Total Pageviews

October 2015

October 21, 2015-January 4, 2016
Mrs. Vandewarker will be absent due to shoulder surgery.

October 20, 2015
Tuesday
Third, fourth, and fifth grades worked on Moby Max.
Intervention: we began working on starfall.com. The student became frustrated and the rest of the time was spent working on writing upper and lower case letters.

Kindergarten, first, and second grades worked on their Christmas concert music.
October 19, 2015
Monday
Third, fourth, and fifth grade created Moby max accounts. MobyMax is for all students. Moby's adaptive curriculum creates a unique, individualized education plan for each student, allowing gifted students to progress as quickly as they like while simultaneously ensuring that remedial students get the extra instruction they need.
Students will be working on Moby Max on a daily basis for the foreseeable future.

 Intervention: we worked on Starfall.com (fiction and non fiction text)

 Kindergarten, first, and second grades worked on their Christmas concert music.

 Intervention did not take place due to the student having a doctor appointment.

October 16, 2015
Friday
Students worked on keyboarding, in the Upper Elementary.
Lower Elementary worked on basic rhythms, and solfege pitches
Mrs. V. was gone.

October 15, 2015
Thursday
Fifth grade
Students read examples of Digital Citizenship and then determined if they were good examples or bad. These scenerios were put on the classroom bulletin board for reflection.

Fourth grade began a "Dream Vacation" project. They chose a destination by ranking it on an online source. They were able to give reason to their ranking in real-time.

Third grade finished their Power point presentation and were able to show one another their finished projects.

Kindergarten:

  2. Show a picture of Mockingbird
  3. Discuss: "What do you know about the mockingbirds?" Mockingbirds live in the southern part of the US. They can sing many differnt songs, but can also copy the songs and sounds of many other birds."
  4. Say: "This song is from Appalachia, in the southern part of the US. Listen to the words. What can the mockingbird do in this song?
  5. Sing or play the recording of "Hush Little Baby."
  6. Model rocking a baby.
  7. Say: "The baby is tired and sleepy." "Let's sing the baby to sleep." "How shall we sing?" (softly, quietly)
  8. Ask: "Who can think of another "soft" movement?" (tap shoulders, snap fingers, rub hands, wave arms)
  9. Say: "Let's sing the song with a different movement." "How shall we move this time?"

First grade:
  1. Listen for the action words
  2. Which action word occurs in every verse?
  3.  
  4. Perform an appropriate motion each time they sing an action word
  5. For wiggle my waggles away, start from a standing position and twist downward to a squatting position
  6. Extending the lesson:
    1. Play on action words:
      1. Maracas on shake
      1. Woodblock on clap
      1. Bells on jump
      1. Cymbals on yawn
      1. Tambourine on Wiggle my waggles away
    2. Switch instruments


Second grade:
View Canoe song (in 2 September Google Drive)
  1. Solfa Warm Up
    1. me re do
    2. do re mi
    3. mi re mi
    4. rd do re
    5. do re do
    6. mi do mi
    7. do mi do
    8. re do mi
    9. re mi do
  2. View Canoe song
  3. Have them find and patsch the beat as you sing.
  4. Sing several times.
  5. Sing in a round
  6. With remaining time, choose student to sing a Solfa pattern and then choose another to echo the pattern.


October 14, 2016
Fifth graders:
Living in a Digital World Your students have grown up with the Internet , so they often don't think about or see a difference between being offline and online. In their world, it's seamless. Begin by posing the following question to your students: How do you socialize and interact online? Invite students to share with the class. Next, ask: How is this different than communicating and interacting with people face to face? Give students some time to compare and discuss the difference between digital and face-to-face interactions. Define. Write the words digital citizen on the board and ask students to define it. Explain that just as we are citizens of countries, large organized societies, if we interact in any of the ways discussed earlier, we are automatically citizens of the digital world. By that definition, we are all digital citizens.
  • Students will create a Google doc reflection piece demonstrating their impressions of the responsibilities of a Digital citizen.
  • They submitted their assignment
  • They practiced their beliefs by posting five comments on their peer's glogs.
Fourth grade:

