April Week 3 ~ Lesson Outline · theme and poems as variations 134. Six Inch Boots - create sound effects 135. If All the Raindrops - create introduction to song with treat word rhythms,

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April Week 3 ~ Lesson OutlineConcept to Teach: *beat on an instrument Theme: Rain

SingNew Songs:133. Rain Rain melody (s ml), create acc.134. Six Inch Boots rain song (optional)135. If All the Raindrops rain song (optional)136. Ame Ame Japanese rain song, add sounds137. We’ve Got the Whole World Earth Day song, create verses138. Bluebird phrase formPoems: 133a. Clouds 133c. Clouds 133b. Rain 134a. Dr. Foster

Review:129. Color the Eggs play eggs, colors130. Old Mr. Rabbit singing game, vegetable rhythm131. Spaceworms create movement - FUN!!!132. Five Green Men dramatizeStorybook: 130. Old Mr. RabbitPoem: 132a. Zoom, Zoom, Zoom

Play Instruments133. Rain Rain - create sound effects and accompaniment on Orff instruments, play the Boomwhacker arrangement Poems - create accompaniments134. Six Inch Boots - add sound effects135. If All the Raindrops - create introduction to song with treat word rhythms136. Ame Ame - Japanese rain song, add sounds with instruments*Ukulele and Guitar arrangements are available for: 133. Rain Rain 134. Six Inch Boots 135. If All the Raindrops 136. Ame Ame 137. We’ve Got the Whole World 138. Bluebird

Move135. If All the Raindrops - play copycat game138. Bluebird - play the game, show the melodic contourListen 1 #20 The Bird - listen and move like a bird

Listen135. If All the Raindrops - play copycat game, ask questions about the song136. Ame Ame - listen to a song in JapaneseListen 1 #20 The Bird - listen and ask questions

Interactive Activities133. Rain Rain - the Rain Rain story is available as an app for iTunes and Google, Tone Ladder, Beat/Rhythm Lesson138. Bluebird - phrase form (in development)

Create133. Rain Rain - create sound effects and accompaniment on Orff instruments, create rondo using Rain Rain as a theme and poems as variations134. Six Inch Boots - create sound effects135. If All the Raindrops - create introduction to song with treat word rhythms, create new verses137. We’ve Got the Whole World - create new verses

Read/Write ~ Printables133. Rain Rain - Ask me printable135. If All the Raindrops - printable storybook, printable to learn words137. We’ve Got the Whole World - printable classbook and storybook138. Bluebird - Ask me printable, melodic contour pointing page

Assess124. Bubble Gum - assess beat by observing students with pointing pages

Teaching Notes

133. Rain Rain Rote CD5: 20

Concept: melody, prepare so-mi, sound effects, beat, melodic contourObjectives: Students will create sound effects. I can create sound effects. Interactive: Tone Ladder, Beat/Rhythm Skills: sing, play, storytelling

Wee

k 3

April


&b4

2 œœ

Rain, rain

œ œœ

go a - way.

œ œœ œ

Come a - gain an -

œ œœ

oth - er day.

Traditional

Lesson Focus: creating sound effects with body percussion or instrumentsOther Concepts: beat, higher/lower notes, melodic contour, Teaching Process/Suggested Activities: The children have practiced keeping a beat in many activities throughout “Musicplay for Kindergarten.” If they have not had the opportunity to keep a beat on an instrument, this is an easy song to accompany. If you have Orff instruments, you could have the children play a simple bordun on F and C: q q | q qIf you don’t have Orff instruments you could use resonator bells instead. If you don’t have any pitched instruments, have the children keep a beat with whatever rhythm instruments you do have.

Use this song to reinforce high-low and to prepare the reading of so-mi by charting how it goes higher and lower with shapes on a magnetic board. You could use raindrop shapes or umbrella shapes.

Curriculum Connections: Science - weather, seasons

Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful photos. The movie includes the illustrated song lyrics. Included with this song is a Tone Ladder and an interactive Beat and Rhythm lesson. The Rain Rain story that follows is available as an app for iPad, iPhone and android devices. Search in the itunes store for Rain Rain story by Denise Gagné.

