Teacher Candidate: Mara McBane and Nicole Dudley

Teaching Context: 1st grade general music class

Date:

Lesson Sequence Lesson’s One - Four

Learning Outcomes: In class students will experience different tempo during fastland slowland,
Determine the specific identify groupings of beats, and demonstrate the resting tone during the
skills, and/or content singing activities as well as their memory of the song. Students will
knowledge that those you
teach will engage with
improvise and demonstrate their singing skills on their own.
during this lesson. What
skills and content
knowledge do you want
those you teach to have
obtained by the end of the
year? The end of the
quarter? An elementary
student will not have
“developed” a skill or
“obtained” content
knowledge at the end of a
lesson. Repetition is key
for young students. How
are you incorporating
meaningful repetition?

Materials, The only materials I would need would be my powerpoint slides, pipe
Equipment, & cleaners, 2 bird puppets, a wool rock, and a drum.
Setup:
(Describe the materials, equipment, and class
setup needed for this lesson.)

Playlist: Fastland/ slowland: https://open.spotify.com/playlist/

5dBVpAZ0o6DvKOaVm3Evah?si=125104809f764019

Initiated with a part:

https://open.spotify.com/playlist/3nnDCnz479QyIAMMlbByLM?si=db3d21
30939e4a0b

Connection to
Virginia Music
Standards:
e.g., 4.13.a The student
will develop skills for
individual and ensemble
singing performance. Sing
with a clear tone quality
and correct intonation.
Rubrics:
(To evaluate and assess student learning.)
Accommodations
and Modifications:
Feather/Boulder:
https://open.spotify.com/playlist/55WUPlrnKu1RJxecwEPKji?si=0f5f3d166
71d4c8e
Scarf Painting:
https://open.spotify.com/playlist/58sa91I7igngZO9DwZLU7e?si=8b9d8077
a23944ae
Creative Process
Standard #1.1 c) Improvise to enhance stories, songs, and poems.
Critical Thinking and Communication
Standard #1.4 a)The student will describe personal ideas and emotions evoked by
music.
History, Culture, and Citizenship
Standard #1.6 The student will explore historical and cultural aspects of music. b)
Describe how people participate in music experiences.
Innovation in the Arts
Standard #1.10 The student will recognize how music can be created using
innovative tools and new media.
Technique and Application
Standard #1.13 The student will develop skills for individual and ensemble singing
performance.
a) Sing high/low pitches and melodic contour.
b) Demonstrate expressive qualities of music, including changes in dynamics and
tempo.
For the movement activity students are able to do the activity seated if they
are unable to stand also for the initiated with a part those students can be the
fisherpeople.
If a student can’t hold the drum sticks I can let them use the grippers.
Students can sit in chairs for most activities if someone is unable to sit on the
floor
UDL Strategies: Engagement:
Multiple means of
engagement, - music
representation, and action - slideshow
and expression.
**strategies: visuals, entry - singing RT and on their own
points of involvement - answer questions
(easy/medium/difficult), - movement (flow, dances)
- puppets

Representation:

- slideshow
- students all get a chance to sing
- students choose things for the activities

Action and Expression:

- Singing RT and on their own

- Dances and flowing
- Playing instrument
- using spider fingers to keep beat

Lesson Activity Scripting

Scripting is one of the most important processes of learning how to
teach. It allows you to be PROACTIVE rather than REACTIVE
when teaching. Scripting is not for you to read as you teach, but to
allow you to develop the skill to think quickly while you teach which
is not something you can develop upon writing a handful of lessons.
This is a skill which will take you years to develop. Lean in, it is a
lot, but the invested time is worth it.
**You also can copy and paste and tweak to save time once you’ve
scripted a few.**
Hook (Hello Song or Vocal Day One - Four: Little Yellow Bird
Exploration or Both) Once students are seated sing good morning little yellow bird
T: “Good morning little yellow bird, yellow bird, yellow bird good
morning little yellow bird who are you?”
S: (singing) I’m ____
S: (singing) I’m _____

Let all the students sing their names

T: Thank you all so much for sharing your voices!

Day One and Two: Vocal Exploration

Pipe cleaner glissandos (unfamiliar/groups)
T: Please show me you are ready to play our game by sitting quietly
with our hands in our laps!
I am going to bend the pipe cleaner and sing how it sounds.
When its my turn who should be singing
S: you
When I say it’s your turn, who should sing then?
S: us
T: Please copy me with your voice and body.
T: <bends the pipe cleaner then sings and motions according to the
shape of the pipe cleaner.>
S: copy the pitch contour and motion of the teacher and wait quietly
for the next example.
T: Don’t forget that I sing first and you sing second.
T: bends the pipe cleaner a different way then sings and motions the
shape of the pipe cleaner 3 more times.
S: copy the pitch contour and motion of the teacher 3 more times
with different pipe cleaner shapes.
T: when we slide notes like this, we class them glissandos. What do
we call it when we slide between notes?
S: respond by saying “glissando.”

