Lessons - FALL

 

 

 

Lesson Overview

Grade K

Grade 1

Grade 2

Grade 3

 


NOTE: Common Core State Standard codes included on digital download of lesson plan when applicable. (LilyPad Lifeline members only.)


 

Room Set-up/Environment:
Half circle of chairs, open space for movement in the middle.


Lesson Plan

Grade K

Download Lesson Plan


Materials Needed:

  1. Recordings: “The Top” by Bizet (Bizet, Georges Jeux d’Enfants :La Toupie)
  2. Prepared seating chart with student names and assigned seats.
  3. Freddie the Frog teacher’s puppet
  4. Audio player and speaker
  5. Memorized song, “At the Bottom of the Sea”

Students “I can” statements:

  1. I can find my assigned place in the music classroom.
  2. I can hear, feel, chant, and play rhythm patterns accurately alone and with others.
  3. I can stay in my personal space and use movement rules.
  4. I can understand form through active listening.
  5. I can use my singing voices.

Process:
Step 1. Ask students to sit on the floor facing me at the front of the room.Step 2. Meet Freddie the Frog.
  • Freddie is shy and a little scared. We help Freddie feel more comfortable by learning his song.
  • “Hello, Freddie” (Tune of “Where is Thumbkin.” Click here to listen to audio.)
  • Freddie is happy and asks the kids if they would sing it every time they come to music.
  • Freddie wants to tell them a story. I tell him that I’m sorry, but we don’t have time. We’ll have to share it next time.

Step 3. Freddie wants to play a game!

  • “The Top” by Bizet (Bizet, GeorgesJeux d’Enfants :La Toupie (The Top)
  • Explain what the toy, a top, is and act it out.
  • Direct each student to find their own circle space in the room and look at me, hands at their side.
  • Listen for the music to tell them three things:
    1. Spin
    2. Wobble, wobble and fall down
    3. Get up
  • Using the orchestral music and their music ears, do what the music tells them.
  • Ask kids to sit inside their circle.

Step 4. At the Bottom of the Sea (Click At the Bottom of the Sea to hear the melody)

  • Turn off the lights and pretend to be in the ocean.
  • Each child is sea grass growing on the ocean floor (hands and elbows together, swaying in the water in front of them).
  • I’m (teacher) a fish swimming through the sea grass in the ocean. When I sing their name, “poof”, that child is no longer sea grass but becomes part of my fish by hanging on behind me.

    At the bottom of the sea
    All the fish are swimming.
    Here and there and everywhere,
    Oh, ________, _________, we love you. (repeat with new name)

  • Our fish continues to get bigger until every name is sung. (Sing the names in the order of their seating assignments.)
  • After two or three students have joined your teacher “fish train,” ask the students to count the number of people in the giant fish. (CCSS.Math.Content.K.CC.B.4)
  • Continue singing game and adding fish.
  • After a few more students have joined the “fish train,” ask the students to count the number of people in the giant fish; ask student to count number of students that are sea grass on the floor. COMPARE which number is bigger – sea grass or giant fish? (CCSS.Math.Content.K.CC.C.6 and CCSS.Math.Content.MD.K.MD.B.3)
  • After singing all names and all students are part of the giant fish, ask students to count to find out how many people are part of the giant fish. (CCSS.Math.Content.K.CC.B.5)
  • Seat students in their assigned music seat.

Step 5. Play “Scramble”

  • Explain that every time they come to music to always sit in the same place. Game.
  • When I say “scramble” they all get up and walk anywhere, but can’t touch.
  • When I begin to count, see how fast they can get back to their music seat without touching anyone.

Transition for leaving: Ask students to drop hands and turn in direction of the line.


Follow Up Activities:
Next music class, share Freddie the Frog and the Thump in the Night book/CD and follow up singing and movement.


Resources and References:


 

Lesson Plan

Grade 1

Download Lesson Plan


 Materials Needed:
  1. Prepared seating chart with student names and assigned seats.
  2. Freddie the Frog teacher’s puppet
  3. Audio player and speaker
  4. Optional Recording of “Down in the Valley” (New England Dancing Masters, “Down in the Valley” book/CD). Link here.
  5. Optional Recording of “Bobolinka” (New England Dancing Masters, “Jump, Jim, Joe” book/CD). Link here.

Student “I Can” Statements:

  1. I can feel a sense of belonging and fun.
  2. I can find my assigned seat for music class.
  3. I can use my singing voice.
  4. I can move to the beat.
  5. I can move in partner movement and line folk dancing.

Process:
Step 1. Ask students to sit on the floor facing me at the front of the room.Step 2. Meet Freddie the Frog. Teach and sing his song, sung as a 2-part round.