Teaching Process:Ask the students if they’ve ever listened to the sound of rain when it falls. Allow a few minutes for students to tell their stories. If more students want to share, ask them all to turn to their “elbow partner” and share their story with them.

Ask the students to think of ways to make a sound like falling rain. They might try snapping fingers, patting legs or two finger clapping. One student of mine thought of an action to do instead of a sound - fluttering fin-gers from high to low. We fluttered twice - once for each line of the poem. This really showed the two phrases in the poem. Explore and try out all the sounds that your students suggest. Ask them if they can think of an instrument that might sound like falling rain. Try out any instruments that the students suggest. Tell them that they’ll use their instrument in a story, every time the rain poem comes. Teach them the poem:

Pitter patter, pitter patter, goes the falling rain.Pitter patter, pitter patter, on my window pane.

Have them play the rhythm of the poem on the instrument that they’ve chosen. (or rhythm sticks or chopsticks) You might decide to use an instrument with a longer sound such as a finger cymbals on “rain” and on “pane.”


Ask the students what song they might sing on a rainy day. (Rain Rain Go Away)Sing the song, adding a simple bordun on barred instruments with a C and G. Invite several students to play the bordun each time you sing the song in the story.

Read them the story, adding the instruments each time you come to the poem or the song.

Rain Rain Go AwayAnna woke up and heard the drip dropping of raindrops on her window. (sticks say and play)Pitter patter pitter patter says the falling rain.Pitter patter, pitter patter, on my window pane.

Oh, Anna thought. I wanted to play outside today. Carter and I were going to practice doing cartwheels. I wish that rain would go away.So Anna sang, “Rain, rain go away. Come again another day.”

Anna went downstairs to eat breakfast. She had a bowl of cereal and watched the rain beat down against the kitchen window. (sticks say and play)Pitter patter pitter patter says the falling rain.Pitter patter, pitter patter, on my window pane.

Anna’s mom looked outside, and she sang, “Rain, rain go away. Come again another day.”

The windshield wipers were busy all the way to school. (sticks on the floor, steady beat)

Anna and Carter looked out the classroom window and listened to the rain drip dropping on the glass. (sticks say and play)Pitter patter pitter patter says the falling rain.Pitter patter, pitter patter, on my window pane.

Anna and Carter sang, “Rain, rain go away. Come again another day.”

At recess, Anna and Carter put on their coats and boots and went outside in the rain. “Hey Anna!” said Carter. “Watch me! I’m going to do a cartwheel in the rain.”

Carter did it! He did a cartwheel right through a puddle! Splash!

Anna thought that if Carter could do a cartwheel in the rain, she could too.And she did. Splash!

After recess, the rain was still drip dropping on the window of the classroom. (sticks say and play)Pitter patter pitter patter says the falling rain.Pitter patter, pitter patter, on my window pane.

But this time, the kids sang, “Rain, rain, It’s OK. We can still go out and play!”

Note to Teachers: The Rain Rain story is available as an app for iPad, iPhone and android devices. Search in the iTunes store for Rain Rain Story by Denise Gagne.

Poems/Chants:

133a. Clouds author unknown

White sheep, white sheep,On a blue hill, When the wind stops You all stand still. When the wind blowsYou walk away slow.White sheep, white sheep,Where do you go?

133b. Rain author unknown

When the sky gets dark and cloudyAnd the rain comes falling down,I’m glad I’m in and looking out;It is no time to frown.I know the flowers are happyTo get a drink at last;The air is filled with freshnessEach time the rain has passed.

133c. Clouds Christina G. Rossetti

Floating pictures in the sky.Upon a cloud I’d like to fly.And see the world from way up high.Come and ride a cloud with me.

Teaching Suggestions: Decide which words in the poem are important. Choose instruments to play sound effects for those words. For example, on “white sheep” play a guiro. On “hill” play finger cymbals. Say the poem with your instruments, slowing when the wind blows slow.

This would be an interesting poem to have the children dramatize. Some children could be the sheep, and some could be the wind. Give the children who are the wind streamers or scarves.

Teaching Suggestions: This is another poem that would be interesting to create accompaniment for using word highlights. Teach the poem to the children. Have the children think about which words in the poem are important. Choose instruments to highlight those words.

