Older Children - Spring

Older Children - Spring

℗ & © 2019 Celebrating Grace, Inc. All rights reserved.Producer: Michael Graham at The Lodge, Indianapolis, IN

Executive Producer: James Barnard

Demonstration Recordings

26. I Sing This Song of Praise27. Esther, Both Wise and Strong28. Yonder Come Day with Walk Together, Children29. Pressing On!30. Blessed Is He31. Jesus Is Risen32. Champions of Faith33. Great Is Thy Faithfulness34. All Glory, Laud, and Honor

35. I Will Sing the Wondrous Story36. How Firm a Foundation37. For the Beauty of the Earth38. “Jesus Christ Is Risen Today” Vocalise39. Know Your Consonants Vocalise40. Lip Trill Vocalise41. Vowels Vocalise42. Champions Chant

Accompaniment Recordings

Older ChildrenSpring

Terry D. Taylor Managing Editor

James Barnard Music Editor

Allison Blumenthal Design Editor, Older Children

Anissa Sanborn Design Editor, Younger Children

Carol Dickerson Design Editor, Preschool

Pam Mullins Graphic Designer, Preschool

Chad HunterGraphic Designer,

Younger and Older Children

Champions of FaithWriters

Preschool—Corri EdwardsYounger —Keith WatsonOlder—Whitney Head

Tom McAfee President and Chairman

David Bolin Electronic Design Editor

and Worship Matrix Developer

Kim Hester Worship Resources Coordinator

Tiffany Hitchcock Director of Customer Care

Mary Ruth Marshall Marketing Coordinator

Hannah Psyk Customer Care Representative

Robert Williams Distribution and Warehouse

Manager

1. I Sing This Song of Praise – Words and Music by Cindy Berry © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

2. Esther, Both Wise and Strong – Words and Music by Leigh Anne Armstrong/Arranged by Dale Peterson © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

3. Yonder Come Day with Walk Together, Children – Traditional Spirituals/Arranged by Vicki Tucker Courtney © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

4. Pressing On! – Words by Cindy Ovokaitys/Music by Cindy Berry © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

5. Blessed Is He – Words and Music by IsaBeall Hudson © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

6. Jesus Is Risen – Words and Music by James Barnard and James Koerts © 2019 Billingsly Square Music, a division of Celebrating Grace, Inc. All rights reserved.

7. Champions of Faith – Words and Music by Carol Huffman Dickerson © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

8. Great Is Thy Faithfulness – Words by Thomas O. Chisholm/Music by William M. Runyan

9. All Glory, Laud, and Honor – Words by Theodulph of Orléans, tr. by John Mason Neale, alt./Music by Melchior Teschner

10. I Will Sing the Wondrous Story – Words by Francis H. Rowley/Music by Rowland H. Prichard

11. How Firm a Foundation – Words from John Rippon‘s Selection of Hymns/Music from Joseph Funk‘s Genuine Church Music

12. For the Beauty of the Earth – Words by Folliott S. Pierpoint, alt./Music by Conrad Kocher, adapt. by William Henry Monk

13. Ode to Joy from Symphony, No. 9 – Music by Ludwig van Beethoven, Courtesy of Naxos of America, Inc.

14. In the Hall of the Mountain King from Peer Gynt Suite – Music by Edvard Grieg, Courtesy of Naxos of America, Inc.

15. Spanish Dance from Swan Lake – Music by Pyotr Tchaikovsky, Courtesy of Naxos of America, Inc.

16. Waltz in A-flat from Hungarian Dances – Music by Johannes Brahms, Courtesy of Naxos of America, Inc.

17. David Energizer – Created by The Lodge

18. Heavenly Harmonies Warm-up – Words by Anna B. Warner/Music by William Bradbury © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

19. “Jesus Christ Is Risen Today” Vocalise – Latin Hymn/Music by Robert Williams/Arranged by James Barnard and James Koerts © 2019 Billingsly Square Music, a division of Celebrating Grace, Inc. All rights reserved.

20. Know Your Consonants Vocalise – Traditional/Adapted by Allison Blumenthal and Terry D. Taylor © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

21. Lip Trill Vocalise – by Terry D. Taylor © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

22. Vowels Vocalise – by Terry D. Taylor © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

23. Walk, Daniel – Traditional Georgia Sea Island Spiritual/Arranged by Allison Blumenthal © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

24. Champions Chant – Words and Music by Carol Huffman Dickerson/Additional Chant by Keith Watson © 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc. All rights reserved.

