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Anna Kingsbury

MAT 300
Repertoire List

Table of Contents

Songs
o Scales, Feathers, or Fur Music with Mar.
http://www.songsforteaching.com/animals/musicwithmar-scalesfeathers-fur.htm
o Save our World Brian Schellinger
http://www.songsforteaching.com/earthdaysongs/saveourworld.
htm
o The Water Cycle - Lauren Mayer
http://www.songsforteaching.com/curriculumrocks/watercycle.ht
m
o Mind Your Manners Amy Sadanaga
http://www.songsforteaching.com/goodmanners/mindyourmann
ers.php
o These are the Rules Sharon Luanne Rivera
http://songsforteaching.com/artappreciationsongs/hues/thesear
etherules.htm
o Gonna Name our States Music with Mar.
http://www.songsforteaching.com/socialstudies/unitedstates/mu
sicwithmar-gonnanameourstates.htm
o Native Americans Josh Ledbetter
http://www.songsforteaching.com/ledbetter/nativeamericans.ht
m
o A Circle & A Ball & A Box & A Square Ken Whiteley
http://www.songsforteaching.com/math/geometry/acircleballbox
square.htm
o Telling Time Jennifer Fixman
http://www.songsforteaching.com/jennyfixmanedutunes/tellingti
me.htm
o Act Out the Alphabet Jack Hartman
http://www.songsforteaching.com/alphabetsongs/actoutthealpha
bet.htm
Recordings
o Light Calvary Overture Franz Von Suppe
https://www.youtube.com/watch?v=XFQpPbjJWTc
o Night on Bald Mountain Mussorgsky
https://www.youtube.com/watch?v=iCEDfZgDPS8
o 5th Symphony Ludwig van Beethoven
https://www.youtube.com/watch?v=_4IRMYuE1hI
o Moonlight Sonata Ludwig van Beethoven

https://www.youtube.com/watch?v=4Tr0otuiQuU
Toccata and Fugue in D Minor Johann Sebastian Bach
https://www.youtube.com/watch?v=ho9rZjlsyYY

Scales, Feathers, or Fur


Scales, feathers, or fur.
Scales, feathers, or fur.
Scales, feathers, or fur.
Each animal has one of these.
Will you tell me, if I ask you, please
If the animal I name has scales, feathers, or fur?

Stand up tall, like a bear.


Wave your hair paws in the air.
Im covered with this; so is his mate.
It keeps us warm when we hibernate FUR

Flap your arms like a bird for me.


Now set yourself down in a tree.
These help a bird so I can fly.
They help me soar in the sky FEATHERS

Can you make a fishy face?


Move like a fish in your place.
These are shiny and slippery too.
Fish move quickly; they really do SCALES

What about you? Youre an animal you know.


Hair on your skin does grow.
Your hair is not a feather and its not a fin.
What should we call that hair youre in? FUR

This song discusses a few different types of animals and if they are covered in
scales, feathers, or fur. I think this song would be a good introduction to a lesson
about the classifications of different animals based on different characteristics. I
would like to write fur, feathers, scales as three separate headings on the board. I
would then I would play the song and sing it along with my students, stopping after
the three middle stanzas (fur, feathers, scales) to ask the students to list more
animals that may have that characteristic (which I would write on the board
underneath each heading).

Save our World


I am a whale in the ocean.
I swim and I eat, with the fishes in the sea.
Someones been dumpin garbage and sewage in my sea,
and its changin my life permanently.
And I liked my ocean just fine, you see.
And I dont need nobody dumpin garbage.on me!
CHORUS:
Save our world everybody, the sky, and the water, and the trees.
Save the world for our children, save and dont be sorry
Save our world, you and me
I am a monkey in the rainforest.
My home and my food are in the trees.
Someones been cuttin and burnin my trees,
and its changin my life permanently.
And I liked my forest just fine, you see.
And I dont need nobody cuttin and burnin .my trees!
CHORUS
I am an eagle on the horizon.
And I fly just as far as I can see!
But my sky is full of smog, and the acid rains on me,
and its changin my life permanently!
And I liked my sky just fine, you see,
and I dont need no pollution. in the air that I breathe!
CHORUS
I would use this song on Earth Day to teach my students about pollution and the
effects humans have on the environment. I would have students sing it/listen to it
and then lead into a lesson about how we create pollution and then have students
brainstorms what we can do to lessen these effects on the environment.

