Click on each underlined song title to view the song

I Love My Little Rooster = T sings song, asks critical listening questions about song, sings song a another time but with a new animal added on to the list of animals, T asks “Is the song the same as before? How has it changed?” 

Assessments

1.  Can students hear the first animal sound and compare it to other animal sounds?

2.  Are students able to recognize that the song has changed?

3.  Are students able to keep track of the changes as each new animal is added?

Well You Walk = T sings song, asks S to do as the song says and stop as the music stops, T asks “What else could we do besides walk?”, S do the suggested movement, T asks “How has this changed the music?”

Assessments

1.  Are students able to hear when the music stops and starts?

2.  Are students able to hear and follow the new direction in the song?

3.  Are students able to think of new movements for the teacher to add to the song?

4.  Can students recognize that the music changes for each new verse and adapt their movement to match?

When Cats Wake Up in the Morning =  T sings song, asks critical listening questions about song, sings song another time with a different animal, T asks “How has the song changed?”

Assessments

1.  Can students hear the first animal sound and compare it to other animal sounds?

2.  Are students able to recognize that the song has changed?

3.  Can students correctly change the song as a new animal is suggested?

Willoughby-Wallaby = T sings song, T asks “Who are the characters in the song?” (me, you, Willoughby), T changes “Me” and “You” to different names and rhymes song to match, T asks “How has the song changed?”, T asks students to guess each time a new person is being rhymed with first part of song

Assessments

1.  Can students hear and recognize the rhyme of each verse?

2.  Are students able to change the song to fit each name?

Syncopated Clock Listening Lesson = after S have learned song within the piece of music, S guess where the song happens in the song and fly around the room at that time, T asks “How is the rest of the song different from the part where our song comes in, and how can we know when to fly?” (S answer with listening/singing) 

Assessments

1.  Can students hear and identify where the song occurs in the song “Syncopated Clock”?

2.  Can students keep a beat versus fly around the room at the appropriate times?