Total Pageviews

January 2015

January 2015
Friday (1/30/15):
Third, fourth, and fifth grades:
  1. Go to assigned seats.
  2. Clean computer.
  3. Log on.
  4. Go to Edmodo
  5. Worked at their own skill level on Typing Web.
    1. Fifth grade goal is 20 words per minute
    2. Fourth grade goal is 15 words per minute
    3. Third grade goal is 10 words per minute
  6. Earn Dojo points
  7. Spend remaining time on web pages earned through Dojo points.
Ms. Beedy's class practiced:
  • regrouping
  • sharing
  • peer tutoring
They did this as a class by visiting:
Mrs. Naessen's, Mrs. Hollinshead's, and Mrs. Parmenter's classes practiced (on the Quomo tablet)math skills reinforcing what they had done in their regular education classrooms.

Mrs. Baker's Pre-school heard another sound story. Today we type words and letters on computers. The printer prints out the pages for us. But it hasn't always been that way. Before we had computers, people typed on machines called "typewriters." Image result for typewriter images
When my grandfather was a boy, he had a typewriter. The typewriter made lots of interesting sounds. He pressed on the keys and little hammers made clicking sounds. He typed a line a bell would ring. To start the next line, he reached up and pulled the carriage. Scrape!

Leroy Anderson, and American composer, wrote music about the typewriter. If you listen carefully, you can hear the keys click, the bell ring, and the carriage make a scraping sound.
We marched in parade formation with our instruments. This is the play list we used: Pre-K January Playlist
Thursday (snow day)


Wednesday (1/28/15):
Third, fourth, and fifth grades:

  1. Reviewed note names while reading about composer: Louis Armstrong
  2. Learned about Ledger Line notes (both Treble and Bass clef)
  3. http://www.musictechteacher.com/music_quizzes/aq_treble_clef_words/quiz.html
  4. http://www.musictechteacher.com/music_quizzes/aq_treble_clef_ledger_lines/quiz.html
  5. http://www.musictechteacher.com/music_quizzes/quiz_treble_clef_ledger_line_warrior.htm
  6. http://www.musictechteacher.com/music_quizzes/quiz_treble_ledger_lines_quiz_show1/play.html
  7. Remaining class time was spent spending earned Dojo points on appointed web pages
Ms. Beedy's class
  1. Reviewed chapter 5 material in their GoMath! series.
    The lesson was designed to:
  • incorporate skills taught by Ms. Beedy
  • reinforce math skills taught
  • involve whole class instruction
  • incorporate the use of technology with the Qomo tablet.



Afternoon classes did not meet due to Early Release/End of Marking Period.

Tuesday (1/27/15):
Third, fourth, and fifth grades:
Reviewed:
  • Treble clef notes: lines and spaces
  • Bass clef notes: lines and spaces
  • Review of rests
Fifth grade proceeded into more symbols used in music.
Third, fourth, and fifth used these pages to reinforce their understanding.
Review Treble Bass Clef

Treble Clef sports blaster:
http://www.musictechteacher.com/music_quizzes/quiz...​
​


Flash piano
Third, fourth, and fifth graders also turned in their Dojo papers, signed by parents. This enables students to edit their avatar, and also for parents to keep abreast of their student's progress in computer lab.

Mrs. McVitte's class earned a Memory party. They had memorized all their Christmas music for their December concert, and were able to play 7Up (with music notes).

Mrs. Postema's and Mrs. Nurenberg's classes played "I Spy" after singing the songs below:

To warm up:

Music Spy
A group of instruments are posted on the white board. The class can review names of instruments (and the families they are a part of) and get them in their memory. Then the class closes their eyes. One or more of the instruments is taken off the white board. The class raises their hands and guess what was taken off the board. As the game continues more instruments are taken off the board. The students are required to name the most recent deletions as well as all previous ones. Students love this kind of memory drill.






Variation: Draw music symbols in straight rows from left to right. Have the players recite the list of symbols from left to right. As symbols are erased during the memory drill, have them continue to name the list in order, naming both the ones that appear as well as those that have been erased.

forte

2 Eighths

Natural

...