The Water Cycle


Chorus:
First you need some precipitation
That leads to accumulation
Condensation,
Evaporation,
That's the water cycle!
First the rain comes down, and the ground gets muddied
But don't you frown, cause it'll be all gone soon
Cause the sun and rain like you may have studied
Are part of a cycle that's in play
When water comes down then dries away
The system is nature's way
Of keeping things in tune
Chorus
When you see a cloud you don't need to hate it
You can be proud you know why that cloud is there!
Little water drops that evaporated
Joined up with their friends then start to fly
Into a big group up in the sky
And after some time goes by
A cloud forms in the air
Chorus
Patter: Clouds (wh-wh-wh-wh-wh-wh-wh-wh-wh)
Sprinkles (tap tap tap tap tap tap tap tap tap)
Rain (rub rub rub rub rub rub rub rub rub)
More rain (sh-sh-sh-sh-sh-sh-sh-sh-sh)
Pouring (slap slap slap slap slap slap slap slap slap)
Evaporation (slur-urp)
Up into the sky!
Chorus
I really like this song because it incorporates a lot of awesome vocabulary words
about the water cycle. I would teach my lesson about the water cycle prior to
playing this song for my class, and use the song as more of a fun way to review and
remember the parts of the water cycle rather than to teach it. After I have taught on
the water cycle and students have learned this song, I would give them a blank
water cycle to fill out to show that their comprehension.

Mind Your Manners


Dont forget to mind your manners
Be polite, say Thank You please
Dont forget to blow your nose
And cover your mouth (achoo) when you sneeze!
Dont forget to flush the toilet
Wash your hands and use a towel
Dont forget what youve been taught and
Use your manners now!
Dont forget to wear your jacket
Look both ways when you go out
And try not to make a racket
Dont be pushy and dont shout!
Thats not fair! Grown ups need manners too!
Dont forget to wear a smile
Watch us play and watch us run
Were only children for a while
Wont you join us for some fun?
Dont forget to give us hugs and
Say nice things for what we do.
Job well done, and Thank You please
Is what we need, dont you?
Dont forget to watch us grow
Were getting bigger everyday
When you give us lots of love we
Grow in every way! Lets play!
I really like the positivity used in this song as its reminding children what is
acceptable behavior and what is not. I would teach this song to students at the
beginning of the school year so that they know what is expected of them and what
is expected of me as well when it comes to minding your manners. I could have the
class sing this song if they were having a particularly difficult day with their
behavior as a fun and positive way to remind them the way in which they are
expected to act.

These Are the Rules


Chorus
These are the rules of the classroom:
Always be good.
When the teachers talk, listen to what they say
And raise your hand always.
Don't lean back in your chair.
Keep your feet on the floor.
Work quietly at your seat.
Use a whisper voice. Keep your table neat.
Always be kind and sweet.
Chorus
Keep a great attitude.
Don't ever be rude.
Keep your hands and objects to yourself.
Always, always walk. Never, ever run,
And don't you ever chew gum.
Chorus / La la's on chorus / Instrumental
Don't ever cheat. Your assignments complete.
Don't be loud in the hall. Participate in class.
Always be on time. Never get out of line.
Chorus
(Ending)
Follow, follow the rules.
Follow, follow the rules.
I like that this song lists out a lot of rules that are common for a classroom to have,
and would use it to help students remember what the rules are. I would like to list
out all of the rules in the song and post it somewhere in my classroom, and then
teach this song to the students using that poster of the rules. This way, the students
will be able to see poster of the rules and will also know a fun song to go with it so
that they will always know what is not acceptable classroom behavior.

Gonna Name our States


Gonna name our States
Gonna name our States
Each student celebrates.
Lets name our 50 states.