25. Champions Energizer – Movement created by Terry D. Taylor/Music created by The Lodge

Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

Curriculum materials are located in the following folders: • Songs (full choral score with keyboard accompaniment, Student Pages [melody and lyrics only], and instrumental parts)• Song Teaching Steps (step-by-step directions to teach each song)• Song Teaching Visuals (Checklist and visuals used when teaching songs)• Activities (Checklist, Activity Visuals, Activity Teaching Steps, and Activity Pages [when needed])• KIDPages (Checklist, learning pages for children, and teaching steps for leaders)• Session Plan Outlines (plans in outline format for 15 weekly sessions)• Hymns (five hymns—two from fall semester and three for spring semester)• Warm-ups/Energizers (Checklist, Warm-ups, Energizers, Vocalises, Teaching Steps, and related visuals)• Theme Materials (Checklist and all theme-related materials) • MultiPrint (same curriculum components compiled into single PDFs for easy printing)• PrintReady (multipage visuals combined into one image for large-format printers or multimedia presentation software) Curriculum materials located online:• Demonstration Videos (demonstrations of choreography, movement activities, conducting techniques, and sign language) [Hyperlinks are embedded within PDF teaching steps.]

Recordings• Demonstration (Demo) Recordings with voices are included for all songs and hymns.• Accompaniment Tracks without voices are included for most songs and hymns.• Movement and Activity Recordings are included.• Demo Recordings for two fall semester hymns are included.

CURRICULUM SONGS• “Blessed Is He”• “Esther, Both Wise and Strong”• “I Sing This Song of Praise”• “Jesus Is Risen”• “Pressing On!”• “Yonder Come Day with Walk Together, Children”

HYMNS—Spring• “All Glory, Laud, and Honor”• “Great Is Thy Faithfulness”• “I Will Sing the Wondrous Story”

HYMNS—Fall• “For the Beauty of the Earth”• “How Firm a Foundation”

KIDPAGES“All Glory, Laud, and Honor”• “All Glory, Laud, and Honor”

“Champions of Faith” (Theme)• Bible Champions Crossword• Champion Match-up“I Sing This Song of Praise”• For All the Blessings“I Will Sing the Wondrous Story” • I Will Sing“Pressing On!”• I Will Follow Jesus!“Yonder Come Day with Walk Together, Children”• A “Walk Together, Children” History• A “Yonder Come Day” History

ACTIVITIES• Barnabas Cup Passing Game• Be the Conductor Activity• “Blessed Is He” Bell Accompaniment Activity• Champions Chant Activity (Theme)• Esther Ostinati Activity• “Walk, Daniel” Movement Activity

SONG TEACHING VISUALSGENERAL USE• “Champions of Faith” Theme Poster• Singing Skills Visual• Six-Eight Rhythms Visual• Time Signature Chart

SONG TEACHING VISUALSHYMN-RELATED• “All Glory, Laud, and Honor” Hymn Sheet• “Great Is Thy Faithfulness” Bell Accompaniment Visual• “I Will Sing the Wondrous Story” Ostinati Visuals

SONG TEACHING VISUALSSONG-RELATED

“Champions of Faith” (Theme)• Scripture Trophy Visuals• Harmonized Ending Visual

“Esther, Both Wise and Strong”• Esther Sequence Visuals 1 and 2

“I Sing This Song of Praise”• “I Sing This Song of Praise” Rebus“Jesus Is Risen”• “Jesus Is Risen” Visual“Pressing On!”• “Pressing On!” Visual“Yonder Come Day with Walk Together, Children”• “Yonder Come Day” Form Visual—A• “Yonder Come Day” Form Visual—Bridge• “Yonder Come Day” Form Visual—B• “Yonder Come Day” Form Visual—Ending

WARM-UPS AND ENERGIZERS• David Energizer• Heavenly Harmonies Warm-up• “Jesus Christ Is Risen Today” Vocalise• Know Your Consonants Vocalise• Lip Trill Vocalise• Vowels Vocalise

DEMONSTRATION VIDEOS• Barnabas Cup Passing Game Video• Champions Energizer Video• “Champions of Faith” Choreography Video (Theme)• David Energizer Video• Vowels Vocalise Video• “Walk, Daniel” Movement Video

THEME MATERIALS• “Champions of Faith”

º “Champions of Faith” Theme Poster

º “Champions of Faith” Choreography Video º Scripture Trophy Visuals º Harmonized Ending Visual

• “Champions Chant” Activity º “Champions Chant” Visual

• Champions Energizer º Champions Energizer Visual º Champions Energizer Video

• Bible Champions Crossword KIDPage and Teaching Steps

Curriculum Contents


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Arranged byDale Peterson

© 2019 Celebrating Grace Music, a division of Celebrating Grace, Inc.

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SONG TEACHING STEPS

“Esther, Both Wise and Strong” Song Teaching Steps, page 1

MATERIALS NEEDED• Score• Student Pages• Percussion Part• MP3 or CD Demo 2• MP3 or CD Track 27• MP3 or CD Player• Bible marked at Esther 4:12-

17 and Ecclesiastes 3:1,7-8• Hand Drum• Pencils• Markers or colored pencils

(two colors per child)• Esther Sequence Visuals 1

and 2• Dry-erase board, dry-erase

marker, and eraser• Tambourine and Finger

Cymbals (for performance)

PREPARATION• Print and prepare visuals. • Copy Student Pages.• Learn the form of the song

for movement activity.• Color code two-part section

on Student Pages. (optional)

POSSIBLE TEACHING SEQUENCE• Rehearsal 1: Steps 1-2• Rehearsal 2: Steps 3-4• Rehearsal 3: Steps 5-6• Rehearsal 4: Steps 7-8• Rehearsal 5: Step 9• Repeat Steps as needed.

