Primary: Lesson 1

Pitch Exploration: Song fragment: Simple Song: Arioso:

Airplane Ride In the Woods Peep Squirrel (T) Neutral Syllables (T)

I can sing songs by I can sing familiar I can improvise singing

I can sing vocal pathways. echo and imitation. songs in tune. conversations.

Movement Exploration: Weight – Heavy/Light Movement for Form & Expression:

Push the Refrigerator; Picking up Feathers Kirisu (T)
I can move expressively to music. I can participate in rhymes and singing games.

Copy Cat Game: Beat Motions:

#7: Humoresque (Dvorak) William He Had Seven Sons (T)
I can initiate and maintain a steady beat
I can move to music in an expressive way. on an instrument.

Keeping the Beat: Celebrate with Music: Songtale:

#25: Gaîté Parisienne Ramadan & Eid al-fitr The Old Woman
and the Pig
Allegro (Offenbach) • tbd

I can keep a steady beat by clapping or I can be an attentive

tapping. I can keep the beat in groups. I can show appreciation for all music. audience member.
 Assessment Tools (BC)
Kindergarten Outcome Emerging
KAEB3, KAECC1/2, KAECC11, KAEC2 Despite teacher support is
unable or unwilling to
I can sing, play, create, and move to music in a tuneful, beat-ful, artful way participate in tone matching
or echo games (singing
Respond to tone matching and echo games (singing activities) activities)
KAEB1, KAEC8 Despite teacher support is
unable or unwilling to
I can make music for myself, for others, and with others. I can participate participate in songs, etc.
responsibly in music class activities to become more tuneful, beat-ful, and
artful
Participates in action songs, singing games and poems (Observation)
KAEB3, KAECC1/2, KAECC11, KAEC1 Despite teacher support is
unable or unwilling to
I can sing, play, create, and move to music in a tuneful, beat-ful, artful way respond to beat.
Responds to beat in music (Listen, Listen – steady beat on drum)
KAEB3, KAECC1/2, KAECC11, KAEC1, KAEC3 Despite teacher support is
unable or unwilling to
I can show the form of music with my body and move safely in space participate and/or move
safely during dance activities.
Experiences body awareness when performing dance activities (Move It)
KAECC3/4, KAEC6/7 Despite teacher support is
unable or unwilling to
I can be a respectful audience member and listen with intention demonstrate an appreciation
for a variety of musical
Appreciates music and movement of own and other cultures (Songtales, genres.
Indigenous, cultural, holiday music)
Developing
With frequent teacher
support or reminders,
participates in tone matching
or echo games (singing
activities). Matches pitch and
rhythm with some accuracy.
With frequent teacher
support or reminders,
participates adequately in
songs, etc.
With teacher support is able
respond to beat with some
accuracy.
With frequent teacher
support or reminders,
participates and moves safely
during dance activities.
Develops some ideas for
student-created movement.
With frequent teacher
support or reminders,
demonstrates some
appreciation for a variety of
musical genres.
Proficient
With occasional teacher
support or reminders,
participates adequately in
tone matching or echo games
(singing activities). Matches
pitch and rhythm with good
accuracy.
With occasional teacher
support or reminders,
participates adequately in
songs, etc.
Is able respond to beat with
good accuracy.
With occasional teacher
support or reminders,
participates and moves safely
during dance activities.
Develops ideas for student-
created movement.
With occasional teacher
support or reminders,
demonstrates appreciation
for a variety of musical
genres.
Extending
Independently and
enthusiastically participates in
tone matching or echo games
(singing activities). Matches
pitch and rhythm with
excellent accuracy. Is able to
apply skills to new material.
Independently and
enthusiastically participates in
songs, etc. Shows leadership
in making choices that
support the group plan.
Is able respond to beat with
excellent accuracy.
Understands the difference
between beat and rhythm.
Independently participates
and moves safely during
dance activities. Develops
many ideas for student-
created movement.
Independently demonstrates
appreciation for a variety of
musical genres.
 Assessment Schedule
Diagnostic Assessment: Lesson #1/2
• Responds to tone matching and echo
• Participates in action songs, singing games and poems
• Responds to beat in music – Listen, Listen on drum
• Experiences body awareness dance activities (Move It, creatv mvmt)
• Appreciates music of own and other cultures (Songtales)
Formative Assessment : Lesson #5/6
• Responds to tone matching and echo - solos
• Participates in action songs, singing games and poems
• Responds to beat in music – Listen, Listen on drum
• Experiences body awareness dance activities (Move It, creatv mvmt)
• Appreciates music of own and other cultures (Songtales)
Formative Assessment: Lesson #9/10
• Responds to tone matching and echo - Solos
• Participates in action songs, singing games and poems
• Responds to beat in music – Listen, Listen on drum
• Experiences body awareness dance activities (Move It, creatv mvmt)
• Appreciates music of own and other cultures (Songtales)
Formative Assessment: Lesson #3/4
• Responds to tone matching and echo - solos
• Participates in action songs, singing games and poems
• Responds to beat in music – Listen, Listen on drum
• Experiences body awareness dance activities (Move It, creatv mvmt)
• Appreciates music of own and other cultures (Songtales)
Formative Assessment: Lesson #7/8
• Responds to tone matching and echo - solos
• Participates in action songs, singing games and poems
• Responds to beat in music – Listen, Listen on drum
• Experiences body awareness dance activities (Move It, creatv mvmt)
• Appreciates music of own and other cultures (Songtales)
Summative Assessment: Lesson #11/12
• Responds to tone matching and echo - Solos
• Participates in action songs, singing games and poems
• Responds to beat in music – Listen, Listen on drum
• Experiences body awareness dance activities (Move It, creatv mvmt)
• Appreciates music of own and other cultures (Songtales)
 3 min 3 min
What’s so Funny? Vocal Warmup: Sing-Along:
Rainbow Ball The Wellerman
• Sing and tap the beat

