Mr. Wiget's Substitute Plans

Keep scrolling down to find all materials and procedures for each class.

Substitute Teacher log-in information is on the front of the Substitute Binder so you can access the internet on my desktop machine.
Use the guide linked below to operate the audio/video equipment.
Some of the HS students will be able to help you figure out the A/V equipment; just ask. Mr. Amis, ext. 610, might be able to help, too.

Click here for A/V system instructions

General Information

Class Schedules

Full class schedule: back cover of Substitute Binder
Bell schedules: posted behind my desk (blue acoustic panel)
Alternate schedules (delays, assemblies, parties): in Binder and on acoustic panels near the door

What’s in the Substitute Binder?

Computer login info
Student rosters
Class schedules
Emergency procedures & building maps

If You Take Students Outside (Mr. Rhea’s requests)

Keep a class roster with names and student count
Take a whistle from the teacher’s workroom
Call the main office if there’s an emergency
Optional, but recommended: request a walkie-talkie for playground use
- For emergencies
- For office contact (ex. early dismissals)

Attendance

Record attendance at the start of each class using rosters in the Binder.
Always take the Binder with you for emergencies/drills (use rosters to call roll).
Please, fill out a Substitute's Report sheet so I know which resources you used and so you can report behavior issues.

Emergency Procedures (A Quick Guide)

Medical: Call 9-1-1, then nurse (x602) AND office (x321).
Fire: Exit through main front doors and then gather in parking lot/grass.
Tornado: Stay in classroom.
Safety/Intruder:
- Stay in classroom (do NOT open the door), OR
- Evacuate if you determine the route is safe.

Detailed instructions are in the Binder.

HS and Jr. High Classes

Personal electronic devices/cell phones are prohibited. Period.

1st Period - 8:00

Planning (no students)

2nd Period - 8:53 (HS Chorus)

Record attendance
Students may:
1. Work on assignments
2. Use Chromebooks w/ headphones
3. Socialize quietly
Restroom visits: one student at a time, must sign OUT & back IN (sheet is on music stand near the counter)

3rd Period - 9:40 (Study Hall)

Record attendance
Students may:
1. Work on assignments
2. Use Chromebooks w/ headphones
3. Socialize quietly
Restroom visits: one student at a time, must sign OUT & IN (sheet is on music stand near the counter)
Library visit: call ahead for permission; have students use sign out sheet.
Visit another teacher's classroom: call ahead; have students use sign out sheet.

Lunch Duty (10:30-11:03 a.m.): Cafeteria

4th Period (11:03 a.m.): Jr. High Chorus

Schedule: Mondays: no students; Tues & Thurs: Girls; Wed & Fri: Boys
Record attendance.
Students may:
- Work on assignments
- Use Chromebooks w/ headphones
- Socialize quietly
Optional: Search for clean versions of their favorite songs on YouTube for students to sing along.
- These students rarely agree on songs to play, so... do this at your own risk! 🤣

5th Period (11:59 a.m.): YOUR LUNCH TIME

Elementary Music Classes

Use the class schedule to ensure you are using the correct materials assigned for each period.

Restroom & Water Breaks

Students often ask to use the restroom once someone else asks.
To avoid a revolving door to the restroom:
- Ask: “Can you wait five minutes, please?”
  - Most answer honestly
  - If they can wait, they usually forget
  - If they say they can't wait OR if they remember after 5 minutes and then ask again, they likely need to go
- Use your best judgment.
- Water breaks: Students may use the fountain attached to the classroom sink (if they can reach it).

Please follow the plans as closely as you can.

Record student behavior in the substitute report sheet (extra copies are in the front, inside pocket of the Binder).

Kindergarten

12:50-1:30 p.m. Mondays, Thursdays, and Fridays

First Grade

1:35-2:15 p.m. Mondays and Fridays

Second Grade

2:20-3 p.m. Mondays and Fridays

Fourth Grade (be sure to use 4th grade materials, below)

1:35-2:15 p.m. Tuesdays and Wednesdays

Third Grade

2:20-3 p.m. Tuesdays and Wednesdays

Use these procedures for each class:

Students should enter quietly, in line, and then sit on the risers, beginning with the middle row.
- Students should NEVER stand on the top level of the risers.
Select and then play one or two of the videos from the appropriate grade-level section, below (and only these videos).
Please, encourage K-3 students to sing along as they are comfortable.
You may stop videos and ask questions if you think it would help you manage behaviors or hold their interest.
Teachers will retrieve their respective students from the music room at the end of classes.

