Lesson+Plans

Concert + 101 Dalmatians SUB Wed 3rd, 2nd, 1st SUB Fri 3rd, K ||  ||   ||   ||   ||   ||   || Fri 3rd, K ||  ||   ||   ||   ||   ||   ||
 * = **Date** ||= **Week #** ||= **Music Notes** ||= **JrK** ||= **K** ||= **1st** ||= **2nd** ||= **3rd** ||= **Chorus** ||
 * = 8/12/2013 ||= 1 ||= no classes ||  ||   ||   ||   ||   ||   ||
 * = 8/19/2013 ||= 2 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 8/26/2013 ||= 3 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 9/2/2013 ||= 4 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 9/9/2013 ||= 5 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 9/16/2013 ||= 6 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 9/23/2013 ||= 7 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 9/30/2013 ||= 8 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 10/7/2013 ||= 9 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 10/14/2013 ||= 10 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 10/21/2013 ||= 11 ||= Gameplan ||  ||   ||   ||   ||   ||   ||
 * = 10/28/2013 ||= 12 ||= SUB Fri 3rd, K ||  ||   ||   ||   ||   ||   ||
 * = 11/04/2013 ||= 13 ||= No Monday classes - 2nd, 1st
 * = 11/11/2013 ||= 14 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 11/18/2013 ||= 15 ||= No Friday classes - 3rd, K ||  ||   ||   ||   ||   ||   ||
 * = 12/2/2013 ||= 16 ||= SUB Thu K, JrK
 * = 12/9/2013 ||= 17 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 12/16/2013 ||= 18 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 1/06/2014 ||= 19 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 1/13/2014 ||= 20 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 1/20/2014 ||= 21 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 1/27/2014 ||= 22 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 2/3/2014 ||= 23 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 2/10/2014 ||= 24 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 2/17/2014 ||= 25 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 2/24/2014 ||= 26 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 3/3/2014 ||= 27 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 3/17/2014 ||= 28 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 3/24/2014 ||= 29 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 3/31/2014 ||= 30 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 4/7/2014 ||= 31 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 4/14/2014 ||= 32 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 4/21/2014 ||= 33 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 4/28/2014 ||= 34 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 5/5/2014 ||= 35 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 5/12/2014 ||= 36 ||=  ||   ||   ||   ||   ||   ||   ||
 * = 5/19/2014 ||= 37 ||=  ||   ||   ||   ||   ||   ||   ||

= =

=__ Week 31, April 9 __= Stretch Breathe - blow up balloon, hold it, let out slowly like snake - release upon direction Zinga Zinga Zoo Goodnight round Abba's Child Every Time I Feel the Spirit
 * Chorus Day 1 **

Stretch Breathe - p. 18, Exercise 24 (Stand with arms at sides. Interlock fingers, palms up, in front of body just below waist. From this position, slowly inhale for 4 counts while pulling the hands apart and elbows in a horizontal line. Helps correctly take in air while simultaneously expanding the breath muscles.) Start on A and go up slowly: Ooo (slide) - page 9 Goodnight round Abba's Child Every Time I Feel the Spirit
 * Chorus Day 2 **

**KPrep **

Good Morning Song - teach Sing Attendance & Assign Helper Review songs learned this year Sing good-bye = = =**K- 2nd **= **Supplies:** //Good Morning to You, A You're Adorable// Come into room quietly. Assign Music helper. Sing // Good Morning To You // - Helper starts music Go over // A You're Adorable - // Teacher sings song line by line with students echoing. Sing through whole song at least 2 times, then concentrate on beginning ("A" through "F") and end (starting with "U"...). Have each child sing a letter. Divide into 4 groups and each group sings a letter. **FUN:** 10 minutes of FUN (Choices: 1) Bar instruments; 2) Game - Musical Chairs or 3) Game - Rhythm Telephone Tap)

Come in quietly, put your things in your chair, meet me at the back standing quietly around the rug. Go over // A You're Adorable // including sign language. Go to chairs. Recorder Attendance. Brooks - sign the Recorder Wall of Fame. Update Recorder Belts. Go over Orange and Green songs.
 * 3rd **

=__ Week 30, March 26 __= Stretch - quick While singing "Mommy Made Me Mash My M&Ms," turn toward piano and "karate chop" shoulders of person in front of you. Turn half way through Goodnight round Abba's Child Every Time I Feel the Spirit
 * Chorus Day 1 **

Stretch Breathe - p. 18, Exercise 24 (Stand with arms at sides. Interlock fingers, palms up, in front of body just below waist. From this position, slowly inhale for 4 counts while pulling the hands apart and elbows in a horizontal line. Helps correctly take in air while simultaneously expanding the breath muscles.) Start on A and go up slowly: Ooo (slide) - page 9 Goodnight round Abba's Child Every Time I Feel the Spirit
 * Chorus Day 2 **

