Teacher Candidate: Lily Peck

Teaching Context: Third Grade

Date:

Lesson Sequence Lessons One - Five

Learning Outcomes: In class students will…
Determine the specific e.g., experience, identify, and demonstrate
skills, and/or content
knowledge that those you
teach will engage with 1. On day one SWBAT
during this lesson. What a. chant in triple meter
skills and content b. decode and repeat patterns in triple meter
knowledge do you want
those you teach to have c. identify form
obtained by the end of the d. identify familiar dance steps
year? The end of the e. sing in duple meter
quarter? An elementary 2. On day two SWBAT
student will not have
“developed” a skill or a. move creatively based on verbal prompts
“obtained” content b. complete the steps of part one of “Gregory’s Gallop”
knowledge at the end of a c. sing in triple meter
single lesson but will over d. identify and decode rhythmic patterns in triple meter
several. Meaningful e. sing in three part canon
repetition is key for young
students. How are you 3. On day three SWBAT
incorporating meaningful a. listen and respond to verbal prompts in game play
repetition? b. complete the steps of both parts of “Gregory’s Gallop”
c. chant in triple meter
d. apply adjectives and verbs to chants
e. identify triple meter patterns and repeat
f. sing in triple meter
4. On day four SWBAT
a. physically collaborate with peers
b. recall and dance the steps to “Gregory’s Gallop”
c. identify, decode, and repeat triple meter rhythmic patterns
d. sing and play passing game in duple meter
5. On day five SWBAT
a. sing and play passing game in duple meter
b. dance the steps to “Gregory’s Gallop” with music and
minimal teacher assistance
c. identify, decode, and repeat triple meter rhythmic patterns
d. sing in triple meter
e. sing in duple meter
 Every day: SWBAT sing in tune, synchronize on the beat, and music
together as they build community.

Materials, - Passing object

Equipment, & - rubber chickens (or other similar object)
Setup: - colored hoops
(Describe the materials, - presentation with pictures for each activity
equipment, and class
setup needed for this
lesson.)
Playlist: Gregory’s Gallop https://www.youtube.com/watch?v=GJkGZWBXzZg

Connection to Creative Process

Illinois Music 3.1 - The student will improvise and
Standards/Core Art compose music.
Standards: a) Improvise rhythmic question-and-answer phrases.
**these are b) Improvise accompaniments, including ostinatos.
examples you will c) Compose melodies represented by a variety of notational systems
need more than two.
3.2 - The student will apply a creative process for music.
a) Brainstorm multiple ideas for creating music as a group

Critical Thinking & Creative Process

3.3 - The student will analyze and evaluate music.
a) Identify and explain examples of musical form
c) Listen to and describe basic music elements using music
terminology
d) Compare and contrast stylistic differences in music from a variety of
cultures
e) Describe music compositions and performances

3.5 - The student will explain collaboration and communication skills for
music rehearsal and performance
a) use audience and participant etiquette appropriate for the purposes
and settings in which music is performed
b) demonstrate active listening for musical understanding
c) use nonverbal communication

History, Culture, Citizenship

3.6 - The student will explore historical and cultural aspects of music
a) recognize music compositions from different periods of music
history

Technique and Application

3.12 - The student will demonstrate music literacy
e) Divide rhythms into measures
 3.13 - The student will develop skills for individual and ensemble singing
performance.
a) sing in tune with a clear tone quality
b) sing melodies within the range of an octave
d) sing with expression using a wide range of tempos and dynamics
e) sing rounds, partner songs, and ostinatos in two-part ensembles

3.14 - The student will develop skills for individual and ensemble
instrumental performance
a) play music in two-part ensembles
c) play a given melody on an instrument
d) play with expression using a wide range of tempos and dynamics
f) demonstrate proper playing techniques

3.15 - the student will classify, perform, and count rhythmic patterns
a) use a counting system
b) include patterns that suggest duple and triple meter
c) use instruments, body percussion, and voice
d) include 16th notes, 8th notes, 8th rests, and dotted half notes

3.16 - The student will demonstrate understanding of meter

a) determine strong and weak beats
b) perform sets of beats grouped in twos and threes

