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Musical Foundations for ELA and Math in Kindergarten

AEMDD RAISE Arts Integrated Unit

RAISE Funded by the United States Department of Education Arts Education Model Development and Dissemination (AEMDD) Grant Project© 2010 Rochester City School District, Rochester, New York

AEMDD Kindergarten Common Core Connections Overview

Lesson 1 2 3 4 5 6 7 8 9 10Reading Standards for LiteratureRL.K.2 Retell familiar stories, details X X X X X X X X XRL.K.3 Identify characters, major events X X X X X X X X XRL.K.7 With prompting and support, describe the relationship between illustrations and the text X X X X

RL.K.11 Make connections between self, text, world X X X X X X X X X X

Reading Foundational Skills: Print ConceptsRF.K.1a Demonstrate directionality X X X X X X X X X XRF.K.1d Recognize and name all upper and lowercase letters of the alphabet. X X X

Phonological AwarenessRF.K.2a Recognize and produce rhyming words X X X X X X X X X XRF.K.2b Count, pronounce, blend and segment syllables in spoken words X X X X X

RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words X X X X X X X

RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

X X X X X

Phonics and Word RecognitionRF.K. 3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sound for each consonant.

X X X X

RAISE Funded by the United States Department of EducationArts Education Model Development and Dissemination (AEMDD) Grant Project

© 2010 Rochester City School District, Rochester, New York

RF.K. 3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels

X X X X X X X X X X

RF.K. 3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ

X

Speaking and Listening Comprehension and CollaborationSL.K.2 Confirm understanding of text read aloud or information read orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

X X X X X X X X

SL.K.3 Ask, answer questions for information, clarification X X X X X X X X X X

Language: Conventions of Standard EnglishL.K.1b Use the conventions of standard English grammar and usage when speaking. Use frequently occurring nouns and verbs

X X

L.K. 1e Use the most frequently occurring prepositions (to, from, in, out, on, off, for, of, by, with)

X X X X X X

Language: Vocabulary Acquisition and UseL.K.4a Determine or clarify the meaning of unknown words and phrases. X X X X X X X X X X

L.K.4b.Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less)

X X X X X X X X X X

L.K. 5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out

X X X X X



meanings.Math: Counting/CardinalityK.CC.1 Count to 100 by ones and tens X X X X X X X XK.CC.3 Understand the meaning of zero X X X X X XK.CC.4a When counting, say the number names in standard order X X X X X X X X X X

K.CC.4b Understand that last number names said tells number of objects (sounds) counted X X X X X X X X X X

K. CC. 4d Develop understanding of ordinal numbers( first, through tenth) to describe the relative position and magnitude of whole numbers

X X

Math: Measurement & DataK.MD.3 Classify items into categories X X X X X X XMath: GeometryK.G.2 Correctly name shapes regardless of their orientations or overall size X X X X X X X X X X

K.G. 4 Analyze and compare two-and three- dimensional shapes, in different sizes and orientations, using informational language to describe their similarities, differences, parts and other attributes

X X



New York State Arts Learning Standards

Lessons 1 2 3 4 5 6 7 8 9 101. Creating, Performing and Participating in the Arts X X X X X X X X X X

2. Knowing and Using Arts Materials and Resources X X X X X X X X X X

3. Responding to and Analyzing Works of Art X X X X X X X X X X4. Understanding the Cultural Contributions of the Arts



Lesson number: 1 Lessons in Unit: 10

Essential Question(s): What does it mean to echo? I can understand and show what echo is.

Prior student learning: Ability to count 1 to 8.

Materials / Resources needed: Red circle drum, mallet

Procedure / student work time (step by step): o [indicates musical skill/importance- singing, pitch and rhythm assumed and not noted] o (indicates ELAMATH skill)

“Such a Making a Circle” – [tonic/dominant; resting tone] (spatial awareness; shapes)

Learning a musical “cut-off” sign. Students learn and practice making the sign.