  • Viewed 4th grade rubric
  • submitted finished glogs
  • commented on each other's glogs
  • Began a Dream Vacation assignment


Third grade:

  • Navigated to a Power point document
  • Edited this document
  • Downloaded appropriate clip art
  • Added animations and transitions to their presentations
  • Saved their work
Kindergarten:
Materials: iPhone flashlight
  • Ask "Can you think of something that makes a steady flash or bling?" (answering machine, warning light, robot, lighthouse, some tools, some shoes)
  • Hold up a flashlight and point it toward the ceiling or wall
  • Ask: "Do you think this (item) can make a steady beat?" "How can we make this light move to show a steady beat?" "Can you think of another way?"
  • Invite students to lie down on their backs. Darken the room.
  • "Play "The Stars and Stripes Forever."
  • Move the flashlight to reflect (dance) a steady beat on the ceiling
The Washing Machine Surprise

Jeremy is a good listener. He likes sounds. He likes bugs and animals that make sounds. Sometimes, he brings frogs home and listens to them make croaking sounds, "croak, croak, croak, croak."
One day, Jeremy put his dirty shirt in the washing machine. The shirt swished steadily in the sudsy water, "swish, swish, swish, swish." He put his shoes in the machine, and they bounced to the beat, "bloop, bloop, bloop, bloop." Finally, Jeremy put his jacket in the machine.
Suddenly, "croak, croak, croak, croak!" What was that? Was that his frog?
Yes!
Quickly, Jeremy and his dad rescued the squishy, wet frog from the washing machine. "I'm so sorry," said Jeremy. "I promise I won't do that again!" From then on, Jeremy listened to the shirts "swish, swish, swish, swish" and the shoes "bloop, bloop, bloop, bloop"-but he never heard "croak, croak, croak, croak" in the washing machine again.

Create sounds:
  • what sounds did you hear in the story?
  • Mach each of the sounds together as you read the story
Add instruments:
  • Which instruments shall we use for the sounds?
  • Assist the children in making appropriate choices
  • Distribute instruments
  • Read "The Washing Machine Surprise."
Dramatize the story:
  • retell the story together
  • encourage children to demonstrate the actions
  • read the story and allow time for the group to improvise actions
Create an Original Steady Beat Story
  • Discuss object that make a steady sound or blink (e.g., a pair of shoes, windshiled wipers, a clock, a robot)
  • As a group, choose one of the suggest objects
  • Plan a sequnce of events that might happen to/with the object
  • Add sounds and act out the story
First grade:
Baby Beluga
Calendar Song
Going to the Zoo
Head and Shoulder
Willoby,
If You're Happy
Mr. Sun
Sharing Song,
This Land Is Your Land
Page 66 World of Music
beat or no beat?
beat or no beat?
beat or no beat?
beat or no beat?

Zoltán Kodály Born: December 16,1882 Died: March 6,1967 Zoltán Kodály spent a great deal of his life collecting and studying the folk songs of his country, Hungary. He was famous as a composer and a teacher who created a new way to teach music to kids. His system bcame known as the Kodaly Method. It is still used to day by instructors around the world. Kodály’s life-long interest in folk music began early. His parents were both amateur musicians, and as a boy he learned to play the violin, viola, piano and cello. He performed in his school orchestra and at home with his parents. Because Kodály’s father worked with the Hungarian Railway "Viennese Musical Clock" from Hary Janos System, Zoltán was able to travel around and learn about the music in different parts of his country. As an adult, he continued traveling around Hungary to collect and study Hungarian folk music. He wanted to preserve it so that today’s children could enjoy it as much as he had. Much of his music was based on the folk songs that he collected on his travels. Kodály’s most popular work is a suite of music from his opera, Háry János. Háry János was a real man who liked to sit around at the village inn telling tall tales about his youth. One of those tales had him defeating Napoleon’s army all by himself. In the "Viennese Musical Clock," he’s remembering the clock that struck noon at the court of the Austrian emperor.
Link to listening: Statue Game To give children more experience responding to beat and no beat, teach them the following game.

