Grade 3 Lesson 1 II. John Kanaka – read melodyIII. Whistle Daughter IV. Button You Must Wander – fermata V. Let Us Chase the Squirrel – canon – read VI. Bounce High, Jim Along Josie – conduct in duple VII. John Kanaka in a circle Lesson 2 II. Whistle, Daughter, Whistle III. Alabama Gal IV. Who’s That – read rhythm and melody and sing in canon V. John Kanaka VI. Bells at Twilight Lesson 3 II. Alabama Gal III. Patriotic song or school songIV. echo 8 beat rhythm patterns V. Whistle, Daughter -- S choose animal for each verse VI. Knock the Cymbals – read VII. Let Us Chase the Squirrel Lesson 4 II. Patriotic song or school songIII. Rattlesnake IV. Whistle, Daughter T chooses and animal that is only one syllable – Children sing and teacher draws beat lines on the board. Children sing and clap the rhythm. T, “Did you notice any measure that had only one sound?” (frog) Make all the rest ta-di. I’m going to give them all their own flags.” Erase eighth note beams and draw eighth note flags. Teacher point, “Find an eighth note that does not have it’s own sound.” T, “Which one should it be tied to?” C, “The one before it.” T ties the eighth notes together, “What do we change it to?” (ta) Say on, “ta di—di” (C laugh). Teach special feel = special name. “Syn – co – pa.” Sing, “Whistle daughter syn – co – pa and you shall have a frog.” Etc. Lesson 5 II. Rattlesnake III. Black and Gold IV. Alabama Gal – Start with an ostinato ta-di ta-di ta-di ta. Sing the song and emphasize ta di—di (“don’t”). Sing the song, step the beat and clap the ostinato. On board - ta-di ta-di ta ta ta-di ta-di ta ta ta-di ta-di ta ta ta-di ta-di two

Sing the song. Half the children close their eyes and clap the rhythm of the song. The other half tap the rhythm that is written on the board. Teacher, “Find the mistakes. Some of these sounds don’t belong there.” . . . “Which is the only measure that is correct?” (last) clap the first two beats. “Do we have four sounds?” Clap again. “How many do we have?” (3) Sing the first two beats. Teacher points, “Where is the extended sound?” “How will we extend it?” (tie) “What do you know that two eights are the same as?” (quarter note) “What happens to that first eighth when we put the second one in the quarter note?” “It doesn’t have anything to hold its beam up. Fix the other one (syn – co – pa). VI. Liza Jane pedal point Lesson 6 II. Black and Gold III. Old Mother GooseIV. Rattlesnake – Derive the rhythm. Make conscious the whole note and dotted half. V. Somebody’s Knocking at Your Door – wood block on whole note VI. two hand singing VII. Halloween Songs Lesson 7 II. Old Mother GooseIII. Old Mr. Rabbit IV. Old Mother Goose – read rhythmVI. Rattlesnake – Have the rhythm on the board. S sing song while T points to the rhythm. Have S sing on the rhythm syllables. T, "I'll tell you that the last note is do. You tell me the first note. (T sings the last word "bite" and the first syllable "Rat" of rattle.) S answer it is so. "Is the next note higher, lower, or the same?" Same. "Then what note is it?" So. "What is the next note?" Do the first phrase, then erase all the middle phrases, leaving only the first and last phrases. Have the students derive the solfege to the last phrase, using a "?" for the mystery note. Is the mystery note higher or lower than "do?" When the children say, "lower" you might want to tease them and say, "Really? Are there notes lower than do?" Add the fermata on "Oh." (Rattlesnake, oh) Teacher sings to the fermata and holds it. T sings last phrase to the mystery note and holds it on a hum. T sings to the fermata on solfege. T sings solfege on the last phrase to the mystery note and holds it on a hum. T sings the fermata, "la." T hums the mystery note (low la). Ta goes back and forth between the two notes a few times. S laugh. "What do you notice about our mystery note?" Some S say, "They're the same." T says, "Right!" Some S say "One is higher." T says, "Right! But wait a minute! How can they be the same when one is higher? But they are! That is a really cool thing about music. One note definitely sounds higher, and one note is clearly lower, and there is something about the two notes that is the same. What is our mystery note? S, "It's another la." T, "Class, I'd like you to meet low la (say it almost like a girl's name – Lola.) Class, sing these two phrases on solfege." Teach the new hand sign is just like the hand sign for regular la, only it is lower. V. Old Mother Goose

