Grade 4 and 5 Music

Week of Dec. 5/2022

Holiday Lights with sticks as flashlights

So Much Snow - Assign instrument roles

Seven Feet of Snow Run

Discuss recess expectations

Week of Nov. 28/2022

Holiday Lights

So Much Snow - Review the bordun and color parts; if time add the Conga part - Keep it steady then you stop; Add to the story

Seven Feet of Snow Review first verse and chorus; review movement; Add verse 2

Carol of the Bells - Show video if time permits.

Holiday Lights

Holiday Lights, Shining so bright

Oh what a sight this joyous season

Holiday Lights, Shining so bright

Oh what a sight this time of year

Feel the magic in the air

Colored lights shine everywhere

Feel the magic all around

In the smiles of people in our town

Holiday Lights, Shining so bright

Oh what a sight this joyous season

Holiday Lights, Shining so bright

Oh what a sight this time of year

Red and Green and Gold and White

See them sparkle in the night

Green and Red and White and Gold

Such a lovely sight to behold

Seven Feet of Snow

Sitting here looking out the window

Dark clouds are gathering overhead

Hoping school will let out early

That's what the weatherman said

We're waiting for One, two three, Four Five, six, seven feet of snow

We're hoping for One, two three, Four Five, six, seven feet of snow

We're praying for One, two three, Four Five, six, seven feet of snow

Cause when it snows we're all aglow can't wait ti go outside and throw a bunch of snow.

What's that I see outside the window

Big snowy flakes frosty white

Don't think we'll have school tomorrow

It's supposed to snow all night

We're waiting for One, two three, Four Five, six, seven feet of snow

We're hoping for One, two three, Four Five, six, seven feet of snow

We're praying for One, two three, Four Five, six, seven feet of snow

Cause when it snows we always know we'll need a tow

A lot of dough

When it blows it's quite a show, yes even though it's ten below

We're aglow can't wait to go outside

and throw a bunch of snow

Seven Feet of Snow

Week of Nov. 21/2022

It's mrd

Diatonic Scale

Playing mrd

Seven Feet of Snow

So Much Snow

Holiday Lights

Carol of the Bells

November 2022

Oct. 3/2022 This pretty planet - Introduce with circle dance; Mabel Mabel - Introduce the improvisation game. Drum Circle - Rehearse for assembly; Introduce phrases and double bar line; Sequence rhythms from the poem. Gratitude Attitude; The Grateful Book

Oct. 11/2022 The Beauty of the Trees; In the Hall of the Mountain King; In a dark wood; Halloween movement; Pumpkin Stew; Pumpkin Patch

Oct. 17/2022 Grade 5 in a Dark Dark Wood - Review poem review "Dark Dark " using a percussion circle; Where should we add sound effect instruments? In the Hall of the Mountain king - quick reaction to finger cymbal; Pumpkin Stew - Create rhythmic B sections - Station for next day

Oct. 24/2022 Grade 4 and Grade 5 Mrs. White - discuss finding you singing voice; Halloween Movement Story; In a Dark Dark Wood - introduce tone clusters and tremolo; In the Hall of the mountain King; Monsters love Underpants; Trick or Treat

Nov. 14/152022

It's mrd

Diatonic Scale

Bubble Bubble

Hands Together /Alternating

Crazy Eights

Every Hundred Years

Nov. 16/2022

It's mrd - Play mrd

Diatonic Scale - connect to musical alphabet

Every Hundred Years

Hands together/ Alternating

Bubble Bubble

Crazy Eights

1 X X X X X X X

1 2 X X X X X X

1 2 3 X X X X X

1 2 3 4 X X X X

1 2 3 4 5 X X X

1 2 3 4 5 6 X X

1 2 3 4 5 6 7 X

1 2 3 4 5 6 7 8

Every Hundred Years, Every Hundred Years

Every Hundred Years, Santa takes a break

So Every Hundred Years, He won't be flying around

Every Hundred Years, Every Hundred Years

Every Hundred Years, Santa takes a break

So Every Hundred Years, He won't be Comin' to town

Nope

But Don't you fret, 'cause he will get

Someone to step to the plate

You will see that he or she

Is Gonna be someone great

Yup

Every Hundred Years, Every Hundred Years

Every Hundred Years, Santa takes a breather

So Every Hundred Years, He won't be Comin' to town

October 2022

Oct. 11/2022 The Beauty of the Trees; In the Hall of the Mountain King; In a dark wood; Halloween movement; Pumpkin Stew; Pumpkin Patch

Day 1

Introduce the song by rote.
Maintain the steady beat with the poem.
Introduce the gathering drum.
Transfer steady beat to the gathering drum.

Day 2

Review the song and Body percussion.
Define steady beat
Where else can we keep the steady beat?
Transfer to the gathering drum.

Day 3

Review the song, steady beat, and gathering drum.
Assess maintaining a steady beat.

Curriculum Connections

I can maintain a steady beat on my body.
I can play a steady beat on the gathering drum.

September 2022

Sept. 7/2022 Jump In Jump Out - Day 1; Up the Ladder - Day 1; Lemonade - Day 1; Early in the Morning- Day 1; Mr. Potato - Day 1 (If time); Be you - Day 1(if time)

Sept. 15/2022 We're Floating down the River - Introduce new entrance; 2,4,6,8 - introduce the poem; Keel row - HOuse/Mouse/Pin; One for the Money - Review pitched percussion technique; Add drum; All are Welcome Here Funky Video day

Sept. 16/2022 Floating down the River; I can keep the beat; Minecraft Yoga

Sept. 21/2022 Floating down the River; Name Game;You Hold me up Create a sound story; 2,4,6,8 Introduce the drum circle

Day 1

Introduce the song with the circle dance

Day 2

Review the song and movement
Define a canon.
Students begin; Teacher in canon.