Teaching Suggestions: You could create a beautiful accompaniment for this poem with a glockenspiel.line 1 - play any 2 notes on each beatline 2- play a glissando on the word flyline 3 - play 2 glissandi starting on the words “see” and “way”line 4 - play any 2 notes on each beat


Teaching Suggestions: Create a rondo or a performance using “Rain Rain Go Away” as the theme and the cloud and rain poems as variations. More rain songs follow. You could do a spring concert using the rain songs and poems.

134. Six Inch Boots Rote CD5: 21

Concept: timbre, sound effects, verse chorusObjectives: Students will sing and add sound effects. I can sing and add sound effects to a song. Interactive: Skills: sing, play, create

Wee

k 3

April


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Six inch boots in a

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nine inch pud - dle, you're

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B7

kind of in a mud - dle in the

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mid - dle of the pud - dle with your

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six inch boots in a

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nine inch pud -dle,

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two feet of trou - ble when

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you get home.

Lee & Sandy PaleyChorus:

My mother told me to stay out of the puddle, and now I’m in a muddle in the middle of a puddle.My mother told me to stay out of the puddle, I’m gonna be in trouble when I get home.

My mother told me I could catch pneumonia, catch pneumonia, catch pneumonia.My mother told me I could catch pneumonia, and have to go to bed when I got home.

Chorus

I told my mother I couldn’t get around it, I never found it, and I couldn’t get around it.I told my mother I couldn’t get around it, I told my mother when I got home.

My mother told me I could have got around it, she said I must have found it and I could have got around it.My mother was smart and I couldn’t get around it, she sent me to bed when I got home.

Chorus

Used with permission. By Lee and Sandy Paley For more information on Lee and Sandy’s recordings and television show “Ballooner Landing” visit their website at www.paleymusic.com, or email: [email protected]


Teaching Process/Suggested Activities: Teach the song by rote. Add the sound effects suggested by the singer. There are enough rain songs in this week’s lesson to perform a complete program about rain. You could add simple costuming by asking children to bring raincoats, hats, umbrellas and rubber boots.

There is wonderful vocabulary in this song. Ask your students questions to be sure they understand all the words in the lyrics. For example: What is a muddle? What is pneumonia?

Review with your students the meaning of verse and chorus.

Musicplayonline: On the musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful photos. The movie includes the illustrated song lyrics.

Poems/Chants:

134a. Dr. Foster author unknown Dr. Foster went to Gloucester In a shower of rain He stepped in a puddle Right up to his muddle And never went there again!

135. If All the Raindrops Rote CD5: 22-34

Concept: beat/rhythm, create new verses, Objectives: Students will listen and move to a song. I can listen and move to a song. Interactive: Skills: sing, listen, create, move

Wee

k 3

April


&b c

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IfIfIf

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F

allallall

thethethe

rain -snow -sun -

dropsflakesbeams

werewerewere

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C7 F

lem -can -bub -

ondyble

barsdrops

gumandand

and gum -milk -ice

drops,shakes,cream,

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Bb C7

Oh,

Oh,Oh,

what

whatwhat

a

aa

rain

sunsnow

that

thatthat

would

wouldwould

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w

F

be.

be.be.

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C7

Stand-ing out-side with my

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F C

mouth o - pen wide.

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F C7

Ah, ah, ah, ah, ah, ah,

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F C

ah, ah, ah, ah.IfIf

If

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F

allallall

thethethe

rain -snow -sun -

dropsflakesbeams

werewerewere

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can -bub -

lem -dyble

onbarsgum

drops andandand

gum -milk -ice

drops,shakes,cream,

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Bb C7

Oh,Oh,Oh,

whatwhatwhat

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rain

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that

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be.

be.be.

Traditional

Teaching Process/Suggested Activities: Introduce the song as a listening example. Have the students play the copycat game as they listen. In the copycat game, the teacher or a student creates movements to the beat, and all the students copy. Change movements about every 4 measures. After listening to the song, ask the students questions to see if they can recall any of the lyrics. For example:- What does the singer want the raindrops to be? (lemon drops and gumdrops)- What does the singer want snowflakes to be? (candy bars and milkshakes)- What does the singer want sunbeams to be? (bubble gum and ice cream)- Where does the singer stand? (outside)Teach the refrain by rote. Listen to the song again, and sing the refrain.

