march week 1 ~ lesson outline

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March Week 1 ~ Lesson OutlineConcept to Teach: *Move like animals Theme: Dinosaurs, Animals

SingNew Songs:104. Dinosaurs loud/quiet, 105. Dinosaur Ditty-wa dinosaur action song106. I Wanna Be a Dog fun song (optional)107. The Proud Horseman ABA form108. Connaughtman’s Rambles beat, create movementsPoems and Movement Activities: 105a Dinosaurs106a. Movement Activity 11

Review Songs:99. If You’re Happy phrases - same or different100. Don’t Put Up with Putdowns self esteem (optional)101. Alice the Camel counting song102. Tisket a Tasket melody (prepare s ml)103. San Severino Spanish song

Play Instruments105a. Dinosaurs - create accompaniment or ostinato for the poem108. Connaughtman’s Rambles - play along with the music (beat)

* Ukulele and Guitar arrangements: 104. Dinosaurs 105. Dinosaur Ditty-wa 106. I Wanna Be a Dog

Move104. Dinosaurs - dinosaur actions, compose with dinosaur names (in development)105. Dinosaur Ditty-wa - create dinosaur dance106a. Movement Activity 11 - Crawl, Dance, Stop!107. The Proud Horseman - move to show ABA form108. Connaughtman’s Rambles - create Irish step dance movement (St. Patrick’s Day), play copycat

Listen107. The Proud Horseman - listen/move for ABA form108. Connaughtman’s Rambles - move to the music

Interactive Activities* Loud Quiet Game104. Dinosaurs - compose with dinosaur names(in development)

Create104. Dinosaurs - compose with dinosaur names(in development)105a. Dinosaurs - create accompaniment or ostinato for the poem107. The Proud Horseman - create new ways to gallop108. Connaughtman’s Rambles - create Irish step dance

Read/Write ~ Printables104. Dinosaurs - classbook, clap dinosaur names (in de-velopment)

Assess102. Tisket a Tasket - beat, observe students tapping on pointing page

Teaching Notes

104. Dinosaurs RoteCD4: 21-37

Concept: loud/quiet Objectives: Students will sing and mimic dinosaurs. I can sing and do actions for a dinosaur song.Interactive: Dinosaur names (in development) Skills: sing, move, listen,

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Teaching Process/Suggested Activities: Make word cards of the following words: “dinosaurs,” “pterodactyl,” “brontosaurus,” “allosaurus” and “plesiosaurus” with pictures of the dinosaurs if possible. You will find excellent pictures and information on dinosaurs at the following web site:

http://www.enchantedlearning.com/subjects/dinosaurs/ Put the word/picture cards in the pocket chart and point to the correct card as you listen to each verse. The illustrations can be found in the Concept Slides. Add actions as suggested in the music miming what they imagine the dinosaurs were like.

This song gives you another opportunity to reinforce the concepts of loud and quiet. The words in the song “some were tiny” are sung quietly. “Some were huge” is sung loudly.

Same or Different: Have the children clap the names of dinosaurs. Pterodactyl (q q q q ) Then clap a different name. Brontosaurus: (q q q q ) Ask them if it was the same or different? (same)Clap two rhythm patterns for the students and have them tell you if they are the same or different. Here are some ideas to get you started.1. a. qr q qr q b. qr qr qr qr 2. a. q q qr q b. qr qr q q 3. a. qr q Q q b. qr qr q

Curriculum Connections: Science - dinosaurs

Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics. An interactive activity using dinosaur names is in development.

& bb c œ œ œ œ œ œ œ œ œDi -

Pter -Bron -Al -

Ples - i -

no -

to -lo -

o -

o -

saursdac -sau -sau -sau -

livedtylrusrusrus

longlikedjusthad

lived

a -toatesharpin the

leaves.teeth.sea.

go.fly.

‹ ‹ ‹ Œ(stomp(flap(reach(stomp(swim

stomp

reachflap

stompswim

grr)

grr)grr)

grr)grr)

œ œ œ œ œ œ œWe

Reach -GoodSwam

Soar -found

ingfora -

ingfos -

waytear -

round

waysils

upingso

upso

inup

wild

inwe

thehisand

the

free.meat.trees.

know.sky.