**KPrep - 2nd (no classes for KPrep and 3rd) ** **Supplies:** //Good Morning to You, A You're Adorable// Come into room quietly. Assign Music helper. Sing // Good Morning To You // - Helper starts music Teach // A You're Adorable - // Teacher sings song line by line with students echoing. Sing through whole song at least 2 times, then concentrate on beginning ("A" through "F") and end (starting with "U"...). Do full song one more time.
 * Hailey and : ** 10 minutes of FUN (Choices: 1) Bar instruments; 2) Game - Musical Chairs with cir_Entry_of_the_Gladiators or 3) Game - Rhythm Telephone Tap)

=__ Week 29, March 19 __= Breathe - page 18 Grow Up - Chapel song (show me the motions!) Abba's Child - small sections at a time
 * Chorus Day 1 **

Stretch Breathe - balloon, snake <span style="font-family: Arial,sans-serif;">Start on A and go up slowly: Ooo (slide) - page 9 <span style="font-family: Arial,sans-serif;">Goodnight round Abba's Child - finish small sections - go through whole song Every Time I Feel the Spirit
 * <span style="background-color: #ffffff; color: #0000ff; font-family: Arial,sans-serif; font-size: 16px;">Chorus Day 2 **

**<span style="background-color: #ffffff; font-family: Arial,sans-serif;">KPrep - 2nd (no classes for KPrep and 3rd) ** **Supplies:** //Good Morning to You, A You're Adorable// Come into room quietly. Assign Music helper. Sing // Good Morning To You // - Helper starts music Teach // A You're Adorable - // Teacher sings song line by line with students echoing. Sing through whole song at least 2 songs, then concentrate on beginning ("A" through "F") and end (starting with "U"...). Do full song one more time.
 * Hailey and Winfield: ** 10 minutes of FUN (Choices: 1) Bar instruments; 2) Game - Musical Chairs or 3) Game - Rhythm Telephone Tap)

=__ Week 28 March 12 __= Stretch Breathe Zinga Zinga Zoo <span style="font-family: Arial,sans-serif;">Mommy Made Me Mash My M&Ms <span style="font-family: Arial,sans-serif;">Goodnight round Abba's Child Every Time I Feel the Spirit
 * <span style="background-color: #ffffff; color: #0000ff; font-family: Arial,sans-serif; font-size: 16px;">Chorus **

**<span style="background-color: #ffffff; font-family: Arial,sans-serif;">KPrep - 2nd (no classes for KPrep and 3rd) ** <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">Class sings while one student performs nonlocomotor movements - bending, stretching, pulling, pushing, lifting, swinging, turning, and twisting; Everyone performs same movement while singing 2nd verse:
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">Supplies: **//<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">Good Morning to You //<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">, //Lucy Locket// melody & words, //This is What I Can Do// lyrics, basket of 20 instruments, Chapel song lyrics and words
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">1) Welcome Song: **//<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">Good Morning to You! //
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">2) Attendance **
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">3) **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;"> **//Lucy Locket//:** Review song (page 9, Orff). Use to go over dynamics. Once song is familiarized, choose student to hide in corner, give "penny" to one in circle with all hands closed, out front. Group continues singing "Lucy Locket," getting louder when "it" is close to the "penny," quieter as they get further away. Chosen student has 2 guesses; penny holder gets to hide.
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">4) **<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;"> **//This is What I Can Do// song (to tune of //Skip to the Lou, My Darlin'//**)
 * <span style="background-color: #ffffff; color: red; font-family: Arial,sans-serif; font-size: 12pt;">This is what I can do, this is what I can do, this is what I can do, can you do it too?
 * <span style="background-color: #ffffff; color: red; font-family: Arial,sans-serif; font-size: 12pt;">We can do it just like you, we can do it just like you, we can do it just like you. We can do it, too.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">5) ****<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12pt;">Quiet time **
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">Ask the children to sit in a circle.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">Pile the instruments up, in the middle of the circle.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">Each child takes a turn at creeping into the middle and trying to retrieve an instrument without making the slightest noise.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">The other children are ready and waiting to hear any sound at all. If the child is successful they can keep the instrument and play it at the end of the activity.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">If they are not successful they must put the instrument back in to the pile.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">At the end, establish the beat of //This is What I can Do;// the children can accompany on their instruments to the beat.
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">5) Good-bye Song: **<span style="background-color: white; font-family: Arial,sans-serif; font-size: 12pt;">Chapel Song