Day Three and Day Four: (familiar/solos)

Exploration pipe cleaners:
T: Please show me you are ready to play our game by sitting quietly
with our hands in our laps!
I am going to bend the pipe cleaner and sing how it sounds.
When its my turn who should be singing
S: you
When I say it’s your turn, who should sing then?
S: us
T: Please copy me with your voice and body.
T: <bends the pipe cleaner then sings and motions according to the
shape of the pipe cleaner.>
 S: copy the pitch contour and motion of the teacher and wait quietly
for the next example.
T: Now, I am going to give you all a chance to make your own shape
with the pipe cleaner. I need you to make a shape with the pipe
cleaner and then use your voice and your finger to follow the shape!
T: Goes to each student and bend the pipe cleaner differently.
S: each student shows with their body and voice the shape of the pipe
cleaner.
T: Can anyone tell me by raising their hands quietly what it is called
when we slide from not to note?
S: respond by saying “glissando.”
Visual Schedule *You do not need to create one for your lessons. This is here for
FUTURE you.
Singing Activity One
Strategies for meaningful
repetition:
● Students sing RT when
teacher pauses.
● Give students something
to listen for as you sing.
● Leave out words and
have them sing them.
● Echo Singing
● Call and Response
● Flowing in various
patterns and/or with
manipulatives.
● Providing group
singing/solos when
appropriate.
Day One and Two:
Pickles and Pie (unfamiliar/groups)
T: “show me that you are ready for the next activity by sitting
quietly with your eyes on me.”
S: students sit quietly while looking at the teacher.
T: Put Slide with different animals on the board
“Do any of you see your favorite animal on the board?"
S: respond by saying an animal on the board
T: “If you do not see your favorite animal on the board that is ok,
we can still use your favorite animal as well. So if your favorite
animal is a seahorse right now then you may still use that. Now
will you all join me in a circle on the floor if you are able?”
S: students sit on the floor in a circle
T: "I want you to imagine that you are at a park and you are
laying on a blanket and looking up at the sky. What is in the
sky?”
S: students answer and could say “birds, planes, etc” looking for
“clouds”, agree with what they are saying until they say clouds then
continue.
T: "Yes Clouds! Have you ever played the game where you look
at the clouds and say ‘Oh that one looks like a car or train or a
cat?’”
S: students respond. Some will say yes.
T: “Okay so we have a choice to make. You can either sit where
you are and flow with me and mix up the clouds, or! You can
carefully lay down, without laying on your neighbor, and swirl
the clouds from laying down. Can you make your choice now and
either keep sitting or lay down quietly?”
S: Students respond by laying down or sitting.
T: Please flow with me while I sing, ‘Me oh my pickles and pie I
see an elephant in the sky, me oh my pickles and pie, how can an
elephant fly so high?’ (Speak sing next part)
Do you think you can sing this every time I pause during the
song? (Sing resting tone on doo)
S: says yes
T:Ok lets practice “Me oh my pickles and pie (pause)
S: sing doo
T: That was great! Let's try the whole song! (Student name here)
Can you tell me your favorite animal?
S: student responds
T: I sing the song again with their favorite animal

T: Now friends can you please fill in the blank for me?

S: Yes

T: Me oh ___<S sing> Pickles and ___ <S sing> I see an (students

animal) in ____ <S sing>. Me oh ___ <S sing> Pickles _____<S
sing> How can a (students animal) ___<S sing>.

T: Thank you so much friends for sharing your voices. What if we

sang the song like we just did, but a little different?

<sing faster or slower depending on how well they are learning>

T: Me oh ___<S sing> Pickles and ___ <S sing> I see an (students

animal) in ____ <S sing>. Me oh ___ <S sing> Pickles _____<S
sing> How can a (students animal) ___<S sing>.

Now friends how was it different this time

S: they will say faster or slower

T: Do we know what it’s called when we sing faster or slower?

S: They might say tempo if not I give them that answer

T: Yes, tempo! Can someone raise their hand and tell me what tempo
should I sing the song this time, really fast or really slow?

S: respond

<sing the song at their pace>

T: Wow that was so much fun, thank you for singing!

Day Three and Four:

Pickles and Pie(familiar/solos).
T: Teacher starts by asking students to flow and starts the song to see
if the students remember it.
S: Sing every other line when I point to them
T: When I hold the magic microphone to (student's name), who’s turn
is it to sing?.
S: Students respond by saying (student's name).
T:(students name) What animal would you like to sing about today?
S: Respond with animal
T: Remind students to be good audience members by staying quiet
when it is someone else’s turn to sing.
T: Teacher goes to every student and once a new round starts the
student can choose a new animal
Singing Activity Two
Strategies for meaningful
repetition:
● Students sing RT when
teacher pauses.
● Give students something
to listen for as you sing.
● Leave out words and
have them sing them.
● Echo Singing
● Call and Response
● Flowing in various
patterns and/or with
manipulatives.
● Providing group
singing/solos when
appropriate.
Day One and Two: Down By The Bay (unfamiliar)
T: Students please show me you are ready for our next activity by
sitting quietly with open ears!
T: Will you watch my dance moves
- sing down by the bay with ‘dance’ moves
“Will you copy my moves while I sing it again”
S: do the moves with me
T: Will you repeat after me (point to them when they sing)
“down by the bay” (S REPEAT) “where the watermelons grow” (S
REPEAT) “back to my home”(S REPEAT) “I dare not go” (S
REPEAT)“for if I do”(S REPEAT) “my mother will say”(S
REPEAT)
T: Let’s try singing the song again like that, but I might change the
way I’m singing, so could you pay extra attention to how I sing?
T: <sing softly>“down by the bay” (S REPEAT) “where the
watermelons grow” (S REPEAT) “back to my home”(S REPEAT) “I
dare not go” (S REPEAT)“for if I do”(S REPEAT) “my mother will
say”(S REPEAT)
T: With raised hands, how did I sing the song differently this time?
S: Quietly
T: Does anyone know what its called when we sing something
quietly?
S: Might say dynamics
T: Yes, they are called dynamics! We can sing things quietly which is
called piano, loudly which is called forte and everything in between!
T: Now something special we can do is change the silly rhyme at the
end of the song! So instead of singing about a bear combing their
hair… We could sing about sharks in the park! Let's sing!
T: Sing and point to them on the repeat. Don't point to them after
“Have you ever seen a shark playing in the park, down by the bay”
Day Three and Four (familiar/solos)
T: Students please show me you are ready for our next activity by
sitting quietly with open ears!
T: Do you all remember how down by the bay goes?
S: respond
T: Can you sing it while I do the motions?
<help when they need it>
S: Sing down by the bay
T: Great work you all have such good memories!
T: Could you all sing it again, but with a different dynamic? Who
remembers what dynamics are?
S: respond