K-3 Materials

Cat Came Back

From Lomax, the Hound of Music

Arkansas Traveler

From Lomax, the Hound of Music

Elephant Show: Food Episode

From The Elephant Show

Row, Row

From Lomax, the Hound of Music

Alabama bound

From Lomax, the Hound of Music

Fourth Grade Materials

Play both videos for fourth grade. If you need to fill more time, ask more questions. Some questions and talking points are included, below. There are additional videos that are appropriate for fourth grade below the first two selections.

Music and the Brain

Watch the video and then discuss using the questions and talking points, below.

1. What happens in our brains when we listen to music compared to when we play music?

Listening: many areas light up (hearing, rhythm, melody).
Playing: even more areas light up (movement, creativity, memory, emotions).
Playing = brain “fireworks show.”

2. Why do scientists say that playing an instrument is like a workout for the brain?

Uses both sides of the brain at once.
Involves math (rhythm, timing), language (reading music), creativity (expression).
Strengthens brain connections like exercise strengthens muscles.

3. How can learning and practicing music help us in school or in everyday life?

Better memory and focus.
Stronger problem-solving and creativity.
Helps with teamwork, listening, and patience.

4. Why do you think music might affect our emotions and memories so strongly?

Music can remind us of special times or feelings.
Combines sound, movement, and feelings all at once.
Brain “tags” memories with music, making them easier to remember.

5. Do you think music is different from other activities, like sports or art? Why or why not?

Sports: physical skills, teamwork.
Art: creativity, expression.
Music: combines physical skills, creativity, math, and emotion all together.
Scientists found unique brain benefits only in music.

Music & Memories

Watch the video and then discuss using the questions and talking points, below.

1. How can music affect people’s brains and bodies?

Music can calm people, lift their mood, and even help them move better.
In the video, people with Parkinson’s walked more steadily when listening to music.
Music can “wake up” parts of the brain that aren’t working well.

2. Why might music help people remember things?

Music is connected to memory and emotion.
Songs from the past can bring back memories, even for people with dementia.
Music gives the brain “clues” to help unlock memories.

3. How can music change the way people feel?

Music can reduce stress and make people happier.
Singing or listening to favorite songs often brings joy.
Music can connect people to others, making them feel less alone.

4. Why do scientists and doctors think music is important for health?

Music engages many areas of the brain at once.
It can be used as therapy, not just entertainment.
Doctors see real improvements in movement, memory, and mood.

Extra Materials (grades 4-12)

The Golden Ratio and Fibonacci in Music

If time allows, use the following questions and discussion points to reflect on the information in the video.

Discussion Questions: The Golden Ratio and Fibonacci in Music

1. What is the Fibonacci sequence?

Discussion Points:

A pattern of numbers where each new number is made by adding the two before it (1, 1, 2, 3, 5, 8...).
This pattern shows up in nature, like flowers, shells, and pinecones.

Possible Answers:

A number pattern.
It goes 1, 1, 2, 3, 5, 8...
It shows up in plants and music too.

2. What is the Golden Ratio, and why do people think it’s special?

Discussion Points:

A number (about 1.6) that shows up a lot in nature and art.
People think it looks and sounds “balanced” or “beautiful.”
Some composers use it in music to decide where big moments happen.

Possible Answers:

It’s a number people think looks nice.
It’s like a perfect balance in shapes and songs.
Composers sometimes use it to plan music.

3. How can we find Fibonacci numbers or the Golden Ratio in music?

Discussion Points:

Composers sometimes use Fibonacci numbers for rhythm (like 2, 3, 5 beats).
They might place the loudest or most exciting part of the song at the “golden spot.”
The video showed examples from classical music and even a rock band.

Possible Answers:

In rhythms (like 2, 3, 5).
In where the “big part” of the song happens.
Some songs follow the spiral idea.

4. Do you think composers plan this on purpose, or is it just a coincidence?

Discussion Points:

Some composers (like Bartók) probably planned it.
Sometimes people just notice the pattern later.
It’s fun to look for patterns even if the composer didn’t mean it.

Possible Answers:

Maybe both!
Some do it on purpose, others just write music.
It’s cool to find patterns anyway.

