Music 1

MUSIC
Grade 1
Table of Contents
Music Lessons
• Key Concepts
• Music Instruction in the Classroom
• Lessons
1. Rhythm: Run Molly Run
2. Form: Down by the Bay
3. Form: Mashed Potatoes
4. Melody- High/Low: The Little Green Frog
5. Melody- High/Low: Leaves Dance Up and Down
6. Timbre: My Voice
7. Texture/Harmony: Nana, Thread Needle
8. Rhythm: Rainy Day Rhythm
9. Form: Shortnin’ Bread
• Core Learnings: Music Grade 1
• Glossary
GRADE ONE
KEY CONCEPTS and SKILLS
Based on the California State VAPA Standards and Framework
Five VAPA Strands
1. Artistic Perception: processing, analyzing and responding to the arts

2. Creative Expression: creating, performing, participating in the arts
3. Historical and Cultural Context: cultures, historical periods, artistic contributions
4. Aesthetic Valuing: making critical judgments, deriving meaning from the arts, appreciation
5. Connections, Relations, and Applications: connecting and applying knowledge to other arts
disciplines, subject areas and careers
Four VAPA Disciplines

Dance, Music, Theatre and Visual Arts
By the end of Kindergarten, students proficient in music should be able to demonstrate and apply the
following Key Concepts and Skills:
MUSIC
Understanding Basic Music Elements

• Identify and describe basic elements in music: beat, pattern, pitch, dynamics, tempo and melody
• Demonstrate understanding of basic element by singing, movement, speech, and using
manipulatives
• Use icons or invented symbols to represent beat
Singing and Playing Music
• Sing or speak simple melodic patterns
• Use the singing voice to echo short melodic patterns
• Sing age-appropriate songs from memory
• Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics and
melodic direction
Music in Daily Life
• Identify the various uses of music in daily experiences
• Sing and play simple singing games from various cultures
• Describe voices and instruments from diverse cultures
Moving to Music
• Create movements that respond to specific music
Making Connections
• Combine music with dance, theatre and visual art for storytelling
THE MUSIC CLASSROOM
Setting up the Music Classroom

• Have all equipment, such as CD player, CD’s that are to be used in the lesson in a place so you can
readily access them without taking time from the class lesson.
• Have any instructional materials needed ready to use prior to engaging students in the music lessons.
• Create an open space that allows for movement as well as listening.
• Check with the Instructional Media Center (IMC) or Visual and Performing Arts (VAPA) Department
for assistance locating supplies and instruments needed for your lessons if not available in your
classroom.
Strategies in teaching music

• Attend the free VAPA training sessions to better understand each unit of study.
• Use a signal to begin or end an activity, and wait for everyone to follow that signal. (e.g., a bell, hand
clap, “Ready?”, “Freeze”, etc.)
• Have students practice running, skipping, walking, etc. in-place before a movement lesson to
control activity and movement.
• Be familiar with the lesson you want to teach, as long pauses during the instruction will lose student
attention.
• Keep peer evaluation positive. Highlight the successes.
• When control issues occur, ask students to reflect on what could be done in the future to exercise
more control and to offer suggestions for improvement.
• Create opportunities when ever possible for students to participate with you in front of the class.
• Seek out good music models when sharing pop music and be aware of the wording and meaning
found in those songs.
Creating a positive environment

• Create a safe environment physically and emotionally for all students.
• Balance the importance of following directions and using creative expression.
• Allow all students to participate in the lesson by using a variety of groupings. All students should be
“doing” as much as possible.
• Provide equal opportunities to present the varied cultures found in your individual school/classroom.
• Be aware of cultural differences and possible restrictions to avoid uncomfortable situations.
Creating program opportunities

• Give your class plenty of time to learn what is needed in and to prepare for a performance.
• Work with other teachers and adults to share the responsibilities of preparing for programs.
• Delegate as much as possible while you work with the actual program.
• Plan ahead:
o Work out an outline of all that you would need (music, costumes, staging, schedules, etc.)
o Get your resources together before you start
o Schedule rehearsal times in the area in which the performance will be given.
• Remember that this is the students’ program. Let them enjoy it and encourage them to do the best
they can!
• Plan a celebration at the end of the program for everyone involved, including yourself!
ORDERING SUPPLEMENTAL MUSIC MATERIALS
Classroom instruments that are highly encouraged for the music lessons include:
• Rhythm sticks
• Drums
These instruments can be created by the students, collected from found objects (e.g., dowling, empty oatmeal
containers, large coffee cans with plastic lids, bells, sandpaper blocks, etc.), supplemented by parents or
purchased from a music store.
Schools may also purchase VAPA approved instruments to provide variety in sound and experience for
students. Melodic instruments and instruments from various cultures are available at the SDUSD IMC to
support instruction.
Classroom instruments include: (RB46 Deluxe Rhythm Band Set $85.00 includes Deluxe container)
• tom-tom w/ mallets
• maracas
• cymbals
• triangles
• sand blocks
• tap-a-taps
• tone block w/ mallet
• guiro
• rhythm sticks
• wrist bells
• jingle tap
• snare boy
• cluster bells
• tambourines
• castanets
• 5 sets of tone bells (RB2130 8-tone resonator bells $17.00 per set = $85.00 total)
Vendor for Classroom Instruments
Rhythm Band Instruments

1316 East Lancaster
Fort Worth, Texas 76102
www.rhythmband.com
(817)335-2561 X109
attention: Ashley
MUSIC – GRADE 1
RHYTHM
Run, Molly, Run

Lesson #1
CONTENT STANDARDS
4.1 Create movements to music that reflect focused listening.
TOPICAL QUESTIONS (Questions students ask themselves)