Vocal Warm-up

Rhythm Pattern echo – [rhythm pattern of “Apple Pie Chant”] (listening; following directions)

“Hello” Song – [echo song] (listening; following directions)

Transition Song: “Everybody Have a Seat”

“It’s So Good to See You” – [beat movement; phrasing] (counting 1-8; number sense; lays foundation for future pattern activity) Practice counting to eight and: pat floor eight times; pat knees eight times; clap eight times; pat shoulders eights times. Sing song and perform motions. [Sets up the pattern of movements for “Apat Apat” – lessons 4, 5, 6]

“No More Pie” – [echo song – minor] (listening; sequence; details)

“Chop! Chop! Chippity Chop!” – [chant-triple meter: beat motion; individual response] (listening; following directions

“Old Dan Tucker” – [AB Form] (sequence) - discussion of “politeness”- Students will say “please” after each “Git out the way, Old Dan Tucker”

Circle Drum – Teacher announces that he/she has brought a green square drum. Hold up the red circle drum. Allow students to make the correction. Ask them how they know it is a circle. Allow opportunity for many children to explain. (Teacher remaining silent and looking quizzical produces many responses.)

“Walk When the Drum Says Walk” – (listening; following directions; shape/color identification) Announce that the drum can talk. Play the drum the number of beats in “Walk When the Drum Says Walk”. Ask students if they understood what the drum said. Elicit responses. Tell the students that you will play the drum a second time and you will follow the directions. Walk to the beat as

you play and say the chant. Repeat. Ask students to join you and walk and stop. Use all the space in the room. Repeat 4 to 5 times.

Walk, walk, walk, when the drum says walk andStop when the drum says stop.

“Old Obidiah” – [phrasing; anticipation](rhyming words; listening; following directions) Have students practice jumping once in place when teacher says the word “jump.” Ask students to listen to a song and jump when they hear the word “jumped.” Sing Old Obidiah one time.

“Three Bears With a Beat” [listening/participation, beat; rhythm patterns; vocal exploration; silent beats; dynamics] (sequence; details) Introduce the four characters in “Three Bears With a Beat”. Have students practice the vocal sounds that match each character. Have students pat a steady beat while teacher recites the story. Students will interject each character’s vocal sounds at the appropriate time.

“Goodbye Song” – (listening; following directions; crossing midline)

Evaluation / Assessment: Teacher / Teaching Artist Observation




Essential Question(s): What is a pattern? I can understand and show what a pattern is.

Materials / Resources needed: Old Dan Tucker Puzzle Cards, green square drum, mallet

Procedure / student work time (step by step): [indicates musical skill/importance- singing, pitch and rhythm assumed and not noted] (indicates ELAMATH skill)


Review musical “cut-off” sign

Vocal Warm-up

Rhythm Pattern echo – [rhythm pattern of “Apple Pie” Chant] (listening; following directions)“Hello” Song – [echo song] (listening; following directions)


“It’s So Good to See You” – (counting 1-8; lays foundation for future pattern activity) As per Lesson #1. [Sets up the pattern of movements for “Apat Apat” – lessons 4, 5, 6]


“Chop! Chop! Chippity Chop!” – [chant-triple meter: beat motion; individual response]

“Old Dan Tucker” – [AB Form] (sequence) Discuss “audiate” (singing or saying music in the mind.) Have students audiate the “please” during the B section of the song. Use picture cards to represent each phrase of “Old Dan Tucker”.

Green Square Drum – Announce that you brought the red circle drum back. Hold up the green square drum. Students will make correction. Ask how the students know it is a green square drum. Measure each side of the square drum to show that they are equal. Turn the square drum so that it looks like a diamond. Ask students, “Is it still a square?” Allow them to discuss that it is a diamond. “When the Drum Says Walk” – (listening; following directions; shape/color identification; spatial awareness)

“Old Obidiah” – [phrasing; anticipation] (rhyming words; listening; following directions)“Three Bears With a Beat” – teacher-directed recall [beat; rhythm patterns; vocal exploration; silent beats; dynamics] (retelling a story; sequence; details) Ask questions about the story? Who



left their house? Who came? Who came home first, second, third? Were things in the house the same or different? What was different? Conduct chant with steady beat patting and vocal sounds for characters.