Group Singing
Improvisation
(Arioso)
Provide students a model, in
various tonalities and
accompanied by a ukulele (or not).
Invite them to sing what they are
audiating. Or, take a familiar song
and ask them to sing it differently,
with or without ukulele
accompaniment.
T: Now everyone choose a different dynamic to sing on! Its going to
sound crazy! Remember we are using our singing voice, not our
screaming voice! Is everyone ready!
S: Sing at different dynamics
T: Now I am going to let you all pick the rhymes we sing at the end
of the song. Does anyone have any ideas?
S: Raise hands and offer rhymes and we choose one.
T: Ok now let's sing the song, but during the rhyme lets let (students
name who chose the rhyme) sing alone. Can we practice catching a
bubble?
S: catch a bubble
T: Beautiful bubbles! You can let them go now. Let's sing!
S: “Down by the bay, where the watermelons grow, back to my
home, I dare not go, for if I do, my mother will say”
T: Catch your bubbles! (students name) your turn!
S: sings their rhyme
T: OK everyone finish it up!
S: “Down by the bay”
T: Thank you all so much for sharing your voices. Does someone
else want to pick a new rhyme to sing?
REPEAT
T: If you did not get a turn to rhyme today, you will be able to next
class!
Bird Chatting
Day One – Four:
T: <Brings out 2 bird puppets.> Hello friends! This is Tweety and
Birdie. They are only able to communicate by singing to each other.
<have birds communicate by singing to each other> They love to
sing conversations together, but they need friends to help them. Now
who should I hear during this activity? Birdie and Tweety or
everyone else?
S: Respond
T: Yes, we should be listening to Tweety and Birdie and be waiting
our turns quietly. Let’s have (students name) and (students name)
start with Tweety and Birdie singing to each other.
<give them the bird puppets>
T: Ok which one of you wants to start
S: respond
T: Ok take it away Tweety (or Birdie)
S: make birds sing to each other
T: <after they have a turn> Thank you so much friends for sharing
your singing voices. Lets pass them to the next friends in the circle
so they can have a chance to try!
T: (students name) can you pass birdie to (students name) and
(students name) can you pass tweety to (students name)?
S: Pass the puppets
REPEAT until a fourth of the class has played
T:If you didn’t get a turn this time you will get another chance next
class.
Movement Activity One Day One: Initiated with a part
Movement exploration Description: In this game, the students will be instructed to walk
**CREATIVE MOVEMENT towards me with the body part I ask for at the tempo I reel.
ONLY***
Adapted Laban Themes: Awareness of Body Parts and Whole
Materials Needed: N/A
Playlist:
https://open.spotify.com/playlist/3nnDCnz479QyIAMMlbByLM?si=
db3d2130939e4a0b

T: “We are going to go fishing in Mrs. McBane’s pond and I am

going to call out a body part and if I call that body part, that is the
body part that you are going to lead with to get to me.

You are all little fishies. So if you are a fishy do you think fishies
swim in the same spot in the same way?

S: Respond

T: Some fishies swim up high, some swim down low, but they don’t
swim into their friends. So if I caught you by your nose how would
you swim to me?

S:(students model)

T: Yes, you swim with your nose sticking out to the front! Okay and
now should I see or hear my fishies?

S: (students respond)

T: “Right, I should see them.”

<Then call out a body part and reel them in. Once they reach me,
send them back and call out a new body part. They might need
reminders throughout whether I should hear or see them. Let them
laugh and have fun, but make sure they aren’t getting out of control.>

T: “I might change my tempo, who remembers what tempo means?

S: (student responds)

T: Right, how fast or slow the music is, so if I reel you in like this
(reel slowly) how should you come to me?

S:(students model)

T: And if I reel you in like this how should you come to me(reel fast)

S: (students model)
T: “Great, let's try!”
<Call out a body part and reel them in. Once they reach me, send
them back and call out a new body part.>

Day Two: Feather/Boulder

Description: Students will learn the difference between loud/dense
and soft/thin music by pretending they are pushing a boulder when
the music is dense and loud and by dancing with a feather when the
music is light and thin
Adapted Laban Themes: Awareness of Weight
Materials Needed: N/A
Playlist:
https://open.spotify.com/playlist/55WUPlrnKu1RJxecwEPKji?si=a0
97b58d7537429b

T: “I'm going to play some music for you and if you feel like the
music is heavy, I want you to push against the boulder (model what
that looks like). If you feel like the music transitions to light, I want
you to to start dancing with your feather (model what that looks
like)”

T: Should we be touching or running into our friends or should we

move on our own path without touching our friends?

