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Hickory Dickory Dock

1. Grade level: 2nd Grade 2. Musical learning objectives a. Students will perform Hickory Dickory Dock on instruments, including pitched, non-pitched, and body instruments. b. Indiana Standards: i. MA.2.5.11 - Find the duration of intervals of time in hours. ii. MU.2.1.1 - Sing with accurate pitch, appropriate tone quality, clear diction, and good posture iii. MU.2.2.2 - Maintain a steady beat and play with appropriate dynamic levels. iv. MU.2.2.3 - Play classroom instruments with the proper technique, holding them correctly. v. EL.2.3.4 - Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction. vi. EL.2.5.4 - Write rhymes and simple poems. 3. Materials a. Orff instruments, classroom instruments i. Claves, two xylophones with mallets, guiro with stick, several special effect instruments b. Large poster board with lyrics c. Classroom clock 4. Procedure a. All the students stand in a semi-circle around the teacher b. The teacher will review the hours on a clock, from one oclock to twelve oclock i. The teacher will use a classroom clock to c. The teacher will lead a group warm-up i. Remind students to stand up tall, elongated spines ii. Teacher will lead a couple of vocal warm-ups, such as vocal sirens d. The teacher will sing the whole song with the class while holding up the poster board will the lyrics i. Because this is a well-known nursery rhyme, the melody is assumed to be known ii. Since more lyrics are added, the teacher will stop on certain verses to clarify how to rhythmically sing a section e. The teacher will lead a discussion on the form of the poem (AABBA) and will review what words rhyme in each stanza, focusing on the B rhymes

i. Time permitting, or in a future lesson, the students could create their own rhymes for the 5th line f. The whole class will sing the first verse, then the teacher will ask what the underlying beat is g. The steady quarter note pulse will be played on claves by a student h. The teacher will instruct the students to clap according to what time the clock strikes i. This will be clapped by the students after singing the clock stuck ____ each time, with the students counting out loud ii. It will be clapped in rhythm with the claves i. Two students will be chosen to play an ostinato-type part on xylophones i. The rhythm will be along with the first beat of each line ii. | F - - - | F - - - | F - G - | F - - - | F - - - | iii. During the clapping of the clock striking, these students will be resting iv. If needed, a student assistant will be given to each xylophone player j. The first couple stanzas will be played with the claves, xylophones, and singing to allow for all the students to master their parts k. Another student will be chosen to play the guiro while the clock is striking i. This student will scrape against the guiro while the rest of the students clap the clock striking ii. The teacher will instruct this student to only scrape once for each strike of the clock iii. This student will be placed by the claves player to ensure a steady beat iv. This will be practiced with stanzas 4 6 to ensure a steady tempo l. Three students will be chosen for special effect instruments i. Each student will be assigned either hickory, dickory, or dock ii. For each time their word is sung, they will play their instrument m. The students that do not have instruments will be told to stomp a foot after each line except for the clock struck ___ while they are clapping and counting n. The whole song will be played with all instruments and body percussion 5. Assessment a. The teacher will assess how well the class is able to keep a steady beat by listening to the class sing and play the classroom instruments b. The teacher will listen as the students sing to determine if the class is singing with good vocal quality, rhythm, and in tempo. 6. Accommodations for students with disabilities a. For students with physical disabilities, the teacher will give these students with instruments they are able to play easily and correctly.

b. For students that have ADHD/ADD, the teacher will give these students instruments to keep their hands busy while the class rehearses material multiple times. 7. Integrated Arts Extension a. Math the students will review the hours of a clock and how the hands of the clock are related b. Language arts learning about the form of a poem and creating a poem. 8. Explanation This lesson incorporates all the types of learners. The auditory learners will learn the song through rote. They will also be able to keep a steady tempo while singing by listening to the ostinato instruments. The kinesthetic learners will be able to keep a steady tempo by playing the instruments and by clapping and stomping throughout the song. Visual learners will be able to read the lyrics as they sing as well as see a clock to relate the hours to a clock. Students will think critically by analyzing the poem to determine the rhyme scheme. They will also think critically to discover the underlying pulse of the song.

Hickory Dickory Dock


Hickory Dickory dock, The mouse ran up the clock, The clock struck one The mouse ran down, Hickory Dickory dock. Hickory Dickory dock, The mouse ran up the clock, The clock struck seven, 8, 9, 10, 11, Hickory Dickory dock. Hickory Dickory dock, The mouse ran up the clock, As twelve bells rang, The mousie sprang, Hickory Dickory dock. Hickory Dickory dock, "Why scamper?" asked the clock, "You scare me so I have to go! Hickory Dickory dock."

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