Evaluation / Assessment: Teacher/ Teaching Artist Observation






Materials / Resources needed: Old Dan Tucker song puzzle cards, yellow triangle drum and mallet



Review musical “cut-off sign”

Vocal Warm-up

Rhythm Pattern echo [rhythm pattern of “Apple Pie Chant”] (listening; following directions)

“Hello” Song – [echo song; solo singing] (listening; following directions)


“It’s So Good to See You” – (counting 1-8; lays foundation for future pattern activity). – Add Audiation. Students count in their mind. Sing: It’s so good to see you, I really couldn’t wait, Can you tap the floor and audiate? (pat knees, clap hands, tap shoulders) [Sets up the pattern of movements for “Apat Apat” – lessons 4, 5, 6}


“Apple Pie” chant – [duple meter] (lays rhythmic pattern foundation for future pattern and 1:1 correspondence activity)

“Chop! Chop! Chippity Chop!” – [chant-triple meter: beat motion; individual response] What shall we put in our soup today? Something that starts with the “B” sound. Also, use “C” and “T.”

“Old Dan Tucker” – song puzzle cards [AB Form; audiation] (sequence) Have students put Section A in order. Introduce audiating a phrase. Demonstrate for the students. Sing phrase 1, audiate phrase 2, sing phrases 3 and 4. Ask students to sing and audiate with you. Turn over card three. Have students sing phrase 1, audiate phrases 2 and 3, and sing phrase 4. Turn over card 1. Students must watch carefully to know when to start. Audiate phrases 1, 2, 3, sing phrase 4. Put



down the phrase cards for the B section. Turn over the two middle B section cards. Sing the entire song and audiate the face down cards. Sing the entire song as the cards are picked up to be put away.

Introduce Triangle Drum as per lessons 1 and 2. Allow children the opportunity to describe why it is a triangle. Count the sides with the drum stick.

“Walk When the Drum Says Walk” – (listening; following directions; shape and color identification; spatial awareness) Conduct activity per Lesson #1. Ask students to make a triangle with their body when they stop.

“Old Obidiah” – [phrasing; creating] rhyming words; listening; following directions). It is not necessary to practice the “jump” in lesson #3. Begin singing the song.

“Walk When the Drum Says Walk” – (listening; following directions) – Use triangle Drum. Use drum to get back to circle

“Three Bears With a Beat” – students retell and perform [beat; rhythm patterns; vocal exploration; silent beats; dynamics] (retelling a story; sequence; details)

Discuss:o What does the papa bear say?o What does the mama bear say?o What does the wee bear say?o Who left their house?o Who came home first? Second? Third?o Was everything the same or different? o What was the first thing that was different? Porridgeo What was the second thing that was different? Chairso What was the last thing that was different? Bedso What happened at the end of the story?


Evaluation / Assessment: Teacher / Teaching Artist Observation




Essential Question(s): What is AB form? What are rhyming words? I can understand and show what AB form is. I can understand and show what rhyming words are.


Materials / Resources needed: CD player, Old Dan Tucker song puzzle cards, blue rectangle drum and mallet, “Apat, Apat” CD



Rhythm Pattern echo – [rhythm pattern of “Apple Pie” Chant] (listening; following directions)

Vocal Warm-up



“No More Pie” – [echo song – minor] (listening; sequence; details) – students sing/teacher echoes

“Apple Pie” chant (lays rhythmic pattern foundation for future pattern and 1:1 correspondence activity). Teacher recites chant and performs motions 3 times alone. Students copy motions the 2nd and 3rd time. Teacher recites chant, performs motions, and leaves out words at end of phrases. Students perform motions and fill in missing words. Repeat 3 times leaving out more words each time. Teacher and students perform motions and recite chant together.

Oh my, apple pieFill my plate up to the skyRoll the crustPeel and sliceWish that I could eat it twice.

“Apat! Apat!” – beat motion/hands [beat; phrasing; musical patterns] (counting; patterns; letter recognition) Have students pat floor eight times, pat knees eight times, clap eight times, pat shoulders eight times. Explain that this is a pattern: floor, knees, hands, shoulders. Tell students that they will perform this pattern with some music and that you will show them a 2nd pattern



while the music is playing.

Play CD. Perform motions with the students during the A section of the song. B section: Clap hands two times right; two times left. Roll hands in front of body. 2xPerform and say: New pattern! Apple pie, apple pie, mmmmmm. . . . 4xStudents will copy the teacher. Alternate A and B section patterns until the song is over.