1. Read and discuss the story of Esther.• Ask children to help tell part of Esther’s story by reading it from the

Bible. Have volunteers read Esther 4:12-17 aloud. • Summarize the story of Esther.

° Esther was a queen who had the opportunity to stand up for her people, who were being mistreated.

° It took courage for her to do what was right, but she made a big difference because of her bravery and wisdom.

° God protected her and rewarded her for doing what He wanted her to do.

• Ask children if God wants us to do things that require courage. Accept answers.

• Lead children in prayer, asking God to help them be courageous.

2. Introduce the song with movement.• Have children find a place in the room to move. When they hear the

drum, they may move to the beat around the room. When the drum stops, children must freeze and listen carefully to the words of the song. Encourage children to move in a way that reflects the sound of the music.

• Play Demo 2. Play hand drum on beats one and three (strong beats) during the introduction and Verse 1. Stop drumming during the Chorus, and have children freeze and listen. Play drum again on Verse 2. Stop on the Chorus. Play again during the Bridge and the Ending.

• Have children return to their seats. Ask children to share any words they noticed during the Chorus while they were frozen.

• Distribute Student Pages and pencils. • Instruct children to look for words that describe Esther as they listen.

Play Demo 2 again while children follow in their music.• Have children find the first Chorus. Ask them to circle all important

words in the Chorus (e.g., wise, strong, time, lead, courage, bold, brave). Invite children to share words they have circled.

“ Esther, Both Wise and Strong”


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3. Teach Verse 1 (meas. 5-12).• Ask a volunteer to explain the difference between a step and a skip

(leap) in music. (A step moves to a neighboring note in any direction. A skip moves to a note that is two or more away in any direction.)

• Distribute Student Pages. • Have children look at Verse 1 (meas. 5-12) and determine whether it

moves by steps or by skips. Accept answers and discuss. (all motion is stepwise or repeating)

• Lead children in singing Verse 1 slowly with piano playing melody. • Ask volunteers to share which words have repeating notes. (halls of

the king, lived without, came the day).• Sing Verse 1 again with piano accompaniment or Track 27.

Teaching TipRemind children to sing with clear, energetic words as they are telling an important story and want their listeners to understand.

4. Teach the Chorus (meas. 13-20).• Ask children to look at the Chorus and put their finger on the first

skip. Invite volunteers to share the words of the first skip. (wise and)• Ask children to count how many times they see a skip up while you

play the melody on the piano. (four times on the words wise and)• Invite children to sing the Chorus slowly with you with piano playing

the melody.

Teaching TipEncourage children to take full, low breaths on the rests and to grow on the word strong.

• Sing Verse 1 and Chorus with piano accompaniment or Track 27.

5. Teach Verse 2 (meas. 22-29).• Distribute Student Pages.• Review and sing Verse 1 and Chorus (meas. 5-20).• Ask children to look at Verse 2 (meas. 22-29) and figure out if the

melody is the same as Verse 1 or different. (same)• Sing Verse 2 slowly with piano accompaniment or Track 27. • Lead a discussion of the text, asking children for examples of

unkindness, injustice, and hatred. Ask them how they can find the strength to be heard? (trust in the Lord)

• Sing Verse 1, Chorus, and Verse 2 with accompaniment.

“Esther, Both Wise and Strong” Song Teaching Steps, page 2 Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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6. Teach the divided Chorus (meas. 30-37). (Optional)

Teaching TipColor code Group 1 and Group 2 on Student Pages in advance to make it easier for children to quickly differentiate between parts.

• Explain that children will sing in two groups from measure 30 to the end. Point out that each group has a specific color to look for.

Option• Distribute markers or colored pencils to children (two different

colors per child).• Guide children in color-coding parts for Group 1 and Group

2. Have children choose one color to draw a simple shape (circle, star, heart, triangle, etc.) where Group 1 begins. Have them draw the same shape/color at the beginning of each top line for the remainder of the song. Repeat this process for Group 2 music on the lower lines with a different color.

• Explain that Group 1 sings the Chorus everyone has already learned. • Have all children follow the color for Group 1 and sing measures 30-

37 with piano playing the melody.• Have children follow the color for Group 2 as you demonstrate the

lower line in measures 30-37 with piano playing the melody.• Echo sing this section in two-measure phrases. Point out the

difference from the Group 1 part on the words time as this and bold and brave. (a third higher) Repeat as needed until confident.