Gonna name our States


Gonna name our States
Each student celebrates.
Lets name our 50 states.

Alabama, Alaska
Arizona, Arkansas
California, Colorado

Montana, Nebraska
Nevada, New Hampshire
New Jersey
New Mexico, New York
North Carolina, North Dakota
Ohio

Connecticut, Delaware
Florida, Georgia,
Hawaii, Idaho
Illinois, Indiana
Iowa, Kansas
Kentucky, Louisiana
Maine, Maryland
Massachusetts, Michigan
Minnesota, Mississippi
Missouri

Oklahoma, Oregon
Pennsylvania
Rhode Island, South Carolina
South Dakota, Tennessee
Texas, Utah
Vermont, Virginia, Washington
West Virginia,
Wisconsin
Wyoming
Hallelujah, the 50 States we did sing,
Hallelujah, the 50 States we did sing.

This song has some pretty obvious useful implications in the class room it lists out
all of the states in a fun and easy to remember melody. I would use this song to help
students memorize all 50 states and where they are located on the map. I would
play the song and have the students sing it with me and would point to each state
on the map as we sang that state. After we had studied the states for a while and
the students had the chance to memorize the song, I would play it and ask students
to volunteer to come up and point to the states as we went thought the song in my
place. I would stop the song if the student pointed to the incorrect state and we as a
class would get them to the correct answer before resuming.

Native Americans (tune of Ten Little Indians)


Columbus sailed off to find India
What he found was North America
People there were miscalled Indians
That's not what they were.
They came all the way from Siberia
Crossed Alaska, then through Canada
Some went all the way to Bolivia
Even to Peru.
Some rode horses to catch buffalo
Some built homes they called a pueblo
Some were warriors in old Mexico
Indians they were not.
Some liked to dance on their heels and toes
Wishing that their maize would start to grow
Asked their gods to make it rain and snow
They had lots of fun.
Men have called them wild, wild Indians
History says they've been our kind of friends
Now we call them Native Americans
That is what they are.
I really like this song because I feel like too often the influence of Native Americans
in our history is pushed to the side. I would use this song to engage my students in
a lesson about Native Americans and how they used to live before we settled here. I
could then ask my students to reflect on the lesson and this song and use that
information to draw a picture of a scene in a (pre settler) Native Americans life.

A Circle & A Ball & A Box & A Square


Chorus
Theres a circle and a ball and a box and a square,
Trace the edges to the corners to find whats there.
All of the shapes in all of the sizes,
Cylinders, cones and more surprises.
Lets look at a ball, its got no corners at all,
Roll it on the floor or toss it in the air,
Try to draw it on paper, well whats that there?
Chorus
Lets look at a square, and see just what is there,
Count those straight sides one to four,
Theyre all the same and whats more,
Chorus
Cones, like in ice cream, and theres more Ive seen,
The end of a pencil or a party hat,
A spinning top, well what is that?
Chorus
I would use this song in a lesson about different shapes in geometry. It doesnt
exactly teach what each shape looks like (and it definitely doesnt cover all of the
shapes) so I would teach the shapes to the students myself and then use this song
to open up a discussion on real world examples for each kind of shape that I have
taught.

Telling Time
I can tell time on the clock. I watch as
the second hand goes tick tock.
The small hand tell the hour. The big
hand tells the minute.
Each time the big hand moves, the
times a little different.

5:01, 5:02, 5:03, and all the way down


to 5:30.
When the big hand moves to the top,
its 6:00.

Start with both hands on the 12. Its


12:00

6:01, 6:02, 6:03, and all the way down


to 6:30.
When the big hand moves to the top,
its 7:00.

12:01, 12:02, 12:03, and all the way


down to 12:30.
When the big hand moves to the top,
its 1:00.

7:01, 7:02, 7:03, and all the way down


to 7:30.
When the big hand moves to the top,
its 8:00.

1:01, 1:02, 1:03, and all the way down


to 1:30.
When the big hand moves to the top,
its 2:00.

