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-Lesson Plans for Music 1st Grade

Essential Strands for First Grade

1st Grade Specific Learning Objectives

Names of Rhythm Notes and Rests

Difference between speaking and singing voices
Match Pitch
Respond to Conductor Cues
Echo Rhythmic Patterns
Demonstrate steady beat
Improvise to given melodic and rhythmic phrases
Compose a melody of at least two pitches
o Using Solfedge ( SOL MI LA )
o Understand difference between stepping and Skipping
Compose a simple rhythmic pattern
Read Simple rhythm notation using quarters and beamed eighths
Read melodic notation, stepping and skipping
o Read Melodic Notation using Shape notes on SOL MI
o Sing a pentatonic scale using solfedge
o Read Skipping SOL MI on the staff
Understand that Music is composed on a Staff
Learn to recognize and draw a treble clef
Listen to works of music, identify same/different sound
Connect elements of music to elements in other areas
Identify percussion instruments and classify as pitched or un-pitched

Demonstrate the character traits of responsibility, self-discipline, and

perseverance while informally or formally participating in music.
Understand Difference between High/Low-pitch
Understand Difference between Loud/Soft-Dynamics

Understand Difference between fast/slow Allegro/Andante

o Piano, Forte, Dynamics
o Treble Clef, Staff
o Measure
o Rhythm Note Names
o Cut Cue

Pacing Guide 1st Grade year at each school, 30 minute weekly lessons, 18 total lessons














1.1 1.2




2.2 2.3 3.1 3.2 3.3





1.1 1.2





















Student Names

Students will sing alone and with a group

Students will play on instruments

Students will learn to answer questions and will follow rules

Students will learn a steady beat.

Resources: Cardboard cookie, cookie jar

Welcome to Music

Greet Children and tell them a little bit about me and what we will learn this year in

ACTIVITY : Learn Who Took the Cookie (1.3) (1.4)


Have children sit in a circle

Show them a cookie jar & say Yummy, cookies, Im going to have a cookie
Look inside the jar and say Oh no! No more cookies
Ask if a few of the students if any 1 of them took the cookie from the cookie jar
Say were going to sing a song to help us find the cookie
Focus on the rhythm of the chant who me?, yes you, Not me, and then who
Have everyone patting their legs & clapping to keep time-pat, clap, pat, clap etc (Start with a
slow tempo).
a. Who took the cookie from the cookie jar? (teacher)
b. Jimmy took the cookie from the cookie jar? (teacher)
c. Who Me? (Jimmy points to himself)
d. Yes You. (Teacher/and students nod heads)
e. Not me. (Jimmy shakes head)

Then who? (Teacher/and students rug their shoulders)

g. Jimmy picks new student.

8. Make a rule that you cant repeat a name

9. Have all the children close their eyes. Walk around the circle and place a cookie behind one
of the children. Tap them on the shoulder so that they know that they have the cookie
10. The children can open their eyes and start singing and try to guess who has the cookie
11. Increase the speed of the song as you go along

Echo clapping (using different parts of the body e.g. finger snaps, lap pat, feet stomps etc.)-Use
background CD to keep steady beat- Overture (from Tchaikovsky Nutcracker suite)



Review Student names

Echo-NCS1_ -Students will sing, alone and with a group
Singing by echoing a minor 3rd
Ostanati-NCS3-Students will play instruments.