‹ ‹ ‹ Œ(stomp(flap(reach(stomp(swim

stomp

reachflap

stompswim

grr)

grr)grr)

grr)grr)

& bbœ œ œ œ

ÓSome were ti - ny.

pœ œ œ Ó

Some were huge.

fœ œ œ œ œ œ œ œ œ œDi - no - saurs lived mil - li - ons of years a -

wgo.

traditional

D. Gagné

105. Dinosaur Ditty-wa Rote CD4: 22-38

Concept: melody, beat/rhythm Objectives: Students will sing and mimic dinosaurs. I can sing and do actions for a dinosaur song.Interactive: Skills: sing, move, create, play

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c œ œ œœ œ œ œ œ

Eve -

T.T.

ry -

rexrex

bod -

isis com -

y

com -

runsinging

whenandand

he'she'sœ œ œ œ ˙

stomp -read -T.

ying

rextoa -

isfight.near.

round.

œ œ œ œ œ œ

Di - no - saur dit - ty - wa,

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#

œ œ œ œ ˙

dit - ty - wa do.

œ œ œ œœ œ œ œ

Look -Look -

Look -inging

ingforfor

forhishis

hissup -sup -

sup -perper

persoso

I

let's

don'tœ œ œ œ ˙

getall

wantoutdis -

toofap -

besight!pear.

found.

&

#

œ œ œ œ œ œ

Di-no-saur dit-ty-wa,

œ œ œ œ œ œ

dit-ty-wa do. He'sœœœœ

huge! (He's huge!) He'sœ

œ

œ

œ

tough! (He's tough!) He'sœœœœ œ

huge!He'stough,and he

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.

.œ œ œ œ

˙

nev-er eats e-nough!

˙ Ó

3.

˙ Ó œ œ œœ œ œ œ œ

T. rex is com - ing and he'sœ œ œ œ ˙

stomp - ing a - round.

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#

œ œ œ œ œ œ


œ œ œ œ ˙

dit - ty - wa do.

œ œ œ œœ œ œ œ

Look - ing for his sup - per I don't

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#

œ œ œ œ ˙

want to be found.

œ œ œ œ œ œ


œ œ œ œ œ ‹

dit - ty - wa do. Yeah!

D. Gagné

Actions:T. rex is coming and he’s stomping around. stomp with hands behind your back Dinosaur ditty-wa, ditty-wa do. hip rocks 2x left, 2x right, 2x left, 2x rightLooking for his supper I don’t want to be found. shade eyes and look from right to left - hide eyesDinosaur ditty-wa, ditty-wa do. hip rocks 2x left, 2x right, 2x left, 2x right

He’s huge! (He’s huge!) reach arms up highHe’s tough! (He’s tough!) raise fists in front of your chest to show your musclesHe’s huge! He’s tough, reach arms up high, raise fistsand he never eats enough! wipe safe, rub stomach

T. rex is coming and he’s ready to fight. stomp and shake fistsLooking for his supper so get out of sight! shade eyes and look from right to left - hide eyesEverybody runs when T. rex is near. motion runningLooking for his supper so let’s all disappear. shade eyes and look from right to left - hide eyes

Teaching Process/Suggested Activities:This song is quite long for kindergarten so teach just the “Dinosaur ditty-wa, ditty-wa do” part first. When the students can perform this successfully, start teaching the other lyrics and add the actions.

Curriculum Connections: Science - dinosaurs

Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics.

Poems/Chants:

105a. DinosaursFive enormous dinosaurs letting out a roar,One went away, and then there were four.

Four enormous dinosaurs crashing down a tree,One went away, and then there were three.

Three enormous dinosaurs eating turtle stew,One went away, and then there were two.

Two enormous dinosaurs going for a run,One ran away, and then there was one.

One enormous dinosaur, thought he’d be a hero.He went away, and then there was zero.

Teaching Process/Suggested Activities:* Say the counting poem and create actions to illustrate it. Dramatize the poem by choosing five children to pre-tend to be the five dinosaurs in the poem. Dollar stores sell inexpensive dinosaur masks you could use to enhance the performance.

* Create an accompaniment with rhythm instruments for the poem. Decide which words to “illustrate” with sound. Choose instruments and try saying the poem with instruments. You might want to try a variety of instru-ments before deciding on the ones that you and your class like the best. One way to create an accompaniment is to write the words out and underline or circle the parts that you think might sound good with sound added.

Five enormous dinosaurs letting out a roar,One went away, and then there were four.