Flat

...

Repeat

...

Bass clef

...

Treble clef

...

Fermata

...

fortissimo

...

Quarter rest

...

piano

...

Sharp

...

Common time

...

3/4 time

...

Crescendo

...

Tied notes

...

Whole rest

...

Whole note

...

Dotted half note

Ms. Whaley's class:
  • demonstrate an awareness of music as a part of daily life
  • develop kinesthetic pattern recall
  • develop spatial awareness
  • engage in play with "rules"
  • exercise cooperation and social interaction
  • gain sequential recall
  • learn to interact with and communicate with others
  • participate freely in music activities
  • respond through movement to music
"The Telephone Rings" 
This song is a playful way for children to sing their names at gathering time. This experience also suggests to children that singing is a natural part of their lives as they pass the telephone for individual singing.
Each student sang: solo (solo is our word for the week)

Mrs. Farell's pre-school class did a listening game. We listened for sounds we heard in the room. Then we heard a story and listened for sound words:
Once upon a time there a king who lived in a beautiful kingdom by the sea. Everyday he rode his horse through the countryside. The birds sang and horses's bells jingled, but the king did not hear their beautiful music. He was thinking about other things. One day a visitor came to see the king. He said, "Most gracious king, I have brought you a riddle."
Ride a cockhorse to Barnbury Cross,
To see a fine lady upon a white hose
Rings on her fingers and bells on her toes,
She shall have music where she goes.
"This is wonderful," said the king, "but how does the fine lady have music wherever she goes?" "Ah," said the visitor. "That is the riddle. When you find the answer, you will have music wherever you go."

The next day, the king said to the queen, "The fine lady has rings on her fingers and bells on her toes. How does she have music wherever she goes?" but the queen did not know the answer. He asked the princess, "The fine lady has rings on her fingers and bells on her toes. How does she have music wherever she goes?" but the princess did not know the answer.

Suddenly, the princess had an idea. "Maybe you should ask the maid," she said. "She is always singing and making music."

"Ah," said the king, and he rushed to ask Elsa, the maid. Elsa thought for a moment, and said "Tomorrow, before you go for a ride, put on your rings and your buckles and hang your keys by your side. If you listen carefully, you will hear musical sounds." The king did as he was told, waved goodbye, and began to ride his horse. He listened very carefully. The birds sang in the trees, the rings tapped together, and the keys jingled. For the rest of his life, the king heard music wherever he went.


Monday (1/26/15):
Third, fourth, and fifth grades:
  1. Went to assigned seats.
  2. Disinfected computer.
  3. Logged on.
  4. Went to Edmodo
  5. Reviewed treble and bass clef notes
    1. http://www.musictechteacher.com/music_quizzes/quiz_treble_bass_space_invaders.htm
    2. http://www.musictechteacher.com/music_quizzes/cg_quiz_invaders_music_note_names.htm
  6. Earned Dojo points
  7. Learned of their Dojo account where they could assign the appearance of their Dojo avatars.
  8. Received information sheet for parents so they can sign up for Dojo parents. This will allow parents to:
    1. learn about their student's behavior
    2. see what students are doing
    3. communicate with Mrs. V
  9. Spend remaining time on web pages earned through Dojo points.
Ms. Beedy's Class

  1. Reviewed Solfege scale/motions
  2. Reviewed basic rhythms
  3. Played rhythms on rhythm sticks
  4. Played a series of rhythms on rhythm sticks
  5. Learned Pentatonic scale
  6. Sang: Silly Winter Song
  7. Earned Dojo points
  8. Chose to spend earned Dojo points on Bernard the Bear movie
Mrs. Naessens class:

To warm up:

Music Spy
A group of instruments are posted on the white board. The class can review names of instruments (and the families they are a part of) and get them in their memory. Then the class closes their eyes. One or more of the instruments is taken off the white board. The class raises their hands and guess what was taken off the board. As the game continues more instruments are taken off the board. The students are required to name the most recent deletions as well as all previous ones. Students love this kind of memory drill.