Lesson 8 Halloween songs with tone bar instruments Lesson 9 II. Old Mr. Rabbit III. Cumberland Gap IV. Black and Gold - read V. Seminole Duck Dance – snake skin VI. Rattlesnake – put on the staff Lesson 10 II. Cumberland Gap III. See the Rabbit IV. Horses, Horses -- read the rhythm and learn the song V. Old Mother Goose VI. Old Mr. Rabbit – felt staves with child piano Lesson 11 II. See the Rabbit III. My Mother Baked A Nice Seedy Cake, chant IV. Captain, Don’t Side Track Your Train (syn – co – pa and whole note) V. Seminole Duck Dance – read rhythm, read melody, play game VI. Cumberland Gap – felt staves with child piano Lesson 12 II. My Mother Baked A Nice Seedy Cake III. Captain, Don’t Side Track Your Train -- read the rhythm and the melody IV. Alabama Gal – read the rhythm V. Alabama Gal VI. See the Rabbit – Felt staves, tone ladder “The skip between do and la, in music is called a minor third.” Lesson 13 II. Captain, Don’t Side Track Your Train III. Fed My Horse CSP=A – read melody IV. Let Us Chase the Squirrel – canon – show the music with a half rest before part II begins V. Fed My Horse in a Poplar Trough CSP=A VI. (See II) Lesson 14 II. Fed My Horse CSP=A – read melody III. Sailing on the Ocean IV. Horses, Horses – conduct in 4/4, also Old Mother Goose – read rhythm and melody V. The Car Song VI. Captain, Don’t Side Track Your Train

Lesson 15 II. Sailing On The Ocean III. How Many Miles to Babylon 1. S listen to song. Draw phrases. 2. T uses puppets to demonstrate the two parts. S echo one part only. 3. S echo the other part. Alternate. IV. The Car Song, CSP =A 1. Play game 2. S clap as they sing. T isolates ta-dimi words/clapping and keeping beat on other words. 3. S sing out other words, but not ta-dimi. Switch. 4. Indiv. S lead the class pointing to __ _ _ __ __ __ __ ____ 2xs. V. (IV) VI. Old Mother Goose – felt staves – no tone ladder Lesson 16 II. How Many Miles to Babylon III. Mama Buy Me a Chiny Doll IV. V. Fed My Horse VI. Something Told The Wild Geese VII. Robert Schumann used these rhythms to begin a piece of his Album for the Young, No. 12. “Knecht Ruprecht” Please count how many times this exact pattern occurs. Takadimi takadimi tadi tadi/ tadi tadi tadi ta (4 times, then there are eighth notes at the end of the 5th time, and the 6th phrase begins with ta takadimi . . .) Lesson 17 II. Mama Buy Me a Chiny Doll CSP=A 1. Review verse 1 and step the beat. 2. Sing while clapping the rhythms. Step beat while clapping rhythms. 3. Point to __ __ __ _ _ __ __ ____ (ta-di ta-dimi ta-di ta) 4. Sing the whole song. 5. Brain teaser! S clap ta-dimi (take away words) and sing everything else. Switch. Transition: S clap ph. 1 as an ostinato while T claps I’ve Been to Harlem. III. I’ve Been to Harlem (Turn the Glasses Over), Fed My Horse, CSP=A IV. Golden Ring Around the Susan Girl (do ta-dimi. Do the rhythm to the verse only) V. I’ve Been to Harlem (Turn the Glasses Over) VI. Sailing on the Ocean – teach dotted rhythm – dotted eighth followed by sixteenth Lesson 18 II. I’ve Been to Harlem (Turn the Glasses Over), Fed My Horse, CSP=A III. Draw a Bucket of Water, Hogs in the Cornfield IV. Rattlesnake – conduct in 4/4 Mama Buy Me a Chiny Doll CSP=A

