Embedded Files
Week of Dec. 5/2022
Week of Dec. 5/2022
Run Run Reindeer - Run the entire song
Run Run Reindeer - Run the entire song
The Nutcracker -March Plate Routine
The Nutcracker -March Plate Routine
Pete the Cat Saves Christmas - Add the jingle bells; What roles do they want to have?
Pete the Cat Saves Christmas - Add the jingle bells; What roles do they want to have?
Trepak - Run the scarf dance
Trepak - Run the scarf dance
Jack be Nimble -Perform with music and add drum.
Jack be Nimble -Perform with music and add drum.
Ten Little Candles
Ten Little Candles
Week of Nov. 28/2022
Week of Nov. 28/2022
Run Run Reindeer - Review verse 1 and verse 2; Introduce the ending. Review movement if time
Run Run Reindeer - Review verse 1 and verse 2; Introduce the ending. Review movement if time
The Nutcracker -Read the story and share the party scene; Introduce the mouse king interview; Dance of the Sugar Plum Fairy; Stuffy Dance
The Nutcracker -Read the story and share the party scene; Introduce the mouse king interview; Dance of the Sugar Plum Fairy; Stuffy Dance
Trepak - Run the scarf dance
Trepak - Run the scarf dance
Pete the Cat Saves Christmas - Add the jingle bells; What roles do they want to have?
Pete the Cat Saves Christmas - Add the jingle bells; What roles do they want to have?
Jack be Nimble -Perform with music and add drum.
Jack be Nimble -Perform with music and add drum.
Week of Nov. 21/2022
Week of Nov. 21/2022
1,2 Buckle my shoe - Introduce tempo with the metronome
1,2 Buckle my shoe - Introduce tempo with the metronome
Run Run Reindeer - Review chorus; Introduce verse 1
Run Run Reindeer - Review chorus; Introduce verse 1
The Nutcracker - Story and Sugar Plum Fairy Dance
The Nutcracker - Story and Sugar Plum Fairy Dance
I can play the Jingle Bells
I can play the Jingle Bells
Pete the Cat Saves Christmas
Pete the Cat Saves Christmas
Holiday Lights - if time
Holiday Lights - if time
October 2022
October 2022
Oct. 3/2022 KA The beauty of the trees - Introduce the song by rote; pat steady beat; introduce gathering drum and transfer body percussion; Fall - Introduce the song by rote; Rake the leaves - Introduce the song and movement using the gulp approach; The Grateful book; Listen to the sheep - review the maracas; Gratitude Attitude
Oct. 5/2022 KB The beauty of the trees - Introduce the song by rote; pat steady beat; introduce gathering drum and transfer body percussion; Fall - Introduce the song by rote; Rake the leaves - Introduce the song and movement using the gulp approach; The Grateful book; Listen to the sheep - review the maracas; Gratitude Attitude
Oct. 11/2022 KB The beauty of the Trees - assess steady beat; We are scary Skeletons; Peter Peter Pumpkin Eater; In the Hall of the Mountain King; Trick or Treat; Fall Leaves
Oct. 18/2022 KA Mrs White had a Fright; We are Scary Skeletons - with movement cards; Trick or Treat -Introduce creating a rhythmic B section; In the Hall of the Mountain King - Play the finger cymbal quick reaction game; Peter Peter Pumpkin Eater
Oct. 19/2022 KA Mrs White had a Fright; We are Scary Skeletons - with movement cards; Trick or Treat -Introduce creating a rhythmic B section; In the Hall of the Mountain King - Play the finger cymbal quick reaction game; Peter Peter Pumpkin Eater
Oct. 24/2022 - Mrs. White; Halloween movement story; Trick or Treat; In the Hall'; 2 truths and a lie; Monsters love Underpants
Nov. 16/2022
Nov. 16/2022
1,2 Buckle my shoe - More turns
1,2 Buckle my shoe - More turns
Wait a Phrase
Wait a Phrase
I can play the woodblock
I can play the woodblock
Seven Jumps
Seven Jumps
Run Run Reindeer
Run Run Reindeer
Jack and Jill
Jack and Jill
Tis the Season
Tis the Season
Nov. 14/15/2022
Nov. 14/15/2022
1,2 Buckle my shoe
1,2 Buckle my shoe
Seven Jumps
Seven Jumps
Jack and Jill
Jack and Jill
Wait a phrase
Wait a phrase
Tis the Season
Tis the Season
Run Run Reindeer
Run Run Reindeer
I can Play the woodblock
I can Play the woodblock
Monsters high Monsters low
Monsters high Monsters low
Monster everywhere we go
Monster everywhere we go
Monsters Fast, Monsters slow
Monsters Fast, Monsters slow
Monsters Monsters Go Go Go
Monsters Monsters Go Go Go
Day 1
Day 1
Introduce the song by rote.