<Then play the playlist and encourage them when they get it right
and redirect if they aren't quite picking it up by showing them what
they should be doing.>

Day Three: Scarf Painting

Description: This student-led activity involves students getting into
groups of 4 and in working together, build a scene with their bodies
(i.e. the scene is a meadow–one student is a flower, another a rock
and two form together to make a bridge).
Adapted Laban Themes Covered: Awareness of flow, Awareness of
space, Awareness of body parts and whole
Materials Needed: N/A
Playlist:
https://open.spotify.com/playlist/58sa91I7igngZO9DwZLU7e?si=
ae45452acbf44244

<Students will have the colorful scarves passed out while I describe
the activity>
T: “Okay we are going to use these pretty scarves to paint the room
to the sound of the music.

If the music is slow should we be running around the room

frantically and bumping into our friends?

S:(students respond)

T: No, we should move around in the way the music makes us feel!

We don’t need to follow what our neighbors are doing, we can take
our own paths and paint the room how we feel.”
<Start playing the music and participate so they can fully understand
what they are doing and so they don’t think I am watching them.>

T: Students show me how to quietly come back to our carpet. Listen

to my song as you move.

Day Four: Fast Land Slow Land

Description: The teacher splits the class in half. One half lives in
slow land and the other half lives in fast land. The teacher will say
different actions for the students to do. The students will do the
movements at the speed of the land they live in. The teacher will
magically switch fast and slow land and continue saying actions.
Laban themes: 2,3,4
T: Teacher splits half the class into slow land and the other half into
fast land.
S: the students moved to their assigned land:
T: “people in slow land move slow and people in fast land move
fast.”
T: Slow land, show me how to tie your shoes. Fast land, show me
how to touch your toes.”
S: students in slow land show how to tie their show slowly and the
students in the fast land show how to quickly touch their toes.
T: gives 3 more actions to the slow land and fast land children.
S: the students do the action according to the speed of their land.
T: “When I say the magic word (“switch”), slow land becomes fast
land and fast land becomes slow land.
T: “Switch”
T: gives more actions:
S: do the actions according to their land speed.
T: switches floors a total of 4 times.
Movement Activity Two
Finger plays, action songs, folk
dancing.
Day One and Two:
A Grandma’s Glasses (unfamiliar/group)
T: show me you’re ready by sitting quietly with your eyes on me.
S: students sit quietly with their eyes on the teacher.
T: invites the class to sit in a big circle. “Show me how to quietly and
safely move into a circle.”
S: students move into a circle
T: Would you copy me? <do movements for grandmas glasses>
S: Copy my motions
T: Please follow my motions while I speak <speak grandma's glasses
and do the motions.> <Speak them again but really quietly>
T: How did I change my voice
S: You did it quietly
T: I did, what is it called when something is quiet in music
S: piano
T:Piano, yes! What is piano, piano is what?
S: Dynamic
T: It's dynamic, absolutely. We can sing things loudly, we can sing
things softly. Can someone raise their hand and tell me another way I
can say this?
S: Students gives suggestion (fast, slow, in an accent (monster, elmo,
mickey)
T: <speak grandma's glasses however they ask me to>
Day Three and Four: (familiar/group)
Grandma’s Glasses
T: show me you’re ready by sitting quietly with your eyes on me.
S: students sit quietly with their eyes on the teacher.
T: OK, does everyone remember Grandma's Glasses?
S: Respond
T: Let's refresh our memories. Can you all chant while I do the
movements?
S: Do movements and chant grandma's glasses with me only doing
the movements to help jog their memories.
T: Wow, you all remembered that so well, thank you!
T: Now can you all chant and do the movements without my help?
S: Students say yes!
Beat/Rhythm Activity Day One through Four: Child Initiated Beat
1 Child Initiated/1 Teacher Great Big House In New Orleans- Child plays a steady beat on a
Initiated drum and I sing to their beat.
Songs with beat motions. Build a Great Big House: (divide class by four so each student gets a turn)
foundation in duple/triple and then T: When I stand in front of “student’s name,” who’s turn is it to beat
move on to meters that are
combinations of.
the drum?

S: students respond with the person's name.

T: gives the drum to one student at a time and sing the Great Big
House song as each student plays their “heartbeat”

S: students wait patiently to get the drum.

S: students tap their heartbeat on the drum when it is given to them.

S: who are waiting may use their “silent” rhythm sticks to follow

along.

Day One through Four: Teacher Initiated Beat (with beat band)
One and Two: Wee Willie Winkie
T: Can you please show me you are ready for the next activity by
sitting in a circle on the floor?
This next song is called Wee Willie Winkie. Let's start by putting our
hands like this. The one that makes an L if our left hand!
Let's take our left hand and put it out like this and then your right
hand is going to go in your left hand. Now friends are you ok to
touch one another’s hands
S: Respond
T: Ok so watch what I do and don’t move yet, just watch. Pick up,
put pass, pick up, put pass <keep doing the motion> Now friends
what did I do? Can you show and say it?
S: Say and do- pick up, pass
T: Can we increase the speed or the tempo
S: Do it faster
T: That's good. <start chanting Wee Willie Winkie>
T: freeze. Can we go back to pick it up? Now this time can we pass
the rock while you chant pick up, pass?
S: students pass while chanting
T: <start chanting wee willie winkie while they pass>
Chant it 3 times

Three and Four:

 T: Can everyone please join me in a circle on the floor. And should I
see you moving or hear you moving?
S: Respond
T: <brings out rock and start chanting wee willie winkie while they
get into the circle>
T: Does everyone remember Wee Willie Winkie
S: Students respond
T: Can we chant it together
S: Students chant with me
T: You all have great memories, I am so impressed.
Now let’s bring out our left hand and practice passing. <model and
they follow>
Can you all chant with me while we pass.
S: Chant wee willie winkie and pass the rock around as we chant.
<do it 3 times>
Goodbye Song or Active
Listening Day 1: I will sing Risseldy Rosseldy while they are walking out.
https://www.youtube.com/watch?v=z87sSVlzYSA
Day 2: I will sing Goodbye see you soon
https://www.youtube.com/watch?v=DuwTW6DzObs
Day 3: I will play How Far Ill Go on the projector
https://youtu.be/cPAbx5kgCJo?si=60qRkgpjJRzWYPcz

Day 4: I will sing See you later

https://www.youtube.com/watch?v=wdi9F5_-f9k

Teacher Candidate: Teaching Context: Date:

Lesson Sequence

Nicole Dudley & Mara McBane General Music K-1

4 Days

Lesson’s Five - Eight

Learning Outcomes: In class students
will...experience using
Determine the specific skills, and/or content knowledge that those you teach will the range of their voice
engage with during this lesson. What skills and content knowledge do you want
those you teach to have obtained by the end of the year? The end of the quarter?
In class students
An elementary student will not have “developed” a skill or “obtained” content will...experience
knowledge at the end of a lesson. Repetition is key for young students. How are heaviness/softness
you incorporating meaningful repetition? In class students
will...improvise with
percussion
In class students
will...improvise with
the voice

In class students
will...experience and
identify duple and
triple meter In class
students
will...demonstrate
descriptive actions

In class students
will...experience
awareness of
themselves, others, and
their surroundings

In class students
will...experience
ensemble singing
In class students
will...experience solo
singing/playing

through singing, dancing, movement, playing instruments, etc.

 Materials, Materials:
Vocal exploration cards Kookaburra puppet Mx. Arioso puppet Slides
Equipment, & (visuals/videos) Percussion instruments Beat band
Ukulele
Setup:
(Describe the materials, equipment, and
Equipment: Computer Projector/board
class setup needed for this lesson.)

Set up: Movement space

Playlist: Songs listed/linked within each activity that requires them

Connection to Creative Process

Virginia Music Standards: Standard #K.1, 1.1

e.g., 4.13.a The student will develop skills for Critical Thinking and Communication
individual and ensemble singing performance. Sing
with a clear tone quality and correct intonation. Standard #K.3, 1.3

History, Culture, and Citizenship

Standard #K.6, 1.6

Innovation in the Arts

Standard #K.11, 1.11

Technique and Application (all)

Standard #K.12, 1.12, K.13, 1.13, K.14, 1.14,

K.15, 1.15, K.16, 1.16, K.17, 1.17

Rubrics:
(To evaluate and assess student learning.)

Accommodations and Modifications:

 UDL Strategies: Multiple means of engagement,
representation, and action/expression:
Multiple means of engagement, representation, and action and
expression. **strategies: visuals, entry points of involvement Kinesthetic, visual, and aural (ex. Vocal
(easy/medium/difficult),
exploration cards) Kookaburra video of
laugh/photo
Arioso puppet (no eye contact)
Snowman pictures

Snowman size is dependent on

student’s creation

Percussion variations for size/sound Beat band-wrapping around wrists

Lesson Activity Scripting

Hook (Hello Song or Day Five - Eight: Hello Everyone
Vocal Exploration or
Both) Using ukulele*

T: Hello everyone,
Hello everyone,
Hello everyone,
And welcome to music today.

Day Five and Six: Vocal Exploration

Curved arrow exploration cards (unfamiliar/groups)
T: Hello Friends, quietly find your spots as you come into the
room. S: *students move to their spots quietly as they come into the
room.*
T: Look at this picture and think about how it may sound as my
finger moves
T: *makes sound and moves finger
S: *copy the pitch contour and motion of the teacher and wait
quietly for the next example*
T: Now let’s all make the sound together
T: *moves finger across as students do vocal exploration*
S: *copy the pitch contour and motion of the teacher and wait
quietly for the next example*
T: Remember, friends, I go and then you go.
T: changes cards/orientation of cards then sings and motions the
shape of the card 3 more times.
S: copy the pitch contour and motion of the teacher 3 more times
with different cards/card orientations.
T: when we slide notes like this, we class them glissandos. What do
we call it when we slide between notes?
S: respond by saying “glissando.”
 Day Seven and Day Eight: (familiar/solos)

Curved arrow exploration cards:

T: I am going to hold up a card and sing how it sounds. Copy me with your voice and body.
T: *Changes orientation of the card then sings and motions according to the shape of the
pipe cleaner (starts descending)*

S: *copy the pitch contour and motion of the teacher and wait quietly for the next example*
T: Now, I am going to come to each of you. When I am in front of you, I want you to show
me with your body and voice the shape of the line on the card.
T: *Goes to each student and show different cards/card orientations*
S: *each student shows with their body and voice the shape of the pipe cleaner.*
T: do you remember what we call it when we slide between notes? S: respond by saying
“glissando.”