8:01, 8:02, 8:03, and all the way down


to 8:30.
When the big hand moves to the top,
its 9:00.

2:01, 2:02, 2:03, and all the way down


to 2:30.
When the big hand moves to the top,
its 3:00.

9:01, 9:02, 9:03, and all the way down


to 9:30.
When the big hand moves to the top,
its 10:00.

3:01, 3:02, 3:03, and all the way down


to 3:30.
When the big hand moves to the top,
its 4:00.

10:01, 10:02, 10:03, and all the way


down to 10:30.
When the big hand moves to the top,
its 11:00.

4:01, 4:02, 4:03, and all the way down


to 4:30.
When the big hand moves to the top,
its 5:00.

11:01, 11:02, 11:03, and all the way


down to 11:30.
When the big hand moves to the top,
its 12:00.

I love that this song goes through every hour on the clock, and I would use it with
my students to model what each time looks like after a lesson on the parts of a
clock and how clocks work. I would ask students to stand up and space out, and
would have them model the times with their arms as the song progresses. One of
their arms would be the hour hand, and the other would be the minute hand, and as
the song played they would have to move their arms to the correct positions.

Act Out the Alphabet


Move your body like a monster
Chomp your arms like a shark
Pump it up like a body builder
Take a bow like youre a star
Heres your chance to be an actor
Do your best
Act out the alphabet!
A says a a alligator, alligator
B says b b bounce, bounce
C says c c cold, cold
D says d d dive, dive
E says e e exercise, exercise
F says f f fishing, fishing
G says g g gooey, gooey
H says h h hula, hula

M says m m march, march


N says n n nod, nod
O says o o opera, opera
P says p p pull, pull
Lets have more fun
Q says q q quiet, quiet
R says r r run, run
S says s s surf, surf
T says t t tickle, tickle
U says u u under, under
V says v v vibrate, vibrate
W says w w wag, wag
X says x x like in box, like in box
Y says y y yawn, yawn
Z says z z zig-zag, zig-zag

Act out more words


I says i i insect, insect
J says j j jiggle, jiggle
K says k k karate, karate
L says l l laugh, laugh

Today weve had some fun acting You did your best to act out the
alphabet!

I like that this song would get students moving while they sing the alphabet,
increasing the likelihood that they would remember it. I would play this song and
sing it along with students as I played a slide show that shows each letter as we
sing about it. So as the song is playing and the letters are being shown, students
will be dancing around and acting out the word that starts with that letter.

Light Calvary Overture


This song sounds to me like its telling a story, and when listening to it you can
picture a variety of different things happening. Because of this, I would use this
song to motivate a free write with my students. I would have them listen to the song
and write a story based on what they think is happening as the music progresses.

Night on Bald Mountain


There are multiple points in this song where there are repetitions of the same
melody, and I would therefore use this song to help familiarize my students with the
concept of symmetry. I would pick out a few different points in the song where the
symmetry is especially apparent, and play them for my students. As they are
listening to the song, I would ask them to make a movement with one arm when
they hear the first part, and the same movement with the other arm when they hear
the repeated piece.

5th Symphony
This symphony is filled with contrasting pieces of music dramatic and gentle, loud
then soft, high then low. I would use this piece to promote a discussion about
contrast, particularly in writing or literature. I would ask students to listen for parts
in the song that seem to contradict one another, or sound very drastically different.
I would then ask students to describe what they heard based on this and then
transition into a lesson about contrast possibly about writing a compare and
contrast essay.

Moonlight Sonata
This song is very calming, and has a lot of soothing melodies mostly in the first
half. I would use this to create a calming environment in my classroom as the
students are having some sort of down time or are supposed to be quiet. I could
also play this as they are coming in from recess or gym class and are feeling
particularly rowdy as a way to calm them down again and get them ready for
learning.

Toccata and Fugue in D Minor


This seems like a very visual song to me and contains a lot of movement. I would
like to use this song in a listening map activity, where I would play the song and ask
students to follow along and trace on a listening map as the song progresses for the
first few minutes. I think this would be helpful for a students development of
listening and auditory skills.

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