Whistle

Listening Grade 1

Camille Saint-Saens “Aquarium” Carnival of the Animals“Promenade” from Pictures at an ExhibitionFranz Joseph Haydn, Symphony no. 94 “Surprise”Tchaikovsky’s The Crane (ta ta ta ta ta-di ta ta-di ta @ 00:55

1. T sings The Crane to S and then sings the opening with rhythm syllables.2. S listen to the symphony and raise their hands when they hear the folk song melody.

National AnthemListening: Leopold Mozart’s A Musical Sleigh RideSergei Prokofiev’s Symphony no. 1 (Classical) “Gavotte” #1Beethoven’s Symphony no. 7, mvmt. 2 (ta ta-di ta ta 3x, ta ta-di ta Z)The Ballad of Valentine

1. S listen to the teacher sing the book.2. Which ways did he try to get his valentine to her? Did he succeed in the end?

Rossini’s William Tell Overture (ml pattern)

SECOND  GRADE

 Lesson 1

II.  Teddy Bear – read with the tas and ta-di stem upside down –explain. III.  Cobbler, Cobbler Bate, Bate, chant Review motions with a volunteer.  Students find a partner. V.  Play game. IV.  Pease Porridge Hot – Children do big nods on the strong beats and small nods on the weak beats.  

Have flash cards with the rhythms to each phrase of Bow Wow Wow on them.  Mix them up.  “When we put rhythms together, they form songs.  Let’s sing Bow, Wow, Wow and try to put the rhythms in the correct order.”

Bow, Wow, Wow CSP=F 1. T sings ph. 1. S identify which flashcard matches. Move it up. 2. Repeat until all phrases are identified and in order. “What is the rhythmic form? abca 3. Sing and clap all. V. 4. Play game. VI. Tinker, Taylor – Count buttons on your own dress or shirt (count pretend buttons if you don’t have any buttons)and find out what you will marry. Give 16 children each a button. The sos stand and the mis go down on their knees. Sing the song, then the children go to the board and put their buttons in the correct spaces on the staff. VII. One Re Two Re Lesson 2 II. Cobbler, Cobbler III. Mouse, Mousie IV. Bounce High, Bounce Low – Read the melody and the rhythm. S tell which beats are strong. Do the beats in strong and weak colors. V. Bounce High – S stand in a circle with the T in the middle. Sing Bounce High while T bounces the ball to a S on a strong beat, and the S catches the ball on the weak beat. Then the S bounces the ball on the next strong beat back to the teacher, and the T catches the ball on the weak beat. Go on to the next student. Go all around the circle without missing a beat. If a child does not bounce the ball on the beat, simply give him or her some more chances. VI. Johnny Caught a Flea – Children read with so and mi on the lines. Draw a flea for “do.” Mr. Frog – Children read with so and mi in the spaces. Draw a frog for “do.” Lesson 3 II. Mouse, Mousie – inner hear III. Mickey Mouse IV. Here Comes a Bluebird, CSP=C

Review song from last year. Sing song and pat the beat. T tells a story about making taffy. S pull and stretch out the taffy. T demonstrates using a slinky. S copy T with slinkys. T, “Next time we’ll learn more about this stretched out sound.” Cobbler, Cobbler – tell a story to make conscious accents V. Mickey Mouse VI. Apple Tree – Children read on staff. Draw an apple for “do.” Write it on their hand staves. VII. Listening: I See the Moon, CSP = D 1. T sings/reads book. What tempo did we sing? Were we loud or quiet? Which dynamic?

Lesson 4II. Bow, Wow, Wow – inner hear with a puppet III. Sailing on the Ocean (I always teach this song twice – once this lesson, and reteach during the next lesson—it’s rather difficult) IV. Rhythm Post Office1. T claps a 4 beat pattern. S echo and find the rhythm pattern card that matches. 2. S hold the card at their foreheads as the T checks. Put in envelope when used. (ta ta tadi ta / tadi tadi tadi ta/ tadi tadi ta Z / ta ta ta Z)V. Mouse, MousieVII. Listening: Haydn’s Surprise Symphony no. 941. S keep beat quietly as T taps a beat on board under rhythms.