3.17 - The student will respond to music with movement

a) illustrate rondo form (ABACA)
c) perform dance and other music activities

Rubrics:
(Rubrics to evaluate singing/movement/etc.)
Accommodations List (without naming) specific accommodations necessary for this class
and Modifications: (based on provided IEP/504).
UDL Strategies: Consider Accommodations and Modifications – how can you make them
Multiple means of universal to your instruction?
engagement,
representation, and action
and expression.
Engagement:
**strategies: visuals, entry - singing, beat tapping, cup tapping, familiar songs, creative
points of involvement movement, fun toys (rubber chicken), bouncing balls, collaboration
(easy/medium/difficult) Representation
- creative movement, slideshow for reference, multiple languages
Action and Expression
- many ways to engage; singing, beat keeping, photos for pointing,
toys for engaging with, creative movement
Lesson Activity Scripting
Scripting is one of the most important processes of learning how to
teach. It allows you to be PROACTIVE rather than REACTIVE
when teaching. Scripting is not for you to read as you teach, but to
allow you to develop the skill to think quickly while you teach
which is not something you can develop upon writing a handful of
lessons. This is a skill which will take you years to develop. Lean
in, it is a lot, but the invested time is worth it.
Hook: Glad they Came Day One: Charlie Over the Ocean
● Canon T “Show me how to make a circle on the floor. Do you remember
● Singing Game Charlie Over the Ocean?”
● Beat Activity
T “I’ll sing it with you this time to help you remember”
● Movement
T/S sing song
● you script this from your
previous peer teaching
T “Sophie can you be our Charlie please?”
T: “Friends, lets please remember to use our inside bodies”
T/S sing song again as S walks around outside of circle.
When song ends, S stops behind one S
Game continues as usual
T “I’m glad you remember our song and game. This time, can you
sing our song at a forte dynamic? Remember that forte is our
musical word for loud”
S sing song at forte as game is played, T assesses
T “That was a beautiful forte, but remember, that we should be
using our singing voices and not our speaking voices”
continues as new students play game, T asks for S to change tempo,
dynamic, articulation, etc

Day Two: Room Full of Jello

T: Friends, overnight, my magic fairy friends filled our room with
jell-o. Can you show me how you would stand in a room full of
jell-o?”
S interpret how they would stand
T: “If you were to raise your hand and ask a question, what would
that look like?”
S move their hands slowly as if resisting jell-o
T: “I’m noticing very slow movements and a lot of resistance”
T: “How about if I asked you to take three steps?”
S take three jell-o steps
T: “If you were to reach down and tie your shoe, how would that
look?”
S slowly reach to their shoes
T: “And now, I’m going to play some music and I want you to show
me what would it look like if I told you to move around through our
big jell-o room to the music”
T: “It is okay to do something different from your friends, but should
I see you or should I hear you?”
S: “See us”
T plays various music and S move around the room through the
jell-o
T: “Friends, let's remember that our bubbles should not be touching
anyone else’s bubbles.”

Day Three: Captain's Orders

T: “Today we are going to play a listening game. Please spread out
and find your own space in the room.”
T: “We have some rules for our game. If I say ‘Captain’s coming’
you will stand tall and salute like a sailor”
T: “Lets try… CAPTAINS COMING”
S stand tall and salute
T: “Great job! If I say ‘to the shore’ you’ll all come to this side of
the room. gestures
T: But friends, should I see you or should I hear you?
S: See us
T: To the shore!
S move to the side
T: “...and if I say ‘to the ship’ you’ll go to that side”
S move to other side
T: “Captains coming!”
S stand tall and salute
T: “To the ship!”
S move ship-side
T continues alternating between commands
T: “Show me what you would do if I say scrub the deck”
S scrub the deck
T: Friends, pause. Should I see you or should I hear you?
S: See us
T: Thank you
T: Captain’s coming
S stand tall and salute
T: scrub the deck
S scrub deck
T: To the shore
 S move to shore
T: “Sailor overboard!” models sailor overboard
S search for sailor overboard
T continues calling commands as students move

Day Four: Group Statue

T: Friends, today we’re going to make a human statue! Please come
to this side of the room.
T: When it’s time, I will play a song and you each will have a
chance to add yourself to the statue. The point of this is to add to
what your friends before you have made. You should pick a position
in a low, medium, or high space that is comfortable enough to hold
for a few minutes.
T: If you understand give me a Y/N
S: Y
T starts music and picks on students one by one to add to the statue