Variation: Draw music symbols in straight rows from left to right. Have the players recite the list of symbols from left to right. As symbols are erased during the memory drill, have them continue to name the list in order, naming both the ones that appear as well as those that have been erased.

forte

2 Eighths

Natural

...

Flat

...

Repeat

...

Bass clef

...

Treble clef

...

Fermata

...

fortissimo

...

Quarter rest

...

piano

...

Sharp

...

Common time

...

3/4 time

...

Crescendo

...

Tied notes

...

Whole rest

...

Whole note

...

Dotted half note

...

mezzo piano

...

Half note

...
quarter note

Mrs. Hollinshead's class and Mrs. Parmenter's classes:
The activities in this section are effective in helping children:
  • demonstrate an awareness of music as a part of daily life
  • develop kinesthetic pattern recall
  • develop spatial awareness
  • engage in play with "rules"
  • exercise cooperation and social interaction
  • gain sequential recall
  • learn to interact with and communicate with others
  • participate freely in music activities
  • respond through movement to music
"The Telephone Rings" 
This song is a playful way for children to sing their names at gathering time. This experience also suggests to children that singing is a natural part of their lives as they pass the telephone for individual singing.

Friday (1/23/25):
Third, fourth, and fifth grades:
  1. Go to assigned seats.
  2. Clean computer.
  3. Log on.
  4. Go to Edmodo
  5. Worked at their own skill level on Typing Web.
    1. Fifth grade goal is 20 words per minute
    2. Fourth grade goal is 15 words per minute
    3. Third grade goal is 10 words per minute
  6. Earn Dojo points
  7. Spend remaining time on web pages earned through Dojo points.
Ms. Beedy's, Mrs. Naessen's, Mrs. Hollinshead's and Mrs. Parmenter's classes worked on GoMath! web sites that reinforced what was happening in the regular education class.
With Dojo points earned, students could choose to do:
  • Kidsnippets
  • Go Noodle
  • Bernard the Bear
Thursday (1/22/15):

Third, fourth, and fifth grades:
  1. Go to assigned seats.
  2. Clean computer.
  3. Log on.
  4. Go to Edmodo
  5. Played Music Bingo: Treble Clef notes
  6. Earn Dojo points
  7. Spend remaining time on web pages earned through Dojo points.
Ms. Beedy's, Mrs. Nurenberg's, Mrs. Postema's, Ms. Whaley's classes worked on GoMath! web sites that reinforced what was happening in the regular education class.
With Dojo points earned, students could choose to do:
  • Kidsnippets
  • Go Noodle
  • Bernard the Bear

Wednesday (1/21/15):
Third, fourth, and fifth grades:
  1. Sit on floor.
  2. Review process.
  3. Go to assigned seats.
  4. Clean computer.
  5. Log on.
  6. Go to Edmodo
  7. Take the quiz for assessing understanding of Treble Clef
  8. Submit quiz
  9. Go to: http://www.musictechteacher.com/music_quizzes/quiz...
  10. http://www.musictechteacher.com/music_quizzes/quiz...
  11. http://www.abcya.com/computer_vocabulary.htm
  12. Earn Dojo points
  13. Spend remaining time on web pages earned through Dojo points.
Ms. Beedy's class worked on:
  • regrouping math
  • subtracting 
  • earned Dojo points and then
  • went to Kidsnipits.
Mrs. Naessen's, Mrs. Hollinshead's, and Mrs. Parmenter's classes worked on math lessons. These math lessons are designed to reinforce what the classroom teacher is doing in math class.

Mrs. Baker's Preschool class:
Once upon a time there a king who lived in a beautiful kingdom by the sea. Everyday he rode his horse through the countryside. The birds sang and horses's bells jingled, but the king did not hear their beautiful music. He was thinking about other things. One day a visitor came to see the king. He said, "Most gracious king, I have brought you a riddle."
Ride a cockhorse to Barnbury Cross,
To see a fine lady upon a white hose
Rings on her fingers and bells on her toes,
She shall have music where she goes.
"This is wonderful," said the king, "but how does the fine lady have music wherever she goes?" "Ah," said the visitor. "That is the riddle. When you find the answer, you will have music wherever you go."