“Old Dan Tucker” – song puzzle cards [phrasing; audiation; AB Form](sequence; patterns) Sing song. (Audiate “please).Place song puzzle card in order. Turn over some. Sing the song and audiate the face down card. Explain that the 1st four pictures are the A section. The last 4 cards are the B section. Place hands on A or B section. Ask children to say which section it is. Ask children to sing only the A section. Ask children to sing only the B section.

Transition: While picking up the “Old Dan Tucker” Cards, ask children to knock on the floor three times. 1-2-3. Ask children to knock and audiate 1-2-3. Sing “Somebody’s Knocking At My Door” and have children knock at the appropriate time.

Introduce Rectangle Drum per previous lessons. Allow children to explain why it is a rectangle. Ask, “What is the difference between a square and a rectangle?” Allow children to explain. Measure the sides of the rectangle with the drum stick. (Two sides are the same as the drum stick, two sides are shorter.)

“Walk When the Drum Says Walk” – (listening; following directions; shape/color identification; spatial awareness).

“Old Obidiah” – student directed [phrasing; creating] (rhyming words; listening; following directions)

“Wiggle Waggle” – teacher directed [body awareness; free movement; Mixolydian] (phonemic awareness; future letter recognition activity)

Sing and move the appropriate body part:

Heads go higgle haggle, Heads go higgle haggle, Heads go higgle haggle then they stop.

Hands go higgle haggle, Hands go higgle haggle, Hands go higgle haggle then they stop.

Hips go higgle haggle, Hips go higgle haggle,Hips go higgle haggle then they stop.

Fingers go figgle faggle, Fingers go figgle faggle, Fingers go figgle faggle then they stop.

Feet go figgle faggle, Feet go figgle faggle, Feet go figgle faggle then they stop.



Bellies go biggle baggle, Bellies go biggle baggle, Bellies go biggle baggle then they stop.

Backsides go biggle baggle, Backsides go biggle baggle, Backsides go biggle baggle then they stop.

Shoulders go shiggle shaggle, Shoulders go shiggle shaggle, Shoulders go shiggle shaggle then they stop.

Legs go liggle laggle, Legs go liggle laggle, Legs go liggle laggle, then they stop.

“Walk When the Drum Says Walk” –listening; following directions) – back to circle

“Three Bears With a Beat” –students retell and perform [beat; rhythm patterns; vocal exploration; silent beats; dynamics] (re-telling a story; sequence; details; beginning/middle/end) What happened at the beginning of the story? The middle? The end?

Goodbye Song – (listening; following directions; crossing midline)

Evaluation / Assessment: Teacher / Teaching artist observation.






Materials / Resources needed: CD player, Apat, Apat CD, Lummi sticks-one pair per student, Old Dan Tucker song puzzle cards, blue semi-circle drum and mallet




Vocal Warm-up



“No More Pie” – students sing; teacher echoes [echo song – minor] (listening; sequence; details) students sing/teacher echoes

“Apple Pie” chant (lays rhythmic pattern foundation for future pattern and 1:1 correspondence activity) – Teacher and students say chant 4 times together. Use normal speaking voice, quiet voice, high voice, low voice.

Sticks – Introduce Lummi sticks. “I like to make letters with my sticks.” Make T, L, V, lower case l, and i.

Pass out sticks – Students pass sticks from one to another until all have two sticks. When students have sticks, they each make a letter on the floor. Sing:

I pass the sticks from me to you to youI pass the sticks from me to you.

Review what letters the children have made. RAISE Funded by the United States Department of Education

Arts Education Model Development and Dissemination (AEMDD) Grant Project© 2010 Rochester City School District, Rochester, New York

“Apat! Apat!” – beat motion with sticks [beat; phrasing; musical patterns] (counting; patterns; letter recognition) Practice tapping the floor with sticks 8 times; tap knees 8 times; click sticks together 8 times; tap shoulders 8 times (A section) Practice the clicking sticks together to the right (Apple pie, apple pie), to the left (Apple pie, apple pie), rolling in front of body (mmmmmmm)

Perform motions to the CD. Point out to the students the A and B sections of the music while everyone performs the motions.