1. Review song. T isolates ph. 1 Only clap the words that sound like (ta-dimi). 2. Sing the 1st verse keeping a beat, except on “buy me a.” Sing out those words, then inside. AURAL 1. T sings phrase one on loo slowly. 2. Determine # of beats. 4 3. On which beat did you hear only one sound? 4 “Let’s sing again and call that ta.” 4. On which beats did you hear two sounds? 1 & 3 “Let’s sing and call those tadi.” 5. This time, sing the ta and tadi inside and sing out beat 2. T demonstrates. 6. How may sounds did you sing on beat 2? 3 7. How would you describe the 3 sounds? Uneven, long-short-short 8. Sing entire phrase: tadi long-short-short tadi ta. 9. T and 2 students sing ph. 1,2,3 and class sings “do, Mommy, do” for ph. 4. V. Golden Ring Around the Susan Girl Game – Promenade, twirl your partner, elbow swing your partner R L, Do-si-do left, do-si-do right, elbow R L, “hand over hand” body percussion (Pat 16th notes, stomp 1 quarter note, pat R quarter note with partner, pat L quarter note with partner—do 4 times) body percussion, elbow swing R L. VI. Sailing On The Ocean – Put on Staff – make conscious s, VII. Listening: “Morning Song” from Peer Gynt by Edvard Grieg Lesson 19 A. Hogs in the Cornfield, CSP=F 1. Review song and teach game. Play game. Transition: 1. S sing up to the front 2. T sings dddms and S echo, then mrrdd and S echo. Which moved by skip? 1st, step? 2nd 3. “Let’s take away one re to make the pattern mrdd. Raise your hand each time you hear mrdd in this song.” B. Fed My Horse, CSP=A 1. Review song. Quickly review aural questions. AURAL 1. T sings phrase one on loo slowly. 2. Determine # of beats. 4 3. On which beat did you hear only one sound? 4 “Let’s sing again and call that ta.” 4. On which beats did you hear two sounds: 1 & 3 “Let’s sing and call those tadi.” 5. This time, sing the ta and tadi inside and sing out beat 2. T demonstrates. 6. How may sounds did you sing on beat 2? 3? 7. How would you describe the 3 sounds? Uneven, long-short-short 8. Sing entire phrase: tadi long-short-short tadi ta. 9. “When we hear three sounds on a beat, one long and two short, we call that ta-dimi.” 10. Demonstrate target phrase (tadi ta-dimi tadi ta) 2x. S echo T. 11. Groups and individual S’s demonstrate. Lesson 20 II. Hogs in the Cornfield, CSP=G 1. Sing song and keep the beat. 2. T sing on loo and pats beat. S echo. How many beats? 4

*Sing again and T places 4 lines on board. 3. Which beats are eighth notes or ta-di? 2 & 4. T sings and adds tadi’s. S echo. 4. Which beats have our new rhythm, ta-dimi? 1 & 3. T sings and add’s ta-dimi’s. 5. T sings ta-dimi tadi ta-dimi tadi and S echo. Boys, girls, individuals. Show how ta-dimi is a combination of ta-di and takadimi. 6. Play game. IV. My Mother Baked a Nice Seedy Cake, chant 1. T isolates ph. 1. “Does it match the Hogs pattern?” Yes! 2. S aurally identify rhythms to phrase 2: ta-dimi tadi tadi ta. Write on board. 3. S demonstrate rhythms to phrases 1 & 2. Transition: 1. T removes ph. 1. Change to takadimi ta takadimi ta 2. Switch beats 1 & 2 and add takadimi: takadimi ta takadimi ta/ takadimi ta-dimi tadi ta. 3. S clap pattern for Fossils VII. Listening: Fossils by Saint-Saens III. Chickalileeo, CSP=E (III is out of order on purpose) 1. S read the rhythms silently. S clap the rhythms as T keeps a beat. 2. S clap/read again as T sings new song. Identify melodic form: ABA’B 3. S learn new song. Discuss arranged marriages in some cultures. Sing all verses. Transition: T asks, “Which game do we know that begins with the same rhythms as phrase 3 of Chickalileeo?” V. How Many Miles, CSP=A Transition: This song uses only drms. S echo solfege phrases, and then identify pitches independently. “Our listening example uses the same pitches, just mixed up.” VII. Listening: New World Symphony by Dvorak 1. S identify highest and lowest pitches. S highlight me re do patterns. 2. S sightread with hand signs and solfege. 3. Ask students to listen for the English Horn playing the melody. Listen. Lesson 21 II. Draw a Bucket of Water III. How Long This Train Been Gone IV. Read the rhythm to III. A dotted half note and a quarter rest equal a half note and a half rest. V. Golden Ring Around the Susan Girl VI. I’ve Been to Harlem – felt staves - child piano Lesson 22 II. How Long the Train Been Gone III. Scotland’s Burning IV. Oranges, Lemons – read the rhythm with no bar lines. Teach the song, determine the accents, barlines, and derive 3 meter by having the students try patting in 2/4 using their palms and finger tips (palms tips palms tips etc.) while singing the song. Then try palms tips tips palms tips tips, and try palms tips tips tips palms tips tips tips. Don’t give them too much help or they