Day Five: El Florón

T introduces flower and begins pickup pass
S follow and join in
S/T chanting pickup pass, passing object, T sings song
T Friends, do you remember what macro and micro beat mean?
S Macro is the big beat and micro is the small beat
T “Yes, very good! This time when we sing our song, I want you to
tap in your lap and say models “pick-ing-up, pick-ing-up,
pick-ing-up”
S join in
T sings S chant pick-ing-up
Which one of our chants do we think the the macro beat? Pick up
pass or picking up?
S: pick up pass
T: yes, thats right! So that means that picking up is our…
S: micro beat!
T: very good!
T: we are going to sing our song one last time and this time i want
you to pick the macro or micro beat
Visual Schedule **On wall
Aural Acuity Development Triple Meter
● What decoding/
creating/reading Day One:
techniques are you using?
● How does the aural acuity
The Minister’s Cat
activity connect to the T: Friends, please quietly join me on the floor in a circle. Now I
Main musicking activity? want you to tap the micro beat with me
● You script this from your
aural acuity peer teaching. T and S tap the micro beat
Day 1-3 steps one/two,
 Day 3-4 steps two/three, T chants ‘The minister’s cat is a black cat, the minister’s cat is a
Days 5-8 steps
two/three/four, Days 8-9
scaredy cat, the minister’s cat is an orange cat’ etc.
steps five T: In my chant I used some words to describe the minister’s cat.
Who knows what type of words I was using?
Strategies for meaningful repetition:
● How many different S: Describing words, action words, adjectives, verbs etc
techniques can you use for T: Yes, that's right! Now when we play our game, I want each of
each activity?
you to pick an adjective or verb to describe the cat…BUT… it can’t
● What props or other
manipulatives would make be a word that someone else has already used.
repetition more engaging? T: I will start and then we’ll go to the right so (S) will be next.
● How are you building on
the day before as you Show me on your thumbs if you understand or not
connect to what lay ahead? S respond
T: Alright, lets go ahead and get our micro beat started
T: ‘The minister’s cat is a __ cat’
S: ‘The minister’s cat is a __ cat’
Continues until each S has gotten a turn

Rubber Chicken Echo

T: Friends, I brought you each a gift today. When I pass them out, I
need you to promise you will not make any sound with them yet.
T: Should I hear sounds coming from your gifts?
S: No!
T passes out rubber chickens
T: I am going to chant a rhythm and it is your job to repeat that
rhythm back to me with your chicken
T chants unfamiliar pattern
S repeat with chickens
Continue several times

Day Two:
Grasshoppers Three
T: Good morning friends. I am going to pass each of you a beat
buddy. I am going to sing a song and I want you to try and find the
micro beat with your beat buddy
T sings while S find micro beat
Grasshoppers three a-fiddling went,
Hey Ho! Never be still,
They paid no money toward their rent,
But all day long with elbows bent,
They fiddled a tune called rillaby, rillaby,
Fiddled a tune called rillaby rill.
T: Remember that the micro beat is three small parts inside of two
big parts, so I want you to tap the three small beats but use a
different location for the two big beats like this
T demos moving beat buddy
T: This time when I sing, I want you to pick a new spot to tap your
beat buddy on
T repeats the song again several times asking S to change their beat
buddy location
T: This time, I want you to sing the part that comes next
T: Grasshoppers three
S: a-fiddling went
T: Hey ho!
S: Never be still
T: they paid no money
S: toward their rent
T: But all day long with
S: elbows bent
T: They fiddled a tune called
S: Rillaby, rillaby
T: fiddled a tune called
S: rillaby rill
T: This time I want you to sing all of the words. Let’s think through
it first
T mouths words, keeps beat etc while S use beat buddy and audiate
S sing while teacher gives help through mouthing words, keeping
beat, using body language etc

Colored Hoops
T: Friends, we are going to play a game. I have these colored hoops
that I am going to place throughout the room.
T: Our purple hoop is “doo, doo, doo, doo” places purple hoop S
echo pattern
T: The blue hoops are “doo dah dee, doo, doo, doo dee” places
hoop S echo pattern
T: The green hoops are “doo dee, doo dee, doo, doo dah dee”
places hoop S echo pattern
T: What pattern is this? Points at blue hoop
S: doo dah dee, doo, doo, doo dee
T: And how about this one? Points at purple hoop
S: “doo, doo, doo, doo”
T: Okay great! Now, I am going to play some music and you are
going to walk around the room. I will count down from 4 and by the
time I get to 1, you should be standing on or in a hoop. You will
then say the pattern of the hoop you are standing in. Do you
understand, Y/N?
S respond
T: As you are moving around the room, should I see you or should I
hear you?
S: See us!
T: Okay, here we go
T starts music
S walk around the room
T: 4, 3, 2, 1
S respond with the pattern of their hoop
Repeat game several times