Lesson 5II. Bow, Wow, Wow – inner hear with a puppet. “What is the rhythmic form?”III. Sailing on the Ocean – “How many long sounds do I sing?IV. handouts – “What does a parking meter do?” measure time. “In music we are measuring beats, so we call the space between the bar lines a measure.V. Mouse Mousie

Lesson 6II. Are You SleepingIII. Hunt the CowsPlanet “do”IV and VII. Listening: Beethoven’s Symphony no. 71. S read 16 beats of rhythm. First, I’ll point to the beat as they read silently. Then they’ll say the rhythms, the third time, they will clap. 2. S listen and raise their hands when they hear the pattern.V. Mouse Mousie

Lesson 7 II. Hunt the CowsIII. Are You SleepingIV. Sailing on the Ocean – T write the rhythm on the board, instead of writing half notes—draw very wide sailboats. (change the dotted eighth followed by sixteenths to ta-dis) S read the rhythm on the rhythm syllables, and say, “ Lo-ong” (long) on the sailboats. Make conscious half

note. “When one sound takes up two beats in music it is called a half note. When we clap half notes, we call them ‘two’ and show the long sound up our arm.VI. Apple Tree – felt staves D – “do” “Is ‘do’ higher or lower than la? So? Me?” Use a child piano.V. Here Comes a Bluebird, CSP=C1. Review song and clap rhythms.2. T demonstrates using a slinky. S copy T’s motions.3. Pass out slinkies and allow S to demonstrate.4. Play game.

Lesson 8II. Mouse MousieIII. We are Truly Thankful – Teach without the repetitive partIV. Mouse Mousie – Children pat the beat while the teacher draws the beat lines. Clap the rhythm. Children do the rhythm while the teacher points to the beat lines. Children tell how to change the beat to the rhythm. “What can we do to change this to the rhythm? Where do we have faster sounds?” Where do we have tis? These are just example questions. Let the children start anywhere.V. Old Ob I Diah – read and do the gameVI. Johnny Caught a Flea – felt staves. G “do” with child piano.

Lesson 9II. We are Truly Thankful – sing the whole song for a review, then C sing the whole song (even the repetitive phrases)III. Over the River and Through the WoodIV. Here Comes a Bluebird, CSP=C1. Review song while stepping the beat and clapping the rhythms.2. T sings ph. 1 on “loo” and S sing with rhythm syllables. (T gives example – “tapping at the window” is tadi tadi ta ta) S sing tadi tadi ta ta / tadi tadi ta ZAURAL 1. T sings on loo and pats beat. S copy. “How many beats did we keep?” 82. Sing again. “Which beat has no sound?” 8 (Put rest on shoulders.)3. Sing again on loo. “Where did we sing the longest sound?” at the beginning4. “For how many beats did we sing the long sound?” two5. “On which beats did we sing the long sound?” 1 & 2.6. “Let’s sing and clap the whole phrase with rhythm syllables and sing long for beats one and two. Fill in the ta’s and tadi’s.” Long, long tadi tadi ta ta Long, long tadi tadi Z.7. Half the class echoes, then the other. Indiv. S sing phrase back to T.V. 8. Play gameVI. Mouse, Mousie – Teacher puts the rhythm on the board. Children clap and guess the song. Sing. Sing and think the solfege. Children tell the solfege. T writes the solfege under the rhythm. Use hand staff.VII. Listening: Kabalevsky’s A Short Story, Op.27, Book 1, No. 13 (half note)

Lesson 10

II. Over the River and Through the Wood – Listen to a recording while showing instrument picturesIII. Closet KeyIV. Using tas, ta-dis, half notes and rests, put a rhythm on the board, erase and change one beat at a time. (This can also be done with melodic lessons) “This is one way composers write new music. They start with an idea, then add to it or revise it until they like it. V. We Are Truly Thankful – with resonator bells on the repetitive phrases. Use D D F# A G G. Four students at a time, each has a resonator bell. The teacher directs who plays when. Take turns until everyone has played. VI. Mouse, Mousie – Teacher puts the stick notation on the board. C put it on the staff on the board. Also do on hand staff.