Make word cards with the words “raindrops,” “snowflakes” and “sunbeams” and put pictures on them. Put them in the pocket chart and point to them as you come to them in the song. Add pictures to the cards to help the non-readers. You could also make picture/word cards for “lemon drops and gumdrops,” “candy bars and milk-shakes” and “bubble gum and ice cream.” The movie does the illustrating for you.

Create a new verse with your students’ favorite foods. Brainstorm a list of what foods your students like. Fit the names of the foods into the song and make a new verse.

Curriculum Connections: Language Arts: This song is given as a story to read in “Reproducible Storybooks Vol. 1.”Make a class book of this song.

Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful photos. The movie includes the illustrated song lyrics.

136. Ame Ame Rote CD5: 23-35

Concept: beat/rhythm, timbre, Japan I can accompany a song with instruments.Objectives: Students will accompany a song with instruments. Interactive: Skills: sing, listen, play, create

Wee

k 3

April


& 4

2

.œ œ .œ œ

A - me a - me,

.œ œ

.œœ

fu - re, fu - re,

.œœ .œœ

ka - a - sa - n

˙

ga

.œ œ .œ œ

Jya - no -me de

.œœ .œ œ

o - mu - ka - i

&.œ œ .œ œ

u - re - shi - i

˙

na.

.œœ.œœ

Pi - chi, pi - chi,

.œœ

.œœ

cha - pu, cha - pu,

œ

œ

ran, ran,

˙

ran.

Traditional JapaneseSung by Ayane and Harumi

Translation: Raining, raining, how it’s raining rain a little more Mother’s bringing my umbrella, it can rain and pour. Pitter, patter, pitter, patter, drip, drip, drop.

Teaching Process/Suggested Activities:Yoshi Shichi is a Japanese exchange teacher at Notre Dame High School in Red Deer. His wife Harumi and daughter Ayane were kind enough to sing some Japanese children’s songs for me.

Introduce the song as a listening selection. Tell the children that they are going to hear a song from Japan and ask them to try and tell what kind of weather the song is written about. The students might feel that the song sounds like raindrops.

If you decide to teach the Japanese words to the children play a phrase, pause it and have the children repeat. Repeat this process as needed. It would be easier to have children learn the refrain (the last four measures) or the nonsense words first.

If you don’t want to teach the Japanese words to the children, invite the children to choose non-pitched percussion instruments and have them create an accompaniment for the song. Some suggestions follow. Try out the student’s ideas.

& 4

2

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A - me a - me,

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.œœ

fu - re, fu - re,

.œœ .œœ

ka - a - sa - n

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ga

.œ œ .œ œ

Jya - no -me de

.œœ .œ œ

o - mu - ka - i

&.œ œ .œ œ

u - re - shi - i

˙

na.

.œœ.œœ

Pi - chi, pi - chi,

.œœ

.œœ

cha - pu, cha - pu,

œ

œ

ran, ran,

˙

ran.


wood blocks: finger cymbals: wood blocks: q q q q q q h q q q q

& 4

2

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A - me a - me,

.œ œ

.œœ

fu - re, fu - re,

.œœ .œœ

ka - a - sa - n

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ga

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Jya - no -me de

.œœ .œ œ

o - mu - ka - i

&.œ œ .œ œ

u - re - shi - i

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na.

.œœ.œœ

Pi - chi, pi - chi,

.œœ

.œœ

cha - pu, cha - pu,

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ran, ran,

˙

ran.


wood blocks: finger cymbals: wood blocks: finger cymbals: q q h q q q q q q h



Curriculum Connections: Social Studies - Japan Have the children tell you what they know about Japan. Make a list of fun facts that the children know. In the digital resources a link to this website is given: www.web-japan.org/kidsweb This is an excellent website to explore and learn about Japan.

Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful photos. The movie includes the illustrated song lyrics. Both include a map of the world showing where Japan is located and a translation of the words of the song.

137. We’ve Got the Whole World Rote CD5: 24-36

Concept: melody, create new verses, Earth Day, Objectives: Students will create new verses. I can create new verses for a song. Interactive: Skills: sing, create

Wee

k 3

April


2. We’ve got the wind and the rain ... 3.We’vegottheflowersandthetrees...

4. We’ve got the birds and the bees ... 5. We’ve got the whole world ...

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We've got the

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whole world

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in our hands. We've got the

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whole world

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whole world

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whole world in our

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hands.