The next day, the king said to the queen, "The fine lady has rings on her fingers and bells on her toes. How does she have music wherever she goes?" but the queen did not know the answer. He asked the princess, "The fine lady has rings on her fingers and bells on her toes. How does she have music wherever she goes?" but the princess did not know the answer.

Suddenly, the princess had an idea. "Maybe you should ask the maid," she said. "She is always singing and making music."

"Ah," said the king, and he rushed to ask Elsa, the maid. Elsa thought for a moment, and said "Tomorrow, before you go for a ride, put on your rings and your buckles and hang your keys by your side. If you listen carefully, you will hear musical sounds." The king did as he was told, waved goodbye, and began to ride his horse. He listened very carefully. The birds sang in the trees, the rings tapped together, and the keys jingled. For the rest of his life, the king heard music wherever he went.

King
Birds
Horse
Elisa

Play a listening game
Materials:

  1. Place a variety of natural sound makes or percussion instruments in front at the children.
  1. Say: "Close your eyes and listen carefully."
  1. Say, "Open your eyes. Which instrument did I play?"
  1. As the children identify the instruments, organize them in groups by sound, metal/ringing, wood/tapping, scraping/crunching, shaking/rattling, drum
  1. Say: "Describe the sound you heard. Was it a wood sound? A scraping sound? A ringing or metal sound? Rattling or shaking sound?
  1. Read "The King Who Heard Music."
  1. Ask: "Who was in the story? "What sounds did the king hear?" Did you hear any repeated words?"
  1. As the children respond, draw pictures or make a list of key words/sounds
  1. Say: "Today, let's add sounds to our story."
  1. Ask: "What sound shall we make when we hear the word horse?" "How could we make the sound of a horse galloping?" (pat laps, click tones, pat the floor)
  1. What sound shall we make when we hear the word "rings'?" (shake keys, tap metal objects)
  1. Choose or create sounds for the main characters and/or objects in the story (*e.g., king, fine lady, rings, bells, birds).
  1. When the children are satisfied with their sound choices, invite them to perform the sounds as you read "The King Who Heard Music."
  1. Say, "Let's create a musical ending (coda) for our story."
  1. Assist children in choosing instruments (or found sounds) for the coda
  1. Ask: "How does the story end?" Which instruments should play in the coda?" "Should all of the instruments play in the coda?" "Why or why not?"
  1. Read "The King Who Heard Music."
  1. Cue the selected players (instrument) to improvise a short musical ending for the story.
Listen to a story

Add Body Percussion
Use sounds to enhance expression
Add a Musical Ending
Use sounds to create a musical ending



Tuesday (1/20/15):
Third, fourth, and fifth grades:

  • Reviewed the three parts of 9 weeks in computer lab
  • Music (for three weeks)
  • Glogster (for three weeks)
  • Keyboarding (for three weeks)
  • We logged on
  • We reviewed Treble Clef
  • We played a little review game
  • We earned Dojo points by logging on and assisting others
  • We spent the closing minutes of class time on the web pages we earned access to by our Dojo points.
Mrs. McVitte's class

  • worked on Do, Re, Mi
  • we made our voices and hands resemble the sounds and symbols of each syllable
  • we learned about Jazz
    • It started in America
    • It's made up of improvisation
Mrs. Nurenberg and Mrs. Postema's classes
  • learned of the different voices that we use 
  • learned of the different places that we use the voices
  • sang silly songs
    • There was an Old Lady Who Swallowed a Fly
    • Dr. Knickerbocker
Ms. Whaley's class learned about different voices that we have for:

  • singing
  • yelling
  • whispering
We also enjoyed group singing, including: The Farmer In The Dell.

Mrs. Farlee's class earned a party with their Dojo points. They played 7Up with Treble Clef notes.