Visual Schedule *You do not need to create one for your lessons. This is here for FUTURE you
.
Singing Activity Day Five and Six:
One Fragment singing- Kookaburra (unfamiliar/groups)
T: *sings song while slide is being pulled up* song
Strategies for Looking at this picture, who can tell me what they think a Kookaburra is?
meaningful
repetition:
S: A bird.
T: Wonderful, a kookaburra is a bird from Australia, and the sound they
● Students make sounds like someone laughing. I’m going to play you a video of a
sing RT Kookaburra making it’s call. *plays video*
when I know it’s a little silly, but let’s try and bring it back together for our
teacher
song. Would you please tap a steady beat on your body with me?
pauses.
● Give Friends you are going to sing this note on koo in this rhythm (half notes).
students And keep singing this note while I sing our song *sings this line on RT*
something to *teacher sings while students flow with them and sing RT*
listen for as Now I am going to give our Kookaburra to Brigid and she is going to fly
you sing.
around in our circle, and on the last line (sing it), she is going to hand our
● Leave out
words and kookaburra to someone else who will then fly our bird around.
have them *sing this* let’s go back to our koo
sing them. *teacher sings, students on RT, activity occurs*
● Echo T: Wonderful job keeping our koo everyone. I love that we kept a notes
Singing
going through the song and worked together to keep it flowing during the
● Call and
Response whole activity. Does anyone know what the music word is for the note
● Flowing in that you sang?
various
patterns
and/or with
manipulative
s.
● Providing
group
singing/solo
s when
appropriate.
S: Low.
T: You are so right, the note that you sang was the lowest note in the
whole song. The note was consistent throughout our song and helped
support my sound. Does anyone remember the term for the note that
supports the notes in the melody?
S: *students respond by saying* Resting tone!
T: Yes! It is our resting tone, and for this song, it was our lowest note.
Excellent thinking everyone.
T: When I sing this time, listen for the volume of my voice
T: *sings song piano*
T: What was my volume like when I sang?
S: quiet.
T: *using word wall* Quiet, yes. A music word we use for this is
“piano”. If I sang very loud, we would call it forte. The music word we
use to describe how loud or soft music is is called dynamics. What is it
called?
S: *students respond saying* dynamics.

Day Seven and Eight:

Kookaburra (familiar/solos).

T: Teacher starts the song to see if the students remember it.

S: Echo with the response.
T: When I hold the magic microphone to (student's name), who’s turn is
it to sing?.
S: Students respond by saying (student's name).
T: Remind students to be good audience members by staying quiet when
it is someone else’s turn to sing.
T: Teacher goes to every student. “(student's name) sang this song really
(soft/loud). What dynamic is that?
S: Reply with piano or forte.
T: Teacher goes to every student.
S: Sing the response.
Singing Activity Day Five and Six: Doggie Doggie (unfamiliar)
Two
T: <brings out bone and begins to flow>
Strategies for T: flow with me and listen while I sing.
meaningful S: <flow with teacher as they sing>
repetition:
T: <sings song twice as students flow>
● Students T: This time, would you sing when I hold up the bone?
sing RT T: <gives preparatory breath to invite students to flow and begins to sing
when Doggie song, <Teacher does this three times.>
teacher
pauses. S: <flow and response>
● Give
students
something to Day Seven and Eight (familiar/solos)
listen for as
you sing. T: <brings out Marcus the bone >
● Leave out T: <sings song and flows, students flow & sing final line>
words and
have them
sing them.
● Echo
Singing
● Call and
Response
● Flowing in
various
patterns
and/or with
manipulative
s.

• Providing group
singing/solos when
appropriate.
T: Keep flowing and sing as much of this song as you can with me.
T: This time when we sing, there will be someone in the center of
the circle covering their eyes. We will pass the bone around our
circle and sing “Doggie doggie, where’s your bone? Someone stole
it from your home.” Our person in the center will sing “Who has
my bone?” and whoever is holding the bone will sing “I have your
bone”, and our friend in the center will guess who they think has
the bone. Who would like to be in the center? <teacher chooses
student>

T: If you did not get a turn in the circle today, you will receive one
next class!
Extra: This Old Man as Unfamiliar with RT and Flow on days
one and two. **You script
Group Singing Day Five – Eight:
Improvisation(Arioso)
T: <Brings out Mx. Arioso.> Hello friends! This is Mx. Arioso.
Provide students a model, in They are hiding because they are afraid of speaking, they don’t
various tonalities and understand the spoken word. <begins to sing> But if I use a singing
accompanied by a ukulele
(or not). Invite them to sing
voice Mx. Arioso will come out to say hello! <begins to speak> but
what they are audiating. Or, as soon as I speak, they will hide again.
take a familiar song and ask
them to sing it differently, T: I wonder, do any of you think you could sing about our doggie to
with or without ukulele Mx. Arioso? You could use words, or just sing on loo or bum
accompaniment. <models several examples of singing about the doggie with and
without words>

S: <take turns singing to Mx. Arioso, if it helps students sing alone,

they may hold the bone as they sing.>

Movement Activity Day Five: Snowman Building

One
Description: In this game, the students will build their own
Movement exploration snowman with their imagination and become aware of how
**CREATIVE heavy/light the snow can become. They will display this through
MOVEMENT ONLY***
actions.

Adapted Laban Themes: 1, 3, 5, 8, 10

Materials Needed: N/A
Playlist: here
T: Imagine that snow is falling down from the sky. You may try and catch
a snowflake on your finger or your nose, or maybe you're just watching it
fall. Now let’s say its been snowing for a few days and there is a lot of
snow on the ground. Who can tell me something they like to do in the
snow?

S: Make a snowman!
S: I like to make a snow angel!
S: My mom and I always make ice cream with snow.
T: Those are so fun and delicious too! Today, with our snow we are all
going to make our own snow man. Watch what happens when I make my
first snow ball.
*start with a light little snowball, but as it grows demonstrate the heaviness*

Who can tell me what happened as the snowball for my snowman got bigger?
S: It was heavy.
T: Yes absolutely it got heavier. Now you all are going to build your snowmen, and remember to
really imagine how heavy the snowball gets as it gets bigger.