.Day 3

Review with movement and in canon with the teacher.
Try in canon with 2 student groups

Curriculum Connections

I can define a canon.
I can maintain my own part in a 2 part canon.

Day 1

Discuss Thanksgiving Dinner Ideas
Introduce the poem and improvisation using the gulp approach
Run through the game in circle formation.

Day 2

Review the poem and improvisation game.
Challenge - Be ready so there are no stops.

Curriculum Connections

I can maintain a steady beat on my body.
I can improvise a short verbal response.

Day 1

Review the poem 2,4,6,8
Maintain a steady beat on the gathering drum.
Divide the students into 4 groups and assign a phrase of the poem.
Transfer to unpitched percussion.

Day 2

Review the poem with the gathering drum
Review 4 phrases and review groupings.
Rehearse and assign roles

Day 3

Review the drum circle
Introduce phrases and double bar line. Sequence the rhythms of the poem.

Curriculum Connections

I can maintain my part in a 4 part ensemble.
I can maintain a steady beat on the gathering drum.
I can sequence the rhythmic phrases of 2,4,6,8.

Day 1

Introduce the song and game using the gulp approach.
Perform in Rondo form.

Day 2

Review the song and game and allow for more turns.

.Day 3

Same as day 2

Curriculum Connection

I can perform a song and game using Rondo form.

Day 1

Introduce the poem modeling the form
Perform in Rondo form.
Teacher test.

Day 2

Review the poem and form.
Challenge everyone to maintain the steady beat.
Teacher test

.Day 3

Assess steady beat.
Teacher test

Curriculum Connections

I can perform a poem in rondo form
I can maintain a steady beat.

Day 1

Introduce the poem and by rote.
Perform in AB form Say/ think

Day 2

Review the poem
Add movement for phrase and steady beat.

.Day 3

Review the poem
Notate phrase, steady beat, and double bar line.

Curriculum Connection

I can perform, read, and notate phrase, beat, and double bar line.
I can perform a poem in AB form.

Day 1

Introduce the poem by rote with the body percussion.
Model how to transfer the body percussion to pitched and unpitched percussion.
Transfer the body percussion to the xylophone and drum

Day 2

Review the poem and body percussion.
Review how to transfer the body percussion to the instruments.
Group work - Create a new arrangement of "One for the Money"
Share with the class

.Day 3

If needed.

Curriculum Connection

I can perform a rhythmic chant with a body percussion accompaniment.
I can transfer a rhythmic ostinato to pitched percussion.
I can create my own arrangement of "One for the Money" by choosing instruments with my group.
I can work well with others.
I can perform with a small group
I can experience a Rondo form

Day 1

Introduce the poem using the Gulp Approach.
Model how to create the B section
Ask for volunteers and add the drum (4)

Day 2

Review the poem with the drum
Allow small group rehearsal for 3 minutes.
Run the game as a large group with more volunteers. (5)

Day 3

Review the poem.
Everyone else who wants a turn has a chance to perform

Curriculum Connection

I can improvise a short phrase following a set form.
I am brave and willing to try something new.

Day 1

Introduce the song and game using the Gulp Approach.
Create a B section with 4 students responding at a time.
Play until everyone has had a turn.

Day 2

Review the song and game.
Same process as day 1 with a teacher test at the end.

.Day 3

Review the song and game.
Move in the opposite direction as day 2 with teacher test at the end Students can create unique voices for the game

Curriculum Connection

I can improvise a short phrase by saying my name.
I can experience a call and response form.

Day 1

Introduce the poem and model the movement.
Echo the words and movement.
Perform at different tempos

Day 2

Review the poem and game.
How could we do it with a partner?
Perform with suggestions

.Day 3

Review the poem and game.
Transfer the claps to pitched percussion.

Curriculum Connection

I can perform a rhythmic chant.
I can use what I have learned in the chant movement to create something new.
I can transfer a rhythmic ostinato to pitched percussion.

Day 1

Introduce the poem by rote. Include the body percussion.
Model how the movement moves around the instruments.
Transfer the body percussion to the instruments and play through.
Try to give everyone a turn

Day 2

Review the poem and game.
Divide the class into 2 groups and continue to play.

.Day 3

Review the rhythmic ostinati.
Match the ostinati to the appropriate rhythmic notation.
Notate the rhythmic ostinati.

Curriculum Connection

I can perform a rhythmic chant with body percussion.
I can transfer the body percussion to the pitched percussion instruments.
I can identify, read, and write a short rhythmic pattern using ta and titi.

Day 1

Introduce the song by rote.
Model how to play the game.
Everyone has a turn matching pitch

Day 2

Review the poem and game.
Discuss high/low/ and exactly right
Everyone has a turn

.Day 3

Assessment during the game for pitch matching baseline.

Curriculum Connection

I can take a risk and sing independently.
I can experience matching pitches with the teacher.

Day 1

Read the story

Day 2

Review the story
Create a class "Be you" poem.

.Day 3

Review the class "Be You" poem and add instruments to create a soundscape.

Curriculum Connection

I can create a soundscape to accompany a poem.

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