• What am I listening for in music to help me find the beat?
OBJECTIVES & STUDENT OUTCOMES

• Students will be able to clap on a steady beat while listening to a song.
• Students will be able to create words and add age-appropriate movement to music.
ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

• Feedback for Teacher
o Help students find the steady beat by having the students work in pairs, clapping each others
hands.
• Feedback for Student
o Create movement words and actions to add to the song.
WORDS TO KNOW
• steady beat: a unit of measure of rhythmic time
• boogie step: swaying movement with fingers snapping in the air
• verse: refers to the section of a song that is sung before the refrain
• refrain: the section of a song that repeats, using the same melody and words
MATERIALS
• Making Music Teacher’s Manual, Silver Burdett, Grade 1, page 8
• CD player
• CD 1:11, CD 1:12
RESOURCES
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
• http://kids.niehs.nih.gov/lyrics/hokey.htm words and music to Hokey Pokey
• http://www.kididdles.com/lyrics/f001.html words and music to The Farmer in the Dell
• http://www.kididdles.com/lyrics/l027.html words and music to Looby Loo
• http://falcon.jmu.edu/~ramseyil/mulafro.htm African American books and bibliography
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Introduce the students to a simple singing game, such as “Looby Loo”, “The Farmer in the Dell”, or
“Hokey Pokey”. (Reference web sites for words and music)
• Explain that many singing games were passed down from previous generations. Sometimes the
words or actions have been changed.
• We are going to learn a song that was created in America and sung by African Americans for many
generations. You might want to read a book about African American Children/People (Refer to
African American books resource)
MODELING (Presentation of new material, demonstration of the process, direct instruction)
• Have the students sit in a circle.
• Read the poem, “My Legs and I” on page 9 of the Teacher’s Manual and have the students act out
the different actions.
• Play CD 1:11, Run Molly Run, and ask the students: “Why is Molly running?” (She wanted to have
some fun)
• Explain that this song and game is all about keeping a steady beat.
• Review the words from the refrain: “Run, Molly, run; (3 times) Let us have some fun.”
• Play the CD 1:11, Run Molly Run again. Have the students sing the refrain and pat their hands on
their knees keeping a steady beat.
GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

• Explain that during the verse, a student volunteer will stand in the middle of the circle and move
(walk, march, skip) to the steady beat while the students in the circle clap the beat.
• The first verse is “Oh, Liza, oh, girl…”: the second verse is a “boogie”. Demonstrate for the students
some type of “boogie” moves. (sway your body back and forth with swinging arms, or make up your
own move)
• Play CD 1:11, Run Molly Run and have a student (or two at a time if students are shy) to step into the
circle during the verses and create their movements while the rest of the class claps standing in the
outside circle
• Have the students step back and join the class circle during the refrain.
• Repeat and allow students to share their movements during the song.
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place. Did students meet outcomes?)
• Ask the students: “What words tell us what movements Molly made?” (run and boogie)
• Ask the students to create other movement words to put into the refrain and have them perform the
movements during the verses. (e.g., jump, hop, nod, wiggle, etc.)
• Play CD 1: 11 or CD 1:12 (students come in after the introduction)
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Encourage the students to ask their parents/guardians about games they played when they were
younger. Have students learn the games and teach them to the class.
MUSIC – GRADE 1
FORM
Down by the Bay

Lesson #2
CONTENT STANDARDS
1.2 Identify simple musical forms (e.g. phrase, AB, echo).
2.1 Sing with accuracy in a developmentally appropriate range.

• How do I know it is my time to be the echo in a song?
• To what do I need to listen so I know when to sing?

• Students will be able to recognize an echo in the call and response form.
• Students will be able to sing accurately an age-appropriate song.

o Students who are having difficulty repeating an echo accurately will need more practice with you.
Create short word phrases and have the class repeat them back.
o Try to become the caller in the song, with the class singing the response.
WORDS TO KNOW
• form: the organization and structure of a composition and the interrelationships of musical events
within the overall structure
• echo: the repeating of a heard sound
• call and response: a follow-the-leader process in which a melody is introduced by one voice or
instrument (call) and then immediately answered by other voices of instruments (response)
MA TERIALS
• Making Music Teacher’s Manual, Silver Burdett, Grade 1, page 18 -19; dance directions page 506.
• CD player
• CD 1:29; CD 1:30
RESOURCES
• http://www.songsforteaching.com/folk/downbythebay.htm “Down by the bay” words and music.
learning)
• Ask the students if they have ever been to the bay.
• Ask them what they saw at the bay. (Answers will vary).
• Read the poem, “The Fishes of Kempenfelt Bay”.
• Ask the students what the writer saw at Kempenfelt Bay? (fishes that didn’t move around much)
• Have the students listen to CD 1:29.
• Ask them what was seen down by the bay? (e.g., bee with a sunburned knee; cow with green
eyebrows)
• Ask the students
o “Who sang first on the CD?” (a child leader) You may need to play the song again.
o “What happened after the child sang?” (a group of children answered)
• Explain that this type of singing is called call and response.
• Ask if the words and music sung by the call are the same or different from the response? (the same;
the group sings the echo)