Note: Play a drum throughout the game, alternating patterns of steady beats with erratic patterns that have no beat. Whenever children hear a pattern of steady beats, they keep time by moving about the room in their own way. When they hear a pattern of erratic sounds, they "freeze" in a pose. Decide beforehand what kind of pose children should strike the first time they freeze-for example, as the scariest (or happiest or saddest or tallest or smallest) creature they can imagine. Then each time children are frozen in the game choose someone to suggest the kind of pose that they freeze in the next time.
If time allows:  Which has a strong feeling of steady beat?

Second grade:
Baby Beluga
Calendar Song
Going to the Zoo
Head and Shoulder
Willoby,
If You're Happy
Mr. Sun
Sharing Song,
This Land Is Your Land
Page 66 World of Music
beat or no beat?
beat or no beat?
beat or no beat?
beat or no beat?
Zoltán Kodály Born: December 16,1882 Died: March 6,1967 Zoltán Kodály spent a great deal of his life collecting and studying the folk songs of his country, Hungary. He was famous as a composer and a teacher who created a new way to teach music to kids. His system bcame known as the Kodaly Method. It is still used to day by instructors around the world. Kodály’s life-long interest in folk music began early. His parents were both amateur musicians, and as a boy he learned to play the violin, viola, piano and cello. He performed in his school orchestra and at home with his parents. Because Kodály’s father worked with the Hungarian Railway “Viennese Musical Clock” from Hary Janos System, Zoltán was able to travel around and learn about the music in different parts of his country. As an adult, he continued traveling around Hungary to collect and study Hungarian folk music. He wanted to preserve it so that today’s children could enjoy it as much as he had. Much of his music was based on the folk songs that he collected on his travels. Kodály’s most popular work is a suite of music from his opera, Háry János. Háry János was a real man who liked to sit around at the village inn telling tall tales about his youth. One of those tales had him defeating Napoleon’s army all by himself. In the “Viennese Musical Clock,” he’s remembering the clock that struck noon at the court of the Austrian emperor.
Link to listening: Statue Game To give children more experience responding to beat and no beat, teach them the following game.

Note: Play a drum throughout the game, alternating patterns of steady beats with erratic patterns that have no beat. Whenever children hear a pattern of steady beats, they keep time by moving about the room in their own way. When they hear a pattern of erratic sounds, they "freeze" in a pose. Decide beforehand what kind of pose children should strike the first time they freeze-for example, as the scariest (or happiest or saddest or tallest or smallest) creature they can imagine. Then each time children are frozen in the game choose someone to suggest the kind of pose that they freeze in the next time.
If time allows:  Which has a strong feeling of steady beat?
Intervention: Mrs. Ryan recommended Spelling City (an app that aids with spelling)
October 13, 2015
Fourth and fifth grade submitted their glogs.

Third gathered research for their Power point project.

Intervention worked on finishing

Intervention: We worked on 
Fiction and nonfiction texts. These were particularly challenging to this third grade student.

Kindergarten sang:
Hokey Pokey with Shapes
Kindergarten
Materials: cut out shapes with different colored felt pieces. For instances orange circles. Make enough felt shapes for every child in your class. Try to at least use the major shapes such as triangle, circle, rectangle, square and oval. Other suggestions are diamonds, semicircle and hexagons for more challenges.
Activity: Have the precut shapes of felt on the floor in front of each child. Explain to the kids that your going to teach them a new song and when they hear a certain shape they need to find the shape in their pile and hold up and do the actions in the song!!
Song: Sing to the Hokey Pokey Song
Put your circle in, put your circle out put your circle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what it's all about.
Put your rectangle in your rectangle out, put your rectangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what's it's all about.
Put your triangle in put your triangle out put your triangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what's it's all about.

First grade

Second grade
What is an Ostinato?


  • Discuss what an Ostinato is from the video above.
  • Introduce the song below.
  • Sing it.
  • Discuss body sound for different parts.
  • Sing it with improvised sounds.
  • Introduce instruments.
  • If time allows, sing in a round
Intervention: we worked on work that Mrs. Ryan suggested (review of spelling, etc.)

October 12, 2015
Professional Development
October  9, 2015
Professional Development

October 8, 2015
Thursday
Fifth grade uploaded their videos to their glogs.
Fourth grade uploaded their bar graphs, formatted their text, and submitted their glogs for grading.
Third grade downloaded a Power point project where they formatted text and images.
Intervention read Starfall's poetry artists:


October 7, 2015
Wednesday






Fifth grade finished uploading their videos.

