Sing "Welcome Welcome"

Listen to the song.
Play the video again and sing along!
New! If you have Orff instruments - teach the children how to hold the mallets and have them play a solid bordun on C-G.

Extensions:
1. Say "Welcome" to each student in your class and have the rest of class echo the same way you said it.
2. Use a high voice for one student, and a low voice for the next. The students who echo will experience high/low. Try loud/quiet, fast/slow, and singing using a variety of tone sets.
3. Keep a beat while you say the welcome. The first time, clap or pat the beat. In future weeks, play the beat on an instrument.
4. Discuss with the students the instrument that you used. For example if you use rhythm sticks, as the students questions such as:
• What are these called?
• What are they made of?
• How can I make sound on them? Try out different ways - tapping, clicking, drumming, scraping
• Classify the instrument as a wood, metal, shake/scrape or drum
In this way the students will learn about many of the classroom instruments!

Listen to the story, "All Are Welcome" (or skip ahead if you've done it)

Pause the video and sing the welcome song each time you hear the words, "All are welcome here."

This is a lovely, diverse storybook. If you are able to, order your own copy of it.
All Are Welcomeby Alexandra Penfold (Author), Suzanne Kaufman (Illustrator)

If you started in August Week 1 and have already read this story, read the So-Me Goes Missing Storybook instead. (below)

Story option 2 - So-me Goes Missing (or skip ahead)

Listen to the story.
Every time there is a part that's sung, pause the video and echo the singing.

This book includes many sounds in the environment - sounds around us.
Create sound effects to go with the sound words in the story - eg. drip, drip, drip, drip or Buzz....
Have students close eyes for 20-30 seconds and listen.
Make a list of all the sounds the students can hear in the classroom.

Jump ahead if you've already read the story.

Story option 3 - The Listening Walk

If you've already read stories 1-2, Read "The Listening Walk" to your students.

Then do a "listen" in your classroom and create a list of all the things you can hear.

Teach/Review or skip ahead - How to... What if?

Review quickly if you did this in Aug. week 1-2-3

Talk about procedures if this is your first week.

Teach/Review or skip ahead - Music Room Rules

Read and Discuss the Music Room Rules. (or skip ahead if this is Week 3 or 4)

Have the students give examples of good choices, being responsible, good manners, etc.

Extension: Give your students a piece of paper, and have them draw a picture of how they could follow one rule.

Say the finger play "Whoops Johnny"

Teach the words to the finger play, "Johnny Whoops"
This is great review of student names!

Extension: Ask the students if they'd like you to say their name loud or quiet.
Ask some if they'd like their name fast or slow.
It's a great way to review those concepts.

To learn the movements, view the kids demo that follows.

Whoops Johnny Kids Demo

Watch the teacher to learn how to do the finger play "Whoops Johnny."

After the finger play is learned, invite each student to tell you if they want to have their name said fast or slow.
Substitute student names for "Johnny."

Teach or review the words to the song "I've Got the Beat"

Read and echo the words to the song "I've Got the Beat"
Teacher: reads a line Students: Echo
Try 2 lines - then 4

Skip ahead if students can sing the song.

Sing and move to the song "I've Got the Beat"

Sing the whole song!

Do movements with JJ to the song "I've got the Beat"

Do movements with JJ to the song "I've got the Beat"

Practice Rhythm With Fruit Rhythms

Watch the video, say the fruit rhythms, and echo the teacher.

You will say the rhythms with the students on the recording.

Invite the students to create their own fruit rhythms

Copy and cut out the Apple-Plum cards found in supporting resources.
If time permits, have your students create their own fruit rhythms.

Move to the drum

Have students stand and move in place to the drum.

Talk about the appropriate ways to move in the open space.
(no bumping or pushing, listen and move to the music)
If students are ready, have them move to the drum - or drum yourself and have students move and stop.

Teach the song "What Shall We Do When We All go out?"

Teach the song by rote.
Sing or play a phrase and have the students echo.
Then, jump ahead to the song video.

Sing the song "What Shall We Do When We All go out?"

Sing the song.
Invite the students to think of new verses for the song and sing them.

Optional: Naughty Kitty cat

If you have an amazing class, you could teach the song, and try this chase game.

Teach the song by rote. Sing or play a phrase and have the students echo.

Optional: Naughty Kitty cat

Watch how the kids play the game.

Try the game if your students are ready.
In the classroom, speed walk safely instead of running.

Optional: Fill in the "All About Me" Worksheet

Print and fill out the "All About Me" Worksheet.
-or-
Save paper and ink and use your own paper and drawings to make your own "All About Me" sheet.

Omit if you have already done this activity in week 1-2-3

Sing "Twinkle, Twinkle Little Star"

Sing along with the video. Most students will know this song.

Extension:
• walk to the eighth notes and stretch to the quarter notes. Experiencing short and long notes through movement will help them understand the concept of short and long sounds when you label it.
• Play the words of the songs on instruments. Play the eighth notes on sticks and the quarter notes on a triangle or finger cymbal.
Teacher note - with very young students, I sometimes have them play a finger cymbal with a mallet instead of ringing one cymbal against the other. This activity will have students experience short and long sounds.