• Ask children to search the Group 2 part for rests. Invite volunteers to share which kinds of rests they see and where. (eighth rests in meas. 30 and 34; half rest in meas. 31 and 33; quarter rest in meas. 32 and 35)

• Sing the entire Group 2 part with piano playing the melody. • Ask which phrase is the same in both groups. (wise and strong,

today’s the day in meas. 36-37)• Sing Group 2 part with piano accompaniment.• Have children sing Group 2 while you sing Group 1 with piano playing

both melodies. (Have a helper lead children on Group 2 if possible.) Rehearse problem spots, then repeat.

• Swap parts, with children singing Group 1 while you sing Group 2. • Allow children to choose their favorite part and sing both parts

together. Swap parts, and repeat. • Divide children into Group 1 and Group 2. Sing the divided Chorus

with piano accompaniment or Track 27. Check for accuracy, and repeat if needed.

• Sing from the beginning to measure 37 with accompaniment. (Use Demo 2 for vocal support if desired.)


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7. Teach the Bridge and Ending Group 1 part (meas. 38-50).• Ask a volunteer to read Ecclesiastes 3:1,7-8.• Share and discuss the following with children:

° These verses tell us that God has certain times when He wants us to be silent and other times when He wants us to speak up.

° What are some times when God might want us to be silent? ° What are some times when He might want us to speak? ° Explain that the last section of the song is based on this scripture,

asking God to give us strength to speak up during those times.• Have children find the Bridge of the Group 1 part (pickup to meas.

38). Echo sing measures 38-50 in two-measure phrases having children track the top line (their color if applicable).

• Sing the entire section with the piano playing the melody.• Ask volunteers to review what the musical markings in this section

mean (slight rit., breath mark, a tempo, rit., accel., crescendo, etc).• Sing this section again, applying these markings.• Address problem spots, then sing again with piano accompaniment

or Track 27.

8. Teach Group 2 part of the Bridge and Ending. (Optional)• Display Esther Sequence Visuals 1 and 2 as shown:

• Explain that the brackets represent a sequence: a short melody that

repeats going higher or lower each time.• Echo sing each color on Visual 1 (blue, green, orange and black).

Explain that the black notes do not have a color because they are not part of the sequence. Repeat until children are confident.

• Echo sing each color on Visual 2 (pink and purple).• Have children find measure 38, and explain that this is the section

they just learned from the visuals. Sing measures 38-43 with piano playing the melody.

• Point out that in measures 44-50, both parts are similar. Ask children to see if they can tell the difference. Demonstrate both parts in measures 44-50 with the piano playing both melodies. Invite volunteers to describe the differences. (meas. 46-47 Group 2 echoes Group 1, meas. 48-49 Group 2 sings a harmony part while Group 1 sings the melody)

• Sing the Group 2 part, measures 44-50, with piano playing the melody. Address problem spots.


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• Sing the entire section on Group 2 part (meas. 38-50).• Ask children to look carefully at the relationship between Group 1 and

Group 2. Ask where they sing separately and together.• Have children sing Group 2 while you sing Group 1. Swap, having

children sing Group 1 while you sing Group 2.• Allow children to choose their favorite part and sing both parts

together. Swap parts, and repeat. (Use Demo 2 for vocal support if desired.)

• Divide children into Group 1 and Group 2. Sing with piano playing both melodies. (Have a teacher lead each group if available.) Check for accuracy and repeat if needed.

• Sing this section with piano accompaniment or Track 27.• Sing the entire song with piano accompaniment or Track 27.

9. Memorize and polish.• Distribute Student Pages.• Invite children to find key words in Verse 1. Write children’s key words

in order on the board: halls, king, power, great, Esther, word, day, people, found, heard. Have children put Student Pages under their chairs and sing the verse, directing attention to key words on the board.

• Address problem spots, reviewing as necessary. • Sing Verse 1 several more times, erasing one or more words each

time until the verse can be sung from memory.• Repeat for Verse 2.• Review the Chorus, dividing children into Group 1 and Group 2 if

singing the optional part.• Review the Bridge and Ending, directing Group 2 to Esther Sequence

Visuals 1 and 2.• Rehearse the song from memory until children are confident.

Teaching TipEncourage children to sing smooth, legato lines on the Chorus and Ending sections.

Performance OptionEnlist advanced children, youth, or adults to play the percussion parts. Have them rehearse with the choir several times before performing the song. A separate percussion part is included in the Songs folder.


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& # 44

Group 2—Sequence: Measures 38-41

Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.Esther Sequence Visual 1, page 1 of 3 (“Esther, Both Wise and Strong”)

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& # 44



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& # 44



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& #

2Group 2—Sequence: Measures 42-43


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& #



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& #



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& # 44


Esther Sequence Visual 1 PrintReady (“Esther, Both Wise and Strong”) Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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& #


Esther Sequence Visual 2 PrintReady (“Esther, Both Wise and Strong”) Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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ACTIVITY TEACHING STEPS

Esther Ostinati

Esther Ostinati Activity Teaching Steps, page 1 Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

SMALL-GROUP ACTIVITYThis activity gives children the opportunity to learn spoken rhythm patterns and apply them to non-pitched percussion and melody instruments.