• Play the CD again, and have the students sing with the response/echo part.
• Have a student stand and sing the call part with the class singing the response.
• As students become secure with the song, let students take turns singing the call part while the
whole group sings the response.
• Play CD 1:30 which is the background music without words.
• Explore the concept of call and response by following the “Dance Directions, Down By the Bay” on
page 506 in the Teacher’s Manual using CD 1:30, the background music.
• Have students stand in a line facing forward. The teacher stands in the back with the students facing
away from her and “sends a message” to the last child in line by having the child turn around to face
her. As the music plays, the teacher creates a simple movement. (e.g. opening both arms and walk
in a circle; twist the arms and balance on one leg)
• That child turns to the next student, taps the student on the shoulder to turn around and passes the
message along by duplicating what the teacher did. Each child in the line will turn and act out the
teacher’s message to the next student.
experiences)
• Extend the song by having students first recognize the rhyming words (bee-knee; cow-brow)
• Ask the students to create new verses, using rhyming words (e.g., Did you ever see a cat with a
baseball bat? Did you ever see a goat sailing a boat?)
• Refer to web site for more verses to the song.
MUSIC – GRADE 1
FORM
Mashed Potatoes
Lesson #3
CONTENT STANDARDS
1.2 Identify simple musical forms (e.g. phrase, AB, echo).
2.2 Sing age-appropriate songs from memory.

• How do I know when to sing the call section and when to sing the response section?
• What do I need to know in order to create appropriate movements to a song

• Students will be able to respond correctly to a call and response song.
• Students will be able to sing the song from memory.
• Students will create movements to demonstrate the song.
ASSESSMENT
o Use simple greeting phrases and have the students “echo” to reinforce call and response.
o Work with a partner to create movements using the call and response form to the song.
WORDS TO KNOW
• phrase: a musical idea comparable to a sentence or a clause in language
• echo: the repeating of a heard sound
call and response: a follow-the-leader process in which a melody is introduced by one voice or
MATERIALS
• Making Music Teachers Guide, Grade 1, Silver Burdett, page 20-21, 506.
• CD player
• CD 1:32, CD 1:34
RESOURCES
• http://www.potatogoodness.com/main.php potato web site
• http://www.thegardenhelper.com/potato.html home grown potatoes
learning)
• Ask the students if they ever have eaten mashed potatoes. (Answers will vary)
• Ask them how mashed potatoes are made. (e.g., wash potatoes, peel, slice, boil, mash, etc.)
• Ask the students where potatoes came from? (dug up) Refer to web site for further information.

• Have the students listen as you read the poem on Page 21, “Mashed Potatoes”.
• Re-read the poem and have the students create motions/movements to key words (e.g., piled up
high; up to the sky; mashed potatoes clouds; mashed potatoes moon; scoop it up.)

• Have the students listen to CD 1:32. (stop after the first time song is played)
• Ask them what movements they could make for: dig ‘em up; scrape; slice and cut; boil and bake.
• Explain that this is a call and response song like “Down by the bay.”
• Ask:
o “Who was singing the call part?” (a male voice)
o “Who was singing the response?” (children)
• Replay the song for students to hear this.
• Ask students to share their movements with the class. Have students comment on what they saw
their classmates doing. (e.g., “What movement is Mary doing to show she is slicing?”)
• Play the CD again and have the students sing the response while they perform the actions they
created.
• When the class is familiar with the song, have student volunteers perform the call part while the class
sings the response.
• Students can use specific movements selected by the class or their own.
• Have the students practice the “Zydeco Dancing” on page 506 of the teacher’s manual
• Use the “Mashed Potato” music CD 1:32.
• Divide the class into pairs.
• Have the students practice repeating simple greetings (such as, “Hi1 My name is _____; How are
you?, etc), then add simple movements for each to repeat back to each other.
• Have students get into partners.
• While the song in playing partner A performs the first movement (call) and partner B “echoes” the
identical movement (response)
• Have the students switch parts for the second time the song is sung.
• Have students reflect on what movements they did, what was difficult, what was easy, etc.
experiences)
• Have the students create new words that describe making something using the call and response
form. (e.g., how to make a cake; how to make lemonade; etc.)
• Explore how to grow potatoes using the web site on how to grow potatoes.
MUSIC – GRADE1
MELODY – High/Low
The Little Green Frog

Lesson #4
CONTENT STANDARDS

• What do I need to listen to for me to move my body in a high or low position during the music?
• When I am unsure of what to do, to whom should I ask my questions?

• Students will sing and match the pitches of the song.
• Students will move as directed with the music.
• Students will create movement that reflects the highs and lows of the music.

o Students may need your modeling movements to understand the music high/low concepts.
o Give yourself a mental visual of what you are hearing to help you notice when notes sound high
or low.
WORDS TO KNOW
• pitch: The location of a note related to its highness or lowness
MATERIALS
• Making Music Teachers Manual, Grade 1, Silver Burdett, page 22-25
• CD player
• CD 1:35; CD 1:36.
RESOURCES
• http://www.kiddyhouse.com/Themes/frogs/ frog web site
• http://www.pca.state.mn.us/kids/frogsforkids.html frog web site
• http://animaldiversity.ummz.umich.edu/site/topics/frogCalls.html frog sounds
• http://www.kidzone.ws/lw/frogs/activities-books.htm frog books
learning)
• Read the poem, “Frog” on page 25 in the Teacher’s Manual. Discuss which words depict movement.
• Read a Children’s Frog book to the students (refer to Resources for a list)
• Ask the students:
o “How many of you have ever seen or touched a frog?” (answers will vary)
o “Where do frogs like to live?” (ponds, around water)
o “How do frogs move around?” (they jump up from the ground)
o “Who can demonstrate how a frog moves?”
• Have students demonstrate frog moves.
• Explain that frogs make different sounds.
• Have the students share what they think a frog sounds like. (Refer to Resource web site)
• Explain that some frogs make sounds that begin in a low pitch and end up with in a high pitch.
• As you play CD 1:35, “The Little Green Frog”, ask the students to listen to what sound the frog makes
in the music. (ga-lump)
• Demonstrate how the “ga-lump” sounded by moving your hands from a low position to a high position
as you repeat the words to the song.
• Have the students move their hands with you.
• Have the students repeat the movement with their hands to “ga-lump” as they sing with the recording.