: Pictures (farm animals, star, lamb, boat, sailor, London Bridge)

: Music for the above songs

Greet Students
Play 1 round of who took the cookie

ACTIVITY: Matching pictures to music (ML. 1.3) (ML 1.2) (MR 1.1)
Review concept of good singing: standing tall, breathing with stomachs, have students sing : 1 2 3
4 5. Then Backwards. 5 4 3 2 1. Explain they sang a pattern that is called a scale. (ML 1.1)
Remind them that each note of the scale they sing has a special name. Do Re Me Fa Sol. Sing it with
them a few turns. Going up only, repeating. Then show them that each note has a hand sign, make
the sign for Sol and Me and show special shape of note. (ML 1.2)
Copy and Echo with Sol and Me. (ML 1.2)
Jack and Jill-Music Play 1
Students will listen to the song on recording, then will copy/echo each line of the song.
Students will Listen and copy the rhythm pattern of song.
Students will read words from the PowerPoint out loud.
(High/Low) (Going up and down), (The Staff)
Introduction to Steady Beat and Rhythm, with the big pipe, students practice on their laps keeping a
steady beat. Music Play 1: Beat PowerPoint (ML 1.3)
Song: Snail Snail, Music Play 1 (ML 1.3) (ML 2.1)
Rules for the Orff Instruments.

Students pick up mallets and find a big D, practice keeping the beat on the instruments with the
boom pipe. Play steady beat to snail snail
Practice Rhythm and Copying and Echoing: Students playing on select notes of the instruments, in
d minor (ML 1.3) (ML 3.1)
The Race Car: Music Discovery Series (high and low) (ML 3.2)
Sing The GoodBye Song. (ML 1.2) (MR 1.1) Music Discovery Series.

Lesson 3

: CD-Dance of the sugarplum fairy

: CD player
: Pictures of the fairy www.rte.ie/lyricfm/lyricreleases/Track01.pdf
: Colours
: Glockenspiel
: TV and video of the ballet for this piece

Take the children to see a piano. Remove the front cover, & show them the strings inside.
When a key is pressed, a hammer moves forward and strikes a string. This is how the sound
is made
Show the children a glockenspiel or xylophone and how it is played
Brief explanation about the piece and instruments used i.e. Celeste, Bass Clarinet and
Plucked strings

Peter Tchaikovsky was a very clever composer who lived in Russia. He composed lots of ballet
Question: Who knows what a ballet is? Who can dance like a ballet dancer?
He once went to France & when he was there he saw and heard a new instrument which had just
been invented-a Celeste. On the outside it looks like a piano, but inside instead of strings, it has little
bars like a glockenspiel which are hit be the hammers. Tchaikovsky was very excited about this
instrument and wanted to be the 1st to introduce it to the Russian people. He composed a piece of
music for the Celeste called the dance of the sugarplum fairy.

ACTIVITY: Listening to Dance of the sugarplum fairy

1st listening: Children stand in a circle and tiptoe around in time to the music

Explain the use of high and low sounds

2nd listening: They keep their arms up high for the tinkly celesta tune and then crouch down
low when they hear the Growly bass clarinet
3rd listening: Color a picture while listening to the music. Choose colors that reflect the
mood of the music
Watch a video of the ballet


Introduce the rhythm tree

Learn difference between ta and ti , eighth and quarter notes
Following directions, right and left.
Echo Sol and Me in tune, with hand signs

Welcome to Class Hello, Hello (ML 1.1, 1.2, 1.3) (MR 1.1)
Rhythm Time : Copy and Echo Rhythms using ta and ti: Presents notes using the
whiteboard: Have students identify the notes, in order. Stand and do movements to each of
the notes to help students absorb the beat. Dance Music Cd: Moving rhythms to the beat.
(ML 1.3) (MR 1.1)
Tune Up Time:
Sing: Tune in Let Begin. Have class copy it. (ML 1.1) ML 1.2) (ML 1.3) MR 1.1)
Introduce Hand Signs for the notes of the song: Sol and Me
Sing in Solfedge.
High and Low Sounds: the Scale, singing Up and Down (M1.1)
High and Low Sounds 20 a: By Lowe (1.1) (2.1)(2.2)
Introduce Concept of Treble Clef and Staff. Teach Lines vs. Spaces
Introduce the instruments/rules
Begin by keeping a steady beat on c, then move to ti ti ta, ti ti ta. Adjust
posture/hand position. Then change rhythm to ta ta ti ti ta. Continue to
adjust. Play the By low song a c for accompaniment. (ML 2.2) (ML 2.1)
Are You Happy and Know It? Track 2 Little Mozarts. (MR 1.1) (ML 2.2)

Good Bye Song Music for Little Mozarts (ML. 1.2) ML 1.3 MR 1.1


Pitch: High and Low

Singing together as a group.