MATERIALS NEEDED• “I Can Be Like Esther” Visual• Esther Ostinati

Boomwhackers® Visual• Four types of non-pitched

percussion instruments (enough for each child to have one type): tone blocks (or wood blocks), tambourines (or bells), hand drums, and cabasas (or shakers)

• Boomwhackers® (or resonator bells/hand chimes)

• MP3 or CD Demo 2 (optional)

• MP3 or CD Player (optional)• Adhesive notes

PREPARATION• Print and prepare visuals.• Practice all parts until you

can demonstrate them with ease.

1. Teach the rhythm of the words.• Display “I Can Be Like Esther” Visual. • Echo speak each two-measure phrase several times until children are

confident with the rhythm of the words.• Speak the entire chant together from beginning to end. Point out

the repeat signs at the beginning and end. Speak the chant together again a second time. (If needed, explain that the grayed out repeat signs will be used at a later time.)

• Invite children to share what they remember about Esther’s story. Remind children of Esther’s wisdom and bravery.

• Ask children to point out Esther’s character traits listed in the chant. (wise, strong, not fearful, faithful, trusting, praying, asking God for wisdom and courage)

• Encourage children to share ways they could display Esther’s character traits in their own lives at home, school, or elsewhere.

2. Add body percussion. • Place an adhesive note next to each phrase labeled with the

corresponding body percussion: ° Tone Block—Pat legs. ° Tambourine—Clap hands. ° Hand Drum—Stomp feet. ° Cabasa—Brush hands together.

• Explain that each phrase of the chant has body percussion to go with it. Echo speak each phrase while performing the body percussion.

• Speak the entire chant slowly using body percussion. Practice problem spots, and repeat.

• Direct attention to the Visual, and invite volunteers to identify types of notes and rests represented. (eighth note, quarter rest, dotted quarter note, and eighth rest) Discuss each rhythmic value, and clarify as necessary.

• Point to the grayed out repeat signs at the end of each phrase. Explain that we will now use these to create short, repeated patterns.

• Divide children into four groups, and assign one rhythm pattern to each group.

• Rehearse each group on their pattern, encouraging children to say the words aloud as they perform the body percussion.

• Explain that each group will play their pattern as an ostinato (repeating pattern) until you direct them to stop (not just two times). Instruct children to watch carefully so they are prepared to stop and start at any time. (NOTE: Ostinato and ostinati are the singular and plural forms of the same word.)

“I Can Be Like Esther” Visual

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• Direct each group to begin playing (bring them in one at a time) until all children are playing their patterns simultaneously. Direct groups to stop and start at various times, creating different combinations. (NOTE: Always bring groups in at the beginning of the two-measure pattern.)

3. Play ostinati on non-pitched percussion.• Distribute non-pitched percussion instruments (one type of instrument

per group, one instrument per child).

Teaching TipIt is easy to make homemade non-pitched percussion instruments. Use plastic buckets or tin cans with lids for drums, make shakers out of empty food containers filled with rice or beans, use chopsticks or dowel rods for rhythm sticks, and make tambourines out of paper plates and jingle bells.

• Remind children that once directed to start, they should play their ostinato (repeated pattern) continuously until told to stop.

• Rehearse each instrument group individually until children can confidently speak and play the rhythm on their instrument.

• Bring each instrument group in until all children are playing and saying their patterns simultaneously. Have groups stop and start at various times, reminding children to watch the director carefully for when to play.

• Challenge children to play their rhythm pattern without speaking the words aloud (encourage them to speak the words in their head). Bring in each group, guiding children to play their rhythms accurately without saying the words. Play around with different combinations of instrument sounds and rhythms.

• Invite volunteers to take turns leading the class, allowing them to bring in groups in any order.

OptionThese ostinati can be played while listening to “Esther, Both Wise and Strong” (Demo 2) for additional familiarity and reinforcement.

4. Add Boomwhackers.• Display Esther Ostinati Boomwhackers Visual.• Explain that each ostinato pattern uses two boomwhackers, one in

each hand. • Point out the two different notes and colors children should look for

in each ostinato (the top line uses high C and low C, two different lengths of the same color).


Esther Ostinati Boomwhackers Visualw

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• Practice each ostinato by patting the rhythm on legs, right hand playing one note and left hand playing the other. Check for accuracy and repeat if needed.

• Model proper Boomwhacker technique by performing an ostinato pattern. (Play Boomwhackers on legs, similar to patting.)

• Divide children into four groups and assign one ostinato to each group.

Teaching TipExplain expectations for behavior and use before giving Boomwhackers to children. Remind them that using these instruments is a privilege that can be revoked if expectations are not respected.