will copy you and sing one meter while patting another. Tell them, “The one that is easy is right.” Vote which is the right meter. V. VI. Draw a Bucket of Water – felt staves and tone ladder Lesson 23 II. Scotland’s Burning III. Hey Betty Martin IV. Bells in the Steeple – review 3 meter while reading the rhythm. Derive dotted half note V. Draw a Bucket of Water VI. How Long the Train Been Gone Lesson 24 II. Hey Betty Martin III. Hop Old Squirrel IV. America – conduct in 3 meter V. Draw a Bucket of Water VI. Scotland’s Burning – felt staves – no tone ladder Lesson 25 II. Hop Old Squirrel III. Hogs in the Corn Field IV. Billy Barlow – read rhythm V. Golden Ring Around the Susan Girl VI. Hey Betty Martin – felt staves – no tone ladder Lesson 26 II. Hogs in the Cornfield III. I Saw the Light and Old Brass Wagon – read rhythm and melody IV. Hop Old Squirrel – derive taka-di, V. How Many Miles to Babylon – Teacher uses puppets to demonstrate two parts. (Brief review)VI. Golden Ring Around the Susan Girl (not new), Grinding Corn – read both Lesson 27 II. I Saw the Light and Old Brass Wagon III. I Hear the Mill Wheel IV. Weevily Wheat – rhythm and melody V. I Saw the Light and Old Brass Wagon VI. Hill and Gully Rider, My Paddle – read Lesson 28 II. I Hear the Mill Wheel III. Old House, CSP=E, (key of G) Learn song. Play Jenga while singing—about 5 times.

IV. I Hear the Mill Wheel – review ta-dimi and derive ti, V. I Saw the Light, Hogs in the Cornfield VI. Sweep Away -- read Lesson 29 II. Old House, CSP=E, (key of G) Play Jenga while singing—about 5 times. III. IV. VI. Ida Red, Skip to My Lou, Billy Came Over the Main White Ocean -- read V. Jim Along – change verb and move around room according to the chosen verb. Lesson 30 II. III. IV. V. VI. Big Fat Biscuit – Learn song. Teach dotted quarter followed by an eighth. Start with a quarter and two eighths. Tie the first eighth to the quarter. Lesson 31 II. Big Fat Biscuit III. Land of the Silver Birch – read rhythm/melody. Determine form of the song. IV. Gallows Pole, CSP=E Read the rhythm. Read taka-di at the end. Learn the song. V. VI. Lesson 32 II. III. Over the River to Feed My Sheep, CSP=D (key of G) read rhythm 1. T sings new song as S keep the beat. Draw phrases. Identify form: AA’A’’B 2. S learn the song and learn all verses. 3. T shares information about Bonnie Prince Charlie. 4. Play Game IV. I Call In My Very Best Friend, chant. Read rhythm. 1. T says new chant. S learn it and play game. V. see III and IV VI. Lesson 33 II. IV. V. Over the River, CSP=D 1. S review first verse keeping beat, clapping rhythms, then ½ the class on each. 2. T claps ph. 1 & S echo. T keeps beat and claps only takadi’s. 3. S perform takadi takadi beat beat (with motions) independently. (Over the river to Charlie) 4. S audiate the takadi words and sing out the others. Switch. 5. Review the steps, and play game. III. Skipping Rope Song, CSP=A (key of D) 1. T sings new song. S draw phrases and identify the phrase that matches their ostinato.