  • Freddie is happy to see everyone again. Introduce and meet new students. Teach Freddie’s song.
  • “Hello, Freddie” (Tune of “Where is Thumbkin.” Click here to listen to audio.)
  • Freddie is happy and asks the kids if they would sing it in a round. Assign students to two standing circles.
  • Both circles sing the “Hello, Freddie” song in unison.
  • Explain how a “round” works.
  • Choose whichever circle is “Doing their job” first, to sing first. Indicate when the next circle should begin singing. (2nd phrase)
  • Guide students to successfully sing as a round.
  • Ask students to always go to their assigned circle when they enter the room for music class.

TRANSITION: Ask students to turn and face the teacher at the front of the room.

Step 3. Freddie wants to play a game. “Mirror Game”
(Freddie asks to play the game. Teacher agrees and sets Freddie in designated spot at the front of the room, out of reach of students, but still visible.)

  • Explain that a mirror game works with one person being the “leader” who is “looking in their mirror”; everyone else is the “mirror.”
  • Ask the question, “Do mirrors talk?” (No.)
  • Ask the question, “Do mirrors echo?” (No.)
  • Begin playing with you, the teacher, as the leader; students, the mirror.
  • Once they understand, ask students to turn to a person next to them. Designate one person to be the leader, the other the mirror.
  • Play again as partners. (Guide who is the leader and who is the mirror to save time and avoid confusion.)
  • Say, “Switch.” Partners switch who is the leader/mirror.
  • Ask students to place their hands at their side and move to a new partner.
  • Play again.

Step 4. Singing game, “Down in the Valley” (folk song)

  • Students are still facing their partner. Ask the students to take hold of their partner’s hands and mirror you, the teacher.
  • Say, “swish, swish…” while moving joined hands forward and back, alternately. (see video) This establishes a beat vs. a yanking action.
  • Ask students to continue the movement while bending knees.
  • Begin singing while the students continue moving joined arms and chanting, “swish, swish…” to the beat.
  • Words to the song:

    Down in the valley, two by two.
    My baby, two by two.
    My baby, two by two.
    Down in the valley, two by two.
    Now, rise, Sally, rise. (Partners rise with joined hands.)

    (Partners choose who is leader/mirror. Play the mirror game during the next verse.)

    Let me see you make a motion, two by two.
    My baby, two by two.
    My baby, two by two.
    Let me see you make a motion, two by two.
    Now, rise, Sally, rise.

    (Partners switch who is leader/mirror. Play the mirror game during the next verse.)

    Let me see you make another one, two by two.
    My baby, two by two.
    My baby, two by two.
    Let me see you make another one, two by two.
    Now, rise, Sally, rise.

    (Partners choose a new partner. Grasping hands and “swishing” until the end of the next verse.)

    Choose somebody, two by two.
    My baby, two by two.
    My baby, two by two.
    Choose somebody, two by two.
    Now, rise, Sally, rise.

    (New partners bend knees while “swishing” joined hands/arms, and begin the singing game again.)

Add optional recording mentioned in the Materials Needed list.

Repeat desired amount of times.

TRANSITION: Ask partners to remain with their partner and form one or two columns (depending on open space limitations) with the other partners. (see video)

Step 5. Play singing game, “Bobolinka” (folk song). Directions from New England Folk Dancing Masters book, “Jump, Jim, Joe.”

You, the teacher, and a student partner demonstrate at the front of the column of partners.

  • Ask all partners to face the same direction, side by side.
  • Ask partners to take a baby step forward, then a baby step backward. Repeat.
  • Ask partners to turn and face each other and point to their partner.
  • Ask partners to hold partner’s hands and turn a TINY circle, returning to where they started.
  • Ask partners to drop hands and jump up and down.
  • Ask partners to join hands and raise to form an arch.
  • Front pair (teacher and student for demonstration, duck and go through the arch, following each other.)
  • Front pair is now the back pair. The next pair at the front end of the column is the new pair. Begin again.

Words of the song, dictate the action.

Forward and back, Bobolinka.
Forward and back, Bobolinka.
Forward and back, Bobolinka.
Won’t you be my partner?

 

Two hands around, Bobolinka.
Two hands around, Bobolinka.
Two hands around, Bobolinka.
Right back where you started.

Up and down, Bobolinka. (3 times)
Now you make and alley.

Through the alley, Bobolinka. (3 timess.)
Move up one place. Start again.

TRANSITION: Seat students in their assigned music seat.