Day Three:
The Minister’s Cat
T: Friends, please quietly join me on the floor in a circle. Now I
want you to tap the micro beat with me
T and S tap the micro beat
T chants ‘The minister’s cat is a black cat, the minister’s cat is a
scaredy cat, the minister’s cat is an orange cat’ etc.
T: In my chant I used some words to describe the minister’s cat.
Who knows what type of words I was using?
S: Describing words, action words, adjectives, verbs etc
T: Yes, that's right! Now when we play our game, I want each of
you to pick an adjective or verb to describe the cat…BUT… it can’t
be a word that someone else has already used.
T: I will start and then we’ll go to the right so (S) will be next.
Show me on your thumbs if you understand or not
S respond
T: Alright, lets go ahead and get our micro beat started
T: ‘The minister’s cat is a __ cat’
S: ‘The minister’s cat is a __ cat’
Continues until each S has gotten a turn

Colored Hoops
T: Friends, we are going to play a game. I have these colored hoops
that I am going to place throughout the room.
T: Our purple hoop is “doo, doo, doo, doo” places purple hoop S
echo pattern
T: The blue hoops are “doo dah dee, doo, doo, doo dee” places
hoop S echo pattern
T: The green hoops are “doo dee, doo dee, doo, doo dah dee”
places hoop S echo pattern
T: What pattern is this? Points at blue hoop
S: doo dah dee, doo, doo, doo dee
T: And how about this one? Points at purple hoop
S: “doo, doo, doo, doo”
T: Okay great! Now, I am going to play some music and you are
going to walk around the room. I will count down from 4 and by the
time I get to 1, you should be standing on or in a hoop. You will
then say the pattern of the hoop you are standing in. Do you
understand, Y/N?
S respond
T: As you are moving around the room, should I see you or should I
hear you?
S: See us!
T: Okay, here we go
T starts music
S walk around the room
T: 4, 3, 2, 1
S respond with the pattern of their hoop
Repeat game several times

Day Four:
Rubber Chicken Echo
T: Friends, I brought you each a gift today. When I pass them out, I
need you to promise you will not make any sound with them yet.
T: Should I hear sounds coming from your gifts?
S: No!
T passes out rubber chickens
T: I am going to chant a rhythm and it is your job to repeat that
rhythm back to me with your chicken
T chants unfamiliar pattern
S repeat with chickens
Continue several times

Now Feel This

T: Friends
T: Friends! Do I have permission to touch your shoulders? I’m
going to come around and give you a pattern on your shoulder. And
I’d like you to decode it on our doos, doodies, and doo dah dies.
T: taps first student
S: responds based on taps
T: Wonderful!
T: goes to next student randomly and taps
S: decodes
Repeat throughout entire class

Day Five:
Colored Hoops
T: Friends, we are going to play a game. I have these colored hoops
that I am going to place throughout the room.
T: Our purple hoop is “doo, doo, doo, doo” places purple hoop S
echo pattern
T: The blue hoops are “doo dah dee, doo, doo, doo dee” places
hoop S echo pattern
T: The green hoops are “doo dee, doo dee, doo, doo dah dee”
places hoop S echo pattern
T: What pattern is this? Points at blue hoop
S: doo dah dee, doo, doo, doo dee
T: And how about this one? Points at purple hoop
S: “doo, doo, doo, doo”
T: Okay great! Now, I am going to play some music and you are
going to walk around the room. I will count down from 4 and by the
time I get to 1, you should be standing on or in a hoop. You will
then say the pattern of the hoop you are standing in. Do you
understand, Y/N?
S respond
T: As you are moving around the room, should I see you or should I
hear you?
S: See us!
T: Okay, here we go
T starts music
S walk around the room
T: 4, 3, 2, 1
S respond with the pattern of their hoop
Repeat game several times
 Now Feel This
T: Friends
T: Friends! Do I have permission to touch your shoulders? I’m
going to come around and give you a pattern on your shoulder. And
I’d like you to decode it on our doos, doodies, and doo dah dies.
T: taps first student
S: responds based on taps
T: Wonderful!
T: goes to next student randomly and taps
S: decodes
Repeat throughout entire class

Ball Bounce
T: I am going to hand each of you a tennis ball. Please hold on to
your ball and do not bounce it.
T: Should I see or hear any balls bouncing?
S: No!
T: While I pass your a tennis ball, please listen to my song
Grasshoppers three a-fiddling went,
Hey Ho! Never be still,
They paid no money toward their rent,
But all day long with elbows bent,
They fiddled a tune called rillaby, rillaby,
Fiddled a tune called rillaby rill.
T sings song on a neutral syllable and bounce the ball on macro
beat
T: Now, as I sing the song again I want you to bounce your ball on
the macro beat. You can bounce it standing or sitting or you can tap
it somewhere on your body
T sings song on neutral syllable while students bounce to macro
beat
T: This time, I want you to keep bouncing your balls and decode the
song on your doo’s, doo-dee’s, and doo-dah-dee’s. I will say one
line and then you’ll repeat after me
T and S take turns speaking on syllables, phrase by phrase, while
bouncing balls