Team 5:
https://drive.google.com/file/d/1W46wOId3t2JU9jAWQNFQUwYe7rvWScLxQA/view

Fourth grade created tables and story problems with class room data, on Glogster.

Third grade:

  • formatted text
  • researched the mayor of Carson City
  • researched the founding date of Carson City
  • saved their file
  • navigated to appropriate pre-approved web pages
Intervention: We completed our work on composers and their stories on Starfall's web site.

Kindergarten:


  2. Show a picture of Mockingbird
  3. Discuss: "What do you know about the mockingbirds?" Mockingbirds live in the southern part of the US. They can sing many different songs, but can also copy the songs and sounds of many other birds."
  4. Say: "This song is from Appalachia, in the southern part of the US. Listen to the words. What can the mockingbird do in this song?
  5. Sing or play the recording of "Hush Little Baby."
  6. Model rocking a baby.
  7. Say: "The baby is tired and sleepy." "Let's sing the baby to sleep." "How shall we sing?" (softly, quietly)
  8. Ask: "Who can think of another "soft" movement?" (tap shoulders, snap fingers, rub hands, wave arms)
  9. Say: "Let's sing the song with a different movement." "How shall we move this time?"
First grade:
  1. Listen for the action words
  2. Which action word occurs in every verse?
  3.  
  4. Perform an appropriate motion each time they sing an action word
  5. For wiggle my waggles away, start from a standing position and twist downward to a squatting position
  6. Extending the lesson:
    1. Play on action words:
      1. Maracas on shake
      1. Woodblock on clap
      1. Bells on jump
      1. Cymbals on yawn
      1. Tambourine on Wiggle my waggles away
    2. Switch instruments
Second grade:
  1. Sing an echo-dialogue greeting to the class using so-mi-do
  2. Pass the green star around the class and have the class sing hellos to everyone, using a so-la-so-do pattern
  3. Displaying IMG_0224.JPG
  4. Sing and play "Apple Tree," passing the star beanbag around the circle on the beat. Lee each of the motives of the song, using hand signs. Have the class echo loo, then sing with solfa syllables and hand signs. Ask them what new sound they sang. (do)
  5. Sing: Apple tree, Apple tree
Will your apple fall on me
I won't cry and I won't pout
If your apple knocks me out
  1. Show picture on board
  2. Instead of using shapes or numbers, musicians use letter from the alphabet, starting at the beginning of the alphabet
  3. Print an a (lowercase) on the chalkboard
  4. We give the first motive the letter a.
  5. If the second motive is different from the first motive, will it get an a too? No!
  6. We use the next letter in the alphabet to show that the second motive is not the same as the first. What letter will we give the second motive? (b) Continue the questioning until the class has derived the form as abcd
  7. Have the class look at the notation of "Peas, Porridge Hot."
  8. Review the repeat sign and the do clef sign.
  9. Have the class identify the staff potion of do.
  10. Ask them if the song has a do (yes) and in which measure it occurs (last)
  11. Have the class sing the song, patsching the beat.
  12. Have the class sing with handsigns and solfa syllables, then identify the form as aabc.
Intervention:
Continued to work high interest, low vocabulary reading tasks.October 6, 2015
Tuesday
Second grade intervention worked on spelling.