Add movement
Identify high and low sounds through movement
Day 2
Day 2
Review the song and movement.
Review identifying high and low.
Identify high and low using the tree visual.
Day 3
Day 3
Review the song, movement, high and ow, and chart.
Assess high/ low identification.
Curriculum Connections
Curriculum Connections
I can show my understanding of high and low through movement.
I can show my understanding of high and low using a visual.
Day 1
Day 1
Introduce the song using the gulp approach with movement.
Add the contrasting verses
Perform in Rondo form
Day 2
Day 2
Review the song, movement, and form.
What else could we do in the leaves?
Perform in Rondo form.
Day 3
Day 3
Review the song, movement, and form.
Label the form using shapes.
Curriculum Connections
Curriculum Connections
I can experience Rondo form.
I can label the pattern of a piece of music in Rondo form.
I can make creative decisions for movement within a song.
Day 1
Day 1
Introduce the poem and clap the quacks
Transfer the quacks to the rhythm sticks.
Day 2
Day 2
Review the poem and game with the hen. Clap the clucks..
Introduce how to play the tambourine and add to the song.
.Day 3
.Day 3
Review the poem and game with the cows. Clap the Moos
Transfer the Moos to the cowbell
.Day 4
.Day 4
Review the poem and game with the sheep. Clap the Baas
Transfer the claps to maracas
Curriculum Connection
Curriculum Connection
I can clap a short rhythmic pattern.
i can play a short rhythmic pattern
.Day 5
.Day 5
Review the poem and game with the horses. Clap the neighs
Transfer the claps to the hand drums.
September 2022
September 2022
Sept. 13/2022 KA Let's Sing Hello - last day; Hickety Tickety Bumblebee- review names; Lemonade - review by rote; introduce going faster and slower; Going to the Farm - Introduce the duck; Listen to the Ducks - with rhythm sticks; Color Game Green - Walk; Red - Stop with Keel Row; Dickory Dickory Dare - introduce; experiencing high/low
Sept. 14/2022 KB Let's Sing Hello - last day; Hickety Tickety Bumblebee- review names; Lemonade - review by rote; introduce going faster and slower; Going to the Farm - Introduce the duck; Listen to the Ducks - with rhythm sticks; Color Game Green - Walk; Red - Stop with Keel Row; Dickory Dickory Dare - introduce; experiencing high/low Dickory Dickory dare - introduced but didn't get to play
Sept. 15/2022 KA Hello, Hello, Hello - Introduce with movement; Say your name- Introduce clapping your name; Color Game - with Keel row or new tune?; 2,4,6,8 - Introduce the poem, Perform AB speak/think; Dickory Dickory Dare - review high/low; Listen to the ducks - Introduce the hens; All are welcome Here. All Done
Sept. 16/2022 KA Hello Hello Hello, Say your name - Play your name today; We're Going on a Bear Hunt yoga
Sept. 20/2022 KB Hello, Hello, Hello - Introduce with movement; Say your name- Introduce clapping your name; Keel Row - Tall as a Pin ; 2,4,6,8 - Introduce the poem, Perform AB speak/think; Dickory Dickory Dare - review high/low; Listen to the ducks - Introduce the hens; All are welcome Here. All Done
Sept. 21/2022 KB Hello Hello Hello - Review with movement; Say your name- Play names today; Hunt the Cows - Introduce the song with the movement; Listen to the cows; Dickory Dickory Dare - Last day; All are welcome here - with rhythm sticks, tambourines, cowbell
Sept. 21/2022 KA Hello Hello Hello - Review with movement; Say your name- Play names today; Hunt the Cows - Introduce the song with the movement; Listen to the cows; Dickory Dickory Dare - Last day; All are welcome here - with rhythm sticks, tambourines, cowbell; If time Keel Row - Tall as a PIn
