February Week 1 ~ Lesson Outline - Mme Rachèl Teacher · 2019-02-05 · Musical Priest listen,...

February Week 1 ~ Lesson OutlineConcept to Teach: *Fast-Slow (practice) Theme: Trains, Groundhog Day

SingNew Songs:84. Page’s Train fast/slow85. Chew Chew fast/slow - very fun!86. Down by the Station trains (optional)87. Groundhog Groundhog Day echo song88. Willowbee dance, create movement89. Musical Priest listen, steady beat, violinMovement Activities and Poems: 84a. Movement Activity 10 beat, develop listening skills86a. The Taxi ostinato, beat/rhythm

Review Songs:80. Pretty Princess sing a fairy tale81. Cheer for 100! 100 Day Song, create move.82. It Takes One to Know One echo, social skills (optional)83. Arroz con leche Spanish

Play Instruments86a. The Taxi - play an ostinato with the poem, play beat/rhythm87. Groundhog - play the word rhythm chains using body percussion or non-pitched percussion instruments89. Musical Priest - play instruments with the beat

Ukulele and Guitar arrangements available: 84. Page’s Train 85. Chew Chew 86. Down by the Station 87. Groundhog 88.Willowbee

Move84. Page’s Train - play a train game moving fast/slow84a. Movement Activity 10 - create movement86. Down by the Station - do the actions while singing88. Willowbee - dance while singing89. Musical Priest - play copy cat game moving to the beat

Listen85. Chew Chew - listen for the fast/slow parts in the song89. Musical Priest - listen for the sound of the violin, play copy cat game moving to the beat

Interactive Activities*Fast Slow GameSort the Fast Slow Sounds activity - in development85. Chew Chew - Types of Voices

Create81. Cheer for 100! - create movements with pompoms84. Page’s Train - create movement84a. Movement Activity 10 - create movement86. Down by the Station - create sound effects87. Groundhog - create a rondo with word chains,

Read/Write ~ Printable84. Page’s Train - Ask Me87. Groundhog - Composition Activity, create a rondo with word chains

Assess89. Musical Priest - assess the students’ ability to move to the beat

© 2018 Themes & Variations For use of www.musicplayonline.com subscribers only - any other use is prohibited [email protected]

Teaching Notes85. Chew Chew - Health: prevent choking

84. Page’s Train Rote CD4: 1

Concept: fast/slow Objectives: Students will sing and play a singing game. I can sing and play a singing game.Interactive: Skills: sing, create, move

Wee

k 1

Febr

uary


&b

b

b 4

2

œœ œ

Pa - ge's train

œ œ œ

runs so fast,

œ œœ œœ œ

Can't see noth - ing but the

œœ œ

win - dow glass.

Traditional

2. Page’s train runs so slow, Takes too long to get to Buffalo. Page’s train runs so slow, Takes too long to get to Buffalo.

Target Concept: fast/slow

Teaching Process/Suggested Activities: Use the song to practice fast and slow. Choose eight students to be tunnels. These eight students pair up and form a tunnel by holding hands with their arms stretched up. Have the other students line up and move around the room and through the tunnel like a train. The teacher could be the leader of the train, or you could choose a student to be the leader. When moving fast with students it is easier to move if the students don’t join up - just have them chug their arms like a train.

Musicplayonline.com: On musicplayonline.com, the concept slides includes the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics. An additional slide is included: Is the music fast or slow? Also included on musicplayonline.com is an Ask Me Printable.

84a. Movement Activity 10 - Crawl, Shake, Stop!

In this movement activity, the teacher chooses two instruments with contrasting timbres. For example, cowbell and shakers. When you play the cowbell, the students will crawl. If you don’t have a classroom with carpet and lots of space, you may want to have your students walk and just show the crawling motion with their hands. When you play the shaker, the students will stand in place and shake. If you play faster, they go faster. If you play slower, they go slower. If you stop, they freeze. (You could have them freeze and make a shape.) Play the instruments in 2/4, 4/4 or 3/4 faster/slower, louder/quieter and have students move when you play, and stop when you pause.