Five enormous dinosaurs Play the beat or the rhythm on hand drums roar, Play the word “roar” on cymbals or a vibraslapOne went away, Play the beat or the rhythm on a wood - claves, tone block, wood blockfour. Play the word “four” on cymbals or a vibraslap

If you don’t have a lot of rhythm instruments, use found sounds from your classroom. Bang on desks, tap with rulers or hit on water bottles.

* Another way to create an accompaniment is to create an ostinato pattern that you chant, play on rhythm instru-ments or play using body percussion. For example:Great, big dinosaur (q q qr q)Crash! Crash! Crash the tree! (q Q q Q q q q Q)Go for a run! (q qr q Q )


106. I Wanna Be a Dog Listen CD4: 23-39

Concept: melody I can listen to a song and tell what it’s about.Objectives: Students can listen to a song and tell what it’s about. Interactive: Skills: listen, sing, move,

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c Œ

.œ œ.œ œ .œ# œ

Oh, I wan - na be a

w

G

dog,

Œ

.œ œ œœn

wan - na wag my

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w

C

tail.

Ó Œ

œ

Chase

œ œ œ

j

œ œ

j

œ

D

cars and knock o - ver

œ œ œ œ .œ œ

gar-bage cans, bite the

œ œ

œ œ œ

man who brings the

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G

mail. Oh, I wan - na be a

w

dog,

Œ

.œ œ œ .œ œ

wan - na lie on the

w

C

floor.

Ó Œ

œ

Chase

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œ œ œ œ

D

squirrels and cats, get

œ œ œ.œ œ

fed, get fat, chew your

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œ.œ œ

shoes and bark at the

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door.

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Oh, I wan - na be a

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w

dog,

Œ

.œ œ œ œ

G7

wan - na dig big

w

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holes.

∑

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j

œ œ

j

œ

D

Flirt with French Poo-dles and

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j

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Bas set Hounds and

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œ œ

.œ œ œ

pee on tel - e-phone

w

G

poles.

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Oh, I wan-na be a

w

dog,

Œ

.œ œ œ .œ œ

wan-na drool on the

w

C

ground.

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Ó Œ

œ

Scratch

œ œ œ œ

D

fleas and ticks, run

œ œ œ œ œ

‰ j

œ

af - ter sticks. I

œ .œ œ

.œ œ .œ œ

just wan - na be a hound.

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#

w

GŒ


Oh, I wan - na be a

w

dog,

‰ j

œ .œ œ œ .œœn

I wan - na roll in the

w

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dirt.

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Ó ‰ j

œ .œ œ

I wan - na

.œ œ œ œ œ œ

D

run in the street, get

.œ œ œ œ œ

‰ j

œ

mud on my feet and

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.œ œ œ

jump up on - to your

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w

G

shirt.

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Oh, I wan - na have

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C

dog breath,

Œ

.œ œœœ

wake the neigh - bors

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w

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too.

∑ ∑ Ó Œ ‰ j

œ

I'll

Barry Louis Polisar

Howl


This song was made popular by Charlotte Diamond. This version uses the original lyrics as written by the songwriter, Barry Polisar. You can find out more about the songwriter and his many other songs at http://barrylou.com Or you can e-mail Barry at [email protected]

Teaching Process/Suggested Activities:Introduce this song as a listening selection. Listen to part and then ask questions about it. After the students have listened to the entire song, ask them to draw pictures about something in the song. Choose some of the pictures that depict the lyrics in the order that they are presented in the song and use them to teach the song. Or you could have the children illustrate a Big Class Book with the lyrics for the entire song. The pictures in the Concept Slides and movie will also illustrate the lyrics for your students, but it’s great to have class books or illustrations that your own students have created.

Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics. A printable classbook is also available.

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œ œ œ .œ œ

D

lick your hand, be the

œ .œ œ œœ

best friend I can. Don't

œ œ œ

.œ œ œ œ

have noth- ing bet - ter to do.

Œ


G

Oh, I wan - na be a

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w

dog,

Œ

.œ œ .œ œ œ

want my nose to be

w

C

wet.

Ó ‰ j

œ .œ œ

I've got a

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œ œ œ œ .œ œ .œ œn

D

col - lege de - gree but all I

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j

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want to be is

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some - bod - y el - se's

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pet. I've got a

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D

col - lege de - gree but all I

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j

œ

want to be is

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.œ œ œ

some - bod - y el - se's

w

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pet.

slower


106a. Movement Activity 11 - Crawl, Dance, Stop!

