Name and Date: Brooke Niblett, Week of 2/2-7/15

Topic: Preparing for Valentines Day!

Subject: Kindergarten
General Music

SOLs:
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.

VA SOLs:

1.
2.

1.

1.

K.2 The student will investigate various uses of the voice by

2. matching pitches within an appropriate range
K.3 The student will sing a variety of songs of limited range alone and with others, including:
singing two-pitch (sol, mi) songs, using echo and ensemble singing; and
singing at the appropriate time following an introduction.
K.7 The student will respond to music with movement, including
1.
matching locomotor and nonlocomotor movements to rhythmic patterns;
3. illustrating moods and contrast in music and childrens literature;
5. exhibiting respect for the personal space of others when moving.
K.8 The student will create music by
2. improvising to enhance stories and poems.
K.9 The student will explore historical and cultural aspects of music by
identifying people who make music as musicians (e.g., singers, instrumentalists, composers,
conductors).
K.11 The student will recognize the relationships between music and other fields of knowledge.
K.12 The student will analyze music by
distinguishing among mens, womens, and childrens voices;
K.14 The student will communicate personal response to expressive features of music through
movement.

Rationale:
This lesson incorporates learning songs that will be used for more games for next weeks lesson for
Valentines Day. Breaking down into chunks is useful for music learning, particularly at the
Kindergarten level. The songs the students will learn today are about Valentines Day customs including
sending letters and hearts. This lesson also incorporates literacy and physical exploration through
listening to a story with musical accompaniment and a song that allows the students to touch various
body parts.

Objectives:
SWBAT
1.
2.
3.

Watch, listen, and clap as instructed to a music video.

Sing and execute assigned movements to a song.
Sing a new song with and without the help from the teacher.
Listen to a story and answer content questions during the reading.

4.
Content Outline:

Direct instruction: Teaching new song as model for students; reading book to students
Labeling body parts including Head, shoulders, chest, middle, knees, and toes


Solfege hand symbols and other physical representations of melody for new song
learning
in and out circle game with instruments and singing

Children create their own sounds to accompany story time

Opening (Gaining Attention)

Listening music children wait in

line outside of the door to hear the music
begin playing. Students will be instructed to
remain silent to listen carefully to the music
because it is a brand new song.

Connection (prior learning)

TW ask students if they know

what holiday is coming up in February
(Valentines Day) and talk about their
favorite parts of Valentines Day.

Instructional Strategies

Entrance Music: Rainy Day Blues by BB King, Gr. 2 CD 12-3

Teacher primes the students by saying they are going to listen to a song that talks about what the singer
likes to do when its raining. Listen carefully to what he likes to do!
After students listen to the song, the teacher asks (1) what were the things the singer likes to do when
its raining outside, (3) what do you do when its raining outside?
. (5 minutes)

H-E-A-R-T video
Students will watch a music video that alters the words of B-i-n-g-o and will follow directions of
when to clap along while singing the song. (3 minutes)

Pipe Cleaners Voice Exploration

TW bend a pipe cleaner and model the voice from high-low depending on how it is bent. Students will
echo the teacher and then do it on their own after a few tries. (4 minutes)

Cowboy Joe
TTW ask students what a cowboy call sounds like (Yeeeeee-hawww!) TTW read the poem and after
each stanza, students will give their cowboy call. Last stanza has an elephant call so students will make
an elephant call and then TTW switch animals and students will make other calls. (6 minutes)

Messenger Song
Teacher will lead the new song by rote singing with Kodaly hand signals. SW Echo sing (ES) every two
bars and then chunk four bars together until students can sing entire song with the teacher, and then
without. (3 minutes) Students will then sing with a piano accompaniment with introductions and
interludes to practice when to come in to sing. (4 minutes)

My Head and My Shoulders

Teacher will review the body parts covered in this song as they worked on it last week and point to each
body part and let class tell what it is called.Students will follow directions in the song and do the
movements as stated. The song will be repeated if children cannot sing and do movements together the
first time. (2 minutes)

Mouse Mess book

Students will sit in a semi-circle while the teacher introduces the book Mouse Mess. Students will
have to be really quiet because they will make sounds with their mouths and bodies to accompany the
sounds in the book. (Example: tiptoe sounds, crunching, munching, etc.)
(10 minutes)

Products:

Song

Assessments:
New song learned - Messenger
Sound story created by students

Closure:

Next week is Valentines Day week

so we will sing our new songs from today
next week and play a really fun game with
them as well!

Differentiation:

For children struggling with

mimicking motions, teacher will move closer
to him/her and perform the motions with
him/her.

Children are learning

kinesthetically to allow those who excel in
movement shine.

Students learn visually through

observing the teacher and video for
directions.
Children learn aurally by listening
to the instructions provided in the music
itself to My Head and My Shoulders and
how to clap along in H-E-A-R-T

If multiple students struggle with

clapping on certain lettes, TW stop the video
and go over it in detail of how it works.

Observing if all students are

paying attention to video, singing, and
clapping in the right places. If students
are struggling after watching it once,
students will practice it with teacher
without video and then try once more
after instruction.

Teacher will observe to ensure

all students are mimicking movements
either assigned by teacher or given in the
directions embedded into the song.
Teacher will turn his/her back
on the students and let them sing alone
without help. The piano accompaniment
will allow students to hear the notes
without the help of a teacher.

Teacher will observe and listen

to hear the sounds children make to
accompany the book to ensure
appropriateness and understanding of the
word.

Homework:

N/A

Materials Needed:

Computer/Projector with video

Piano/MIDI file of Messenger

Song accompaniment

IPod/CD Player with My Head

& My Shoulders song
Mouse Mess by Linnea Riley