Lesson 11II. Closet KeyIII. Sea Shells – read the rhythm first, sing song and draw the phrases in the airIV. Closet Key – form – rhythm ABAB, melody – ABACAre You Sleeping CSP=G – 1. S read rhythms from flashcards. Identify the song.2. Which symbol do we use to show that we sing each phrase two times? (repeat sign) Add repeat signs for each phrase.3. Sing the entire song with rhythm syllables, then words, then in canon. V. Hunt the CowsVI. Deedle, Deedle – felt staves – tone ladder (m m m m s s d d m)VII. Listening: Mozart’s “Minuet” from Eine Kleine Nachtmusik

Lesson 12II. Sea Shells – inner hear, do the formIII. Dinah – 1. S read quarter note ostinato: so mi so mi from staff and sing as T sings Dinah. 2. T sings song as S keep the beat. Draw phrases. Identify form: AA’AB3. S echo T on phrases. Learn the songIV. Sea Shells – formV. Bow, Wow, WowVI. Closet Ket – d d m m d d m – tone ladder with felt stavesVII. Listening: Britten’s Young Person’s Guide to the Orchestra1. S learn about the composer.2. Look at the map. Discuss instrument families we’ll hear.3. Read the opening rhythms.4. Follow the listening map.

Lesson 13II. DinahIII. Paw Paw Patch1. T sings new song. S keep beat, draw phrases, identify form: ABAC 2. S learn melody and all three verses.3. V. Game – Paw Paw Patch

IV. echo clap same and different, four beat phrases using ta, ti, rest and half note.V. Bow Wow WowVI. Sea Shells – d s d s without tone ladder – with felt staves. Do other tone sets.VII. Tony Chestnut – read the first phrase – do actions

Lesson 14II. Paw Paw Patch – review song and play gameTransition: S clap tadi tadi tadi ta ostinato from the board as T sings new song.III. Ding Dong, CSP=F, Play game.IV. and VI. Handouts – Fuzzy Wuzzy, I See the Moon

Lesson 15II. Ding DongIII. Here Comes a Bluebird – show phrase – draw an arch in the airIV. Echo clap same and different four beat phrases using ta, ti, rest and half note.V. Closet KeyVI. dmsmmmm: “Which song begins this way?” Knock the Cymbals: Play game.Transition: T changes pattern to d m ssss ssss md for listening.VII. Mozart’s Symphony no. 1 in E flat major – d m ssss ssss md

Lesson 16II. Here Come a BluebirdIII. Little Tom Tinker, Sally Go Round the SunIV. Bow, Wow, Wow – Children pat the beat while the teacher draws the beat lines on the board. Clap the rhythm. Children clap the rhythm while the teacher points to the beat. Children tell the rhythm.V. Closet KeyVI. pass back handoutsLesson 17II. Little Tom Tinker \ Partner songs. The T sings one Sally Go Round the Sun / song while the C sing the other.III. Hop old Squirrel – Children sing “hop old squirrel” every time it occurs in the song. Then teach the “idle dums.” Teacher trade parts with the children. Then children sing the whole song.V. Here Comes a BluebirdVI. Bow Wow Wow – Teacher put rhythm on the board. Children clap and guess song. Sing. Sing and think solfege. Children tell solfege. “?” for “re.” (Notice all the other songs in this lesson were in the same tone set. The children will have much greater success guessing the song if they already have that tone set in their ears.)

Lesson 18II. Hop Old SquirrelIII. Ding Dong, CSP=D play gameTransition: S clap ostinato from board: tadi tadi tadi ta as T sings Dance Josey.

Dance Josey, CSP=G1. S keep beat as T sings. Draw phrases. Identify form: AA’AB2. Which phrase of the song matches your rhythmic ostinato? 43. play game IV. Dinah – T claps rhythm to Dinah, and C guess song. T pass out rhythm sticks. C play four fast sounds (4 sixteenth notes) on rhythm sticks. “Which words are right after the four fast sounds?” house, old “Be sure you do not play your sticks on those words.” VI. Planet reVII. Little Tom Tinker & Sally Go Round the Sun – Partner songs. Divide the class in half.