I notice that you all are showing how light the tiny snowballs are and how they get heavier as they
grow. It is really helping me to imagine what your snowman looks like. You can add a scarf, hat,
maybe some sticks for arms, whatever you want.

Now we are going to take our snowmen apart. Remember that the hat and scarf you may have put
on your snowman is going to be lighter than the snow, so show me with your movement.

Day Six: Block Actions

Description: The teacher rolls both blocks, one with and adjective and one with a verb.
They ask students to (adjective) (verb) and students show that while moving around the
room.
Adapted Laban Themes: 1, 3, 6, 9, 10

Materials Needed: Adjective Cube, Verb Cube

Playlist: Recomposed by Max Ritcher: Vivaldi, The Four Seasons: Spring 1-2012
T: Okay I have some blocks here and one of them has some action words on it. Who can tell me
what action words are called?
S: Verbs.
T: Yes they are verbs! And my other block has describing words on it, who can tell me what those
are called?
S: Adjectives.
T:Wonderful, these are adjectives! I’m going to roll the blocks and give you an adjective and a verb
to move around the room in the way it tell us. Should I see you or hear you?
S: See.
T: Should your bubble touch someone else’s bubble?
S: No.
T: *rolls blocks*-can you happily skip?

(process continually repeats)

Day Seven: Make A Scene

Description: This student-led activity involves students getting into groups of 4 and in
working together, build a scene with their bodies (i.e. the scene is a meadow–one student is
a flower, another a rock and two form together to make a bridge).

Adapted Laban Themes Covered: 8, 9, 10

Materials Needed: N/A
Playlist: (no music today first time teaching it) Lieder Ohne Worte: Book 2, Op. 30, No. 7
in E flat Major

T: <instructs the students to get into groups of 4.>

T: Students show me how to get into groups of four. Should I hear you or should I see you?
S: <students move into groups of 4.>
T: “When I give you a scene, everyone in your group must work together to make that scene. Use
safe actions.” T: instructs the students to make a meadow with grass, flowers, shrubs, etc. S: the
students work together to make the scene. T: points out what they see in the scenes made by each
group and provides specific feedback.
T: calls out 3 more scenes (A Farm, A busy city street, A pond where people are fishing) to make
and points out what they see from the students in each scene.
S: the students make the scenes with their bodies as the teacher gives them.
T: Students show me how to quietly come back to our carpet. Listen to my song as you move.

Day Eight: Put it Somewhere

Description: The teacher plays percussion as students make a part of their body dance.
When the percussion ceases, students put their body part somewhere in the room (ex. A
chair, the floor, a desk) Laban themes: 1, 3, 6, 7, 9

Playlist: Percussion
T: Everyone please stand as you are able and find your own space in the room, and remember your
bubble should not be touching anybody else’s bubble.

I notice that you all quietly found your space and are being mindful of your neighbors. Take your
finger, it doesn’t matter which hand, and try to make it dance to my music.
*Teacher plays percussion*
The next time I play, make your finger dance and when I stop you are going to go put it somewhere
in the room. You could put it on the wall, on the floor, maybe on the chair but are we going to put it
on a friend?
S: No.
T: Alright, let’s dance-should I see or hear dancing?
S: See.
T: *plays percussion* *stops* Oo I love that we all found our own spot in the room, thank you for
paying attention to your neighbors and staying in
your bubble. Now make your shoulder dance and when I stop playing
put it somewhere in the room.

(process repeats with other body parts)

 Movement Activity Two
Finger plays, action songs, folk
dancing.
Action-cousin peter, circle
games (London bridge,
mousey, etc.) Finger plays:
grandparents, etc.
T: invites the students to restart the song with the new child.
Day Five and Six:
Mousey (unfamiliar/group)
T: show me you’re ready by sitting quietly with your eyes on me.
S: students sit quietly with their eyes on the teacher.
T: invites the class to sit in a big circle. “Show me how to quietly
and safely move into a circle.”
S: students move into a circle
T: explains how the game is played.
T: remember, no running and only light tapping.
T: models light tapping.
T: the teacher picks one student to be the child outside the circle
and one to be the mousey and starts singing the song.
S: the chosen child walks around the circle until the end of the
song, students say “run” and they “chase” them to their spot. The
second student becomes the child to pick who will be the new
chaser.
T: restarts the song with the new child. The game is played 5
times.
Day Seven and Eight: (familiar/group)
Mousey:
T: show me you’re ready by sitting quietly with your eyes on me.
S: students sit quietly with their eyes on the teacher.
T: invites the class to quietly walk into a big circle and stay
standing.
S: students move into a circle
T: explains how the game is played.
T: remember, no running and only light tapping.
T: models light tapping.
T: I am going to start the song. Give me a thumbs up if you
remember it. Starts singing the song. S: students give the thumbs
up.
T: show me you know it by singing it on your own. Cues the
downbeat for the students.
S: start singing the song on their own.
T: as they sing, the teacher picks one student to be the child.
S: the chosen child walks around the circle until the end of the
second phrase and picks another child to “chase” them to their
spot. The second student becomes the child to pick who will
chase them.
S: the students sing the song with the new child. The game is played 5 times.

Beat/Rhythm Activity
1 Child Initiated/1 Teacher Initiated
Songs with beat motions. Build a foundation in duple/triple and then move on to meters that are combinations of.

