Clap all 4 rhythms. Click on a square to take one away.
Clap all 4 rhythms, including the missing one. Click on a square to take another away.
Clap all 4 rhythms, including the missing ones. Click on a square to take another away.
Clap all 4 rhythms, including the missing ones. Click on a square to take another away.
Invite 4 students to help you write the complete rhythm on the board. (Each does one square)
Ask the students if they can identify the song.

Read the rhythms of the song.

Sing the song showing the melody map with arm movements (prepping to label low so and low la).

1. Sing the notes that the students know on the tone ladder: do, re, mi, so, la, do’. Ask the students if there are notes on the tone ladder that they see more than once. There is a low do and a high do. They may also see the low la and the low so.
2. Ask if the low la is a step or a skip below do (skip).

Read the song using the new solfa notes. Hand-signs for low la and so are the same as for la and so. They are signed below do.

Review "Long Legged Sailor".

Try singing the song using solfa notes. (do re mi)

Invite the students to improvise new melodies using do re mi with their voices, Boomwhackers, or barred instruments. You could have students create a new do re mi melody to a simple poem.

Optional: Use the composition tool to create new melodies with do re mi.

Complete a listening log on "Musette."

A printable version of the listening log is in supporting resources.
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Discuss the answers to the questions with your class.

Play along with "Musette" by Bach.

If the students are able to read 16th notes, have them read the parts.

If they aren't reading 16ths yet, teach the parts by rote.

Teach the song by rote. Use the song as the basis of a composition activity.

Create a rhythm composition to use as a B section with the song.

Copy your composition onto a piece of paper.

Then go back to "Playin' on the Washboard" and play your composition during the B section of the song.

Depending on the reading abilities of your students, teach the song by rote or have the students read the solfa and the rhythms.

Have the students brainstorm a list of foods that they like to eat at Thanksgiving or Christmas. Choose 4-8 of the foods to be a word chain that the students would chant or play on instruments as an interlude between repetitions of the song.

Have the students make a circle. Choose one student to be the turkey. The turkey struts around the outside of the circle while the other students sing the song. At the end of the song, the turkey tags a student who chases and tries to tag the turkey before the turkey reaches the inside of the circle. Both the “turkey” and the “chaser” sit in the middle of the circle until all of the students have had a turn.

This is a song about what we’re thankful for. Teach the song by rote.

If you have labelled the fermata review it's function in the piece. If not, ask the students to find the fermata in the song, and have them tell
you what they should do on that note. (hold or pause)

Extension: Ask the students to suggest things that they are thankful for. Incorporate some of these into the song. Give the students
the opportunity to sing their suggestion alone.