Mrs. Farlee's class:
  1. Look at the music
  2. Where do you see quarter note, quarter rest, quarter note, quarter rest?
  3. Listen as I sing it.
  4. Do you hear a pattern?
  5. Do you hear Image result for quarter rest?
  6. Clap this pattern:
  7. Image result for quarter note quarter rest
  8. While the class sings, have some students play the above Ostinato pattern on percussion instruments.
  9. The rest of the class can clap the Ostinato while singing
Intervention: we read high interest, low vocabulary books.
Mrs. Nurenberg's class:
Baby Beluga
Calendar Song
Going to the Zoo
Head and Shoulder
Willoby,
If You're Happy
Mr. Sun
Sharing Song,
This Land Is Your Land
Page 66 World of Music
beat or no beat?
beat or no beat?
beat or no beat?
beat or no beat?
Zoltán Kodály Born: December 16,1882 Died: March 6,1967 Zoltán Kodály spent a great deal of his life collecting and studying the folk songs of his country, Hungary. He was famous as a composer and a teacher who created a new way to teach music to kids. His system bcame known as the Kodaly Method. It is still used to day by instructors around the world. Kodály’s life-long interest in folk music began early. His parents were both amateur musicians, and as a boy he learned to play the violin, viola, piano and cello. He performed in his school orchestra and at home with his parents. Because Kodály’s father worked with the Hungarian Railway “Viennese Musical Clock” from Hary Janos System, Zoltán was able to travel around and learn about the music in different parts of his country. As an adult, he continued traveling around Hungary to collect and study Hungarian folk music. He wanted to preserve it so that today’s children could enjoy it as much as he had. Much of his music was based on the folk songs that he collected on his travels. Kodály’s most popular work is a suite of music from his opera, Háry János. Háry János was a real man who liked to sit around at the village inn telling tall tales about his youth. One of those tales had him defeating Napoleon’s army all by himself. In the “Viennese Musical Clock,” he’s remembering the clock that struck noon at the court of the Austrian emperor.
Link to listening: Statue Game To give children more experience responding to beat and no beat, teach them the following game.

Note: Play a drum throughout the game, alternating patterns of steady beats with erratic patterns that have no beat. Whenever children hear a pattern of steady beats, they keep time by moving about the room in their own way. When they hear a pattern of erratic sounds, they "freeze" in a pose. Decide beforehand what kind of pose children should strike the first time they freeze-for example, as the scariest (or happiest or saddest or tallest or smallest) creature they can imagine. Then each time children are frozen in the game choose someone to suggest the kind of pose that they freeze in the next time.
If time allows:  Which has a strong feeling of steady beat?
Ms. Whaley's class:
Materials: iPhone flashlight
  • Ask "Can you think of something that makes a steady flash or bling?" (answering machine, warning light, robot, lighthouse, some tools, some shoes)
  • Hold up a flashlight and point it toward the ceiling or wall
  • Ask: "Do you think this (item) can make a steady beat?" "How can we make this light move to show a steady beat?" "Can you think of another way?"
  • Invite students to lie down on their backs. Darken the room.
  • "Play "The Stars and Stripes Forever."
  • Move the flashlight to reflect (dance) a steady beat on the ceiling
The Washing Machine Surprise

Jeremy is a good listener. He likes sounds. He likes bugs and animals that make sounds. Sometimes, he brings frogs home and listens to them make croaking sounds, "croak, croak, croak, croak."
One day, Jeremy put his dirty shirt in the washing machine. The shirt swished steadily in the sudsy water, "swish, swish, swish, swish." He put his shoes in the machine, and they bounced to the beat, "bloop, bloop, bloop, bloop." Finally, Jeremy put his jacket in the machine.
Suddenly, "croak, croak, croak, croak!" What was that? Was that his frog?
Yes!
Quickly, Jeremy and his dad rescued the squishy, wet frog from the washing machine. "I'm so sorry," said Jeremy. "I promise I won't do that again!" From then on, Jeremy listened to the shirts "swish, swish, swish, swish" and the shoes "bloop, bloop, bloop, bloop"-but he never heard "croak, croak, croak, croak" in the washing machine again.

Create sounds:
  • what sounds did you hear in the story?
  • Mach each of the sounds together as you read the story
Add instruments:
  • Which instruments shall we use for the sounds?
  • Assist the children in making appropriate choices
  • Distribute instruments
  • Read "The Washing Machine Surprise."
Dramatize the story:
  • retell the story together
  • encourage children to demonstrate the actions
  • read the story and allow time for the group to improvise actions
Create an Original Steady Beat Story
  • Discuss object that make a steady sound or blink (e.g., a pair of shoes, windshiled wipers, a clock, a robot)
  • As a group, choose one of the suggest objects
  • Plan a sequnce of events that might happen to/with the object
  • Add sounds and act out the story

Intervention at Upper Elementary:





Third grade downloaded files, formatted text, and saved their work.
Students earned Dojo points and were able to "spend" those points on pre-approved web sites.