1. Play cowbell q q q | q q q | q q q | q - crawl

2. Pause, making sure that all students have stopped moving

3. Play shakers qr qr qr qr | qr qr q - shake

2. Pause, making sure that all students have stopped moving, and repeat!

In other movement activities students have walked with a woodblock, galloped with a guiro, jumped with a vibraslap, slithered with sandblocks, bounced with bells and tiptoed with a triangle. If you want to challenge your students consider adding some of these movements with two or more instruments!

Objective: beat/no beat, develop listening skill


85. Chew Chew Rote CD4: 2

Concept: fast/slow Objectives: Students will sing an action song. I can sing an action song.Interactive: Other (Types of Voices) Skills: sing, create, move

Wee

k 1

Febr

uary


&

#

#

#

#C˙ ˙

E

Clear the

˙ .œ

j

œ

track there's a

œ œ œn œ#

hot - dog com - in'

˙

Ó

through.

‹ ‹ ‹ ‹

B7

Chew chew chew chew

&

#

#

#

#‹ ‹ ‹ ‹

chew chew chew chew

‹ ‹ ‹ ‹

chew chew chew chew

‹ Œ Ó

E

chew

˙ ˙

Clear the

.˙ œ

track you

œ œ œœ

E7

got - ta chew your

&

#

#

#

#

˙ Ó

A

food.

‹ ‹ ‹ ‹

Chew chew chew chew

‹ ‹ ‹ ‹

E

chew chew chew chew

‹ ‹ ‹ ‹

B7

chew chew chew chew

‹ Œ Ó

E

chew

Lee & Sandy Paley

2. Clear the track there’s cornflakes comin’ through.Chew chew chew chew chew chew chew chew Chew chew chew chew chewClear the track you gotta chew your food.Chew chew chew chew chew chew chew chew Chew chew chew chew chew

3. (slowly) Clear the track there’s liver comin’ through. (Yuk!)Chew chew chew chew chew chew chew chew Chew chew chew chew chewClear the track you gotta chew your food.Chew chew chew chew chew chew chew chew Chew chew chew chew chew

4. (quickly) Clear the track there’s spaghetti comin’ through. (Gulp!)Spoken part: “Don’t you chew your spaghetti?”“I didn’t know you had to chew spaghetti.” “Uh-huh.” “But it’s too soft and mushy and I can’t chew. It just goes in my mouth and goes right down my throat.” “Uh-uh.” “Do I have to chew it?” “Uh-huh.” “Oh.”Clear the track there’s spaghetti comin’ through.Chew chew chew chew chew chew chew chew Chew chew chew chew chewClear the track you gotta chew your food.Chew chew chew chew chew chew chew chew chew chew chew chew chew - gulp

Used with permission. By Lee & Sandy Paley www.paleymusic.com Email: [email protected]

Target Concept: fast/slow

Teaching Process/Suggested Activities: Song #85 “Chew Chew” is an all time favorite song to practice using fast and slow. Teach the song by rote. Discuss why the song goes faster and slower. Discuss with your students why it really is important to chew your food.

Curriculum Connections: Health - preventing choking

Musicplayonline.com: On musicplayonline.com, the concept slide includes the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics. The Types of Voices interactive is also available. Use it to say the poems using different voices.

86. Down by the Station Rote CD4: 3-31

Concept: sound effects, action song, Objectives: Students will create sound effects. I can create sound effects.Interactive: Skills: sing, create, move

Wee

k 1

Febr

uary


&b c

˙ œ œ

Down by the

˙ ˙

sta - tion

œ œ œœ

ear - ly in the

˙

˙

morn - ing,

&b œ œ œ œ

see the lit - tle

œ œ œ œ

puff - er - bel - lies

˙ œ œ

all in a

w

row.