• Distribute Boomwhackers, making sure each group has the two pitches assigned to their ostinato.

OptionIf you do not have enough Boomwhackers for each child to have both pitches, give each child only one and have them sit in pairs, working as a team to play the ostinato.

• Rehearse each group individually on their ostinato, guiding children to play the correct pitches within each rhythm. Remind children to listen to their peers and keep the steady beat.

• Lead each group in until all four groups are playing simultaneously. Bring groups out and in, creating a variety of combinations.

• Invite volunteers to lead groups in and out as desired.

Teaching TipThis activity works well over multiple weeks, completing one step per rehearsal.


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“I Can Be Like Esther”

44 .. œ œ œ œ œ œ ŒI can be like Es ther,

.œ jœ œ Œwise and strong.-

œ œ œ œ œ œI will not fear. I have

œ œ œ Œfaith in God.

œ œ œ ŒEv 'ry day

œ œ œ œ œ ŒI will trust and pray.-

..œ œ ‰ jœ œ œ œ œHelp me! Lord, give me wis dom.

œ œ ‰ jœ œ œ œ œHelp me! Lord, give me cou rage.- -

































Tambourine

Hand Drum

Cabasa

Tone Block

“I Can Be Like Esther” Visual, page 1 of 4 (Esther Ostinati Activity) Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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Tambourine

Hand Drum

Cabasa

Tone Block


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Tambourine

Hand Drum

Cabasa

Tone Block


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Tambourine

Hand Drum

Cabasa

Tone Block


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“I Can Be Like Esther” Visual PrintReady (Esther Ostinati Activity) Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.









































Tambourine

Hand Drum

Cabasa

Tone Block

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&

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œœœ œœœ œœœ œœœ œœœ œœœ ŒI can be like Es ther,

œœ œœœ œœœ œœ œœœ œœœI will not fear. I have

œœ œœ œœ ŒEv 'ry day

œœœ œœœ ‰ jœœ œœœ œœœ œœœ œœœHelp me! Lord, give me wis dom.

.œœ jœœ œœ Œwise and strong.

œœ œœ œœ Œfaith in God.

œœœ œœœ œœœ œœœ œœ ŒI will trust and pray.

œœœ œœœ ‰ jœœ œœœ œœœ œœœ œœœHelp me! Lord, give me cou rage.

-

-

- -

Esther Ostinati Boomwhackers® Visual, page 1 of 4 (Esther Ostinati Activity) Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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Esther Ostinati Boomwhackers® Visual PrintReady (Esther Ostinati Activity) Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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WARM-UP TEACHING STEPS

Heavenly Harmonies Warm-up Teaching Steps, page 1

1. Review “Jesus Loves Me” melody.• Invite children to raise a hand if they know the hymn “Jesus Loves

Me.” Explain that they will use part of that tune for this warm-up. • Distribute Student Pages. • Have children find measure 43 of the leader part. • Echo sing the melody in two-measure phrases:

& # # 4243 œ œ œYes, Je sus

œ œ œloves me,

œ œ œyes, Je sus

œ œ œloves me.- -

& # #47 œ œ œYes, Je sus

œ œ œ œloves me, the

œ œ œ œBi ble tells me so.- -

U

• Invite children to use one hand to show what is happening to the pitch (move hand up/down with pitch changes) as you sing again.

• Ask volunteers to describe how the melody moved. (It moved around a lot; it went high; it went low; one phrase happened twice; the last note is held longer; the words to the last phrase are different.)

• Write the word melody on the board. Invite children to describe the meaning of melody and write their words on the board. (Tune, theme, a single line of notes, something you can sing, a group of pitches played one after another, etc.) Explain or clarify the definition of melody if necessary.

2. Discuss melody versus harmony.• Write the word harmony on the board. Invite children to describe

the meaning of harmony and write their words on the board. (Notes played at the same time, chords, several voices or instruments playing together, etc.) Explain or clarify the definition of harmony if necessary.

• Display Heavenly Harmonies Warm-up Visual as shown.

• Use the visual to illustrate three different voices singing at the same

time to create harmony.

MATERIALS NEEDED• Student Pages• MP3 or CD Demo 18• MP3 or CD Player• Dry-erase board, dry-erase

marker, and eraser• Heavenly Harmonies

Warm-up Visual

PREPARATION• Learn Heavenly Harmonies

Warm-up.• Print and prepare visual.


Heavenly Harmonies Warm-up

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3. Teach the warm-up.• Play Demo 18, asking children to listen as they follow along with the

visual.• Have all children echo sing measures 3-10, 13-20, and 23-30 in two-

measure phrases using the visual to show children when the pitch raises and lowers.

OptionHave children use a flat hand with palm facing the floor, moving it up and down to match the changes in pitch.

• Sing measures 1-30 as a large group with Demo 18, allowing children to practice hearing and singing from the starting pitches given by the leader on the recording.