2. Identify form: ABAB and learn song. 3. Play game 3x. ( I allow S to skip up to 40, but no more.) VI. Lesson 34 II. V. Skipping Rope Song, CSP=C Play game. Jim Along Josie, CSP=C Review song, T isolates ph. 1. Which words sound like (takadi)? The 2nd Jim along. Compare takadi of Jim Along with takadi and tadimi of Skipping Rope Song. Play game of Jim Along. T sings ph. 4 on loo and S sing back with rhythm syllables. Do the same with Jim Along Josie and Hogs in the Cornfield—also play the games. III. Bloop, Bloop, CSP=D learn song and play game. IV. Hogs in the Cornfield, CSP=F 1. S identify and review while keeping a beat T claps taka-di pattern in ph. 2. 2. S keep beat throughout except takadi. Which words did you clap? Pretty girls, little boy 3. T isolates ph. 2. S echo T. how may beats did we keep? 4 4. Which beats had two sounds? Beat 1 & 4. T sings tadi loo loo loo loo loo loo tadi. S echo. 5. How many sounds did we sing on beat 3? Three, Describe the sounds. Long, short, short. 6. What rhythm syllables would we use? Ta-dimi. T sings and S echo. 7. How may sounds did we sing on beat 2? 3, describe. Short, short, long. 8. T sings tadi taka-di ta-dimi tadi, groups, individuals. VI. Alabama Gal – also red thythm Lesson 35 II. IV. V. Over the River, CSP=D, 1. T sings phrase 1 on loo and pat beat. S echo. “How many beats did you keep?” 4 2. T draws beat bars on the board as S sing. (Add rhythms as they are identified.) 3. “How many sounds are on beat 4?” one, what do we call that? Ta, quarter note 4. “How many sounds are on beat 3: 2, eighth notes, tadi. 5. T sings on loo tadi ta. S echo. 6. How many sounds did we sing on beat 2? Three, describe the sounds. SSL 7. Which rhythm syllables would we use? Takadi. T sings and S echo. 8. How many sounds did we sing on beat 1? 3, describe. Short, short, long. Takadi. 9. T sings takadi takadi tadi ta. S echo in groups and as individuals. 10. Play game. Transition: S use focus phrase as ostinato while T claps Skipping Rope Song. Which beat needs to change to match my phrase? T claps ph. 1 beat 1=takadimi Skipping Rope Song, CSP=C 1. T sings phrase 1. Does it match the phrase on the board? No. 2. Which beat doesn’t match? Beat 1, T changes to takadimi. S T singing. 3. Play game. Transition: S say rhythm syllables to the front. S read rhythms for listening. VII. Listening -- Aram Khachaturian’s Sabare Dance III. IV. VI. Read Ida Red

Lesson 36 II. III. and IV. Liza Jane – read melody and make conscious high do. V. Bloop, Bloop VI. III. Read Dance Josie and review low so. Then read Scotland’s Burning which starts on low so. VII. Listening: Modest Moussorgsky’s “Promenade” from Pictures at an Exhibition T sings pattern: la, so, do re so mi re so mi do re la, so,

FOURTH and FIFTH GRADES

Lesson 1II. My Mother Baked a Nice Seedy Cake1. Review the chant and place 5-6 numbers between 1 – 10 on the board. 2. Play game. (“Out” students play a drum on the beat)3. “Does my mother sound like ta-dimi or taka-di?4. Read the rhythmTransition: 1. T claps Car Song as S clap My Mother Baked. “Did our patterns match?” No.2. T claps alone giving melody on “loo” only on beat 1 of every phrase. S identify Car Song.III. IV. Play game.2. Flash cards of the rhythm to each phrase. The flash cards are mixed up. (2nd, 4th, 3rd, 1st) Read and sing on the rhythm syllables, but switch to the words on the Honk, honk section.Read the first two phrases of Car Song slowly with hand signs mssslmss / mssslmrd.VI. S read sm / slsm / mrd / drm / smd / smrd / dl, / dl,s, / s,d / s, s, d d s, s, d d r m r m s s s s s,s,ddScotland’s Burning, CSP=C Review song and sing with motions. Sing in canon.Transition: S sing ostinato “Scotland’s Burning” (s, s, d d ) while T sings Bloop, Bloop (slowly)V. Bloop, Bloop, CSP=C

Lesson 2II. Car SongIII. Alabama GalIV. & VI. Liza Jane – eighth followed by two sixteenths, syn-co-pa, half note, dotted quarter followed by an eighth, high doV. Alabama GalVI. Long Legged Sailor – read melody on letter names of notes (absolutes) G A B

Lesson 3II. IV. V. VI. Big Fat Biscuit – Dotted quarter followed by an eight, syn-co-pa, low laIII. Draw a Bucket of WaterV. Folk Dance Troika1. S move in a counter clockwise circle to the beat and stop when the phrase changes.2. T and two other students demonstrate the arches.3. All S practice the archers.4. Put together part 1 and part 2. (Next time, learn part 3.)VI. Long Legged Sailor – read absolutes GAB and CDE