Students make a different letter with their sticks on the floor – pass box to collect sticks

Demonstrate how to put sticks away. Pick up sticks (Up), place in box (In), immediately remove hand (Out), pass the box to the person on the right (Pass).

Students put sticks away.

Everybody Sing: I pass the box from me to you to you I pass the box from me to you.

“Old Dan Tucker” – song puzzle cards [phrasing; audiation; AB Form](sequence; patterns)

Review A-section and B-section. Shuffle cards to make ABAB, AABB, ABBA patterns. Sing the “silly” song created by each pattern.

Transition: While picking up the “Old Dan Tucker” Cards, ask children to knock on the floor three times. 1-2-3. Ask children to knock and audiate 1-2-3. Sing “Somebody’s Knocking At My Door” and have children knock at the appropriate time.

Semi-circle drums: Introduce drum. Show that it is a half circle by putting two semi circle drums on top of a circle drum. Play the circle drum. Play the semi-circle drum. Discuss the difference in sound between the two drums (low/high). Demonstrate a “low space.” Demonstrate a “high space.” Ask children to get in a low space when they hear the circle drum and a high space when they hear the semi circle drum. (Students do this in their current circle spot.

“Old Obidiah” – [phrasing; creating] (rhyming words; listening; following directions) As per lesson #2.

“Wiggle Waggle” – teacher-directed [body awareness; free movement] (phonemic awareness) as per Lesson #4

Sing “Look to the Window” – [phrasing; 5/8 meter; minor](listening; following directions) Look to the windowLook to the door



Look to the ceilingLook to the floorRepeatPoint to the windowPoint to the doorPoint to the ceilingSit on the floor

“Three Bears With a Beat” - students retell and perform [beat; rhythm patterns; vocal exploration; silent beats; dynamics] (re-telling a story; sequence; details; beginning/middle/end)

“Goodbye Song” (listening; following directions; crossing midline)

Evaluation / Assessment: Evaluation / Assessment: Teacher / Teaching artist observation.




Essential Question(s): What sounds do the letters H, L, SH, B, and F make? I can show the sounds of the letters H, L, SH, and F.


Materials / Resources needed: CD player, Apat, Apat CD, Lummi sticks-one pair per student, apple/pie cards – teacher set




Vocal Warm-up


“Old Obidiah” – [phrasing; creating] (rhyming words; listening; following directions) As per lesson #2.

“Wiggle Waggle” – [body awareness; free movement] (phonemic awareness) Add: What body part sounds with this sound? (H, F, L, SH, B)

“John Kanaka” – teacher directed [rhythm identification] (future partner activity)

Transition Song: “Look to the Window” – [phrasing; 5/8 meter; minor](listening; following directions)

Transition Song: Once seated: “Everybody Have a Seat”

“Apple Pie” chant – [ rhythmic speech] (1:1 correspondence activity; syllables) Say chant. Teacher has sticks. How many times do I play my sticks? (4). Introduction: I’m going to play my sticks 4 times and then we will say the chant. 1st time – use tempo of first recitation. 2nd time – use a faster tempo.



“Apple Pie” cards. Place cards in this order, one pattern at a time.Pattern 1: Pie Pie Apple Pie Pattern 2: Apple Apple Apple PiePattern 3: Apple Pie Apple PiePattern 4: Apple Apple Apple Pie

Have students say “apple” or “pie” for each pattern then ask the following questions after each new pattern has been placed down.

Pattern 1 – If this is A this is? (A). This is (B). AABA Pattern. Mix up the pie and apple - have students say the pattern using As and Bs.Patterns 1 and 2 – Are they the same or different? Pattern 3 – Are they the same or different?Pattern 4 – Are any of the patterns the same? (Patterns 2 and 4) Say Pattern 2, then pattern 4.

For all the patterns: Which patterns are the same?

Say all the patterns. Turn over the two Pie cards in phrase #3. Say all the phrases and audiate the two face down cards. Turn over Pattern 2 card #3 (apple) and Pattern 4 card #3 (apple). Say all the phrases and audiate the four face down cards.

Transition: While picking up the “Apple Pie” cards, ask children to knock on the floor three times. 1-2-3. Ask children to knock and audiate 1-2-3. Sing “Somebody’s Knocking At My Door” and have children knock at the appropriate time.