• Read the words of the song, and have the students learn movements to depict the song:
o “Ga-lump” - (squat small and move up to standing)
o “one day” – (hold one finger up)
o “and his eyes” – (open hands and eyes)
o “Ga-lump” – (last time squat and leap upward)
• Have the students sing and move with the recording.
• Play CD 1:37, Three Nocturnes for Piano Trio while the children listen for high and low pitches.
• Remind students how to demonstrate high and low pitches by moving their hands high and low.
• Play the CD and have the students raise their hands when they hear high pitches and lower their
hands when they hear low pitches.
• Observe which students are just moving and not following the pitches of the piece.
• Move with them so they understand the concept of high and low sounds.
• Repeat until students can demonstrate high and low pitches.
experiences)
• Play other selections of music and have students raise and lower their hands according to the pitches
they hear.
• Have the students dramatize the poem with movement
• “Across the Curriculum” – create a large illustration in the shape of a giant frog. Label the parts of the
frog with phrases from the poem.
MUSIC- GRADE 1
MELODY – High/Low
Leaves Dance Up and Down

Lesson # 5
CONTENT STANDARDS

• What strategies will help me memorize a song?
• What am I hearing in the music to help me move in the correct direction of the melody?

• Students will be able to sing the “Leaves song” my memory.
• Students will be able to create movement to reflect how the melody moves.

o Some students will find it hard to move their hands slowly in any direction. Help them by
confirming that they are moving in the correct direction and let them use their whole body to move
downwards or upwards.
o Work with a partner while singing the song, “Leaves”, with one of you moving downward and the
other one moving upward with the melody. Switch parts on the second time the song is played.
WORDS TO KNOW
• steady beat: unit of measure of rhythmic time
• melody: an organized sequence of single notes
MATERIALS
• Making Music Teachers Manual, Grade 1, Silver Burdett, pages 26- 29.
• CD player
• CD 1:38; CD 1:39, CD 1: 40-41
• The Four Seasons poster (included)
RESOURCES
http://www.kidzone.ws/plants/index.htm web page about leaves
http://www.brainpop.com/science/weather/seasons/preview.weml web page describing the four
seasons
learning)
• Ask the students if they know what the four seasons are. (Californians do not usually know that there
are four seasons.)
• Explain that some areas of our country have 4 seasons.
• Have students name the four seasons and share what they know about each season.
• Ask the students to identify the current season.
• Talk about how, in the fall season, leaves begin to change colors and how they eventually fall down to
the ground.
• Ask them to share what colors of leaves they have seen and where they saw those leaves?
• Read to the students the poem, “The Leaves” on page 27 in the Teacher’s Manual.
• Have the students think about the different ways that leaves might move as they float down from a
tree.
• Have the students stand and use movements that follow the action words in the poem. (e.g., frolic,
dance, whirl, float, scamper, circle, etc.)
• Play CD 1:38, Leaves Dance Up and Down.
• Ask the students how the leaves moved in the music? (first coming down, then moving up)

• Play CD 1:38, Leaves Dance Up and Down, again and ask the students what they heard to tell them
that the leaves were coming down or moving up? (the words)
• Play CD 1:39, the background music and have the students move their hands according to how the
music was sounding. Begin with their hands over their heads and slowly move them down as the
music descends. As the music ascends, have the students slowly move their hands upwards.
• Ask the students what did they hear to tell them when to move their hands down or up? (the music
moved down and then up)

• Raise your hands over your head, slowly moving them down and then up again.
• Have the students imitate your movements.
• Explain that you are going to slowly count to 8 using a steady beat while you move your hands down
and then 8 more steady beats as you raise your hands up again.
• Count to 8 slowly using a steady beat, moving your hands up over your head.
• Have the students count 8 steady beats out loud as they move their hands with you.
• Move your hands down as you slowly read the words, “All the leaves are falling down…” (8 counts)
• Slowly raise your hands as you say the words, “Now the wind will lift them high…”. (8 counts)
• Play CD 1:38, Leaves Dance Up and Down, and have the students tap a steady beat on each of the
words.
• Ask:
o “In what direction did the leaves first move?” (downward)
o “What happened to the leaves at the end of the song?” (they moved upward)
• Explain that a song can move upward or downward to create a melody.
• Have the students sing and move their hands to the song.
• Play the CD 1:39 and have the students sing the song, “Leaves” by memory while moving their hands
appropriately with the words.
• Model with the students to help them move their hands slowly to the steady beat of the song.
• Have students reflect on what they had to do in order to make the appropriate movements.
experiences)
• Play the CD 1:40 (Spanish) or CD 1:41 (English) and discuss which of the seasons each verse is
describing.
• Collect leaves and write short stories/poems using descriptive words.
• Use a simple song, e.g. “Row, row, your boat” and have the students add simple words to the tune.
The Four Seasons
MUSIC – GRADE 1
TIMBRE
My Voice
Lesson # 6
CONTENT STANDARDS
2.1 Sing with accuracy in a developmentally appropriate range
4.1 Create movements to music that reflect focused listening
4.2 Describe how ideas or moods are communicated through music

• What skills and knowledge do I have to have in order to sing appropriately?
• What should my face and body be doing when I demonstrate the four ways to use my voice?
• What does my voice do when I demonstrate different moods?