Fourth grade: uploaded their bar graph to Glogster, and updated their profiles on Glogster.
Students earning 30 or more Dojo points earned the privilege of going to Fun Stuff.
Fifth grade Lunar Landers:




Third grade downloaded files, formatted text, and saved their work.
Students earned Dojo points and were able to "spend" those points on pre-approved web sites.

October 5, 2015
Monday
Fifth grade:
Description
Build A Lunar Lander
Common Core Standards:
NGSS.3-PS2-1 NGSS.4-PS3-3 NGSS.4-PS3-1 CCSS.ELA-Literacy.SL.6.1 CCSS.ELA-Literacy.SL.7.1 NGSS.MS-ETS1-4 NGSS.MS-ETS1-2 NGSS.MS-ETS1-3 CCSS.ELA-Literacy.SL.8.1 NGSS.MS-ETS1-1 CCSS.ELA-Literacy.SL.4.1 NGSS.4-PS3-4 CCSS.ELA-Literacy.SL.3.1METS: CC.1,CC.2,CI.3,RI.2,CT.3

Finish assembly.









Step 5: Reflection - Discuss what happened
1. What forces affected your lander as it fell?
2. After testing, what changes did you make to your lander?
3. Engineers’ early ideas rarely work out perfectly. How does testing help them improve a
design?
4. What did you learn from watching others test their landers?
5. The moon is covered in a thick layer of fine dust. How might this be an advantage?
Interesting fact: The first people who landed on the moon took a big risk. That’s
because the moon is covered with a thick layer of fine dust. No one knew how deep or soft
this layer was. Would a spacecraft sink out of sight when it landed? Now we know— the
layer is firm. In the picture, you can see that Apollo 11’s lander pads sank only about 2
inches (5 cm) into the dust. What a relief! This helped NASA figure out the kinds of shock
absorbers and landing systems its spacecraft needed.
Fourth grade:
  1. Open document with recorded heights.
  2. Create graph displaying measurements
  3. Copy graph
  4. Open Power point
  5. Paste graph
  6. Save as JPEG.
  7. Open Glogster
  8. Import JPEG to Glog

The fourth grade glogster rubric is: https://docs.google.com/spreadsheets/d/1xzsuyOSb3p...

  • Began the process of learning Microsoft Word.
  • Download "Where Am I" document
  • Using Growing With Technology textbook (Gr. 3), pages 129-139.
  • They justified text, chose colors for fonts, checked spellling.
  • Searched the web for online pictures.
  • Students earned Dojo points to afford them free time on educational web sites
Intervention: Student finished It's All About Me:
 and then began the Art Gallery. Student read a about Dorothy Strait and Vincent van Gogh.

Kindergarten:

Hokey Pokey with Shapes
Kindergarten
Materials: cut out shapes with different colored felt pieces. For instances orange circles. Make enough felt shapes for every child in your class. Try to at least use the major shapes such as triangle, circle, rectangle, square and oval. Other suggestions are diamonds, semicircle and hexagons for more challenges.
Activity: Have the precut shapes of felt on the floor in front of each child. Explain to the kids that your going to teach them a new song and when they hear a certain shape they need to find the shape in their pile and hold up and do the actions in the song!!
Song: Sing to the Hokey Pokey Song
Put your circle in, put your circle out put your circle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what it's all about.
Put your rectangle in your rectangle out, put your rectangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what's it's all about.
Put your triangle in put your triangle out put your triangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what's it's all about.

First grade:
Second grade:



  • Discuss what an Ostinato is from the video above.
  • Introduce the song below.
  • Sing it.
  • Discuss body sound for different parts.
  • Sing it with improvised sounds.
  • Introduce instruments.
  • If time allows, sing in a round

October 2, 2015
Friday
Friday's are Keyboard days. Third, fourth, and fifth grades worked on keyboarding skills. Fourth and Fifth go to Typingweb. This is a free URL where students can go 24/7 to sharpen their skills. Third grade uses a dictation process to learn their keyboarding.

Intervention: We finished Starfall's Learn to read section. For reward of completion we began the All About Me section.