Lesson 4 IV. “Spring” from The Four Seasons by Antonio Vivaldi1. Rhythm on board. S find the syn-co-pa patterns and the ta-dimis

2. S read the rhythms. T explains anacrusis.3. Introduce the piece and follow the rhythms as they listen.III. VI. & V. Skipping Rope Song, CSP=G read melody on solfege and absolutes, read rhythm – two sixteenths followed by and eighth, fa

Lesson 5II. VI. IV. V. Hambone – BAG E, syn-co-paIII. V. Frog in the Meadow – Read on solfege, and rhythm syllables – ta-di mi, ta ka di miPlay GameIV. Listening: Jingle Bell Rock – Show rhythm to verse 1 and S find syn-co-pas on “snowin’and blowin’ up.” Listen and enjoy – sing! VI. Frog in the Meadow – BAG, EDC

Lesson 6III. Little Johnny Brown IV. Little Johnny Brown – Eighth followed by a dotted quarter, dotted eighth followed by a sixteenth V. Little Johnny Brown – play gameVI. Little Johnny Brown – low la and fa

Lesson 7III. IV. V. VI. Weevily Wheat – syn-co-pa, ta ka-di, low so, low laVI. BAG ED, high D and high E

Lesson 8 III. IV. V. VI. Hill and Gully Rider – syn-co-pa, low so, low laVI. BAG ED, high D and high E

Lesson 9“Finale” from Stravinsky’s Firebird Suite

1. S listen to the Finale.2. S read solfege from stick notation with rhythms.3.S write solfege on their worksheets in the key of G and then add rhythm stems.

Transition: S set aside their worksheets to complete later in class. Form a circle as they review the lyrics to the Pebble Song. V. Play game to Pebble Song.VI. Shake That Tree, CSP – D

1. Sing with letter names while fingering.Scotland’s Burning, CSP = D

1. S identify the D,D,GG pitches in m. 1 & 2. Where else? M 7 & 8.2. S play m. 1-2, 7-8 and T plays other measures.3. S sing the entire song with letter names and review high D fingering.4. Play all.5. Play in canon.6. S turn over their worksheets and fill in the missing notes to complete the song.

RANDOM USEFUL IDEAS

Mango Walk (Mango is the name of an orchard in Jamaica and the number eleven is a variety of mango.)1. Review song while clapping rhythm2. T clap syncopa. “Which words sounded like syncopa?” go mango, eat all the3. How many sounds are in the pattern? Is it even or uneven? One beat or two?4. Play game

My Mammy Told Me, CSP = F1. Review song, T plays the Hill and Gully Rider ostinato on a shaker egg. (syn-co—pa ta)2. S echo T on body percussion: syncopa (clap) ta ta (patsch).3.Try singing and keeping the pattern going. Divide class into rhythm sticks and drums.4. Rhythm sticks play syncopa and drums follow with two beats. (T plays shaker egg.)5. Keep singing as they play their parts. Switch instruments.6. S read solfege pattern from staff: dd m s s ll d’ s

Transition: 1. T flips the pattern and taps the yellow notes to create a new pattern. 2. S read the solfege pattern (ph. 3 of Somebody’s Knocking at Your Door) and S

identify the song. T can hum the last phrase if needed.Somebody’s Knocking at Your Door.

1. T plays syncopa ta ta with claves and a drum as S sing this song. “Which words matched the rhythm stick pattern?” Somebody’s (and “why don’t you”)

2. play game once with partners, once in a large circle.3. Teach solo parts. The two students in the middle play the clapping part, too. Play 2-3x.