4. Practice singing in harmony.• Divide children into three groups. Assign each group a harmony part

(low, middle, high). • Rehearse each small group using Demo 18, meas. 1-30. Repeat until

children are comfortable with their parts. (Pause the demo before all parts sing together.)

• Remind children to listen to peers in their small group and stay focused on their harmony part. Encourage them to follow the visual and move their hands as the pitch moves up and down.

• Sing measures 31-40 with Demo 18. Rehearse as needed until children are comfortable staying on their own part.

• Perform measures 1-40 with Demo 18.

5. Add melody to harmony.• Review the difference between melody and harmony. • Explain that composers often begin with a melody and add harmony

to it afterward. Remind children of the “Jesus Loves Me” melody in measures 43-51 on the Student Page, pointing out that the leader will sing the melody while the children sing the harmony.

• Review which students belong to each small group and prepare all children to sing through the entire warm-up.

• Perform the warm-up with Demo 18. • Once children are comfortable, sing the warm-up unaccompanied,

providing starting pitches from the piano.

Teaching TipUse this warm-up to foster harmonic independence, encourage peer listening, and inspire singing with a beautiful head tone.

Heavenly Harmonies Warm-up Teaching Steps, page 2Champions of Faith Spring—Older

© 2019 Celebrating Grace, Inc. All rights reserved.

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& # # 42 œ œSing the

LeaderFœ œ

low part:

œ œ œYes, Je sus

Group 1Fœ œ œ

loves me,-

& # #5

œ œ œyes, Je sus

œ œ œloves me.

œ œ œYes, Je sus

œ œ œ œloves me, the- -

& # #9

œ œ œ œBi ble tells me so.

œ œSing the

Leader œ œ œmid dle part:- -

& # #13

œ œ œYes, Je sus

Group 2 œ œ œloves me,

œ œ œyes, Je sus

œ œ œloves me.- -

& # #17

œ œ œYes, Je sus


œ œ œ œBi ble tells me

˙so.- -

& # #21 œ œSing the

Leader œ œhigh part:

œ œ œYes, Je sus

Group 3 œ œ œloves me,-

& # #25 œ œ œyes, Je sus

œ œ œloves me.

œ œ œYes, Je sus

œ œ œ œloves me, the- -

Heavenly Harmonies Warm-up

Music by William B. BradburyArranged by Terry D. Taylor



Words by Anna B. Warner

Demo 18Student Pages



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& # #29 œ œ œ œBi ble tells me

˙so.

œ œNow sing

Leader œ œall parts:-

& # #33 œœœ œœœ œœœYes, Je sus

Groups 1, 2, and 3 œœœ œœœ œœœloves me,

œœœ œœœ œœœyes, Je sus

œœœ œœœ œœœloves me.- -

& # #37 œœœ œœœ œœœYes, Je sus

œœœ œœœ œœœ œœœloves me, the

œœœ œœœ œœœ œœœBi ble tells me

˙so.- -

&

&

# ## #

41

œ œ œSing with the

∑

Leader œ œ œmel o dy:

∑

œ œ œYes, Je sus

œœœ œœœ œœœYes, Je sus

Groups 1, 2, and 3

-

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44 œ œ œloves me,

œœœ œœœ œœœloves me,

œ œ œyes, Je sus

œœœ œœœ œœœyes, Je sus

œ œ œloves me.

œœœ œœœ œœœloves me.

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47 œ œ œYes, Je sus

œœœ œœœ œœœYes, Je sus


œœœ œœœ œœœ œœœloves me, the

œ œ œ œBi ble tells me

œœœ œœœ œœœ œœœBi ble tells me

so.

˙so.

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Heavenly Harmonies Warm-up - page 2



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HEAVENLY HARMONIESHeavenly Harmonies Warm-up Visual, page 1 of 6 Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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HEAVENLY HARMONIES

Heavenly Harmonies Warm-up Visual, page 4 of 6 Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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HEAVENLY HARMONIES


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HEAVENLY HARMONIES


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HEAVENLY HARMONIES

Heavenly Harmonies Warm-up Visual PrintReady Champions of Faith Spring—Older © 2019 Celebrating Grace, Inc. All rights reserved.

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Older KIDPage“Yonder Come Day with Walk Together, Children”

Champions of Faith Spring—Older© 2019 Celebrating Grace, Inc. All rights reserved.

A “Walk Together, Children” History

The words in bold are hidden in the word search below. Draw a line through the words. They are hidden in all directions.

“Walk Together, Children” is a spiritual that calls us to work together in unity and purpose, just as we are reminded to do in 1 Corinthians 3:9—“For we are God’s servants, working together” (NRSV). In the days of slavery, it is believed that this song was sung slowly by

slaves who were weary from long hours of hard labor. They sang “Walk Together, Children” to encourage one another to keep moving forward, even when they were utterly exhausted.

