Note, there are 10 brief lesson plan ideas below: Kyle Yamnitz 598249 Lesson 1: Share the Music.

Grade 3. R. Boyer-White, M. Campbelle-duGard, R. de Frece, D. G oodkin, B. Henderson, M. Jothen, C. King, N. Miller, I. Rawlins. Macmillan/McGra w-Hill School Publishing Company., 1995, pg. 24-25. FA .3e ML STM 1995 Pkg-3. Concept/Objective: Pitch -- do re mi; move to low, middle, and high pitches. Song: "Kuma San" Japanese folk song, English version by Marilyn Davidson and Kat hy B. Sorensen. Activity: Introduce pitch names do re mi. Children can read about "Kuma San" on page 24 in text. Have students listen to the song raising their hands each time they hear the words "Kuma San." Repeat this, but have them draw the shape of the melody in the air each time they occur. Additional Ideas: Use hand signs for do re mi when singing "Kuma San." The hand signs are listed on page 24 of the teacher's edition. Lesson 2: Share the Music. Grade 3. R. Boyer-White, M. Campbelle-duGard, R. de Frece, D. G oodkin, B. Henderson, M. Jothen, C. King, N. Miller, I. Rawlins. Macmillan/McGra w-Hill School Publishing Company., 1995, pg. 96-97. FA .3e ML STM 1995 Pkg-3. Concept/Objective: Pitch, melodic direction; match a melodic pattern with a visu al representation, describe the shape of a phrase using a visual representation. Song: "Rocky Road" by Peter Yarrow, Paul Stookey, and Albert Grossman. Activity: Listen to the song and discuss the games in the song text. Next, sing the song and match pitches with a melodic pattern. Have the class echo the words of the refrain and listen to the whole song, joining in and singing the refrain . Sing the refrain again, imitating as you trace the shape of the melody in the air. Additional ideas: For students to visually see melody, present two notes on the board and have a volunteer connect the notes to represent the relationship betwe en them. Gradually introduce 4, 5, and 6-note patterns. Lesson 3: Share the Music. Grade 3. R. Boyer-White, M. Campbelle-duGard, R. de Frece, D. G oodkin, B. Henderson, M. Jothen, C. King, N. Miller, I. Rawlins. Macmillan/McGra w-Hill School Publishing Company., 1995, pg. 188-189. FA .3e ML STM 1995 Pkg-3. Concept/Objective: Duration (dotted half note, whole note, and whole rest); Stud ents will gesture to show recognition of durations of the previous notes. Song: "Tititorea" New Zealand folk song, collected and transcribed by Kathy B. S orensen. Activity: Begin by singing the song and teach the stick activity that goes with the song. Have the students imitate your motions as they sing the song. Perform the motions with a partner, both with and without sticks. Next, sing the song an d introduce the dotted half note. Ask the class to sing the song and pat the rhy thm of the words, brushing across their legs when the note lasts longer than a b eat. Then have the class sing the song and raise their hands on a sound that las ts longer than two beats. Additional ideas: Have one group pat the beat as the other group sings the song and pats the rhythm of the words. Lesson 4: Music and You. Grade 4. B. Staton, M. Staton, M. Davidson, P. Kaplan, & S. Snyde r. Macmillan Publishing Company., 1988, pg. 36-37. FA .3 ML M/4 1988 TE. Concept/Objective: Rhythm/To practice using rhythmic notation for quarter, half, and eighth notes. Song: "Rally Song" Balkan Round song. Activity: Introduce the above song to practice the quarter, half, and eighth not es. Ask the students to listen to the recording and pat the steady beat. Look at the meter and identify the quarter note as the beat note. Have students listen for the first rhythm pattern (which is shown in the book), and have them clap th