In this movement activity, the teacher chooses two instruments with contrasting timbres. For example, cowbell and drums. When you play the cowbell, the students will crawl. If you don’t have a classroom with carpet and lots of space, you may want to have your students walk and just show the crawling motion with their hands. When you play the drum, the students will dance. If you play faster, they go faster. If you play slower, they go slower. If you stop, they freeze. (You could have them freeze and make a shape.) Play the instruments in 2/4, 4/4 or 3/4 faster/slower, louder/quieter and have students move when you play, and stop when you pause.

1. Play cowbell q q q | q q q | q q q | q - crawl -pause, making sure that all students have stopped moving-2. Play drums qr qr qr qr | qr qr q - dance - pause

In other movement activities students have walked with a woodblock, galloped with a guiro, jumped with a vibraslap, slithered with sandblocks, bounced with bells, shaked with shakers and tiptoed with a triangle. If you want to challenge your students consider adding some of these movements with two or more instruments!

Objective: beat/no beat, develop listening skills

107. The Proud Horseman, Robert Fuchs (1847-1927) ListenCD4: 24

Concept: listen, timbres, create movement, I can create movement to accompany the music.Objectives: Students will create movement based on what they hear. Interactive: Skills: listen, move, create,

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National Standards Addressed in this lesson:6d. Students identify the sounds of a variety of instruments6e. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music9c. Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use9d. Students identify and describe roles of musicians in various music settings and cultures

Teaching Process/Suggested Activities:Play the selection and ask the students to think about what animal it might depict. Tell them it is called “The Proud Horseman.” Ask the students to tell you what instrument is playing. It is the piano. Discuss music in society. Ask the students if any of them take piano lessons or if they know someone who plays the piano. Ask them when they might hear piano music played. (school assemblies, church, concerts, recitals) Ask the students to tell you why the piano is suitable for use in those places or events. Help the students to brainstorm a list of all the places that they hear music played each day.

The form of the selection is ABA. A section :00 - :10 B section :11-:23 A section :24-:35Divide the class into two groups - an A and a B group. Have the A group gallop for the first 10 seconds. For the next 12 seconds, the B group gallops. The A group gallops again for the last 11 seconds. If you have stick horses, the students could gallop with the horses. You can find instructions on how to make pool noodle ponies on Pinterest.

Musicplayonline: On musicplayonline, the Concept Slides and movie include the following slides: 1. Listen for ABA form 2. What Instrument 3. Piano 4. Create movement 5. Discuss music in society.

108. The Connaughtman’s Rambles CD4: 25

Concept: beat, violin, create movementObjectives: Students will move with a steady beat. I can move with a steady beat. Interactive: Skills: listen, move, create,

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Target Concepts:- developing steady beat - create a dance - identify the sound of the fiddle or violin - identify when the violin or fiddle is used to create music

Teaching Process/Suggested Activities:

Play the selection and ask the students how the music makes them feel. This is a great piece for practice keeping a beat. You could give students rhythm instruments and invite them to play the beat along with the music. Invite the children to move to the music. Ask them if it is fast or slow. It’s an excellent piece to reinforce the concept of “fast.”

You could use this selection as an example of Irish music for St. Patrick’s Day. Create a step dance to go with the music and perform it for a St. Patrick’s Day assembly. The form is AABBAABB. Each section is 16 beats. You could try the following or create your own.

A section- step-close to the right for 8 beats, clap on beat 8, then to the left for 8 beats clapping on beat 16. (re-peats)B section - 8 beats right heel out and back left heel out and back, right heel out and back left heel out and back 8 beats turn in a circle for 8 beats

Consider having your students move to this selection using their own locomotor or non-locomotor gross move-ment.

Musicplayonline: On musicplayonline.com, the Concept Slides and movie include the following slides: 1. What Instrument 2. Fiddle or violin 3. How does the music make you feel? 4. Play along with the music. Is the music fast or slow? 5. Fast! 6. Move to the music. 7. Play Copycat with the music. 8. Music in Society.* Do you know someone who plays the fiddle?* When might you hear music on the fiddle or the violin?* Think of all the places you hear music every day.

march week 1 ~ lesson outline

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