Main Musicking Activity Day 1

● How are you introducing T: Hello, friends! I would like you to listen to this piece of music.
the activity? While you are listening, try to figure out how many parts to the
● How will you scaffold this
activity over five lessons?
song there are. While the song plays, keep the beat somewhere on
● What content are you your body, and when you think the music has changed, pick a
teaching across the different part of your body to keep the beat
sequenced lessons?
● What is the goal of the
T plays Scott Joplin Fig Leaf Rag and keeps beat with S, helps point
activity? out when the music changes.
● How are you connecting to T: Do you remember our word for how music is put together?
prior learning? S: Form!
T: It is called form! How many different sections did you hear?
S: 3
T: What do we call the first section?
S: A
T: And how about the second section?
S: B
T: After B, we went back to…?
S: A
T: And then…?
S: C
T: And finally… back to…?
S: A!
T: Wonderful! I can tell you really had your musician ears turned
on!
T: So this piece of music was written by a composer named Scott
Joplin. He lived in Missouri and played in Juke Joints. He was a
classically trained pianist but was surrounded by African American
culture and tradition. His music is a blend of those traditions and his
classical training and make up the genre that he created called
ragtime!
T: What is his music called?
S: Ragtime!
T: His ragtime influenced many types of music that you may have
heard of like; blues, big band, and east coast jazz.

Day 2
T: Hello, friends. Would you please join me in a circle on the floor.
T: We are going to pass the cups around the circle to the beat. Use
your right hand and follow my beat
T: pick-up pass as cups are passed around the circle
T: Once the last person in the circle has a cup, stop and hold onto
your cup
T: Now that you all have cups, look at the board. There are some
shapes on the board. The triangles are “doo” and the diamonds are
“doo-dae”
T speaks rhythms on board
T: Under the shapes are some symbols, what do you think those
might mean?
S: Picking up, clapping, passing etc
T: So on the beats that have a clapping symbols you are going to
clap, and on the beats that have no symbol, you will tap the rhythm
on your cup. Watch me first
T *clap clap clap clap* on cup *doo-dae doo-dae doo doo*
T: Your turn to try
S: *clap clap clap clap* on cup *doo-dae doo-dae doo doo*
T; The next half goes like this
T: clap, cup, clap, cup, clap pick-up pass
T: Remember that you should always pick up the cup with your
right hand
T: Let’s try that part, ready go
S: clap, cup, clap, cup, clap pick-up pass
T: Lets do the whole thing now!
S: *clap clap clap clap* on cup *doo-dae doo-dae doo doo*, clap,
cup, clap, cup, clap pick-up pass
repeat several times
T: In our song this will repeat twice. Can you do it twice and then
stop?
S do pattern twice
T: This is the pattern for the A section of our song. I am going to
play the music and when you hear the A section, We will do this
pattern twice
T plays Fig Leaf Rag
S and T do A section cup pattern when A section plays

Day 3
T: Hello, friends. Would you please join me in a circle on the floor.
T: We are going to pass the cups around the circle to the beat. Use
your right hand and follow my beat
T: pick-up pass as cups are passed around the circle
T: Once the last person in the circle has a cup, stop and hold onto
your cup
T: Now that you all have cups, look at the board. We have a similar
pattern to what we looked at last class but there are some different
symbols. What looks different this time?
S: They’re all triangles
T: Thats right! And if they’re all triangles, what rhythm pattern do
we not have?
S: Doo-dae
T: Right, we only have ‘doo’
T: Can you speak just the rhythm? What do you do if there is an
incomplete part?
S: Rest
S: ‘doo doo doo doo, doo doo doo —-, doo doo doo doo, doo doo
doo —-’
T: The motions for this part are a little more complicated. Watch me
and I’ll show you what to do
T demonstrates movements slowly and invites S to join
S practice movement with T guidance
T and S practice movements slowly together several times beat by
beat
T: Lets try at a little faster tempo this time
T and S do pattern and movement at a faster tempo several times
T: This is our B section, but what section comes before B?
S: A
T: And we do the A section twice, right? Does anyone remember
the A section?
S: I do!
T: Could you show us please?
S models A section, T helps if needed
T: Thank you! Now could we all play the A section twice adn add
the B section twice?
T and S play A section twice and add B section twice
T: Lovely job everyone! I really liked that if someone missed a step,
they were able to jump right back in!
T: I think we’re ready to try with the music! I’ll help you remember
when it's time for each section
T plays Fig Leaf Rag
T and S play cups for sections A and B

