Music Notes Class 5 Matthew Hulse Textbook Notes: Animals, Insects, and Birds: Children relate well to animals,

, birds, and even insects. Also, children have no trouble talking to animals, imitating them, and actually becoming them in their imaginations. On a urther note students with cognitive disabilities will be more than likely to !artici!ate in an activity i the sub"ect is about animals rather than humans. Animal Story Sentences and Word Phrases: o #tory sentences and word !hrases are e$cellent when you use them with very young children or children with disabilities. Children with hearing handica!s, or those with delayed language will !articularly bene it. Chickadees: Five little chickadees theres no room for more One flew away and then there were four. Chickadee chickadee Do not stay Chickadee Chickadee fly away %his song will kee! going on until there are no more chickadees le t Hold u! ive ingers. One lies away behind back. &ring out the hand holding u! one less each time. %he children can take turns being chickadees. 'ive stand in a row. One lies away each time a verse is sung. The Elephants: One ele!hant went out to !lay "!on a s!iders web one day. #e had such enormous fun that he called for another ele!hant to come. Make a s!ider web on the loor by laying down a ro!e or string in a random !attern. Choose one child to walk along the web, imitating the slow, !onderous walk o the ele!hant.

%his child chooses a second, who chooses a third, and so on until there are no more ele!hants to choose rom. ( the children in your class are advanced enough, add two, three, or ive ele!hants at a time.

Alice the Camel $lice the camel has five hum!s $lice the camel has Five hum!s $lice the camel has five hum!s %o $lice &o boom boom boom No hum!s cause $lice is a horse %his song can be used to teach number conce!ts, but it is usually sung "ust or un. Have a grou! o children stand very close together in a circle. )hen the numbers are sung, each child !uts on hand into the circle with the correct number o ingers e$tended making an O or *no hum!s+. A variation o this song starts with one hum!, adding on each time. %he song is sung more and more slowly until ten is reached when the ending. Dobbin Dobbin Dobbin Dobbin on your way. 'eve been to&ether for many a day (o let your Tail &o swish as the wheels &o round %iddya!) 'ere homeward bound * like to take a horse and bu&&y when * &o travelin& to the town. * like to #ear old Dobbins cli!+cla! * like to feel the wheels &o round #ing the song as written having the students show the steady beat in some way by cla!!ing, ta!!ing, !anting the knees, or moving the head. 'ind a s!eech !attern that its the beat, one that re lects the sub"ect matter o the song best. Have a grou! o students say one o these !atterns as the rest sing the song. %rans er the beat to a!!ro!riate hand !ercussion instruments that would re lect the sound o horses, hooves. %he song consists o two sections that sound di erent

Class Notes: (t is a good idea to run through the songs with the instruments at least two times so that students can get a eel or the rhythm o the song. Always ask the students to make sure that they have all had a chance to !lay every instrument be ore !utting them away. #witch out instruments on a routine basis so that all students have a chance to !lay the instruments that they want. 'or those students who don,t have an instruments have them sing the lyrics or use their hands as rhythm instruments. (nstruments that were used: cabasa, sla!stick, vibrasla!, boomshakers.

,eflection: )ednesday,s lesson was e$tremely bene icial to me because it allowed me to visuali-e what ( needed to do when writing my lesson !lan. (t also gave me a good idea about the style that ( need to use when ( am !resenting my lesson !lans. ( thought that the lesson was e$tremely well !re!ared and ( thought that the lesson was e$tremely en"oyable.