Mrs. Ferrel's class chose to play outside in place of having music class.
Monday (1/19/15):
Third, Fourth, and Fifth grades:
  • We began a new Marking Period
  • We learned that each person has their own workstations
  • We learned the process of logging onto our workstations
  • We learned the process of logging onto Edmodo
KJanuary Play List
Voices
  • http://www.brainormous.com/online/loader_multiflyer.html brainormous logo
  • http://www.mobymax.com/ 
  • chose different sites they earned to view with their Dojo points. 
  • http://pbskids.org/zoom/games/goldburgertogo/rubegame.html Goldburger To Go
  • http://www.mobymax.com/ 
  • chose different sites they earned to view with their Dojo points. 
child's name stole the cookies from the cookie jar!
Who, me?
Yes, you!
Couldn't be!
Then who?
(Use the left hand open, palm up, as the tray, and lay the other fingers on the tray until each runs away)
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
He jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
They all jumped up and ran away.
Oh, how I wish they had stayed with me to play.
Next time I'll eat them before they run away.
(tune: "10 Little Indians")
Four little, five little, six little gingerkids.
Seven little, eight little, nine little gingerkids.
Ten little gingerbread kids
  • http://www.mathplayground.com/puzzle_pics_money.html
  • http://www.mathplayground.com/making_change.html
  • http://www.practicalmoneyskills.com/games/peterpigs/
  • clapped a steady beat
  • reviewed piano and forte
  • and talk about how each character was represented by a certain instrument.
  • Tell students they will do a song where they select an instrument that will represent an action that happens in the story.
  1. Play the song What Would I Do? for the students so they can hear where their action in the story happens in the song.
  1. Select 6 students at a time and have each student choose an instrument to represent their sound in the song/story.
  1. (1st student: action of rain, 2nd student: action of jumping in a puddle, 3rd student: action of walking in the mud, 4th student: action of hopping in grass, 5th student: action of skipping in the driveway, 6th student: action of running in the backyard)
  1. While these 6 students are using their instruments during the song, have the rest of the class do the actions in place (i.e. jumping, walking, hopping, skipping, and running).
  1. In the last part of the song, have the students play their instruments all at once.
  • Assessment based on objectives: encourage the students to be creative in coming up with their instruments and rhythms but also ask them why they chose the instrument they did.
  • Adaptations (for students with learning disabilities): many instruments are available for students with disabilities to play.
Frere Jacques - Are You Sleeping

  • One of the first sings we sing to demonstrate the length of half notes is Frere Jacques (Are You Sleeping?). I sing it first, and students raise their hands when they hear the long words ("John" and "dong"). Then I draw the beats of the song on the board like this:







  • Then I point to the beats while the students clap the rhythm of the song (each line repeats).Ask students to find which beats are the long sounds. "Tie" the beats together.

  • Next, ask the students to find which beats are the fast sounds. Add eighth notes to line 3.





  • Then turn the tied notes into half notes and teach them the name of it.





  • Add note heads to all notes. Tell students they just turned the BEAT into the RHYTHM!




  •  
  • High/Low
  • If You're Happy
  • This Old Man
  • Rags
  • Johnny Works With One Hammer
  • Royal March of the Lion
  • and talk about how each character was represented by a certain instrument.
  • Tell students they will do a song where they select an instrument that will represent an action that happens in the story.
  1. Play the song What Would I Do? for the students so they can hear where their action in the story happens in the song.
  1. Select 6 students at a time and have each student choose an instrument to represent their sound in the song/story.
  1. (1st student: action of rain, 2nd student: action of jumping in a puddle, 3rd student: action of walking in the mud, 4th student: action of hopping in grass, 5th student: action of skipping in the driveway, 6th student: action of running in the backyard)
  1. While these 6 students are using their instruments during the song, have the rest of the class do the actions in place (i.e. jumping, walking, hopping, skipping, and running).
  1. In the last part of the song, have the students play their instruments all at once.
  • Assessment based on objectives: encourage the students to be creative in coming up with their instruments and rhythms but also ask them why they chose the instrument they did.
  • Adaptations (for students with learning disabilities): many instruments are available for students with disabilities to play.
child's name stole the cookies from the cookie jar!
Who, me?
Yes, you!
Couldn't be!
Then who?
(Use the left hand open, palm up, as the tray, and lay the other fingers on the tray until each runs away)
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
One jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
He jumped up and ran away.
Shouting "Catch me, catch me, catch me if you can
I run really fast, I'm a gingerbread man!"
They all jumped up and ran away.
Oh, how I wish they had stayed with me to play.
Next time I'll eat them before they run away.
(tune: "10 Little Indians")
Four little, five little, six little gingerkids.
Seven little, eight little, nine little gingerkids.
Ten little gingerbread kids
  • counting change: http://illuminations.nctm.org/coinbox/
  • collecting change.
  • exchanging change
  • change from coins
  • change from value
Frere Jacques - Are You Sleeping