I can sing songs by echo

I can sing vocal pathways. and imitation.

Part Songs: 3 min Musicianship: 5 min

Row, Row, Row, Your Boat • Conversational Solfège Unit 1,
Lesson 1 & 2

I can hold my part and

2$ q d
sing in canon . I can echo rhythm patterns.

Let’s Dance: Doing Music: 10 min Assessment:

Let’s Play:
I Got a Good Feeling William Tell Overture • Intro to Orff Instruments AEC #2, #10
I can participate in group chanting
10 min and playing. I can follow the group
• Row, Row, Row, Your Boat plan and contribute to a safe
learning environment
(3 min) (3 min)
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Past Objectives: Present Unit Focus: Future Objectives:
• n/a • Bucket drumming, steady beat, • Unit 5 quarter rest
rhythm patterns

Current Unit Songs & Rhymes Step # Technique Name Page #

1. Miss White 4. unf. 2, 4, 6, 8 1 Rote

2. Closet Key
3. unf. Heel & Toe
Classical Piece: Can Can
5. unf. See a pin 2 Echo
6. unf. Ah vous dirai-je maman
3 Spell this
4

About Activities 5 Question & Answer

• Dynamics 7 Secret patterns TM 40
• Genre
• Styles 8 Take a reading walk TM 41
9
Doing Activities
10
Movement: Orff/Instruments: Bucket Drumming
Folk Dances: 11
Games:
Songs/Rounds: Other: 12 decode echo
Step #1: Readiness Step #1: Readiness Step #2: Echo (Rote)
• #1 Miss White • #2 Closet Key - w/ostinato • Patterns Set A - Echo
• Layered Ostinato

1 min 3 min 1 min

Step #1: Readiness Step #2: Echo (Rote) Step #3: Decode - Familiar
• #1 Miss White – w/ostinato • Patterns Set A – Echo • Patterns Set A – Spell This
• #2 Closet Key – sing/audiate Teacher taps, students say syllables

vs. d 3 min 1 min 1 min

 Row, Row, Row Your Boat
A B
Row, row, row your boat, Haul away, haul away!
SM/AM/BM Just throw your teacher
Gently down the stream.
overboard and haul away!
Merrily, merrily, merrily, merrily
SG/AG
Life is but a dream.

Form:
A – Play & Sing
B – Say & Move
A – Play & Sing

Fun & Games Galore