• Students will be able to sing accurately the refrain of the song.
• Students will be able to create movement to the verses of the song.
• Students will be able to recognize how their voices describe or indicate their moods.

o If students have difficulty in switching between voice styles, have the class practice one style for a
longer period of time. (e.g. teacher whispering directions, students whispering to each other, or
teacher singing directions, and students singing softly to each other)
o Work with a partner and practice using your voice in a speaking manner, singing, whispering
tone. Have your partner repeat how you are using your voice. Remember to use the “shouting”
voice outside so not to disturb the classroom.
WORDS TO KNOW
• timbre: tone color or quality of sound heard
MATERIALS
• Making Music Teachers Manual, Grade 1, Silver Burdett, pages 34- 37
• CD Player
• CD 1:57
• Making Music Big Book, Grade 1, page 13, or student book page 13.
• 10 sets of Sing, Speak, Whisper, Shout Partner cards (included)
RESOURCES
• http://www.sandi.net/depts/vapa/lessons/theatre_1.pdf VAPA Theater Lesson # 3, Voice
learning)
• Ask the students to list all the ways they use their voices? (e.g., speak, sing, whisper, shout, funny
sounds, etc.)
• Refer to Resources, VAPA Theater lesson # 3 for Using Voice
• Ask:
o “What kind of voice would you use if you are happy?”
o “If you are sad?”
o “If you are telling a secret?”
o “If you are at a football game?”
• Explain that how we use our voices tells others of our feelings and ideas.
• Music can also communicate moods and ideas through sounds.

• Project the Big Book page 13 onto a screen.
• Have students identify what they see and what is going on.
• Play CD 1: 57, My Voice and ask who is singing, children or adults? (children)
• Ask how the children used their voices. (e.g., to sing, speak, whisper, shout, etc.)

• Have the students practice the “Sing! Speak! Whisper! Shout!” part of the refrain.
• Play the CD 1:57,My Voice again and have the students join in during the refrain.
• Ask the students:
o “What kind of movements would you use for the “sing” verse?” (Happy)
o “For the “speak” verse?” (pretending to talk)
o “For the “whisper” verse?” (quiet, small, finger to lips)
o For the “shout” verse? (large movements, hands around mouth)
• Play the CD again and have the students add the movements to the verses and sing the refrain.
• Put students in pairs and give each pair one set of 4 cards reading “sing, speak, whisper, shout”. (see
cards at end of lesson)
• Have one child pick a card and say a sentence using the style of voice listed.
• Lists of sentences might include:
o Have a nice day.
o Hello, my name is _________.
o Here, kitty, kitty.
o The baby is sleeping.
• The other child guesses the voice style listed on the card.
• The partner then picks a card and using the same sentence repeats the process using the voice
suggested on the card.
• The game continues as students mix the cards, produce the sentences, and guess the voice styles.
experiences)
• Introduce the Mother Goose rhyme, “Every Morning at Eight O’clock” on page 36.
• Have the students learn the rhyme and insert different student’s names.
• Hold up one of the 4 cards and have the students say the rhyme using that style of voice.
Partner Cards
SING SPEAK
WHISPER SHOUT
MUSIC – GRADE 1
TEXTURE/HARMONY
Nana, Thread Needle

Lesson # 7
CONTENT STANDARDS
1.2 Identify simple musical forms (e.g. phrase, AB, echo)

• What do I hear that tells me if the music is “thin” or “thick”?
• How do I know which section of music is the call or response?
• What is the connection between “thin/thick” and call/response?

• Students will be able to identify call and response forms.
• Students will be able to sing the song, “Nana, Thread Needle”.
• Students will be able to create movement to the song, “Nana, Thread Needle”.

o Have students discuss what is “thin/thick” in the classroom. Have the students share their items
from home or at school that are “thin/thick”.
o Look around your home and create a list of things that are “thin/thick”.
WORDS TO KNOW
• texture: the character of the different layers of horizontal and vertical sounds
• call and response: a follow-the-leader process in which a melody is introduced by one voice or
• harmony: the simultaneous sounding of two or more tones
• plays and games: “plays” act out/dramatize words in songs; “games” involve competition
• bunkum: buncombe; talk that is empty, insincere, or merely for effect
MATERIALS
• Making Music Teacher’s Manual, Grade 1, Silver Burdett, page 38- 39.
• CD player
• CD 2:1, CD 2:2, CD 2:3, CD 2:4
• Items that are thick and thin, e.g. thick yarn/thin thread; thick block/thin piece of wood; thick coat-
material/thin sweater-material; thick cookie/thin cookie; etc.
RESOURCES
• http://www.canteach.ca/elementary/africasong.html African American Games and Songs
• http://www.planetpatchwork.com/beginners.htm Quilting for Beginners
learning)
• Ask your students to describe something that is “thick”; and something that is “thin” (answers will
vary)
• Hold up items brought in to demonstrate thick and have the students describe what they are looking
at. (e.g., bulky, fat, solid, large, etc.)
• Hold up items to demonstrate the word ”thin” and have the students describe what they are looking
at. (e.g., slim, slender, threadlike, like, etc.)
• Explain that music can also be considered “thick” or “thin”. This is called texture.
• Have the students review the words to “Row, row, row your boat”.
• Ask them, “How would we sing this song if we wanted a ‘thick’ texture? (everyone sings) ‘thin’
texture? (one or two voices) Have them demonstrate their understanding by singing the song both
“thick” and ‘thin’.