Students will play as a group on instruments

Rhythm: Refine: Ta Ta ti ti Ta

Rules for playing instrument

Welcome to Class Hello, Hello (ML 1.1, 1.2, 1.3, MR 1.1)
Rhythm Time : Copy and Echo Rhythms using ta and ti: Presents notes using the whiteboard: Have
students identify the notes, in order. Stand and do movements to each of the notes
to help students absorb the beat to the dance music cd. (Ml 1.3, Ml 2.1, MR 1.1)
Fun Song: Music Play 1: Goin On a Bear Hunt! (ML 2.2) (ML 3. 2)
Keeping the beat to the song
Experiencing different types of non-pitched percussion and sound effects.
Review the Major Scale, sing up slowly, holding each hand sign. (ML 1.1)
Tune in Time (ML 1.1, 1.2, MR 1.1, )
Copy/Echo SOL LA Mi : Tune in Lets Begin, Study Names of Students
Connect to the staff, high and low, iconic symbols for pitch
The Do Re Me Popping Song: Listen and Sing Number 1 track 13: repeat until they have it (ML 1.1,
Instrument Time

Review the rules for using the mallet Orff instruments.

THE Racing Song: Glissando- review ML 3.2
Sam the Robot Man! - with the music, students keep ta ta TO beat on D:-introduction
only. Cute song, could easily be a performance piece.??
Four bar improvisation: allow students to create rhythms to the steady beat during
the black 4 bar improvisation: then come back to all playing the say rhythm, ostinato:
practicing keeping the beat to music, practice singing a new song, practice reading words.
(ML 1.3) (ML 3.1)
Good Bye Song

Students recognize rhythm notes
Students accurately play ta it ta
Students understand rhythm in relationships outside of music
Terms and Concepts:/ Staccato and Legato Loud and Soft
Hello Song ML 1.2, MR 1.1
Tune Up Time:
Tune in, Lets Begin (ML 1.2 1.3 )
Its Raining, its pouring
Na na boo boo
Listen and Sing Number 2: Track 18 Students sing do re me: me re do, with hand
signs. Smoothly, legato. (ML 1.2 1.3)
Listen and Sing Number 3: Track 19 Staccato. (ML 1.2 1.3)
Instrument Time:
The Wheels on the Bus: (ML 3.2) (ML 2.1) (ML 2.2) ML 1.3) (MR 1.4)
Rhythm pattern quarter quarter quarter, rest
Read from notation on whiteboard
Discuss percussion sounds, pitched/un-pitched

Divide class into 8 sections, 1 for each verse of the song: give each section a
different type of non-pitched percussion: woods, metals, shaken, hit, etc. Sing the
song, all clap the rhythm, each section plays their type of instruments once.
Performance Piece If it is to be and The traffic Light Song ML 2.2, MR 1.1, working through the
Goodbye Song (MR 1.1) (ML 2.2)


Hello Song (ML. 2.2, MR 1.1)
Rhythmand Movement Time :
Use Table on board to review names of all the rhythm notes.
Dance music from nccat cd, track 1, move students to back of the room, teach them music
usually comes in patterns of 4, 8, or 16. Practice keeping the beat to the music by clapping
to the music and stepping in place. Then, form two lines, facing a partner. Step in place 4
beats. Pat Knees 4. Walk Forward four. Pat partners hands 4. Walk back four. Turn
Around 4 beats. Hands low to the ground, crouch, rise up, Clap on 4: Repeat Dance Pattern.
(for east limited space class, instead of walk forward and back students will clap their own
hands) - working on steady beat. (MR 1.1
Tune Up Singing Time:
Teach Important word: Unison: Explain to the students that it means to sing with
one voice: one pitch.
Copy and Echo with numbers 1 2 3 4 5 : Sing Do RE Me FA Sol Sol SOL Sol Fa Me Re Do Do
Do. Ask students what the two long notes were. Emphasize the importance of Do and Sol.
(M.L. 1.1 )
Instrument Playing Time:
Choo Choo Train: (ML 1.1 1.2 1.3 2.1 2.2 1.4)