Adapted TraditionalSwing

Teaching Process/Suggested Activities: This song is included to give you an opportunity to talk about the environment and Earth Day, April 22. Talk to the children about ways that they can protect the environment - pick up their garbage, don’t waste water, re-use old things, recycle bottles and cans, etc. When teaching the songmakeword/picturecardswithkeywords:“wholeworld,”“windandtherain,”“flowersandthetrees,”birds and the bees,” “whole world” and place them in the pocket chart. Point to the word cards as you sing. The movie and Concept Slides on musicplayonline include these illustrations.

An alternative way to teach the song would be to have the children listen to the song and discuss the meaning, then have them illustrate a class book. A printable classbook is available on musicplayonline.

Have the students create new verses for the song. Ask them to think of other things in the world that we should be caring for. Add your verses to your class book.- We’ve got the whales and the dolphins...-We’vegotthefishandtheturtles...-We’vegotthebutterfliesandmoths...- We’ve got the rivers and the streams...- We should recycle and reuse every day....- We shouldn’t waste water in our house...

Curriculum Connections: Science - caring for our environment

Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful photos.

138. Bluebird Rote CD5: 25

Concept: melody (melodic direction) Objectives: Students will show have the melody goes. I can show how the melody goes in a song. Interactive: Skills: sing, read, write, move

Wee

k 3

April


&cœœœœ

Blue - bird, blue - bird,

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through my win - dow.

œœœœ


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& œœœœ


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˙

œœœœ

Oh, John - ny aren't you˙ ˙

tir - ed?

& œ œœ œœœ

Find a lit - tle friend and

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tap him on the shoul - der.

œ œœ œœœ


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& œ œœ œœœ


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˙

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Oh, John - ny aren't you˙ ˙

tir - ed?

Traditional

Game Directions: Form a circle with arms raised up. Choose one child to be the “bluebird.” The “bluebird” weaves in and out of the upraised arms until the words “Oh, Johnny aren’t you tired?” The child then chooses a partner and taps him on the shoulder. Both of them are “bluebirds” when the song repeats.

Use this song to show melodic direction. If you have a bird puppet or a blue bird from a craft kit, use it to show how the melody goes. You could make the students bird “responders” by copying the birds below onto cardstock. Cut them out and glue them to a craft stick and have the students use the responders to show how the melody goes as they sing. Ask them if they can identify the highest note in the song. (Oh) Can they identify the lowest note in the song? (last note or the end of the word tired) Give the students the pointing page that is available as a printable on musicplayonline. It shows the melodic direction of the first half of the song. Sing the first eight measures and have the students point to the birds as they sing. Ask them again if they can find the highest and lowest notes in the song. Use the pointing page to find the phrases that are the same and the phrase that is different.

Curriculum Connections: Science - bluebirds Visit http://www.musickit.com/resources/bluebirdinfo.htmlThis website has a Bluebird Information and Study Page designed for children. This page includes information about different kinds of bluebirds and audio clips of their songs.

Extensions: Listen to the bird from Peter and the Wolf. An audio sample of the bird is included in the Listening Resource Kit Level 1. Discuss with the children how the composer makes the music sound like a bird. The Listening Resource Kit 1 also includes “Aviary” from Carnival of the Animals. This is another excellent listening example of “birds.” A third example can be found in the Listening Resource Kit Level 2 - “Bluebird” from Sleeping Beauty by Tchaikovsky. You could also search on YouTube for these pieces. Copy and cut out the birds given below and glue them to craft sticks. These become bird “responders.” Have the student move their “birds” to show how the melody is going in the listening examples. Students can also use these “responders” as pointers when they use the pointing page.


Musicplayonline: On musicplayonline, the Concept Slides include the music notation for the teacher, and the lyrics are illustrated with large, colorful photos. A pointing page is included in the digital resources.

Documents

April Week 3 ~ Lesson Outline · theme and poems as variations 134. Six Inch Boots - create sound effects 135. If All the Raindrops - create introduction to song with treat word rhythms,