• Play CD 2:1, Nana Thread Needle and ask the students which part would be considered thin? (solo
voice) thick?(group)
• Explain that this type of singing is called call and response.
• Ask the students which part would be the call? (solo voice) response? (group singing) Why? (solo
voices are one voice; group voices have many voices and are thicker)
• Play the CD again and have the students sing the response “Thread Needle”.

• Explain that some songs are sung to just “play act” what is going on, rather than being a game like
“Duck, duck goose”.
• Ask the students what they think the song is about? (answers will vary); what is the “eye of a needle”
(show picture)
• This song is about people who borrow things and never return them.
• The words, “Gonna’ wind up bunkum” means “I’m going to stop this borrowing”.
• Play the CD 2:1, Nana Thread Needle again and ask the students to create movement to the verses:
“wind up bunkum” – (winding around and shake finger in scolding manner); “shake down bunkum”
(shake body to ground); “unwind bunkum” – (winding in other directions with hands move as in taking
back something).
• Play the CD 2:1 again with students singing response part, standing in a circle and ask for student
volunteers to act out verses.
• Play CD 2:3,Bird and ask if this is a “thin” or “thick” sound? (thin) Why? (solo voice; thin melody)
• Play CD 2:4, Be Still My Child and ask if this is a “thin” or “thick” sound? (thick) Why? (group
singing; deep/rich harmonies)
• Ask students:
o “What other “play” songs do you know?” (e.g. The Farmer in the Dell; Blue Bird, Blue Bird; Hokey
Pokey; Looby Loo)
o “What makes it a “play” song?” (no competition)
experiences)
• Have students create a story connecting the concept of “thread the needle” to returning borrowed
items. (give teachers some ideas here)
• Make a class quilt depicting scenes from history, literature, etc.
MUSIC – GRADE 1
RHYTHM
Rainy Day Rhythm

Lesson #8
CONTENT STANDARDS
1.1 Read, write, and perform simple patterns of rhythm and pitch, using beat, rest, and divided beat (two
sounds on one beat).
2.4 Improvise simple rhythmic accompaniments, using body percussion of classroom instruments.

• How can I connect what beat my feet are stepping to and what my hands are doing?
• What is the difference between beat and rhythm?

• Students will be able to recognize simple rhythmic patterns and steady beats.
• Students will be able to sing the “Rain” accurately.
• Students will be able to create different rhythmic patterns with their body.

o Allow students to develop their own rhythmic patterns by combining groups of students based on
their ability to understand the concepts.
o Make sure that when your class is learning new concepts that you use positive comments in
helping your classmates to learn.
WORDS TO KNOW
• steady beat: unit of measure of rhythmic time
• rhythm: the combinations of long and short, even or uneven sounds that convey a sense of
movement in time
• rest: silence as part of rhythmic time
MATERIALS
• Making Music Teacher’s Manual, Silver Burdett, Grade 1, page 52-54.
• CD Player
• CD 2:27, CD 2:28
• 8 chairs
RESOURCES
• http://www.weather.com/maps/maptype/currentweatherusnational/index_large.html current weather
maps
• http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/prcp/rnhl.rxml all about rain and hail
• http://cnx.org/content/m11638/latest/ Math and music
learning)
• Discuss with students what kind of weather they have at different times of the year.
• Ask:
o “Do you listen to the morning news to determine what to wear to school?”
o “What should you wear when it is rainy? Cold? Sunny? Hot?”
o “What does “cloudy with a chance of rain” mean to you?”
o “Where does rain come from?” (Reference web page for information)

• Have the students stand in a circle and have them step in place to a steady beat.
Have the students say the words to “rain, rain” (Teacher’s Manual, pg 52) while they step to a steady
beat.
• Have the students continue stepping in place while they attempt to clap the words they are saying.
(Students clap the syllables)
• Stop the students and explain that their feet are walking steady beats and their hands are clapping
the rhythm of the words.
• Play CD 2:27 with the students stepping to a steady beat. Have the students sing with the recording,
clapping their hands to the rhythm of the words.
• Repeat the song.

• Project page 16 (Student book) with the students holding umbrellas onto a screen. Read the “rain,
rain” words with the class.
• Ask the students why some umbrellas have two children standing under them? (There are two
sounds under the umbrella)
• Ask why some umbrellas have only one child under them. (There is one sound per beat)
• Place 8 chairs to the front of the room. Explain that the chairs are like the umbrellas and are the
beats to the song or are like the beats they were stepping to.
• Ask students to come and sit on the chairs to represent the rhythm or the words of the song. (It
should look like the picture in the book with some students sharing chairs).
• Have the students say the words to “rain, rain” to determine if the students are sitting in the correct
pattern.
• Have the students sing with the recording, while you point to the different chairs with the students.
• Begin by clapping a steady beat while the students listen
• Have the students not in the chairs clap the rhythm of the words by looking at the students sitting on
the chairs.
• Ask one student sitting alone in one chair to stand up. Ask the class, if there is no student sitting
there, what sound should they make? (no sound – a rest)
• Have the students clap the rhythm with silence or resting where there is no child sitting.
• Take away different students and have the class practice reading the rhythm of who is left sitting.
• Have the students add people to the chairs and clap the rhythm.
experiences)
• Have the students create their own rhythms and clap the rhythm including rests.
• Have the students graph or develop a “weather” prediction chart.
• Have students identify examples of rhythm in other subject areas: math, science (give examples)
MUSIC – GRADE 1
FORM
SHORTNIN’ BREAD
Lesson #9
CONTENT STANDARDS
1.2 Identify simple musical forms (e.g. phrase, AB, echo, call and response)
2.4 Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.
TOPICAL QUESTIONS
• What kind of movements can I create to show my understanding of call and response?
• How do I move my body to make movements that represent what I am singing?