  • One of the first sings we sing to demonstrate the length of half notes is Frere Jacques (Are You Sleeping?). I sing it first, and students raise their hands when they hear the long words ("John" and "dong"). Then I draw the beats of the song on the board like this:







  • Then I point to the beats while the students clap the rhythm of the song (each line repeats).Ask students to find which beats are the long sounds. "Tie" the beats together.

  • Next, ask the students to find which beats are the fast sounds. Add eighth notes to line 3.





  • Then turn the tied notes into half notes and teach them the name of it.





  • Add note heads to all notes. Tell students they just turned the BEAT into the RHYTHM!




  •  
  • High/Low
  • If You're Happy
  • This Old Man
  • Rags
  • Johnny Works With One Hammer
  • Royal March of the Lion
  • and talk about how each character was represented by a certain instrument.
  • Tell students they will do a song where they select an instrument that will represent an action that happens in the story.
  1. Play the song What Would I Do? for the students so they can hear where their action in the story happens in the song.
  1. Select 6 students at a time and have each student choose an instrument to represent their sound in the song/story.
  1. (1st student: action of rain, 2nd student: action of jumping in a puddle, 3rd student: action of walking in the mud, 4th student: action of hopping in grass, 5th student: action of skipping in the driveway, 6th student: action of running in the backyard)
  1. While these 6 students are using their instruments during the song, have the rest of the class do the actions in place (i.e. jumping, walking, hopping, skipping, and running).
  1. In the last part of the song, have the students play their instruments all at once.
  • Assessment based on objectives: encourage the students to be creative in coming up with their instruments and rhythms but also ask them why they chose the instrument they did.
  • Adaptations (for students with learning disabilities): many instruments are available for students with disabilities to play.

Mrs. McVitte's and Mrs. Farlee's classes:
I start the 2nd grade Melody unit by watching the Sound of Music clip of Do Re Mi and then learning to sing the song. Do Re Mi (Music K8 version)


Then there's the fun song: Ebeneezer Sneezer or One Cold and Frosty Morning(below). We sing it, play it on xylophones and act it out by pointing from the floor, then our knees, then thighs, etc - as we sing up the scale.
 


Mrs. Nurenberg's and Mrs. Postema's class
Ms. Whaley's Kindergarten class:
When I first see Kindergarteners, I teach them the following two songs, which we sing at the beginning of every lesson for the whole year.

For the next song, the students take turns singing their names. This not only helps me learn their names, but I get to know how well they can match pitch. 

In order to help students learn to match pitch, I use the words "singing voice" and "talking voice" all the time - throughout all of the grade levels. So many students don't know how to produce a singing voice. They need help producing their head voice. So, I spend the first few months talking about "voices: singing, talking, whispering and 'calling,'" which I tell them is better for their throat than yelling. 

Ms. Ferrel's Pre-school:
Once upon a time there a king who lived in a beautiful kingdom by the sea. Everyday he rode his horse through the countryside. The birds sang and horses's bells jingled, but the king did not hear their beautiful music. He was thinking about other things. One day a visitor came to see the king. He said, "Most gracious king, I have brought you a riddle."
Ride a cockhorse to Barnbury Cross,
To see a fine lady upon a white hose
Rings on her fingers and bells on her toes,
She shall have music where she goes.
"This is wonderful," said the king, "but how does the fine lady have music wherever she goes?" "Ah," said the visitor. "That is the riddle. When you find the answer, you will have music wherever you go."