&b

œ œ œ œ

See the en - gine

˙ ˙

driv - er

œ œ œœ

pull the lit - tle

˙

˙

throt - tle.

&b

˙ ˙

Puff puff

˙ ˙

choo choo

˙ ˙

off we

w

go.

Traditional

Target Concept:Add sound effects to a song

Teaching Process/Suggested Activities: Use this song to add to the train repertoire. Teach the song by rote, and then teach the actions. Teach it as an action song to kindergarten and don’t try to teach it as a round. Dis-cuss the kinds of sounds a train might make, and create sound effects with instruments to go with the song.

Actions:Down by the station early in the morning, chugging motion with both armsSee the little pufferbellies shade eyes, look from right to leftAll in a row. point from left to rightSee the engine driver lookout - shade eyesPull the little throttle. pull throttle with left handPuff puff pull down twice with right handChoo choo pull down twice with left handOff we go. chugging motion

Curriculum Connections: Social Studies - transportation

Musicplayonline: On musicplayonline.com, the concept slides includes the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics.

Poems/Chants:86a. The Taxiauthor unknown

Taxi, taxi, stop for me.Take me to the train.Taxi, taxi, can’t you see,I’m standing in the rain.

Teaching Suggestions:* Pat the beat on your lap as you say the poem.* Play the beat on a hand drum.* Clap the way the words go.* Play the way the words go on rhythm instruments. * Play the words of line one and three on one instrument and line two and four on another.* Have one group play “Rain rain go away” as an ostinato, while another group plays the words of the song or says the poem.


87. Groundhog Rote CD4: 4-32

Concept: melody, echo Objectives: Students will sing an echo song. I can sing an echo song.Interactive: Skills: sing, create, read, write

Wee

k 1

Febr

uary


&b

b

b c

œ œœ œ

Ground -Ground -

hog,hog,

thinkwon't

I'myou

j

œ œ

j

œ ˙

gon -come

naout -

cry.side?

œ œœ œ

(Ground -(Ground - hog,

hog,won'tthink

youI'm

j

œ œ

j

œ ˙

comegon -

out -na

side?)cry.)

&b

b

b œ œ .œ œœ

There'sSun

nois

rea -shin -

son foring

œœ œ ˙

youin

tothe

hide.sky.

œ œ .œ œœ

(There's(Sun

nois

rea -shin -

son foring

œœ œ ˙

youin

tothe

hide.)sky.)

&b

b

b

œ œœ œ

CloudsWhen

arethe sun

out, theshines

j

œ œ

j

œ ˙

skyall

isa -

gray.round

œ œœ œ

(Clouds(When

arethe sun

out, theshines

j

œ œ

j

œ ˙

skyall

isa -

gray.)round)

&b

b

b œ œ œœ

YouI

won'tsee

seeshad -

yourows

œ œœ œ ˙

onshad-ow to -

theday.

ground.

œ œ œœ

(You(I

won'tsee

seeshad -

yourows

œ œœ œ œ œ( œ)

onshad-ow to -

the ground.)day.) If you

&b

b

b

œ .œ œ

j

œ .œ

don'tShad-

seeows

yourtell

shad-usow

j

œ œ

j

œ œ œ( œ)

that'swin -

O.ter will

K.stay.

(If youœ .œ œ

j

œ .œ

don't(Shad-

seeows

yourtell

shad-usowœ œ œ œ œ( )

that'swin -

O.ter

K.)will stay.)

Be -

&b

b

b

œ .œ œ œ œ

causeThat's

itwhat we

meansthink on

spring's

j

œ œ

j

œ œ

‰ j

œ( )

onGround-hog

its way!Day!

(Be -œ .œ œ œ œ

cause(That's

itwhat we

meansthink on

spring's

j

œ œ

j

œ ˙

onGround-hog

itsDay!)way!)