Scripting is the same day 1-4 for child initiated

So every student can have a turn

Teacher initiated-same activity each day, but students lead day 3 &4

Day Five through Eight: Child Initiated Beat

Bell Horses: (divide class by four so each student gets a turn)

T: Sings through Bell Horses (changing lyrics to “what will be your beat today?”. Sings first half
again.
T: When I stand in front of “student’s name,” who’s turn is it to beat the drum?
S: students respond with the person's name.
T: When I give you the drum and the stick, I want you to tap your beat.
T: gives the drum to one student at a time and sing the Listen, Listen song as each student plays
their beat
S: students wait patiently to get the drum.
S: students tap their beat on the drum when it is given to them.
S: who are waiting may use their “silent” rhythm sticks to follow along.

Day Five through Eight: Teacher Initiated Beat (with beat band)
One and Two: Wind Whispering
T: Could each of you please reach in and grab a part, and then scoot out. And freeze.

T: I noticed that none of you were jerking or pulling it back, I really appreciate you being safe. Now make
some small little circles and listen to my song.
S: *start to make small circles with band*

T: At the end of my song, I want you to tell me what it is about. Ok?

What’s my song about?

S: The wind!
T: The wind, and what is the wind doing?
S: Blowing, whispering.
T: Blowing, whispering. Very good friends. Could I have you say ‘wind, wind, wind.’ (macro)
S: wind, wind, wind (repeat)

T:“The wind is whistling through the trees, the wind is blowing

down the leaves as they fall fall fall, as they fall fall fall. The wind is

whispering my name, the wind is playing a prickly game, as it calls

calls calls, as it calls calls calls.”

T:“The wind is whistling through the trees, the wind is blowing

down the leaves as they fall fall fall, as they fall fall fall. The wind is

whispering my name, the wind is playing a prickly game, as it calls

calls calls, as it calls calls calls.”

**T: Friends, we know we have songs that are grouped in groups of twos, do daes. And we have songs
that are grouped in threes, do da dis, do da dis.
I want you to close your eyes, keep one hand on the band, and when I say so I want you to show me with
your fingers if you think our song was in 2s or 3s. Close your eyes, show me with your fingers what you
think the meter was. 2s or 3s.

Hands down, eyes open.

If you said 3s, you are correct.
T: If you said duple that’s okay because you were thinking musically and you were brave enough to show
an answer, and that is how we learn! We keep answering those questions.**
T: You all were so safe and responsible with our band today, so I am going to let us have some fun putting
it away but you still have to be safe and follow my steps. Ok? Can we do that?
S: Yes! *one kid says no*
T: Okay if we can’t promise to keep being safe I will come collect the band from everyone. Let’s try this
again, will you be safe and follow my steps?
S: Yes!!!
T: Awesome I’m so glad. Everyone pull back on your band and we’re going to let go at the same time in
3..2..1!
*concluding with releasing the band at once*

***ON day six – ask if students can figure out if the song is in duple (2s) or triple (3s)

Seven and Eight:

T: Could each of you please reach in and grab a part, and then scoot out. And freeze.
T: I noticed that none of you were jerking or pulling it back, I really appreciate you being safe. Now make
some small little circles and listen to our song.
S: *start to make small circles with band*

Who can remind me what our song is about? S: The wind!

T: The wind, and what is the wind doing?
S: Blowing, whispering.

T: Blowing, whispering. Very good friends. Could I have you say ‘wind, wind, wind.’ (macro)
S: wind, wind, wind (repeat)

T:“The wind is whistling through the trees, the wind is blowing

down the leaves as they fall fall fall, as they fall fall fall. The wind is

whispering my name, the wind is playing a prickly game, as it calls

calls calls, as it calls calls calls.”

T:“The wind is whistling through the trees, the wind is blowing

down the leaves as they fall fall fall, as they fall fall fall. The wind is

whispering my name, the wind is playing a prickly game, as it calls

calls calls, as it calls calls calls.”

T: Now what is that wind doing, it’s what? S: It’s Calling.
T: It’s calling, and how does it call?
S: Whisper.

T: *says ‘whispering’ in micro and repeat as students join* S: *joins micro

whispering*

**T: Friends, we know we have songs that are grouped in groups of twos, do
daes. And we have songs that are grouped in threes, do da dis, do da dis.
I want you to close your eyes, keep one hand on the band, and when I say so I
want you to show me with your fingers if you think our song was in 2s or 3s.
Close your eyes, show me with your fingers what you think the meter was. 2s or
3s.

Hands down, eyes open.

If you said 3s, you are correct.
T: If you said duple that’s okay because you were thinking musically and you
were brave enough to show an answer, and that is how we learn! We keep
answering those questions.**
T: You all were so safe and responsible with our band today, so I am going to let
us have some fun putting it away but you still have to be safe and follow my
steps. Ok? Can we do that?
S: Yes! *one kid says no*
T: Okay if we can’t promise to keep being safe I will come collect the band from
everyone. Let’s try this again, will you be safe and follow my steps?
S: Yes!!!
T: Awesome I’m so glad. Everyone pull back on your band and we’re going to let
go at the same time in 3..2..1!
*concluding with releasing the band at once

T:“The wind is whistling through the trees, the wind is blowing

down the leaves as they fall fall fall, as they fall fall fall. The wind is

whispering my name, the wind is playing a prickly game, as it calls

calls calls, as it calls calls calls.”

Goodbye Song **You will need to scrip here.**
or Active
Listening Day Five: Goodbye song (reverse of hello song) Day Six: Four White
Horses
“I’m going to Day Seven: Can You Feel the Love Tonight (piano) Day Eight: Dos
sing this as Oruguitas
they leave the
classroom” Day Nine: Somewhere over the rainbow (on ukulele)