The next day, the king said to the queen, "The fine lady has rings on her fingers and bells on her toes. How does she have music wherever she goes?" but the queen did not know the answer. He asked the princess, "The fine lady has rings on her fingers and bells on her toes. How does she have music wherever she goes?" but the princess did not know the answer.

Suddenly, the princess had an idea. "Maybe you should ask the maid," she said. "She is always singing and making music."

"Ah," said the king, and he rushed to ask Elsa, the maid. Elsa thought for a moment, and said "Tomorrow, before you go for a ride, put on your rings and your buckles and hang your keys by your side. If you listen carefully, you will hear musical sounds." The king did as he was told, waved goodbye, and began to ride his horse. He listened very carefully. The birds sang in the trees, the rings tapped together, and the keys jingled. For the rest of his life, the king heard music wherever he went.

King
Birds
Horse
Elisa

Play a listening game
Materials:
Listen to a story

Add Body Percussion
Use sounds to enhance expression
Add a Musical Ending
Use sounds to create a musical ending

Monday (1/19/15):
Third, Fourth, and Fifth grades:

*Fourth and Fifth graders need to bring their Planners EVERY DAY or they will be required to sign the clipboard.

Ms. Beedy's class:
I start the 2nd grade Melody unit by watching the Sound of Music clip of Do Re Mi and then learning to sing the song. Do Re Mi (Music K8 version)


Then there's the fun song: Ebeneezer Sneezer or One Cold and Frosty Morning(below). We sing it, play it on xylophones and act it out by pointing from the floor, then our knees, then thighs, etc - as we sing up the scale.
 
Mrs. Hollinshead's and Mrs. Parmenter's classes:

When I first see Kindergarteners, I teach them the following two songs, which we sing at the beginning of every lesson for the whole year.


Hello Song
For the next song, the students take turns singing their names. This not only helps me learn their names, but I get to know how well they can match pitch.

Hickety Pickety Bumblebee

In order to help students learn to match pitch, I use the words "singing voice" and "talking voice" all the time - throughout all of the grade levels. So many students don't know how to produce a singing voice. They need help producing their head voice. So, I spend the first few months talking about "voices: singing, talking, whispering and 'calling,'" which I tell them is better for their throat than yelling.

It often helps students to think of where each voice would be used. This PowerPoint is helpful for that.

Mrs. V will be gone for the week of January 12-16. Below are the lessons she's planned.

































Thursday (1/8/15):

Fifth grade worked on Typing Web. They posted their scores on a Google Doc. The class earned Dojo points  and were able to access educational sites.

Fourth grade worked on . They are working to finish a Christmas Music Timeline for the U.S. Students enjoyed this activity.

Third grade accessed Edmodo and then went to Moby Max. 

Mrs. McVitte's, Mrs. Nurenberg's, Mrs. Postema's, Mrs. Farlee's, and Ms. Whaley's classed worked on GoMath! Mega Math. They worked with the Quomo tablet that allows them to manipulate data on the screen.

Mrs. Nurenberg and Mrs.



Wednesday (1/7/15):

Fifth grade worked on
Fourth grade worked on:

Ms. Beedy's class worked on GoMath! 5.3 and adding two digit numbers

Mrs. Naessen's, Mrs. Hollinshead's, Mrs. Parmenter's classes worked on GoMath! sites as a class. Lessons are designed to reinforce regular classroom instruction.