Day 4
T: Hello, friends. Would you please join me in a circle on the floor.
T: We are going to pass the cups around the circle to the beat. Use
your right hand and follow my beat
T: pick-up pass as cups are passed around the circle
T: Once the last person in the circle has a cup, stop and hold onto
your cup
T: Now that you all have cups, look at the board. We have a similar
pattern to what we looked at last class but it's a little different. What
is different from our A and B patterns?
S: Theres F and K symbols
T: What do you think those stand for?
S: Floor, Knee
T: We’re missing a rhythm again, which one is it?
S: Doo-dae
T: We have a couple incomplete patterns. What does that mean?
S: There’s a rest!
T: Could you speak the pattern with me please?
T and S speak the pattern while T points to symbols on the board
T demonstrates pattern with cup
S join in cup pattern
 T: Remember to pass with your right hand!
T and S do pattern C several times
T: Now friends, could we do the A section, the B section AND the
C section?
S: Yes!
T: If you forget or get stuck, you can watch me, a friend, or look at
the patterns on the board!
T and S do A, B, and C, T calls out each section to help with
transition
after B section, T pauses the group and reminds them that A section
comes back once and then they will continue to C

Day 5
T: Hello, friends. Would you please join me in a circle on the floor.
T: We are going to pass the cups around the circle to the beat. Use
your right hand and follow my beat
T: pick-up pass as cups are passed around the circle
T: Once the last person in the circle has a cup, stop and hold onto
your cup
T: We’ve learned all of the sections to our song and now it’s time to
put it all together!
T starts music and gives verbal cues about intro and when to start
T and S play cups for each section of the song while T gives callouts
to help the group
T: That was fantastic, friends! Thank you for making music with me
today! Could someone please collect the cups?

Folk Dancing Dance: Gregory’s Gallop (Folk Dance)

● This can and should Day 1
include current dance
trends.
T: Hello friends! Today we are going to watch some friends from
● Teach the “classics” then another class dance to a folk dance called Gregory’s Gallop. As we
provide students an watch I want you to think about some of the steps you may know
opportunity to create their
own. already.
● This type of movement Shows S video https://www.youtube.com/watch?v=GJkGZWBXzZg
should be in each lesson. T: Did anyone recognize some of the steps in the dance?
● How can students
contribute here? S: Sachet, do-si-do etc
T: Yes! Those are all steps from dances we have learned before!
T: Did you notice anything about the form? How many parts to the
dance were there?
S: Two parts
T: there are two main parts to the dance and the second part is split
into a few different sections.
T: Next class we will begin to learn the dance!
Day 2
T: Last time I saw you we watched some friends dance Gregory’s
Gallop. I would like this half gestures to make a circle and face
outwards. Now the rest of you, make a circle around them and face
a partner.
T: Remember your number numbers students 1 or 2 alternating so
that 1’s are facing 1’s in the other circle and 2’s are facing 2’s
T: Number 1s, you will take the hands of your partner and sachet in
the circle for 8 beats like this demonstrates with a partner
T counts as S sachet for 8 beats
T: and now back the other way for 8 beats
T counts as S sachet for 8 beats
T: You should end up back in your original spot
T: Now 2s, you will do the same
T counts as S sachet for 8 beats
T: and now back the other way for 8 beats
T counts as S sachet for 8 beats
T: Now you know part 1 of our dance, lets try it all together
T counts as S dance the first section of the song
Repeat several times

Day 3
T: Last class we learned the first section of Gregory’s Gallop, let's
review. Please make your 2 circles
T numbers students 1 or 2
T: Someone raise their hand and tell me what we do first?
S: Number 1s sachet for 8 counts one way and then 8 counts the
other way
T: Yes, thank you! And what comes next?
S: The 2s do it!
T: the 2s will sachet one way for 8 beats and then the other way, lets
try it!
T counts while S count and dance
T: I am so happy that you remember the first part of our dance,
today we are going to learn the next part.
T: With your opposite, that is the person to your left, you are going
to do-si-do for 8 beats demonstrates with a partner
T: Find your opposite, say ‘hi opposite’
S: Hi opposite
T: And do-si-so in 1, 2, ready go
S do-si-do for 8 beats
Repeat again
T: And now you’re going to take hands with your opposite and turn
in a circle with them for 8 beats demonstrates with a partner
S turn with partner for 8 beats
T: Let’s put the two together. 1, 2, ready go
S do-si-do and turn
T: we have two steps left and then you’ll know the whole dance!
T: For this next part, you and your partner and each of your
opposites will make a circle
Gestures and helps students find their groups
T: There should be 4 people, got it?
T: Now you are going to walk in a circle for 8 beats to the left.
T: 1, 2, ready go
S circle for 8 beats
T: and do it again, 1, 2 ready go
S circle for 8 beats
T: for the last part of our song, the 1s will make a bridge like this
demonstrates for 4 beats and the 2s will partner up and sachet under
the bridge for 4 beats
T: lets try it 1, 2 ready go
S bridge and sachet
T: That was amazing! You’ve learned the whole dance now! Let's
try that part one more time and then we will do all of part 2
together!
T: 1, 2, ready go
S bridge and sachet
T: What is the first thing we do in part 2?
S: Do-si-do!
T: And who do you do-si-so with?
S: Our opposite!
T: And then…
S: Spin with our opposite!
T: Do-si-so for 8 beats, and then spin for 8 beats and then…?
S: Circle with our partner and opposite for 8 beats
T: You got it, what’s next?
S: Number 1s make a bridge!
T: Yes and then the last part…??
S: Number 2s sachet through the bridge!
T: I think you’re ready!
T: 1, 2, ready go!
S dance part two while teacher calls out which step is next x2

