Lesson Plan January 8- February 1*

Kindergarten

1. March in to Mr. Drum's Beat. We will identify when he is playing a fast tempo and when he is playing a slow tempo.
2. Voice Warm-Up: Voice Pathways. Students will sing high and low following the paths on pictures.
3. Echo Song: Down by the Bay. Students sing after the teacher, practicing good singing voices and matching pitch.
4. Simple Song: Pitter Patter. Students will listen and move to Pitter Patter and then receive several chances to sing the song as a class.
5. Students will learn about the instrument the Glockenspiel and how to play it.
6. Students will watch a feather float down to the ground and describe its movement. We will then move like a feather floating to the ground, when the real feather touches the ground we freeze.
7. Students will take turns improvising on the Glockenspiels while the feather is floating to the ground. When the feather touches the ground they stop playing.
8. Each student will get on feather to move with around the room. We will move slowly with our feathers in different ways (feathers in hands, on elbows, on heads, on 1 finger etc.) while the teacher plays slow music on the recorder.
9. Award Behavior Beats and Line Up

1st Grade

1. March in to Mr. Drum's Beat. The beat will be divided into a strong beat (S) and a weak beat(w). Students will describe the Sw beat and then we will practice patting a strong and weak beat. On the strong beat we clap and on the weak beat we pat our arm.
2. Voice Warm-Up: Voice Pathways. Students will sing high and low following the paths on pictures.
3. Echo Song: My Aunt Came Back. Students will sing after the teacher and move for each part of the song. We are practicing good singing voices and matching pitch.
4. Simple Song: Au Clair De La Lune. Review the origin and the language of the song (France, French). Listen to the song with out eyes closed. Review the 1st Part, and learn 2nd Part of song by echoing the teacher.
5. Introduce and sing the familiar song "The Muffin Man".
6. Present 8 muffins on plates on the board. The teacher will point to each plate while keeping the steady beat. The students will say "YUM" for each muffin on the plate, if there is no muffin on the plate the class is silent. While singing the song, a student will remove one muffin from a plate. We will continue this until there are no more muffins.
7. Introduce the song "Stop and Listen". Ask the students to count the number of silent beats after the word stop. Students will now clap on those silent beats.
8. Introduce 3 different instrument families (metal, wood, skin). Each student will choose an instrument from those families. After choosing an instrument we will play our instruments during the two beats after the word stop in "Stop and Listen". Each instrument family will get a turn to play by itself before putting away our instruments.
9. Award Behavior Beats and Line Up

2nd Grade

1. March in to Mr. Drum's Beat. The beat will be divided into a strong beat (S) and two weak beats(w). Students will describe the Sww beat and then we will practice patting a strong beat and two weak beats. On the strong beat we clap and on the weak beats we pat our arm.
2. Voice Warm-Up: Voice Pathways. Students will sing high and low following the paths on pictures.
3. Echo Song: My Aunt Came Back. Students will sing after the teacher and move for each part of the song. We are practicing good singing voices and matching pitch.
4. Review note names for quarter notes, eighth notes, and rests. Identify the number of quarters, eighths and rests on different rhyhm cards.
5. Teacher will pass out different scraping and scratching sounding instruments to every other student. Students will practicing reading different rhythms and playing those rhythms on their instrument.
6. Introduce the song Ritsch, Ratsch. Students will add body percussion for the following words. "Ritsch, Ratsch" = slide palms, "Boom" = pat lap. Class will sing the song with body percussion while the teacher accompanies on the Bass Xylophone
7. Then students will internalize (Think) the song with body percussion. We will then create an AB form or pattern. A= sing with body percussion   B= internalize with body percussion
8. Teach the partner dance for Ritsch Ratsch. Substitute the palm slide for a back and forth pulling motion. Substitute the pats for stomps. Students will take turns practicing the dance with the teacher while the class sings with body percussion.
9. Award Behavior Beats and Line Up

*During DIBLES testing many classes were not able to have music*