• Students will be able to identify the call and response parts to a song.
• Students will be able to sing the call and response parts to a song.
• Students will be able to create body movements to dramatize the verses.

o When you call morning roll, designate a “response” and listen if all the students understand what
you wanted for a “response”.
o Work with a group to develop new ways to move your body.
WORDS TO KNOW
• call and response: a style of choral singing; one person sings the call and the chorus sings the
answer or response
• form: the organization and structure of a composition and the interrelationships of musical events
within the overall structure
MATERIALS
• Making Music Teacher’s Manual, Silver Burdett, page 56-59
• CD Player
• CD 2:33
• Buttermilk and cornmeal; short bread cookies (optional)
• Shortbread recipe (see resources)
RESOURCES
• http://hubpages.com/hub/shorteninbreadrecipe another shortening bread song and recipe
learning)
• Ask the students what kind of breads they like to eat. (Answers will vary)
• Ask them if any have baked cookies or made bread at home? What do they remember doing to
create the bread or cookies?
• Tell them that many years ago, African Americans in the South made “Shortnin’ bread”. They would
use milk that turned sour and cornmeal. Now, this bread is made with flour and sugar.
• Optional: have the students smell or taste the buttermilk and feel the cornmeal. Discuss what this
would taste like (sweet/sour; soft/hard, tastes like cornbread, etc.)
• Optional: Have Shortbread cookies available for the students to taste.

• Explain that the Africans who came to America brought many types of musical forms. One type of
form is called call and response.
• Explain that when you take roll, you call the students names and the student responds by saying
something like, ”Here.” This is similar to how the music is sung.
• Practice calling several names as a group with a designated response.
• Explain that most calls in music are solos, or one voice and the response is sung by many voice.

• Project Student book page 19 and play CD 2:33.
• Ask the students what did everyone love in the song? (Shortening bread)
• How many times do you hear this part? (Five)
• What people in the song love shortening bread? (I, Mama, Papa, Everybody)
• Play the recording again and ask if the same singers sang all the way through? (No. Adult and
children)
• Ask which part would be the call? (Adult woman) response? (The children) Why? (call is solo; the
response is sung by a group)
• Play the recording and have the students sing the response.
• Divide the class and have some sing the call and the rest sing the response.
• Have the students stand in a circle facing counterclockwise. Every time they hear the call they are to
take one step forward. On the response they stamp their feet to the rhythm of the words,
“shortening bread”. After each verse, change the direction of the circle. Play the recording.
• Invite students to create their own movements during the verse, and perform with the group.
experiences)
• CD 2:34 is the background music. Have students create their own movements to the call and
response and verse.
• Help students create their own verses to sing. Use ideas from anther Shortening bread song called,
“Mama’s Little Baby loves shortening, shortening”.
San Diego Unified School District
Visual and Performing Arts Department
California State Content Standards
Core Learnings
GRADE ONE
MUSIC
1.0 Artistic Perception

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills unique
to VAPA
1.1 Read, write, and perform simple patterns of rhythm and pitch, using beat, rest, and
divided beat (two sounds on one beat).
• Identify the difference between high and low pitches.
• Identify pitch direction (going up, down or staying the same) through listening, moving,
singing, or playing instruments
• Echo sing and notate with icons or manipulatives sol-mi pitch patterns.
• Distinguish between long and short sounds.
• Recognize, define, notate, and perform (through movement, clapping, and playing) steady
beat in twos and threes and repeated rhythm patterns.
1.2 Identify simple musical forms (e.g., phrase, AB, echo).

• Compare musical phrases to sentences in writing and identify short phrases in simple songs.
• Demonstrate through appropriate movement (gestures or whole body) alternating sections in
music (AB form).
• Discuss how echoing requires a leader and a follower who imitates.
1.3 Identify common instruments visually and aurally in a variety of music.

• Identify piano, violin, flute, trumpet, drum and guitar from visuals and listening examples and
discuss how they are played.
• Describe the sounds of a variety of classroom instruments and the way they are played.
2.0 Creative Expression

Students apply artistic processes and skills, using a variety of media to communicate meaning and intent
in original works of art.
• Demonstrate the difference between singing and speaking voice.
• Sing within the range of D to B using head voice.
• Sing in unison with others in correct tempo, rhythm and pitch.
• Explore solo singing in call and response and echo songs.
• Relate mood and meaning of song lyrics through expressive singing.

• Memorize and perform folk songs of the United States and other countries, nursery rhymes,
singing games, call and response songs, holiday, seasonal, and patriotic songs.
2.3 Play simple accompaniments on classroom instruments.

• Perform steady beat and create rhythm patterns on classroom instruments with appropriate
dynamics and tempo while listening to recorded music or classroom singing.
2.4 Improvise simple rhythmic accompaniments, using body percussion or classroom

instruments.
• Create patterns of long and short sounds.
• Create an original eight-beat pattern and perform by clapping and/or through body percussion.
• Create a rhythmic pattern that adds to the mood or dramatic effect of a song.
3.0 Historical and Cultural Context
Understanding the Historical Contributions and Cultural Dimensions of the Arts
3.1 Recognize and talk about music and celebrations of the cultures represented in the
school population.
• Identify and list the cultures within the school community.
• Discuss holiday times and special times when music is an important part of a celebration.
3.2 Sing and play simple singing games from various cultures.
• Perform group singing games from cultures represented in the classroom.
3.3 Use a personal vocabulary to describe voices, instruments, and music from diverse
cultures.
• Distinguish songs sung in different languages and describe the different vocal styles of various
cultures.
• Discuss how diverse instruments create sound, what they are made of, and how they are
played.
3.4 Use developmentally appropriate movements in responding to music from various genres,
periods, and styles (rhythm, melody, form).
• Create movement that corresponds to rhythm, melody and form in classical, folk, pop, country,
jazz, marches, waltzes, and lullabies.
• Compare and contrast melodies, rhythm patterns and form in two different styles and genres.
4.0 Aesthetic Value

Responding to, Analyzing and Making Judgments About Works of Art
• Respond to musical elements (rhythm, form) in a variety of music with a range of appropriate
movements.
• Develop a basic understanding of musical affect through listening to a variety of music and
decide what movements would match or support the composer or performer's meaning.
4.2 Describe how ideas or moods are communicated through music.