Step 6.
Play “Scramble”

  • Explain that every time they come to music to always sit in the same place. Game.
  • When I say “scramble” they all get up and walk anywhere, but can’t touch.
  • When I begin to count, see how fast they can get back to their music seat without touching anyone.

TRANSITION: Freddie wants to tell them a story. I tell him that I’m sorry, but we don’t have time. We’ll have to share it next time

Step 7.
Stand, turn in direction of the line and leave to give Freddie a hug or high five, and return to their classroom


Follow Up Activities:
Next music class, share Freddie the Frog and the Thump in the Night book/CD and follow up singing and movement.


References:

        • Corresponds to Teaching Video: First Grade Day 1
          Located at www.TeachingWithFreddieTheFrog.com
        • Optional Recording of “Down in the Valley” (New England Dancing Masters, “Down in the Valley” book/CD)
          Link here.
        • Optional Recording of “Bobolinka” (New England Dancing Masters, “Jump, Jim, Joe” book/CD)
          Link here.

Lesson Plan

Grade 2

Download Lesson Plan


Same as Grade 1 with following exception for Step 2:


 

Step 2. Meet Freddie the Frog. Teach and sing his song, sung as a 3-part round.

  • Freddie is happy to see everyone again. Introduce and meet new students. Teach Freddie’s song.
  • “Hello, Freddie” (Tune of “Where is Thumbkin.” Click here to listen to audio.)
  • Freddie is happy and asks the kids if they would sing it in a round. Assign students to three standing circles.
  • All circles sing the “Hello, Freddie” song in unison.
  • Explain how a “round” works.
  • Choose whichever circle is “Doing their job” first, to sing first. Indicate when the next circle should begin singing. (2nd phrase)
  • Guide students to successfully sing as a 3-part round.
  • Ask students to always go to their assigned circle when they enter the room for music class.

TRANSITION: Ask students to turn and face the teacher at the front of the room.

Continue with steps as shared in Grade 1.


Lesson Plan

Grade 3

Download Lesson Plan


Same as Grade  2 with the exception of replacing Step 5 as shown below.

TRANSITION: Ask students to form a circle, standing shoulder to shoulder with their palms up.

  • Right palm above neighbor’s upward palm; left palm below neighbor’s upward palm.

STEP 5. Play singing game, “Bulldog” (folk song). Directions from New England Folk Dancing Masters book, “Jump, Jim, Joe.”

  • Ask all student to stand in one circle, close together. Their shoulders should almost touch.
  • Ask students to stand with their palms up. Right hand palm is above neighbors palm; left hand palm is below neighbor’s palm.
  • Teach “Bulldog” (See Third Grade Day 1 video.) Hands can only tap neighbor’s hand on the beat.

Words of the song.


BULLDOG

Way down south in the hanky pank,
I said, bulldog, bulldog, hanky pank,
I said, fee, fi, fo, fum,
Listen to that bullDOG.

Whomever the tap lands on, on the word DOG at the end, is “out.”

Play several “practice” rounds with students telling you who is “out.”

Additional rules that all students need to understand:

  • If the person who would be “out” pulls their hand away, then the person tapping is “out.”
  • The next person in line from the one that was “out”, starts the next round.

MULTIPLE CIRCLES THE REAL FUN BEGINS!

Once students understand the game and the rules clearly, divide the group into multiple circles.

  • Each circle plays their own round, whomever is “out” rotates to the next circle located clockwise in the room. (Establish with the students what the clockwise rotation is by having each circle point to the circle they think they should move to if they are “out.”)
  • Tell the students that they only have four counts to move to the next circle.
  • Begin singing and start the next round.
  • After playing a few rounds, only give them two counts to move to the next circle, and then no counts. Yes, the other circle will already have started. Too bad. (Just jump in. That’s part of the fun.)

TRANSITION: Seat students in their assigned music seat.

Step 6.
Play “Scramble”

  • Explain that every time they come to music to always sit in the same place. Game.
  • When I say “scramble” they all get up and walk anywhere, but can’t touch.
  • When I begin to count, see how fast they can get back to their music seat without touching anyone.

TRANSITION: Freddie wants to tell them a story. I tell him that I’m sorry, but we don’t have time. We’ll have to share it next time.

Step 7.
Stand, turn in direction of the line and leave to give Freddie a hug or high five, and return to their classroom


Follow Up Activities:
Next music class, share Freddie the Frog and the Thump in the Night book/CD and follow up singing and movement.


References:

            • Optional Recording of “Down in the Valley” (New England Dancing Masters, “Down in the Valley” book/CD)
              Link here.
            • Optional Recording of “Bulldog” (New England Dancing Masters, “Jump, Jim, Joe” book/CD)
              Link here.