1ST Grade August Week 2
Resource – MusicPlay Grade 1 Music Program
Theme - Welcome back to schoolMaterials –
Concept – high/middle/low, fast/slow beat, loud/quiet
- Three Little Monkeys Concept Poem 6A
- The Grand Old Duke of York Movie 7
- Wheels On the Bus PPT
- Choo Choo Train PPT
- Listening Kit 2 & 3
THREE LITTLE MONKEYS (high, middle, low)
Use Concept Poem PPT Slide 2.3.4. Teach poem and have students use appropriate voicing high/middle/low.
Three little monkeys sittin’ in a tree. Along came a crocodile quiet as can be. The High (Middle, Low) monkey said, “You can’t catch me” (Snap). Repeat with middle and low
THE GRAND OLD DUKE OF YORK (fast/slow)
Use Movie 7 and have students sitting in chairs for this song. Play movie 2X and have students join in when ready.
T:How does this song change as we sing it? Discuss changes in speed and speed = tempo
T: When music is very slow we can call it largo and when it is fast we call it allegro
WHEELS ON THE BUS (loud/quiet)
Use PPT Slide 4. Students will sing and do actions of song. Identify sounds of the bus and whether they would be loud or quiet. Sing again with appropriate singing voice to represent loud and quiet sounds.
Read Raffi’s Wheels On the Bus book (music library) Have students decide if sounds are loud/quiet in the book.
CHOO CHOO TRAIN (fast/slow beat assessment)
Use PPT Slide 2 & 3. Learn song from Slide 2. Explain how to play game. Form a line, students hands go on shoulders of student in front of them. Sing song and step to the beat the teacher is keeping. Vary tempo.
T:Do trains go fast or slow? Both, discuss slow while starting and stopping, fast while going.
T:Sometimes music is fast and sometimes it is slow.
LISTENING KIT 1#3
Use digital resources Blackline Master 5 with CD3 to help identify sounds and determine if they are fast or slow.
T: What sounds/things can you think of that are fast? Slow?
Hand each student a copy of the Tempo chart from Listening Resource Kit Leve 1, page 9. Play selections 8, 9, 15, 20, 23, 39 and 33 from the Listening Kit 1 CD and have students point to the tempo that matches the music they are listening to.
MO GLE’s
PP1A use a singing voice with ahead tone
PP1B Demonstrate fast and slow tempo
PP1C Perform a varied repertoire of songs
PP1E Perform groups using a steady beat following the cues of the conductor
EM1C Recognize fast and slow tempo
AP1A Distinguish between music opposites – fast/slow, loud/quiet
AP1B Demonstrate through movement musical opposites – fast/slow