Sweet Potatoes – T sing and S count how many times they hear “sweet potatoes.” Y, “This time count how many times you hear words that are long short. Next sing the song on the rhythm syllables, and call the mystery rhythm “long short.” T, “ The musical term for a long followed by a short that takes up 2 beats is tam-di. It is a dotted quarter note followed by an eighth note. The dot adds ½ the value of any note. Transition: S sing Big Fat Biscuit and find where we use tam-di. Sing Big Fat Biscuit on the rhythm syllables using tam-di. Play game. Another class time review tam-di with Long Road of Iron and another time Lil’ Liza Jane. Read Lil’ Liza Jane noting that it is in 4/4 time. “Not all songs are in 4/4 time. Let’s look at one in ¾ time. America. Find tam-dis and highlight them. S read the rhythm. Sing song.America

1. S find the tam-dis 2. S read the rhythm. Identify song.

Four White Horses – Use to teach low ti. Four white horses are four big boulders in the river – probably granite reflecting in the sun. The song tells you that “up tomorrow is a rainy day,” and “shallow bay is a ripe banana,” because the bay is shaped like a banana, and the sun reflects on the golden sand. If you find a variant that says, “shadow play” instead of “shallow bay,” I think you will agree that “shallow bay” makes more sense. I learned the variant “shallow bay” 35 years before I ever heard “shadow play.” The rhythm is tricky – and fun! – and the students are ready for it! Play game. MamalamaGallows Pole, CSP = E.

1. Review song and the story behind the song.2. S finger B to D3. Sing all letter names.4. Play all.

5. Add xylophone part: E, B together on ta ta, then broken E, B, E on tadi ta.Tzena CSP = C and Chumbara – Excellent to review entire major scale.Birch Tree – more practice on low ti. Fun to play on recorders.Miss Mary Mack– more practice on low ti. Fun to play game. Oh Susanna – Game. Single circle, standing by partners. Group 1 takes 4 steps in and out. Group 2 takes four steps in and out. On phrase 3, grand right and left, starting with partner. The 7 th person is your new partner. Promenade counterclockwise on the refrain. Repeat from the beginning. (Maybe use scrunchies on the wrist to show group 1.)Tideo, CSP = A

1. Point up on the highest words. Which syllable of Tideo had the highest pitch? O2. Which notes preceded the high sounds? T muns “mi so.”3. S echo T using patterns and calling the high sound “high”

Mi so high / so la high la so / high la so so so4. T isolates the high la in the pattern and asks S how far high is from la. Skip5. Play game.

Transition : S sing ”high la so so so” as an ostinato as T sings Hogs . . . I have included two prepare lessons for high do to make the point – It is good to teach something more than once in different ways. Not only does this reach various learning styles and children who may have been absent, but also, in the words of Mary Goetze, “You never know for whom today is the day the light has dawned.”Hogs in the Cornfield, CSP = F

1. S read solfege for ph. 1 dddmslllss then sing words and clap in contour for ph. 22. T sings ph. 2 on loo, “How many beats did we keep?” 43. Which beat has the highest pitch? 14. Which beat has the lowest pitch? 45. What is the solfa syllable of the final pitch? What did we end on? Do6. “Let’s sing the pitches on beats 3 & 4.” T sings on loo. S sing ‘mrrdd.’7. “Let’s sing the first 3 pitches. How would you describe the first pitch?” high8. “Let’s sing high for the first note and the rest with solfa hand signs.” High l s s s .9. “Let’s sing the whole phrase with h.s./solfa.” High l s s s m r r d d 10. Play game

Next class time label high do and put on staff.Hogs in the Cornfield, CSP = G Review song first with teacher, then without teacher. Point up on highest word. T, “Your first note is do. We’ll put it on the second line of the staff. Sing the song, and when you are finished, be ready to tell me the rest of the notes.” S tell other notes, and T puts “?” on the mystery note. T compares mystery note to “la” on “clover” and “tell”. T sings “la” on “tell.” “Is our mystery note la?” Compare to first note of song, S derive mystery note is high do. Put on staff.

Liza Jane CSP = A – ta-dimi, syncopa, half note, dotted quarter followed by and eighth1. S read 4 mixed up solfege flashcards. Put them in order of the beginning of Liza Jane.2. S alternate between singing rhythm and solfege. T flips a card and s change. (Be sure to have

them sing solfege whenever there’s syncopation)3. S identify the highest part of the song. S echo T with: H sls / sHs / lHl / slHls.4. HIGH patterns: S identify patterns from the recorder and sing with solfege/h.s.5. Play game.

Transition: S sing, “Oh, Eliza” as an ostinato as T plays Hogs.Hogs in the Corn Field CSP = F

1. Review song. S review high la so so so me re re do do.

2. How far is so from high? A leap or 3 steps3. T sings high la and asks how far? A skip or 2 steps. Place ? on tone ladder on the wall.