Lesson 19II. Sea Shells– read the rhythm first. Show phrases.III. Who’s That Tapping – read the rhythm first. Show phrases.All Around the ButtercupIV. echo and labelV. Bow, Wow, Wow VI. Hop Old Squirrel – felt staves with child piano (E do) then play game

Lesson 20II. Who’s That Tapping, All Around the ButtercupIII. Wall Flowers – show phrasesIV. Tideo, CSP=A1. T sings new song as S keep the beat. Draw phrases. S count ‘jingle at the window.’ 3x2. T sings again as S count ‘Tideo.’ 10x3. S echo phrases and sing all.4. S learn clapping pattern. Play game with a partner.VI. Closet Key – felt staves with child piano. F do

Lesson 21II. Wall FlowersIII. Dance Josey, CSP=F (Chicken on the Fence Post)Play gameIV. Paw Paw Patch, CSP=F1. Review song. S echo T clapping only takadimi with beat on other words.2. “Which words did we clap?” pretty little, yonder in the3. T says, “Let’s only sing the words on the beat” and then “only sing the words you clap.”4. T isolates ph. 1 and asks, “How many beats did we keep?” 45. Which beat has the most sounds? 3, how many sounds are on beat 3? 4 sounds6. T sings, “loo loo loo loo 1234 loo loo” and S echo.7. If beat 3 has 4 sounds, how many sounds are on each of the other beats? Two, tadi, eighths.8. T changes to tadi tadi 1234 tadi and S echo in groups and as individuals.Transition: T sings phrase 1 with solfege/hand signs dd dd mmss md and S echo. “Let’s sing and read another song that begins on do instead of so.

VI. Knock the Cymbals, CSP=G1. S read solfege.Play game.

Lesson 22

II. Wall Flowers IV. Ding Dong, CSP=D1. T demonstrates clapping fastest words and keeping the beat on other beats. S copy T. 2. “Which words did we clap?” digga digga (Maybe ask if the word “dong” is fast. No.)Aural questions:3. T says, “Let’s only sing the words on the beat” and then “only sing the words you clap.”4. T isolates phrase 1 and asks, “How many beats did we keep?” 45. Which beat has the most sounds? 3, how many sounds are on beat 3? 4 6. T sings, “loo loo 1234 loo” and S echo.7. If beat 3 has 4 sounds, how many sounds are on each of the other beats? One, ta, quarters8. T changes to ta ta 1234 ta and S echo in groups and as individuals.V. play game – Ding DongVI. All Around the Buttercup – felt staves with tone ladder – E do

Lesson 23II. Frosty Weather, CSP=C1. T sings new song as S keep beat. Draw phrases. Identify form: AABA’2. S learn new song.V. Play game – Frosty WeatherIII. Love SomebodyIV. Sea ShellsV. Bow Wow Wow in canon – T sings in canon with the children. “What did I do?” C their part to help them stay on their part. Divide C into two circles, and have them sing and do the game in canon.VI. All Around the Buttercup – felt staves with tone ladder (E do)Lesson 24II. Love SomebodyIII. Read “Frog in the Meadow” – use hand staffIV. VI. Sea Shells – with tone ladder – felt staves

Lesson 25II. Hot Cross BunsIII. & V. Car Song – CSP=A Play game at 4 different tempos.IV. Love Somebody – Derive the rhythm to Love Somebody. T, “When there are four even sounds on one beat, they are called sixteenth notes. We can use the rhythm syllables takadimi to represent them.” Put the rhythm to Love Somebody and Dinah on the board. Sing Love Somebody. Do its rhythm. Then do the other rhythm. (Dinah) T, “Sometime during music we

will sing the song that fits this rhythm. When we do, raise your hand and say, “Isn’t that the song that is on the board?” VI. Wall Flowers – felt staves – without tone ladderVII. Dinah – after C tell T that is the song on the board, have half the class perform the rhythm while the other half of the class performs the beat. S sing Dinah while T sings Paw Paw Patch.

