Josephine Fitzgerald s4202399

EDUC6730
Teaching Skills Test

Lower primary Middle primary Upper primary

Tea Ickle Ockle Paw paw patch O Belinda

chi
Odd number of Two lines of boys (right) 2 sets opposite each
ng
students in a circle and girls (left) other, girl 1/boy 6 go and
a
walk to the beat bow, then boy 1 and girl 6
ga V1. Head girl casts of
me One child is in the around the set Repeat but swing with left
or middle, at the end arm
dan V2. Head girls casts off
everyone choose a
ce followed by the bows Then repeat and swig with
new partner
right arm
V3. Peel the orange,
picking paws, paws and Repeat and do-si-do
head couple form an arch
All couples cast off to left
for the rest go through
back to original places

All couples form an arch

which head couple dances
down.

Or Billy Billy?

Par Rain come Wet me Baby Sleep Birch Tree

t-
With a melodic sing the song while clapping Sing in 3 part canon
wor
ostinatos of a qn
k Rain rain go away
S m s-s m Review Review
Review 1. Sing through the song 1. Sing the song with the
1. Students sing with with teacher teacher
teacher in words 2. Sing through without the 2. Sing the song without
2. Students sing teacher (teacher claps the teacher
without the ostinato) 3. Sing the song in
teacher in words 3. Students clap ostinato canon with the
3. Students sing the and teacher sings teacher
song and teacher 4. Half the group sings the
sings the ostinato song, the other half claps
Josephine Fitzgerald s4202399

4. Teacher and the ostinato, swap over Point

students sing the
ostinato Divide class into 2 groups
Point and sing in canon, then
Point divide into 3 group and sing
Students clap the ostinato a canon
5. Teacher then gets and sing the song
half the class to Reinforce
sing the ostinato
6. Then teacher Reinforce Get a small group to
instruct the other get a small group to perform perform in 3 parts
half to start sing through the song
singing the song normally All sing together to end.

Reinforce

get pairs to sing

sing through normally

Rhy Engine, Engine Chicken on a Fence Post Poor old Howard

th Number 9
Review: Review
mic
Board prep: have
pra the rhythm written 1. Sing in words Echo clapping X 3
ctic 1. Say it normally 2. Sing in words and clap Sing the song
e 2. Say and walk the the beat on your lap Students copy teachers
beat, making train 3. then say words and clapping patterns
movement clap the rhythm
3. ‘Please listen.” 4. Last week we wrote Point
Teacher claps and the rhythm on the
board. Please clap and Go around in the circle and
says the words. give students a chance to
‘Was I clapping the say the time names.
improvise, try and include
rhythm or the Point: either m
beat? “ the
rhythm. ‘Can you Inner hear the ticka-tickas Or ticka ti
please clap the and clap the ti-ti’
rhythm with me? “ Then inner hear the ti-ti’s Reinforce
“Remember, last and clap the ticka ticka’s
lesson we went Reinforce
through and wrote
out the time Sing through saying time
names, please say names
the time names
and clap.’ Finish
Point Sing through with words
normally
Josephine Fitzgerald s4202399

4. Then say time

names and clap
rhythm
Reinforce
Get half the class
to clap the beat on
laps/half do the
rhythm
Swap over
5. Clap and say time
names while
walking the beat

Mel Peas Porridge Hot Love Somebody (instead Lime Juice Tub
odi in Solfa from stick of I see the moon)
notation Sight reading from stick
c
Board Preparation: love notation using known
pra Board prep: stick somebody written on the elements
ctic notation of Peas staff – F = Do
e Porridge Review Using l,s, d r m s l d’

Sing through in words with

teacher Review
Review Sing through in words
Students sing from without the teacher Sing do pentatonic scale
teachers hand signs Sing through in solfa and from teachers hand signs
using; d, m, s only hand sign
Point Point

Clap and say time “Last lesson we wrote Love Sight read from flashcards
names from stick somebody upon the board, Say rhythms first
notation starting with F on the lowest Then sight read in solfa
point space”
Remember we have one Reinforce
give students starting special note in the song, B
pitch and they then flat – which we call bess. ” Sing through the whole song
sing in solfa Sing through in letter names
Reinforce while reading from the board.
Reinforce
Ask half the class to
perform the first line, Get half he class Get various
then half the class to students in the class to read
perform the second phrase by phrase in letter
line names.
Ask individual Ask students to perform from
Josephine Fitzgerald s4202399

students to sing memory.

specific bars Sing through together in
Sing the song words.
normally

For Rain Come wet Me 1-2-3 Written Form Activity

m
Review Sing through together Students fill in the notes,
according to the shapes,
Sing the song from what is written on the
Ask students to put hands on board
various body parts to
Point correlate with the phrase
1.Sing through the Review
song as a class Eg. Phrase 1 – shoulders
2.Draw a cloud to Sing do pentatonic scale
Phrase 2 – shoulders Review notes from do
represent the first
phrase Phrase 3 – head pentatonic scale - on the
3.Ask students if the staff C = Do
second phrase is Phrase 4 – hips D r m s l d’
going to be the same In 2/4
or different?
Go through and draw Point
Write on board
sun and clouds to Students must fill in the
represent the same worksheet, according to the
and different phrases shapes.
Add letters to correspond
Reinforce with shapes, what is the
Get student to come form? Rondo form.
up and point to the Reinforce
pictures as we sing Students perform their work
s
Josephine Fitzgerald s4202399

Rain Come Wet me

Focus

Review

Sing the song

“Last Lesson we worked out that there are four different parts in this song.”

“I’ve drawn a cloud which represents the first line of the song” rain come
wet me

“Listen to the second phrase and tell me if its the same or different?” same

“So I draw a cloud for that section as well.”

“Listen to the third phrase and tell me it this section is the same or
different?” different

“So I’ve drawn a sun because its different.”

“So is the last phrase the same or different?” The same as the first phrase.
“good so I draw a cloud for that as well’

Reinforce

Sing while pointing to the different sections.

Josephine Fitzgerald s4202399

1-2-3

Review

Sing the song

“How many different sections are in this song? Sing again and count with
me.” There are four.

“If I put the first section on my shoulders, where would I put the second one?
Is it the same as the first or different?” the same, so also on the shoulders

“what about the third part, is it the same or different?” different, so put in on
your head

What about the last part, is it the same as anything else, or different? “
different, so goes on shoulders

“Very good, lets all sing together, putting the song out our body.”

Point

“So there are 3 different sections all together, so if I called the first section A
(draw on board) what would I call the second section? A

And what would I call the third section? B

And the fourth section? C

Very good, so the form of the whole piece is A A B C.

“Very good, lets sing through the whole song while tapping on our body.”

To finish sing normally