Look at the musical score on the board: tell what is a quarter or eighth, ta and ti ti
the rhythm pattern:
Show students iconic symbols for beat: discuss how eighth notes are two sounds per beat, and
quarters one sound. Practice singing and clapping the beat to the song.
Show the pitches, high and low, show the symbols for sol and me, sing in solfedge.
Pass out Boom Whackers, play the song in groups using boom whackers
(students will have to share)
Review concept of pitched and un-pitched percussion instruments, hand out.
Show the musical score for song: add instruments (orff and sandblock)
Perform the song with CD, record it using audacity.
Performance Piece with movment If it is to be, Traffic Light Song (MR. 1.1)


Sing Hello Song: ML 2.2, MR 1

2. Copy/Echo with Shapes: Looking at the shapes: SOL Mi La, using powerpoint (ML 1.1 1.2
3. Sing and Read written in shapes using powerpoint: Its Raining, Its Poring sol mi la- (ML
1.1 1.2 2. 2
4. The Other Day (ML 2.2) (MR 1.2)
A. Introduce Call and Response Form:
I. Sing Through with copying, fun song
5. Head and Shoulders Sing for fun with motions MR 1.1 1.4 TEMPO (slow, medium fast)
6. Instruments
A. Orff Instruments: Working on Improvisation with the piano: ML 3.1
I. Students choose from pitches D F A
II. Students practice simple two measure rhythmic pattern, ta ta to, ti ti ti ti to,
repeat, get students to alternate hands, one hand at a time, playing the right
notes as a pattern. Have each student play their pattern twice, go around
the room. Have all students play at the same time, working on guided entry.
Choose a strong leader to accompany on the drum, layer in a melody with
the harpsichord. Discuss minor, sad music, choose a fairly slow speed.

1. Hello Song (M 2.2 MR 1.1)
2. Hey Betty Martin (ML 2. 2) (ML 2.1) ML 1.4 MR 1.2
a. Discuss DYNAMICS, Loud and Soft, Forte and Piano
b. Recognize the rhythm notes, say ta and ti ti, find the rhythm patterns
c. Teach about the word Form: Discuss patterns in music, circle the sections of form
(use smart tool bar)
d. Practice singing it Loud and Soft
e. Sing again and show with movement to represent the form: Arms High for A section,
low for b section
3. Dynamics : PowerPoint from pianissimo to Fortissimo (ML 1.4)
4. Instruments: Lay out boom pipes, in floor, pass out sticks to students
a. Using Rhythm Tic Tac Toe Smart book file, teach rhythm pattern. Practice Playing at
different dynamic markings soft to loud and back again, show the conducting the
patterns for the dynamic levels: have students play and respond to the dynamic
conducting symbol (ML 1. 4, 2. 1, 1. 3)
5. Good Bye Song 1.4 Practice Singing pianissimo, MR 1.1 movement

1. Hello Song ML 2.2 MR 1.1
2. Kye Kye Koolay (CR 1.1) (MR 1.2) (ML 3.2) Call and Response Form
a. Tell the students they will be learning a song from Ghana, show pictures from Ghana
using powering to show how life in Ghana might look. Ask them to think about how
their own life is similar to that in Ghana and how it might be different.
b. Review Concept of Call and Response Form: Do a quick example: I say the words of
the song, have students repeat the words.
c. Sing the Song with the call and response words.
d. Hand out different un-pitched percussion instruments, one for each student.
Practice Call and Response while the song plays. Trade instruments and repeat
3. Apple Tree (ML. 3)ML 1.3, ML 2.1 ML 2.2 ML 1.4
a. Sing the Rhythm Notes using Ta and Ti ti
b. Solfedge the Pitches, line line space, sol la mi Do
c. Play the Melody on the Instruments (might be hard)
d. Create together a Fruit Ostinato- using only pitches D F A
e. Play the ostinato using the barred instruments to make a nice B section.