Day 4
T: So we have been learning Gregory’s Gallop, can we say aloud
together how the steps go?
T/S: 1s sachet for 8 beats one way, then the other way for 8 beats
T/S: 2s sachet for 8 beats one way, then the other way for 8 beats
T/S: do-si-do your opposite for 8 beats
T/S: Spin for 8 beats with your opposite
T/S: Circle with partner and opposite for 8 beats
T/S: 1s make a bridge for 4 beats
T/S: 2s sachet through for 4 beats
T: I think you all remember, let's try it a little slow.
S dance while T calls steps and stops and corrects as needed
T: Now that we have it back in our brains and we’ve worked out all
the wiggles, let's try it a little faster! Once you’ve gotten to the end
of the dance, you’ll start over at the beginning. I will call out and
help you remember what comes next!
S dance while teacher calls
Repeat several times

Day 5
T: So we have been learning Gregory’s Gallop, can we say aloud
together how the steps go?
T/S: 1s sachet for 8 beats one way, then the other way for 8 beats
T/S: 2s sachet for 8 beats one way, then the other way for 8 beats
T/S: do-si-do your opposite for 8 beats
T/S: Spin for 8 beats with your opposite
T/S: Circle with partner and opposite for 8 beats
T/S: 1s make a bridge for 4 beats
T/S: 2s sachet through for 4 beats
T: Let's do it!
S dance through 2 times while T calls
T: You all are rocking this dance, let's try it with the music now! I
will still call to help you remember what comes next
T starts music
T: 1, 2, ready go
S dance while teacher calls
T eventually calls less and less until S can do it by themselves
Active Listening: Day One – Five: Saint-Saëns Fossils
(Optional/Time Left) Day One: Listen and keep the macro/micro beat
● What pieces can you Day Two: Listen and decide form
introduce to connect to Day Three: create movement for A section - perform
other concepts being
taught? (Any genre)
Day Four: create movement for B and C sections
● How can students Day Five: Perform movement activity with recording
contribute here? **These would need to be scripted for your lessons**
Sad to Leave: Day One: Let Us Chase the Squirrel
● Canon T: Friends, I have a new song for you today. As I sing, please join
● Singing Game
● Beat Activity
me in a standing circle
● Movement Let us chase the squirrel
Strategies for Repetition and Up the hick-ry, down the hick-ry
Connection
● Does this connect to Let us chase the squirrel
previously learned Up the hick-ry tree
concepts, if so, which? T: Raise your hand, what are we singing about?
● Are you “putting a nickel
in the bank” for future S: Squirrel, hickory tree, etc.
content taught? If so, T: Yes! And because our song is about a squirrel, we need someone
what?
to be a squirrel, S1, would you be our squirrel?
S1: Yes!
T: S1 will go in and out of our circle, the tree demonstrates, and
someone will be the hunter. Ow if you are the hunter, you cannot fit
inside of our tree, so you will need to chase around the tree.
T: S2 would you like to be our hunter?
S2: Yes!
T: Alright, I will sing as we play the game. Ready?
T sings x2 as the game is played
If the squirrel is caught, they rejoin the circle and pick a new
squirrel. If the squirrel is not caught, they become the hunter and
the hunter rejoins the circle and picks a new squirrel
Game continues 2 more rounds
T: Would you show me that you know our song? Breathes
S sing song
T: Now you will sing the song as we play the game
S sing as game is played several times

Day Two: One Duck on a Pond (Canon)

