Warm up with body percussion

Teach “The More We Get Together”

This song is in 3/4 time. Have the students create an ostinato with movement to perform with the song, e.g., pat - snap - snap. Sing "The More We Get Together" as a warm-up. Use the names of students in your class in the song.

Review strong and weak beats in 3/4 time

Review “I Sent a Valentine”

Teach "I Sent a Valentine” to the students by rote. Teach the game and play it.

Play the “I Sent a Valentine” game

This is an adaptation of "Drop the Handkerchief". Have the students that are playing the game make a circle. Choose one student to be “It.” “It” walks around the circle while the song is being sung. At the end of the song, “It” touches three students in succession on the words, “And I won’t bite you.” The student that is touched on the words, “And I will bite you!” leaves the circle and tries to tag “It” before “It” gets inside the circle. After they have raced, ask the two runners to sit inside the circle. Then you know who has had turns and who hasn’t.

Teacher note: We don't have a kids demo for "I Sent a Valentine". If your students would like to see themselves on MusicplayOnline please review the submission requirements here: https://help.musicplay.ca/can-i-submit-a-kids-demo

Review “Oliver Twist”

Oliver Twist provides opportunities for students to sing a song in 6/8 time and to create movement. Teach "Oliver Twist" by rote. Teach and play the game.

Create movement with “Oliver Twist”

Oliver Twist” is a traditional ball bouncing game.

Denise Tip: I’ve adapted it for classroom use by having one student in the middle make up an action that students have to perform while touching knees, toes, clapping hands and turning around (i.e., Jump and sing the song). When you get to “touch your knees,” do it while jumping. This variation of the game was a huge hit with my students.

Is it stepping or skipping?

Optional: Teach the Orff arrangement for “Oliver Twist”

Creative Ideas: Have the students choose four of their favorite kinds of movements and make this into a word chain. Play the rhythm of the word chain on pitched or non-pitched instruments as an introduction or B section. For example: twisting, twisting, reaching, jump

Echo sing d m s in F Major

Read the poem "The Moon" by Robert Louis Stephenson

Read the students the poem "The Moon" by Robert Louis Stephenson. Ask the students to tell you what they think of when they look at the moon at night.

Teach “I See the Moon”

Listen to "I See the Moon". Teach the song by rote.

Have the students read the rhythm of the song from the projectable.

Create with word rhythm patterns

Students could create word rhythm patterns using ideas from the song, or ideas from space (for example: sun, moon, stars shine bright; Mercury, Jupiter, Sun and Mars). They could use these patterns as an introduction to the song, as an ostinato to perform with the song, or as variations in a rondo. They could say the patterns using voices, transfer to unpitched instruments, or create melodies and play them on pitched instruments (use limited pitches - do re mi so).

Option 1: Complete the solfa challenge for “I See the Moon”

Project on a screen and have students read the rhythms.

Then, do the solfa challenge activity.

Option 2: Complete the note name challenge for “I See the Moon”

Project on a screen and have students read the rhythms.

Then, do the note name challenge activity.

Optional: Teach the Orff arrangement for "I See the Moon"

Creative Ideas: Set the barred instruments up using the notes FGA CD. Have the students at the instruments improvise or create a new melody between repetitions of the song. You could have each instrument take a turn.

"Water Lilies and Japanese Bridge" by Claude Monet

The painting "Water Lilies and Japanese Bridge" by Claude Monet was created during the time that Debussy wrote his music.

It is called "Impressionist" art because it's not detailed; it just gives an impression of water lilies.

Draw a Moonlight Picture as you Listen to “Clair de lune” by Debussy

Give each student a piece of paper and ask them to get out their markers, crayons or pencil crayons.

Tell them that the piece of music they will listen to is "Clair de lune" which means moonlight.
Ask students to draw a moon, then to listen to the piece of music and create drawings that reflect what they are hearing.

Sing "The Music Time Is Over"

Sing "The Music Time Is Over".