D. GagnéSwing

Teaching Process/Suggested Activities: The kindergarten teachers who were consulted during the development of this program wanted to have a song for Groundhog Day, but wanted something that could be taught very quickly. The echo format of this song makes it really easy to teach. The students can listen and repeat. Ask the children to identify the purpose of the song. (Groundhog Day)

Reading and Writing: Use the composing activity on musicplayonline.com to create a word chain. Choose body percussion or non-pitched percussion instruments to play the rhythms. Alternatively, use the song as the theme in a rondo and have the students create their own word chains for the B, C, D, etc. sections.

Curriculum Connections: Science - light and shadows

Musicplayonline.com: On musicplayonline.com, the concept slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics.

88. Willowbee Rote CD4: 5

Concept: form, create movementObjectives: I can sing and play a singing game. I can sing and play a singing game.Interactive: Skills: sing, create movements

Wee

k 1

Febr

uary


&

#

#

4

2j

œ œ

j

œ

This way we

œ œ œ œœ

wil-low-bee, Oh

œ œ œ œœ

wil - low - bee, Oh

œ œ œ œœ

wil-low-bee. Oh,

&

#

# j

œ œ

j

œ

this way we

œ œ œ

j

œ

wil-low-bee

j

œœ

j

œ

all night˙

long.

&

#

#˙

U

Oh,

˙

U

.œ œ .œ œ

danc - ing down the

j

œœ

j

œ

al - ley, the

j

œœ

j

œ

al - ley, the

&

#

# j

œ.œ

al - ley..œ œ œ œ

Danc - ing down the

j

œ.œ

al - ley,

j

œ .œ

all night˙

long.

American Singing Game

Target Concept: Create Movement

Teaching Process/Suggested Activities: The children form two lines facing each other. Each child has a partner in the line that they are facing. During the first part of the song the children join hands with their partners and jive back and forth. On the words “dancing down the alley” the head pair of partners dances down the alley with joined hands. They can make up any kind of dance that they like. Repeat the game until all pairs have had a turn.If your students prefer to dance down the alley alone, (or if the game is more successful for you this way) you could play this game like “This Way That-A-Way” where the children in the pair dance down on their own one at a time. One child would come down the first time you sing “dancing down the alley” and the other child would come down the second time you sing “Dancing down the alley.” Discuss the form of the song. There are two parts to the dance. The first part is the A section, the second is the B section.

Curriculum Connections: PE - creative movement and dance

Musicplayonline.com: On musicplayonline.com, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics.

89. Musical Priest CD4: 6

Concept: steady beat, identify the sound of the violin, fast/slowObjectives: Students will move to the beat. I can move to the beat. Interactive: Skills: move, listen,

Wee

k 1

Febr

uary


Target Concept: Steady beat, Identify the sound of the violin, fast/slow

This is a celtic fiddle tune. Listen to the selection and pat a beat or get up and move to the beat. Ask the students if the music is fast or slow. (fast) This is a great selection to play copycat with. Choose 4 or 8 students to be leaders. Let 16 beats go by before beginning the movement. This will allow you to hear the tempo. If you have 4 leaders, each will lead for 32 beats of music. If you have 8 leaders, each will lead for 16 beats. (If you lose count during the song, it won’t make a huge difference if you switch leaders at the wrong time.) Each leader can move in any way that keeps a beat - step, pat, jog, twist, kick, etc. The class copies what the leader does. Try to give everyone in the class a chance to lead. This selection will also work well as a rhythm instrument play along. Give out rhythm instruments, listen to 16 beats for the tempo, then play the beat along with the music.

This is an excellent example of the fiddle or violin. The music opens with a solo fiddle, so it’s very easy to hear it.

Curriculum Connections: PE - creative movement and dance Social Studies - Irish culture

Musicplayonline.com: Concept Slides 2. What instrument do you hear? 3. The first instrument is a fiddle. 4. Move to the beat. Is the music fast or slow? 5. Fast! 6. Discuss music in society. Do you know someone who plays a fiddle?

February Week 1 ~ Lesson Outline - Mme Rachèl Teacher · 2019-02-05 · Musical Priest listen,...

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