• Describe how the sounds of certain instruments (timbre) can communicate ideas and feelings.
• Describe how the musical elements of tempo, dynamics, rhythm and beat can communicate
ideas and feelings.
• Listen to music and describe how it makes you feel using musical terms.
5.0 Connections, Relationships, Applications

Connecting and Applying What is Learned in the Arts to all Disciplines and Subject Areas and to Careers
5.1 Recognize and explain how people respond to their world through music.
• Discuss how people respond to music through moving, listening, creating, talking, and writing.
5.2 Describe how the performance of songs and dances improves after practice and
rehearsal.
• Recognize that practice can be individual or with a group.
• Describe how rehearsals help performers prepare for a performance.
• Describe how an individual and a group can improve with practice.
MUSIC GLOSSARY
AB form – a two-part compositional form having an A theme and a B theme. The binary form consists of two
distinct, self-contained sections sharing a character or quality
ABA form – a three-part compositional form in which the second section contrasts with the first. The third
section restates the first section in condensed, abbreviated, or extended form.
accent – a stress or emphasis on a specific beat, tone, chord or movement
accompaniment – vocal or instrumental parts accompanying a melody
beat – the steady pulse in music; the basic unit of time and the underlying pulse in music; the basic unit within
a measure
call and response – a musical form featuring a solo phrase that is answered by a larger group
clef, bass or treble – a symbol written at the beginning of a musical staff indicating which notes are
represented by which lines and spaces
composition – the creation of original music by organizing sound. It is usually written for others to perform
culture – the combined qualities, such as the arts, customs, language and traditions that define a society or
civilization
dynamics – the loudness and quietness of sound
eighth note - a musical symbol representing two sounds to a beat
elements of music – the concepts of pitch, rhythm, expression (dynamics, style, tempo, phrasing) and timbre
expression – the use of the elements of music that create a mood or feeling
form – the organization and structure of a composition and the interrelationships of musical events within the
overall structure
half note – one note receiving two beats in common time
harmony – sounding two or more tones at the same time
improvise – to make up music on the spot, usually with a purpose, using guidelines
measure – the segment of music contained between two bar lines
melody – a series of musical notes arranged one after another
mood – the state of mind or feeling communicated in a piece of music
music elements – the basic components that make up a musical work: beat/rhythm, expressions (dynamics,
style, phrasing, tempo), form, harmony, melody, notation, pitch, texture, timbre/tone color
notation – a writing system of symbols to indicate pitch, duration and expression
note – a symbol used for a musical tone
ostinato – a rhythmic or melodic accompaniment figure repeated persistently throughout a composition

octave – the interval distance of eight notes
pentatonic scale – a scale having five tones to the octave and containing no half steps: do, re, mi, so, la
phrase – a musical idea comparable to a sentence or a clause in language
pitch – the location of a note as to whether it is high or low
quarter note - a musical symbol representing one sound to a beat
refrain – a section of a song that repeats after each verse
rest – a symbol used to mark a period of silence for a specific amount of time
rhythm – the combinations of long and short, even or uneven sounds that convey of sense of movement in
time.
round – a song in which the melody is performed by individuals or groups starting and ending at different
times
solfege – the use of the words, “do, re, mi, fa, sol, la, ti, do”, for singing pitches
tempo – the pace at which music moves according to the speed of the underlying beat
tone – a sound of distinct pitch, quality or duration; a musical note; the quality or character of a sound,
instrument or voice
treble clef (G clef) – used to notate the highest sounding notes; the curl of the clef surrounding the second
line indicates a note written on that line if G
unison – identity in pitch; all singing or playing the same tone
verse – the changing stanzas of a song

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MUSIC

• Music Instruction in the Classroom

• Core Learnings: Music Grade 1

Five VAPA Strands

1. Artistic Perception: processing, analyzing and responding to the arts

Four VAPA Disciplines

Understanding Basic Music Elements

Setting up the Music Classroom

Strategies in teaching music

Creating a positive environment

Creating program opportunities

Vendor for Classroom Instruments

Rhythm Band Instruments

Run, Molly, Run

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

Down by the Bay

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

MODELING (Presentation of new material, demonstration of the process, direct instruction)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

The Little Green Frog

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

Leaves Dance Up and Down

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

MODELING (Presentation of new material, demonstration of the process, direct instruction)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

MODELING (Presentation of new material, demonstration of the process, direct instruction)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

Nana, Thread Needle

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

MODELING (Presentation of new material, demonstration of the process, direct instruction)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

Rainy Day Rhythm

TOPICAL QUESTIONS (Questions students ask themselves)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

MODELING (Presentation of new material, demonstration of the process, direct instruction)

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

OBJECTIVES & STUDENT OUTCOMES

ASSESSMENT (Various strategies to evaluate effectiveness of instruction and student learning)

MODELING (Presentation of new material, demonstration of the process, direct instruction)