“Apat! Apat!” – beat motion with sticks [beat; phrasing; musical patterns] (counting; patterns; letter recognition) - As per Lesson #5 – Use same method to pass out sticks, make letters with sticks, perform motions to music, discuss A and B sections of the music, and collect sticks.

“Three Little Pigs”- students listen and perform [beat; rhythm patterns; vocal exploration; dynamics] (re-; sequence; details) Pat a steady beat.

Goodbye Song (listening; following directions; crossing midline)






Materials / Resources needed: CD player, Apat, Apat CD, Lummi sticks-one pair per student, Old Dan Tucker song puzzle cards, blue semi-circle drum and mallet




Vocal Warm-up


“Dr. Knickerbocker” (feet, hands, head, knees) – “SHE”

“Old Obidiah”

“Wiggle Waggle” – [body awareness; free movement] (phonemic awareness) Show cards with letters (H, F, Sh, B, L) to elicit form students which body parts to move.

“John Kanaka” – teacher directed [rhythm identification] (future partner activity)

“Look to the Window” – [phrasing; 5/8 meter; minor](listening; following directions) Sit on the

floor!

“Apple Pie” chant – [ rhythmic speech] (1:1 correspondence activity; syllables) Say with text. Say with ba and ba-ba.

Apple Pie cards – Say with apple/pie. Turn over pie 5 and 6. Say with ba and ba-ba. Turn over pie 5 and 6. Turn over apples m.2 b.3 and m.4 b. 3. Turn over apples m.2 b2 and m.4 b.2.

Knock on floor 3 times. RAISE Funded by the United States Department of Education

Arts Education Model Development and Dissemination (AEMDD) Grant Project© 2010 Rochester City School District, Rochester, New York

Students sing and knock – “Somebody’s Knocking On My Door” while teacher puts away apple/pie cards.

Teacher shows drumstick – like a magic wand. I can make a wish. Find a student midway in the circle. Tell them they can have a “wand” and make a wish. Students pass the stick to the designated student. Student holds stick in “wish position” Pass out sticks – I pass the stick from me to you to you . . . (song)

“Somebody’s knocking at my door” – tap drum sticks on floor and on shoe. Put sticks away. Practice UP – pick up stick. IN – put stick in box. OUT- take hand out of box. Pass box to collect sticks – sing I pass the box from me to you.

“Three Little Pigs” - students listen and perform [beat; rhythm patterns; vocal exploration; dynamics] (re-; sequence; details)







Materials / Resources needed: Apple/ pie cards, Sound Shape Drums and sticks




Vocal Warm-up


“Dr. Knickerbocker”

“Old Obidiah”

“John Kanaka” – teacher directed [rhythm identification] partners

“Bow Wow Wow!” – (1) – in place

“Apple Pie” chant – [rhythmic speech] (1:1 correspondence activity; syllables) add apple/ pie cards – teacher set;

“Apple Pie” cards – Syllables – explain syllables – pie = ba; apple = ba-ba. Say four patterns with ba and ba-ba. Turn over all apples; say all pies (audiate apples). Turn over all pies; say all apples – audiate pies

Pass out sticks – I pass the sticks from me to you

“Somebody’s Knocking At My door” – play on floor and shoe while teacher passes out drums– play on drums (do one quietly)Teacher plays and says patterns – students echo on drums – use apple/pie, ba and ba-ba, audiate



Practice adding drums to wolf part of “Three Little Pigs”“Three Little Pigs”- students retell and perform [beat; rhythm patterns; vocal exploration; dynamics] (re-; sequence; details) – students play drums on wolf part.

Pass box to collect sticksStudents pass drums to teacher while sticks are being collected

“Three Little Pigs”- teacher-directed recall [beat; rhythm patterns; vocal exploration; dynamics] (re-; sequence; details)








Materials / Resources needed: Apple/ pie cards, Sound Shape Drums and sticksProcedure / student work time (step by step):

o [indicates musical skill/importance- singing, pitch and rhythm assumed and not noted] o (indicates ELAMATH skill)



Vocal Warm-up


“Dr. Knickerbocker”

“Old Obidiah” - jump

“John Kanaka” – partner activity [rhythm identification] partners

“Bow Wow Wow!” – add student turns and the “hop” – Do as a large group with students rotating places in the circle.