Mrs. Hollinshead's class:
Explore Found Sounds
  • Ask: "Can you think of a different way to make a loud sound?" "How many differnt loud sounds can we make?" "How many diffent soft sounds can we make?
    Experiment with body percussion sounds and "found sounds" in the room (books, paper, trash cans, pencils, pens).
Create New Verses
  • Sing in a soft dynamic level
  • Create soft sounds
  • Describe sounds as "soft" or "loud"
  • Sing "If You're Happy."
  • Ask: "Who can think of soft sound?" (snap fingers, click tongues, rub hands, whisper hooray, tap heads, etc.)
  • Sing the song again, incorporating the suggested sounds.

Mrs. Naessen's class:
Mrs. McVitte's class:
View Canoe song (in 2 September Google Drive)
  1. Solfa Warm Up
    1. me re do
    2. do re mi
    3. mi re mi
    4. rd do re
    5. do re do
    6. mi do mi
    7. do mi do
    8. re do mi
    9. re mi do
  2. View Canoe song
  3. Have them find and patsch the beat as you sing.
  4. Sing several times.
  5. Sing in a round
Intervention: we worked on items that Mrs. Ryan dictated as needed.October 1, 2015
Thursday
Fifth graders:

  • divided themselves into teams
  • brainstormed about how to create a Lunar Lander
  • captured their thoughts on a Google Doc

Fourth grade:

  • opened spreadsheets
  • worked on importing data about measurements
  • earned Dojo points
  • was able to finish the lab time with pre-approved educational web sites.

Third grade:

  • downloaded a file
  • edited file
  • opened Microsoft Power point
  • inserted online clip art
  • discussed copyright 

Intervention we continued work on high interest low vocabulary books and classwork.

Mrs. Hollinshead's class:

Play an Echo Game
  • Say: "Do what I do-like the mockingbird."
  • Perform a variety of soft sounds (snap fingers, whisper, click tongue, blow air, meow) and loud sound (do barking, motorcycle engine, fireworks, lion roaring).
  • Allow time for children to imitate each sound.

  • Share the images above (which are loud, which are quiet)
  • Show the pictures encourageing children to make the appropriate sounds
Mrs. Naessen's class

  1. Listen for the action words
  2. Which action word occurs in every verse?
  3.  
  4. Perform an appropriate motion each time they sing an action word
  5. For wiggle my waggles away, start from a standing position and twist downward to a squatting position
  6. Extending the lesson:
    1. Play on action words:
      1. Maracas on shake
      1. Woodblock on clap
      1. Bells on jump
      1. Cymbals on yawn
      1. Tambourine on Wiggle my waggles away
    2. Switch instruments
Mrs. McVitte's class:
  1. Sing an echo-dialogue greeting to the class using so-mi-do
  2. Pass the green star around the class and have the class sing hellos to everyone, using a so-la-so-do pattern
  3. Displaying IMG_0224.JPG
  4. Sing and play "Apple Tree," passing the star beanbag around the circle on the beat. Lee each of the motives of the song, using hand signs. Have the class echo loo, then sing with solfa syllables and hand signs. Ask them what new sound they sang. (do)
  5. Sing: Apple tree, Apple tree
Will your apple fall on me
I won't cry and I won't pout
If your apple knocks me out
  1. Show picture on board
  2. Instead of using shapes or numbers, musicians use letter from the alphabet, starting at the beginning of the alphabet
  3. Print an a (lowercase) on the chalkboard
  4. We give the first motive the letter a.
  5. If the second motive is different from the first motive, will it get an a too? No!
  6. We use the next letter in the alphabet to show that the second motive is not the same as the first. What letter will we give the second motive? (b) Continue the questioning until the class has derived the form as abcd
  7. Have the class look at the notation of "Peas, Porridge Hot."
  8. Review the repeat sign and the do clef sign.
  9. Have the class identify the staff potion of do.
  10. Ask them if the song has a do (yes) and in which measure it occurs (last)
  11. Have the class sing the song, patsching the beat.
  12. Have the class sing with handsigns and solfa syllables, then identify the form as aabc.
Intervention we continued work on high interest low vocabulary books and classwork.

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)