Grade 3Lesson 1II. John KanakaIII. Whistle DaughterIV. Button You Must Wander – fermataV. Let Us Chase the Squirrel – canonVI. Bounce High, Jim Along Josie – conduct in dupleVII. John Kanaka in a circle

Lesson 2II. Whistle, Daughter, WhistleIII. Alabama GalIV. Who’s That – read and sing in canonV. John KanakaVI. Bells at Twilight

Lesson 3II. Alabama GalIII. Liza Jane – pull out “Little Liza JaneIV. echo 8 beat rhythm patternsV. Whistle, DaughterVI. Knock the Cymbals – readVII. Let Us Chase the Squirrel

Lesson 4II. Liza JaneIII. RattlesnakeIV. Whistle, Daughter – Children sing and teacher draw beat lines on the board. Children sing and clap the rhythm. T, “Did you notice any measure that had only one sound?” (frog) Make all the rest ta-di. I’m going to give them all their own flags.” Teacher point, “Find an eighth note that does not have it’s own sound.” T, “Which one should it be tied to?” C, “The one before it.” T ties the eighth notes together, “What do we change it to?” (ta) Say on, “ta di—di” (C laugh). Teach special feel = special name. “Syn – co – pa.” Sing, “Whistle daughter syn – co – pa and you shall have a frog.” Etc.

Lesson 5II. RattlesnakeIII. Black and Gold

IV. Alabama Gal – Start with an ostinato ta-di ta-di ta-di ta. Sing the song and emphasize ta di—di (“don’t”). Sing the song, step the beat and clap the ostinato. On board - ta-di ta-di ta ta ta-di ta-di ta ta ta-di ta-di ta ta ta-di ta-di twoSing the song. Half the children close their eyes and clap the rhythm of the song. The other half tap the rhythm that is written on the board. Teacher, “Find the mistakes. Some of these sounds don’t belong there.” . . . “Which is the only measure that is correct?” (last) clap the first two beats. “Do we have four sounds?” Clap again. “How many do we have?” (3) Sing the first two beats. Teacher points, “Where is the extended sound?” “How will we extend it?” (tie) “What do you know that two eights are the same as?” (quarter note) “What happens to that first eighth when we put the second one in the quarter note?” “It doesn’t have anything to hold its beam up. Fix the other one (syn – co – pa).VI. Liza Jane pedal point

Lesson 6II. Black and GoldIII. Seminole Duck DanceIV. Rattlesnake – Derive the rhythm. Make conscious the whole note and dotted half.V. Somebody’s Knocking at Your Door – wood blockVI. two hand singingVII. Halloween Songs

Lesson 7II. Seminole Duck DanceIII. Old Mr. RabbitIV. Liza Jane – do the form and read all the BsVI. Rattlesnake – Do the beat. Then do lap, shoulder, shoulder, shoulder. T, “There are four beats in a measure.” Draw in time signature. “Sing the end of the song (last 2 measures) “Ain’t done nothing but bite.” “How many beats does the last note get?” (4). Put the beats of the last 2 phrases on the board while the children sing. Tell where the half notes go. “Now, when we put a half note, what beat does it go on?” Teacher put in the rest of the rhythm. T, “It begins and ends on ‘do.’” Teacher sings the first phrase of the ending (dd mrd m m ) T, “You’ve heard that sound before. Sing the phrase and think the syllables. Try the hand signs. Tell me anything you can about the last 2 phrases.” (d d mrd m m m r dd ? d) Teacher, “I put a “?” there because that is our mystery note.” Label solfege for the rest of the song. Sing, “Rattlesnake, oh” and hold “oh.” Teacher go on and sing to low la. “Do those notes sound the same?” “One is definitely higher and the other is definitely lower, but there is something about them that sounds the same!” Label low la. Sing the whole song on solfege.V. Old Mother GooseLesson 8 Halloween songs with tone bar instruments

Lesson 9II. Old Mr. RabbitIII. Cumberland Gap

IV. Black and Gold - readV. Seminole Duck Dance – snake skinVI. Rattlesnake – put on the staff