“Apple Pie” chant – [rhythmic speech] (1:1 correspondence activity; syllables) Say with text. Say with ba and ba-ba. Audiate and do motions.

“Apple Pie” cards – Review syllables - Student echo teacher clapping rhythms – say with text, say with ba and ba-ba, clap and audiate

Pass out sticks – I pass the sticks from me to you

“Somebody’s Knocking At My Door” – play on floor and shoe while teacher passes out drums –



play on drums (do one quietly)

Teacher plays and says patterns – students echo on drums – use apple/pie, ba and ba-ba, audiate

“Three Little Pigs” - students retell and perform [beat; rhythm patterns; vocal exploration; dynamics] (re-; sequence; details) – students play drums on wolf part.

Pass box to collect sticksStudents pass drums to teacher while sticks are being collected








Materials / Resources needed: Apple/ pie cards, Sound Shape Drums and sticks




Vocal Warm-up

“Hello Song” – [echo song; solo singing] (listening; following directions)

“Dr. Knickerbocker” - Optional

“Old Obidiah”

“John Kanaka” – students sing on their own; engage in partner activity

“Bow Wow! Wow!” - Do as a large group with students rotating places in the circle.

“Apple Pie” chant – [rhythmic speech] (1:1 correspondence activity; syllables) add apple/ pie cards – teacher set; use drums Say chant with text. Say chant with ba and ba-ba. Audiate and conduct motions

“Apple Pie” Cards How many syllables does “pie” have? How many syllables does “apple” have?



Lay cards on floor - while placing cards on floor, ask “How many syllables does blueberry have?” “How many syllables does watermelon have?” How many syllables does supercalifragilisticexpialidocious have?” (14)

Students “read” cards with apple and pie (turn over some cards to audiate a silent beat)Students “read” cards with ba and ba-ba

Teacher: How many times do I clap for “pie?” How many times do I clap for “apple?”

Teacher claps pattern 1 while saying apple and pie. Students clap pattern 1 while saying apple and pie.Repeat for all patterns

Teacher claps pattern 1 and does not speak (audiates words). Students clap pattern 1 and say apple and pie. Repeat for all patterns

Teacher removes cards from floor.

Teacher claps pattern 1 and does not speak. Students clap pattern 1 and say apple and pie. Repeat for all patterns

Teacher announces that now the patterns will be “mixed up.” Teacher claps without speaking and students “decode” by clapping and saying apple and pie.

1. apple pie apple pie2. pie pie apple pie3. apple apple apple pie

Teacher announces that now a NEW pattern will be clapped. A pattern that the students have never heard before. Students will clap the pattern back and say apple and pie

1. pie pie pie pie2. apple apple apple apple3. apple pie pie pie4. pie pie apple apple

Drums ***Alternative activity below for classes that for one reason or another are unable to do the drum activity.***

Distribute drums: Everyone has a job: Teacher places drums on floor (keep drum shapes together)Students make sure drums stay on the floorStudents pass sticks from one to the otherEveryone sings I Pass the Stick



Teacher: If you have a drum in front of you, pick it up and play it softly.When teacher returns to seat, use hands to encourage students to play loudly and softly. Use Right and Left hand to instruct different sides of the room to do different things at the same time.

Teacher plays apple pie patterns on drum. Students echo.

Students place drum and stick on the floor to make something that looks like a “10.”

Show paper shapes: red circle, black square, green triangle, blue rectangle, yellow semicircle. Place on floor.

“Do you see something that looks like your drum?”Teacher: I’m going to play a pattern and the circles are going to play it back. I’m going to play a pattern and the squares are going to play it back, etc.

Do the rectangles play when it is the circle’s turn? Etc.

Conduct activity. Mix up cards. Repeat activity 3-4 times.

“Three Little Pigs”- students retell and perform [beat; rhythm patterns; vocal exploration; dynamics] (re-; sequence; details; beginning/middle/end)


***Alternate ActivitySets of cards (2 Pie, 2 Apple) are distributed to pairs of students. Students create rhythm patterns and clap them.




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