T: Friends, please listen to my song as you make a circle
One duck on a pond, wibble wobble.
Two ducks on a pond, wibble wobble.
Three old ladies going to market,
Wibbily, wibbily, wobble.
T: What do you think our song is about?
S: Ducks, pond, ladies, market, etc.
T: This time while I sing, can you tap the macro beat somewhere on
your body?
T sings while S tap macro beat x3
T: I am going to sing one more time, and I want you to fill in the
missing word
One duck on a pond, wibble wobble.
Two ducks on a pond, wibble wobble
Three old ladies going to market
Wibbily, Wibbily, Wobble
T: It sounds like you all know our song! This time, I want you to
sing all of the words.
S: sing while tapping macro beat x3
While S sing, T sections into groups using gesture and visual cues
T starts each group at their correct time
S sing song in cannon
T checks in with each group at the restart of the song
S continue to sing in cannon

Day Three: The Big Blue Whale

T: Today we have a special friend joining us. This is my friend, the
big blue whale! As I sing with our whale friend, please flow.
T sings while S flow
The big blue whale is as friendly as can be!
Swimming through the depths of the blue sea
Rising up to say, “hello”
Before they take a dive to go below!
T: This time as I sing, could you tap the micro beat somewhere on
your body?
T sings as students tap micro beat
T: You all are micro beat masters! Could you pick a new place to
tap the beat? Or you could show it with a friend. How might you
show the micro beat with a friend?
S find various ways to demonstrate micro beat with a friend
T sings again as S tap micro beat
T: This time as I sing, I want you to fill in the missing word
The big blue whale is as friendly as can be
Swimming through the depths of the blue sea
Rising up to say hello
Before they take a dive to go below
T: That was fantastic! I think you know our song now. I would like
you to keep tapping the micro beat as you sing and I will follow
along with our whale friend
S sing through song several times while T uses whale to “sing” (but
does not actually sing)

Day Four: El Florón

T references pictures on the board about the song (flowers, passing,
friends)
T “Look at the pictures on the board, can anyone tell me what they
think our song may be about?”
S “Flowers” “Passing”
T “Can you all tap with me on the floor?”
S/T taps on floor to the beat, T sings song
T “Can you make an ‘L’ on each hand and the one that is facing the
right way, hold under your leg. The one that is a backwards ‘L’ put
in front of you”
T “Use that hand and say pickup pass as you move” (T models
motion and sets beat)
S “Pickup pass, pickup pass…” while using pickup and pass motion
T sings song
S continue chanting and T introduces flower object
T “You have to pass when you get the flower, you can’t hold onto
it”
S continue ‘pickup pass’ chant while passing the flower, T sings
song
When song concludes, T holds onto the flower and models hand
cupping
S mimic hand cups
T “Now we have a question to ask. Someone is going to be the
seeker. The seeker will stand facing the wall and at the end of the
song, they will guess who is holding the flower. The seeker gets 3
guesses”
T asks for understanding with a “thumb-o-meter”
T selects S to be seeker
T sing song S chant ‘pickup pass’ and continue to pass
When song is over, seeker gets 3 guesses, if they guess correctly,
they get to seek for one more round. If they guess incorrectly, they
rejoin the circle
Guess 1 - no help
Guess 2 - told who started with the flower
Guess 3 - told which direction it went
Game is played 3 more times
T “Do we think this song has groups of two or groups of three? Lets
sing it one more time”
T/S sing song through again
T “Who knows if its in groups of two or three?”
S “Two”
T “Yes! That’s right”
T “This time when I sing the song, I am going to do something
different. Listen and try and figure out what I do differently”
T starts the song at a fast tempo
T/S sing song
T “Who noticed what I did differently?”
S “It was faster!”
T “It was faster! Do you remember what our musical word for
speed is?”
S “Tempo!”
T “Tempo is correct.”
T “Our song is in groups of two. Do we remember what we call
that?”
S “The beat!”

Day Five: Charlie Over the Ocean

T “Show me how to make a circle on the floor. Do you remember
Charlie Over the Ocean from last class?”
T “I’ll sing it with you this time to help you remember”
T/S sing song
T “Sophie can you be our Charlie please?”
T: “Friends, lets please remember to use our inside bodies”
T/S sing song again as S walks around outside of circle.
When song ends, S stops behind one S
Game continues as usual
T “I’m glad you remember our song and game. This time, can you
sing our song at a forte dynamic? Remember that forte is our
musical word for loud”
S sing song at forte as game is played, T assesses
T “That was a beautiful forte, but remember, that we should be
using our singing voices and not our speaking voices”
continues as new students play game, T asks for S to change tempo,
dynamic, articulation, etc