5. Why do you think humans like patterns in music?

Discussion Points:

Our brains enjoy order and repetition.
Patterns make music easier to remember.
Nature has patterns, and music copies nature sometimes.

Possible Answers:

Because patterns are fun and easy to follow.
They make songs “catchy.”
We like when music feels balanced.

Science of Music

Bill Nye explains some of the scientific concepts behind music and sound.

Use the following questions/answers and discussion points to elaborate on the episode. Feel free to stop the episode in the middle to ask questions, if you'd like.

1. What is sound, and how does it turn into music?

Discussion Points:

Sound is made by vibrations.
When vibrations are organized into patterns, we hear them as music.

Possible Answers:

Sound is vibrations moving through the air.
Music is sound with rhythm and melody.
Without vibrations, there is no sound.

2. How do high and low sounds happen?

Discussion Points:

Pitch depends on how fast something vibrates.
Fast vibrations make high sounds, slow vibrations make low sounds.

Possible Answers:

Short, tight strings or small instruments make high sounds.
Long, loose strings or big drums make low sounds.
It depends on vibration speed.

3. Why do we like rhythm in music?

Discussion Points:

Rhythm is the beat that helps us clap, dance, and stay together.
It makes music fun and organized.

Possible Answers:

It gives the music a steady pulse.
It makes us want to move.
Without rhythm, music would be messy.

4. What happens when music is really loud or really soft?

Discussion Points:

Loudness comes from how big the vibrations are.
Our ears notice the difference between loud and soft sounds.

Possible Answers:

Bigger vibrations make louder sounds.
Softer sounds have smaller vibrations.
Music changes mood when it’s loud or soft.

5. Why do you think humans everywhere make music?

Discussion Points:

Music is part of every culture.
People use music to express feelings and celebrate together.

Possible Answers:

To celebrate and have fun.
To express emotions.
To bring people together.

Blast! DCI Broadway Show

Blast! is a Broadway production created by James Mason for Cook Group Incorporated, the director and organization formerly operating the Star of Indiana Drum and Bugle Corps. It was the 2001 winner of the Tony Award for "Best Special Theatrical Event", and simultaneously received a Tony Award nomination for and won the 2001 Emmy Award for "Best Choreography".

Discussion Questions: Blast! – DCI Broadway Show (Pro Saxophone)

1. What did you notice about the instruments in the show?

Discussion Points:

Brass (trumpets, trombones, tubas), woodwinds (saxophones), and lots of percussion.
Big variety of sounds all mixed together.
Instruments weren’t just played — they were part of the performance.

Possible Answers:

I saw drums, horns, and saxophones.
The music was really loud and powerful.
They moved while they played.

2. How is this performance different from a regular concert band?

Discussion Points:

Lots of marching, movement, and choreography.
Bright lights, costumes, and theatrical presentation.
Musicians entertained with both sound and visuals.

Possible Answers:

They didn’t just sit in chairs.
It was more like a show than a concert.
They used lights and moved around.

3. What role does rhythm and teamwork play in this performance?

Discussion Points:

Everyone has to stay exactly together for the music and movement to work.
Rhythm keeps the group in sync.
Teamwork is as important as musical skill.

Possible Answers:

They all had to listen carefully to each other.
If one person was off, it wouldn’t look or sound right.
The beat helped everyone stay together.

4. How did the performers use movement and visuals to make the music exciting?

Discussion Points:

Spinning flags, dancing, and body movement added to the effect.
Choreography matched the rhythms and moods of the music.
The visuals made the audience pay attention to more than just the sound.

Possible Answers:

They marched in shapes.
They danced while playing.
The flags and lights made it more fun to watch.

5. How do you think the performers practiced for a show like this?

Discussion Points:

Hours of practice combining music and marching.
Memorization of music so they could move freely.
Team rehearsals to get everyone in sync.

Possible Answers:

They probably practiced every day.
They had to remember all the moves and music.
They worked as a team.

6. What feelings or moods did the show give you?

Discussion Points:

Music can be powerful, joyful, dramatic, or exciting.
Performers want the audience to feel energy and emotion.
Each section of the show might create a different mood.

Possible Answers:

It felt exciting and loud.
It made me want to clap or dance.
Some parts were dramatic, others were fun.

Intro to Music Therapy

Explains how music can be used therapeutically, frequently replacing drugs.

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