The words “there’s a great campmeeting in the promised land” expressed the hope of freedom from slavery and of a better life in heaven where families would be reunited.

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KIDPAGE TEACHING STEPS

A “Walk Together, Children” HistoryMATERIALS NEEDED

• A “Walk Together, Children” History KIDPages• Pencils

GUIDING CHILDREN• Distribute A “Walk Together, Children” History KIDPages and pencils.• Read the first paragraph of the KIDPage together. • Allow time for children to find the bolded words in the word search.

ENRICHMENT• Discuss what it means to encourage someone. Ask children to share examples of when a

person might need encouragement.• Allow children to share about a moment in their own lives when they felt encouraged by

another person.• Ask children to use the back of the KIDPage to describe ways they could encourage a friend.


Older KIDPage Teaching Steps “Yonder Come Day with Walk Together Children”

A “Walk Together Children”HistoryAnswers:

D S N KA K E E P E

Y L R X Q V G MS P D W H B L A N D

J E L X S A N G R L S HS P I R I T U A L U D S O XX H L W D E S I M O R P P NC Y I U N I T Y G C O N E MC A M P M E E T I N G V O W

W A L K Q D L C E A D E F P U R P O S E E A

T O G E T H E R G N O S R Y

L I F E

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Older KIDPage“Yonder Come Day with Walk Together, Children”


is a distinct language used in the Georgia Sea Islands.

Use the letters in the yellow boxes to fill in the blanks below to discover the name of the unique language spoken in the Georgia Sea Islands.

Count the number of letters in each bold, colored word in the story above and write the word in the row of boxes with the matching number and color.

A “Yonder Come Day” History

“Yonder Come Day” is a spiritual from the Georgia Sea Islands. Some of the first slaves to arrive in the United States were put to work in these islands, located along the coast of Georgia, South Carolina, and North Carolina. Separated from the mainland, the culture of these former slaves has become a well-preserved treasure. Their distinctive history lives on through their music, food, and unique way of speaking. “Yonder Come Day” calls us to celebrate each new sunrise as a gift from God, capturing the spirit of Psalm 118:24—“This is the day that the LORD has made; let us rejoice and be glad in it” (NRSV). For enslaved peoples, “Yonder Come Day” was also a message of hope, pointing their feet “down the freedom line,” as they walked toward a new day of independence.

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KIDPAGE TEACHING STEPS

A “Yonder Come Day” HistoryMATERIALS NEEDED

• A “Yonder Come Day” History KIDPages• Pencils• MP3 or CD Demo 3 (optional) and MP3 or CD Player (optional)• “Yonder Come Day with Walk Together, Children” Student Pages (extension)

GUIDING CHILDREN• Distribute A “Yonder Come Day” History KIDPages and pencils.• Read the instructions on the KIDPage with the children.• Allow time for children to complete the KIDPage.• Play Demo 3 while children work (optional).

EXTENSION• Distribute Student Pages for “Yonder Come Day with Walk Together, Children.”• Have children read the words to the “Yonder Come Day” portion of the song.• Discuss the relationship between the people of the Georgia Sea Islands and the words to the

song. ° What do we know about the people who wrote this music? (They worked as slaves, lived on

islands, had a unique way of speaking, etc.) ° How do you think singing this music made them feel? How does it make you feel?


Older KIDPage Teaching Steps “Yonder Come Day with Walk Together, Children”

A “Yonder Come Day” HistoryAnswers:

GULLAH GEECHEE

TFIGM U S I C

SEVALSW A L K E D

EPOHETARBELEC

AEPSA S T

YROTSIHWEN

E AS

OCK I N G

ERUSAERTAIGRG E Ow

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OLDER SESSION PLANS - SPRING

Session Plan Outline 1

Early-Arriver ActivityA “Yonder Come Day” History KIDPage

Large Group

1. Vocal Warm-up/Energizer• David Energizer—Teaching Steps 1-3 (Warm-ups and Energizers)

• Lip Trill Vocalise—Teaching Steps 1-2 (Warm-ups and Energizers)

2. “Champions of Faith”• Teaching Steps 1-2 or review if taught during Fall semester (Theme Materials)

3. Esther Ostinati Activity• Teaching Steps 1-2 (Activity Teaching Steps)

4. “Yonder Come Day with Walk Together, Children”• Teaching Steps 1-2 (Song Teaching Steps)

5. “Great Is Thy Faithfulness”• Teaching Steps 1-2 (Hymn Teaching Steps)

Closing

DevotionalUse Devotional 1 from Champions of Faith Spring Devotionals—Older Children. Devotionals can be downloaded for free by going to www.celebrating-grace.com/store/growing-in-grace and clicking on Curriculum Devotionals.

OptionUse Champions Chant Theme Activity (Theme Materials) as an Early-Arriver Activity any time during the semester.

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http://www.celebrating-grace.com/store/growing-in-grace

Documents

Older Children - Spring