Aural Presentation of do’ 1. Place do’ on tone ladder, show hand sign and sign and sing calling it do. Show apostrophe.2. Sing ph. 2 of Hogs using d’lsssmrrdd. Class and indiv. S echo T.3. Label an octave. Which other pitches are an octave apart?4. Play game.

Follow up lesson1. S read solfege from staff for ph. 1. Sing words on ph. 2.2. S identify solfege for ph. 2: d’lssssmrrdd (Sing on loo or play on recorder if needed.)3. T writes do’ on staff and S write other notes. Notice that do’ is the opposite of do. When do

is in a space, do’ will be on a line. Review the term “octave.”4. T sings ph. 2 and S echo back as a class, in groups, and as individuals.5. play game

Chicka-Hanka – This is the song “Captain, Don’t Side Track Your Train” with a part two that represents a train going “chicka-hanka, chicka-hanka, chicka-hanka, chicka-hanka,” as it rolls down the track. It is easy to find on line.

1. S read rhythms and then solfege for ph. 1 and 2 the “call” section.2. S read the rhythms for the response (make beat 1 ta-dimi). S then learn the lyrics to the response. Make the ‘ta’ of beat 1 silent, because the teacher sings ‘train’ there.3. S learn both parts and choose which one to sing.

Troika – folk dance (no song) S in groups of 3. Groups of three like spokes in a wheel. S move in a CCW circle to the beat and stop when the phrase changes. Outside S goes under own arch followed by middle S going under same arch. Inside S doesn’t go under that arch. Inside S goes under own arch followed by middle S going under same arch. Outside S doesn’t go under that arch. Groups of three join hands and go around in their own circle. Outside two S keep hands joined, and middle S drops their hands, middle S goes under their arch and on to the next group of three. There is an excellent video on line. Just google Troika dance. First lesson, only do the first two parts. S do spokes of a wheel, and move CCW to the beat. T demonstrate arches with two S. S practice the arches. Next lesson review that and go on to the mini-circles and the middle person changing groups.

Los Pollitos, CSP = D “Our voices begin on ‘do.’ We are going to put it in the space below the staff.” Have the S tell the other notes. The plan is to use a “?” for the mystery note, but the reality is the students won’t need that step. If you have had hand signs posted in your classroom, the students already have it figured out. Ask if fa is closer to mi or so. Transition: T sings do so and then T tells S we’re changing keys. Now those pitches are la, mi. S read Land of the Silver Birch.

Wishy Washy, CSP = C Sing song, isolate ‘Come along with me.’ “Which way did our voices go?” down “How many different pitches did we sing?” 5 “Did the 5 pitches move by step or skip?” step “The last pitch is do. What is the first?” so “Tell me the other pitches.” (represent fa and teach the hand sign) Change the pattern from sfmrd to sffmmrrd. Have S read and sing with handsigns. Read Skipping Rope Song and play game. During another lesson, have S read all of Wishy Washy, but first underline all the phrases with fa, and highlight the fas.

Down in the Jungle, CSP = G play game. Transition: “Let’s sing another song whose title begins with the word ‘down.’” Down to the Baker’s Shop CSP = G play game a few times. Read on solfege to practice fa. Read again CSP = FDuring another lesson, have S read Down in the Jungle, CSP = G. Play game. Transition: S read d dd sss fff s. Then read drmfs. Take away dr and S sing mfs. S read solfege to Long Road of Iron.

MORE SONGS – useful for reading melody, rhythm, and playing games:

Cedar SwampWho Stole My Chickens and My HensChairs to MendDown to the Baker ShopPizza Pizza – The rhythm is tricky enough to use with upper grade students, but it is also a great so mi la song. Kids of all ages love the game.Chickens and My HensAll Around the Brickyard

Listening “Hut of Baba Yaga” from Pictures at an Exhibition by MussorgskyEvening Prayer from Hansel and Gretel by Engelbert HumperdinkArthur Benjamin’s Jamaican Rumba

1. After S hear the melody of Mango Walk, label it “A.”2. Point out the second main melody and label it “B.”3. Discover the form of the example with the students.

Viennese Musical Clock by Zoltan KodalyErlkonig by Schubert “Allegro” from Concerto for Flute and Harp in C Major by W. A. Mozart

1. S learn about the composer and view opening flute motive an octave lower that it sounds, then in the correct octave.

2. S listen and raise their hands every time they hear the motive.