Add nonpitched percussion and name the percussion instruments

g. Play and Sing whole song.

4. Performance piece, working on motions /singing to the traffic light song.
5. Good Bye Piece (ML 1.2 MR 1.1)

1. Hello Song ML 1.2 MR 1.1
2. Tune in Time (Copy and Echo with Sol Mi La)- and Focus on Do SOL DO, sol beneath the
tonic. (M.L. 1.1 Ml 1.2)
3. Charlie Over the Ocean (game song) ML 1.2 MR 1.1
a. Use the powerpoint to rote teach the song.
b. Form students into a circle, one student in the middle, eyes closed
c. Circle turns while group sings, student in middle points finger to pick new fish
4. Review names of Rhythm Notes
5. Practice for Performance, Dance Music, The Irish Jig, (MR 1.1)
a. Students mirror movements designed to incorporate a deep sense of rhythm into
their bodies. Choreographed, planned motions in groups of 8 counts reflecting
quarters, halves, etc., designed around Irish Step dancing by me, as a performance
dance routine.
b. Move Students to instruments: explain that they can write down, or notate rhythms
that they hear using the rhythm notes. Use The Rhythm Game-smart notebook
assessment file- Students will hear a rhythm clapped and then will choose from
quarter or eighth, if there is a smart board attached, students would take turns
coming to the board and dragging the rhythm notes up into the boxes. Students
should understand that the pattern has four beats, and what can fit into a beat. (ML
c. Practice each rhythm pattern that they create on the Orff instruments, allowing
students to pick the notes. (dfa)-establish a pattern practice piano and Forte,
practice keeping the pattern going while accompany on the piano. ML 2.2 Ml 3.1 Ml
6. Good Bye Piece (ML 1.2 MR 1.1

1. The Hello Song MR 1.1 ML 1.1
2. Copy and Echo in Solfedge with DO SOL la Mi, (m 1.1 and 1.2)
3. Music in Different Cultures: CR 1.1
a. Appalachian Song 1 2.2
i. Bringing Home a Baby Bumble Bee
1. 2.1 read the rhythms, identify quarters and halves
2. 1.3 dotted quarter eighth pattern, by rote
3. Words for fun
ii. Appalachian Musical Instruments,mg 1.4
1. Show pictures using internet and powerpoint
b. Cherokee Culture Song 2.2
i. The Seasons, in Cherokee, teach by rote
ii. Cherokee Musical Instruments, show pictures using internet/powerpointMr.
4. Boom Whackers 1.3 2.1
a. Keeping a steady beat
b. Understanding difference between high low, short long
c. The pitches of the scale in solfedge
d. Following conductor cues
e. Recognizing colors

Executing Rhythmic Patterns: Using Smart Board, Tic Tac Toe

5. Good By Song MR 1.1

1. Hello Song ML 1.2 MR 1.1
2. Copy/ Echo in Solfedge Do Sol La Mi
3. Mr. Elephants Funky Dance: (MR 1)
a. Music Discoveries Series:
b. Students Sing and Dance, Rote, to Mr. Elephants Funky Dance
4. Instrument Time-orff-improvisation ML 2.2 ML 3.1
a. Tell them today we will be learning to keep a beat and make a song up: improvise3
b. Have all students practice the steady beat on the note c
c. After they are successful, do two cs, two Gs, getting them to play with both hands
d. Have the whole group keep the pattern while I make a melody with the harpsichord
on top of the piano-play around with major and minor sounds.
e. Discuss melody and accompaniment, piano and forte, bringing the group softer so
the melody can come across clearly

Choose students to come to piano, set on harpsichord sound, instruct white keys
only, start and end on c, create a tune to go with the accompaniment.