e pattern each time it appears in the song. Do the same with the second rhythm. Now identify the note that has two beats and the one that only lasts for half of a beat. Additional ideas: Ask students to try to locate the one note that lasts three be ats (the dotted half note). Lesson 5: Music and You. Grade 4. B. Staton, M. Staton, M. Davidson, P. Kaplan, & S. Snyde r. Macmillan Publishing Company., 1988, pg. 84-85. FA .3 ML M/4 1988 TE. Concept/Objective: Dynamics/To hear and learn or review dynamic levels and their corresponding symbols. Song: "Deck the Halls" Welsh Folk Song. Activity: Teach the above song and review or introduce the symbols p (piano), f (forte), and < (crescendo). Ask students to read about the symbols in their book s and find the symbols in the song. Listen to the recording so that students can determine which symbol means loud and which means soft. Also ask them to listen for what happens under the crescendo. Play the song again and have students spr ead their hands far apart as the song gets louder. Additional ideas: Have the students make up their own dynamic directions for "De ck the Halls" and then sing it with these new dynamic directions. Lesson 6: World of Music. Grade 2. J. Beethoven, C. E. Culp, J. Davidson, L. Eisman, M. E. Hoffman, C. Nadon-Gabrion, M. Palmer, M. L. Reilly, & C. R. Scott. Silver Burde tt & Ginn., 1991, pg. 80-81. FA .3 SVB W 1991 2. Concept/Objective: Ascending Form/To perceive steps moving in an upward directio n. Song: "Are You Sleeping" Folk Song from France. Activity: Sing the song above and then separate the pattern that accompanies the words "Brother John," and play it separately. Ask students to locate that patte rn in the song. Have students show that pattern of the song in the air with hand levels. Ask students to notice what direction that the pattern moves in the son g and respond that it moves upward in steps. Additional ideas: Have students play bells to accompany the three notes (A, Bb a nd high C). that go with "Brother John." Lesson 7: World of Music. Grade 2. J. Beethoven, C. E. Culp, J. Davidson, L. Eisman, M. E. Hoffman, C. Nadon-Gabrion, M. Palmer, M. L. Reilly, & C. R. Scott. Silver Burde tt & Ginn., 1991, pg. 80-81. FA .3 SVB W 1991 2. Concept/Objective: To accompany a song with bells, triangle, or finger cymbals. Song: "In the Window" Jewish Folk Melody, words by Judith K. Eisenstein. Activity: Play the recording of the song and ask students what they hear at the end of each verse (bell sounds). When the class sings the song, have them play b ells, triangles, or finger cymbals. Additional ideas: Hold down the chord buttons and allow students to strum an aut oharp to accompany the song on the strong beats. Lesson 8: Holt Music. Grade 3. E. B. Meske, B. Andress, M. P. Pautz, & F. Willman. Holt, R inehart, and Winston, Publishers., 1988, pg. 18-19. FA .3 HRW H/TE 1988 3. Concept/Objective: Melody/A series of pitches may move up or down by steps or sk ips. Song: "The Siamese Cat Song" by Peggy Lee and Sonny Burke. Activity: Ask the children to read the introduction in their books on page 18. C hoose a child to find resonator bells G and E and place them on the bell mat in the correct positions. Have the child play the two pitches while the class sings and performs the body-scale motions. Ask students how many pitches will be used to sing the first phrase of the song (2). Sing the song with scale numbers and then with words. Do the same to learn the remaining phrases. Additional ideas: Ask the class if the dots beneath each note tell them to perfo rm the song in a staccato or legato fashion (staccato). Then play the recording to demonstrate this and have the class sing the song. Lesson 9:

Share the Music. Grade 1. R. Boyer-White, M. Campbelle-duGard, R. de Frece, D. G oodkin, B. Henderson, M. Jothen, C. King, N. Miller, I. Rawlins. Macmillan/McGra w-Hill School Publishing Company., 1995, pg. 76-79. FA .3e ML STM 1995 Pkg-K. Concept/Objective: Pitch; High and Low/Move at high and low levels to show disti nction between high and low in recorded music. Songs: "Twinkle, Twinkle, Little Star" Traditional Children's Song. Also, "Under the Sea" no author given, song is on the accompanying CD. Activity: Begin by listening to the song "Twinkle, Twinkle, Little Star," and th en request that the students sing along. Divide the children into groups to expl ore the class for high-level places that they can reach. Next, sing the song whi le each group taps on something on a high level in the room. Now have the groups look for low level places in the classroom and have them pat them as they sing the song "Under the Sea." Additional ideas: Have students form a circle; standing and facing inward. Walk around the students carrying a high and a low bell. Stop behind individual stude nts and instruct them to sit if the bell is low or to remain standing if the bel l is high. Lesson 10: Share the Music. Grade 1. R. Boyer-White, M. Campbelle-duGard, R. de Frece, D. G oodkin, B. Henderson, M. Jothen, C. King, N. Miller, I. Rawlins. Macmillan/McGra w-Hill School Publishing Company., 1995, pg. 52-55. FA .3e ML STM 1995 Pkg-K. Concept/Objective: Long and Short/Students will perform movements in response to longer and shorter sounds. Song: "Willoughby Wallaby Woo" by Larry Miyata and Dennis Lee. Also, "Improvisat ion for Long and Short Sounds," "A Clock at Night," and "Five Little Monkeys," a ll of which are on the CD and the authors are not listed. Activity: Listen to "A Clock at Night" and have students move to the short sound s in the A section of the ABA form and different movements to the long sounds in the B section. Have students listen to "Willoughby Wallaby Woo" and tiptoe in p lace, making movements that last a long time to accompany the long sounds. Then identify those long sounds. Additional ideas: To explore movement to long and short sounds, ask the class to identify long and short sounds in the environment. Then make the sounds and add appropriate movements.