Sept. 23/2022 KB Hello Hello - add the piano; last day; Say your name - review and assess playing their names' Keel Row - Tall as a pin; CBC kids Indigenous video; You hold me up; 2,4,6,8 - phrase,/steady beat/ rhythm experience
Oct. 1/2022 KA The beauty of the trees - Introduce the song by rote; pat steady beat; introduce gathering drum and transfer body percussion; Fall - Introduce the song by rote; Rake the leaves - Introduce the song and movement using the gulp approach; The Grateful book; Listen to the sheep - review the maracas; Gratitude Attitude
Day 1
Day 1
Introduce the song by rote.
Add movement
Day 2
Day 2
Review the song and movement.
Model maintaining a steady beat on lap.
Perform AB - Sing with the dance movement; hum with the steady beat
Day 3
Day 3
Review the song with a steady beat.
Transfer the steady beat to unpitched percussion.
Curriculum Connections
Curriculum Connections
I can experience phrases using movement.
I can maintain and play a steady beat on unpitched percussion.
Day 1
Day 1
Introduce the song by rote.
Students create a B section using their name
Day 2
Day 2
Review the poem and form of the game
Transfer name to unpitched percussion.
Day 3
Day 3
Review playing name
Assessment
Curriculum Connections
Curriculum Connections
I can play a short rhythmic pattern
Day 1
Day 1
Introduce the poem and by rote.
Perform in AB form Say/ think
Day 2
Day 2
Review the poem
Add movement for phrase and steady beat.
.Day 3
.Day 3
Review the poem
Notate phrase, steady beat, and double bar line.
Curriculum Connection
Curriculum Connection
I can perform, read, and notate phrase, beat, and double bar line.
I can perform a poem in AB form.
Day 1
Day 1
Introduce the song by rote. Add movement.
B section - Teacher plays high or low sounds on the piano.
Students identify high and low with movement
Day 2
Day 2
Review the song and movement.
Identify high and low through movement.
.Day 3
.Day 3
Review the song and the B section.
Assess high and low identification.
Curriculum Connection
Curriculum Connection
I can differentiate between high and low and show through movement.
I can experience Rondo form
We're going on a Bear hunt
We're going on a Bear hunt
Day 1
Day 1
Introduce the song by rote.
Move creatively using, clap your hands, stomp your feet, wiggle your bum, walk around, crawl around, jump around
Day 2
Day 2
Review the song by rote.
More practice moving creatively
Curriculum Connections
Curriculum Connections
I can move safely through space.
Day 1
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
Day 2
Review the song and game.
Same process as day 1 with a teacher test at the end.
.Day 3
.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
Curriculum Connection
I can improvise a short phrase by saying my name.
I can experience a call and response form.
Day 1
Day 1
Introduce the poem and model the movement.
Echo the words and movement.
Perform at different tempos
Day 2
Day 2
Review the poem and game.
Introduce with a partner and finding a new partner.
.Day 3
.Day 3
Review the poem and game.
Transfer the claps to unpitched percussion
Curriculum Connection
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 unpitched percussion.
Day 1
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
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
Day 3
Review the song, steady beat, and gathering drum.
Assess maintaining a steady beat.
Curriculum Connections
Curriculum Connections
I can maintain a steady beat on my body.
I can play a steady beat on the gathering drum.
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