Mrs. Baker's Pre school:
Gingerbread
Need: Stir a bowl of gingerbread
Smooth and spicy brown
Roll it with a rolling pin
Up and up and down
Take a cookie cutter
Make a little one
Put it in the oven
Wait until it's done
Countdown we count to 8 to coincide with
The Gingerbread Baby
At 8 I ask each child if their gingerbread baby is eaten or did he run away. Contributed by: Jackie Foster
Who Stole The Cookies From The Cookie Jar?
Who stole the cookies from the cookie jar?
Note: This is a good poem to use in your Pocket Chart. Write the poem on sentence strips, leaving a blank where the person's name goes. Make a set of names (include the adults name too) for the children to use in reading the chart.
5 Gingerbread Men
Five little gingerbread men lying on a tray,
Four little gingerbread men lying on a tray,
Three little gingerbread men lying on a tray,
Two little gingerbread men lying on a tray,
One little gingerbread man lying on a tray,
No more gingerbread men lying on a tray,
Gingerkids
One little, two little, three little gingerkids.


Tuesday (1/6/15):
Fourth and Fifth grade worked on their understanding of money and how to make change. The used these three sites:




Third grade worked on Moby Max (via Edmodo) and sharpened their math skills.

Kindergarten:
First grade:
This lesson plan is designed to teach students the concept of rhythm in a song, by listening to music and playing instruments to represent actions.
The goal of this lesson plan is for students to learn how to keep a beat with the music.
Required Materials: Variety of rhythm instruments (shakers, maracas, rain stick, wood block, finger cymbals) and a copy of the "What Would I Do"
song available for free at: http://www.reverbnation.com/play_now/song_3329056
Anticipatory Set:
Activity:
Plan for Independent Practice:
Related Lesson Plans
Mrs. Farlee and Mrs. McVittie's classes: 
Mrs. Parmenter's and Mrs. Hollinshead's classes worked on:
Mrs. Naessens' class:
      his lesson plan is designed to teach students the concept of rhythm in a song, by listening to music and playing instruments to represent actions.
      The goal of this lesson plan is for students to learn how to keep a beat with the music.
      Required Materials: Variety of rhythm instruments (shakers, maracas, rain stick, wood block, finger cymbals) and a copy of the "What Would I Do"
      song available for free at: http://www.reverbnation.com/play_now/song_3329056
      Anticipatory Set:
      Activity:
      Plan for Independent Practice:
      Related Lesson Plans
      Mrs. Ferrel's Pre school:
      Gingerbread
      Need: Stir a bowl of gingerbread
      Smooth and spicy brown
      Roll it with a rolling pin
      Up and up and down
      Take a cookie cutter
      Make a little one
      Put it in the oven
      Wait until it's done
      Countdown we count to 8 to coincide with
      The Gingerbread Baby
      At 8 I ask each child if their gingerbread baby is eaten or did he run away. Contributed by: Jackie Foster
      Who Stole The Cookies From The Cookie Jar?
      Who stole the cookies from the cookie jar?
      Note: This is a good poem to use in your Pocket Chart. Write the poem on sentence strips, leaving a blank where the person's name goes. Make a set of names (include the adults name too) for the children to use in reading the chart.
      5 Gingerbread Men
      Five little gingerbread men lying on a tray,
      Four little gingerbread men lying on a tray,
      Three little gingerbread men lying on a tray,
      Two little gingerbread men lying on a tray,
      One little gingerbread man lying on a tray,
      No more gingerbread men lying on a tray,
      Gingerkids
      One little, two little, three little gingerkids.
      Monday (1/5/15):

      Fourth and Fifth grade worked on

      Ms. Beedy's class worked on:
      Mrs. Parmenter's and Mrs. Hollinshead's classes worked on:
      Mrs. Naessens' class:
      his lesson plan is designed to teach students the concept of rhythm in a song, by listening to music and playing instruments to represent actions.
      The goal of this lesson plan is for students to learn how to keep a beat with the music.
      Required Materials: Variety of rhythm instruments (shakers, maracas, rain stick, wood block, finger cymbals) and a copy of the "What Would I Do"
      song available for free at: http://www.reverbnation.com/play_now/song_3329056
      Anticipatory Set:
      Activity:
      Plan for Independent Practice:
      Related Lesson Plans

      No comments:

      Post a Comment

      T.H.I.N.K. Is what I'm posting True? Is it Helpful? Is it Inspiring? Is it Necessary? Is it Kind? Thank you for considering this before you post.

      Subscribe to: Posts (Atom)