5. Music Composition: Tell the Students that today we will be working on composing a piece of
music as a group. (I am thinking it would be good a smart book file I create with the notes,
students can pull them up into boxes for beats after the group creates words).
a. Have the group decide from three topics I give themcreate four short ostinato
phrases about the topic, Type into Smart Note book page
b. Teach about one and two syllabic words: designate as quarters, beamed eighths,
rests, notate as a group (ML 2.3) (ML 3.2) (ML 3.3) (2.2)
c. As a group designate each word on a pitch using D F A: label on the smart notebook

d. Open a Sibelius Document: Preset the form: four staffs, four measures, type
notation in while students watch. Play. Select instruments with the students. Print
out a copy from the Sibelius program to the office for them to take home.
e. Hang a copy in the hall.

Play the song on the Orff instruments.

6. Good Bye Song

1. Hello Song ML MR 1.1
2. Rhythm Copy and Echo- call and response on the instruments
3. Introduce Musical Form AABA
4. Ive God Peace in My Heart, music play 32 MR 1.2, 2.2 2.1
1. Discuss musical Form of Ive Got Peace
2. Read the rhythms using ta and ti ti
3. Bring attention to the rests
4. Sing, Show on the Body with arms and hands musical form
5. Continue learning about Form: 3.2
1. The Bear Went over the mountain, with sign language
2. Sing, Read the rhythms
3. Discuss the form.
6. Play a Melody on Instruments
Strawberry Shortcake Music play 1 55:
Learn the Melody: Sing in Solfedge
Read through the Rhythm
Play Rhythm Erase Game
Sing and play the game
Move to the instruments, learn to play the accompaniment, play while we sing

Try the Melody.

Goodbye Song


Demonstrate Steady Beat

Improvise Movement to Music
Read Quarter and quarter rest notation

Hello Song / Copy and Echo in Solfedge on DO SOL mi LA 1.1 1.2
Mirroring Rhythms Dance: Choreographed practice (4 minutes) mr 1.1
Oats and Peas and Barley Grow
Read the Rhythm: Sing the Song: Song for performance 2.1 2.2
Rhythm stick part to Happy Mechanical Man- Tunes for Modern rhythm and instruments. Basic
Beat is quarter quarter quarter, rest. (reorder)
Compare Different Types of Performances: Use You Tube: Load performance of symphony MR. 1.3
orchestra performance, drum core, vocal soloist. Watch, evaluate, discuss for each performance.

Greet students/name
Hello Song: Copy and Echo in Rhythm, with Claves 2.1 2.2 1.3 ml 1.1
Rhythm Dance for performance mr 1.1
Tune in Time
Listen and Sing Number 4 and 5 2.2 2.1 1,1, singing in minor key
Introduce musical alphabet, practice naming backwards
Draw a stair case, introduce concept of skipping/stepping.
Introduce the word staff: line notes and space notes-identify line or space
Form alphabet into major scale and write solfedge with shapes, ask students what they are.
Tell students they have been learning to sing with Do mi sol and la.
MR 1.4 1.2 1.1 Listening and Moving: Listen 1st to Mozart Minuet F Major-music
discovery track 16.
Ask-what instrument do they hear?
Students will Stand and Dance in Minuet Pattern.
Mr 1.1 1.2 1.4Listening and Moving : Listen to Beethovens Symphony #5 music
discovery track 17.
Students will move their arms to conduce the beat of the music. Ask: What instruments do
they hear?
Connecting music to other subjects: Rhythm in Art and Language CR 1.2 MR 1.2, rhythm
Tell the students they have been learning about rhythm in music. Let them know rhythm
also is in art and language. Show pictures of famous art works: confer with Mrs. Kolmeyer for
suggestions. Point out the rhythmic elements (elements of repetition- in each art work. ) Hand
students paper and crayons (borrow or beg from someone)- Play the Mozart minuet in F major
piece one more time: ask students to move their crayon to the piece of music on one side. Turn

over, ask them to draw a picture that represents a similar rhythm to the piece of music while they
listen again(could ask teachers to send them with paper and crayons maybe._)
Good Bye Song

(Bonus)Bird Dance
A section: 4 make beaks with hands: make wings with arms, shake butts,- repeat. B section: soar
like a bird in a circle.

Hello Welcome Song ml 1.3 1.1
Rhythm Dance for Performance, Practice 2.3 MR 1.1
Oats Beans and Barley Grow, for Performance, Practice ML 2.1 2.2 2.3
Listening and Moving
Old Dan Tucker (music play) and square dance cd. MR 1 and MR 2
Possum Stomp: Square Dance cd, will need to reload.
Composing a Song ml 3.3 ml 2.2
John John, the Leprechaun Musicplay1
Learn about accented beats
Take off one shoe and walk to the beat, discuss strong and weak Beats
Discuss about Setting words to music using half notes, beamed eighths, and quarters.
Copy and Paste the Poem into a blank word file: Write in using the smart board pen
quarters, halves and eighths. Decide with the group of students to make each word a sol or
Mi, sing the finished Song, accompany on the hand drums
Have students select instruments to accompany song
Good Bye Song

1. Hello Song Ml 1.1 1.2
2. Peter and the Wolf: DVD Mr 1.2
a. Tell students music can be used to tell a story
b. Use the big book to show the characters to the story and tell
the instruments for each character
c. Use DSOkids.org to show pictures, sound files and
information about the symphony orchestra and each of the
instruments they will hear in the movie
i. Violin, Clarinet, French Horn, Bassoon, Timpani,
Sound Effects, Flute.
ii. Classify Each as pitched or un-pitched mr 1.4
d. Show the Film, with introduction part 1
i. Ask students to listen for the melodic themes and
ii. As they watch, ask them at some point to close their
eyes and listen and create their own story in their
mind, for a couple of minutes at a time.
e. Show the film, 1st half

1. Hello Song ml 1.1 1.2
a. Finish the Peter and the Wolf film (about 10 minutes remaining)
Instrumental Composition: Move Students to the instruments
1. Copy and Echo Rhythms using pitches CEG and varying dynamics ml 1.3 ml 1.4

Soap Bubbles poem

1. Say/Read the Poem out loud with the group, in rhythm CR 1.2, reading
2. Write down the rhythm to the song on the whiteboard ML 2.3, notation
3. Discuss the form of the song MR 1.2

3. Play the words to the song on CEG, while we say them out loud speaking voice/singing
voice ml 3.1
4. Ask the students to create an accompaniment by underlining the most important
words in each musical phrase. Then ask, taking turns, to set that word to a
percussion instrument or found sound in the classroom. Teach the whole group to
play and chant the tune and the rhythm of the song, then ask students to volunteer
to play the special effects instruments on their word. Ml 3.2
5. Use smart note book file created, with SOL MI and DO, ask the students to create
a melodic pattern for the song on the Orff instruments, all at the same time, one
stick at a time. Then, pause the group and ask the students to take turns
creating/composing their song by dragging Sol, Mi, and DO under each line of the
song. Make sure they know that DO is C, Mi is E and SOL is G. In the smart book file,
create boxes for the beats. Have all the words already written in the file, where
they can just drag up Do MI and SOL, using the solfedge words, under the words in
the poem, no rhythm here, just solfedge syllables. Have the students take turns
playing for the class the melody phrase that they make. There are 8 musical phrases
in the song so we will need to repeat twice, to make sure everyone has a turn. Some
kids may need to work together, depending on class size. Whole class sing the song
using DO MI SOL. Sing the song on pitch and accompany on instruments.
The Goodbye Song