CKC 2nd Grade

Creative Kids Co-Op Curricular Guide Second Grade
2nd Grade
Overarching Goals / Theme
Curricular Overview
Song Collection (in order of use)
Example Experience Designs
Additional Resources (children’s books, methodology books, etc.)
Overarching Goals / Theme
Grade Level Goals
Transfer Goals The overarching goal is to get students to sing and understand rhythm, while also introducing and learning new
instruments. These songs all focus on either a melodic or rhythmic element that is helpful in growing and
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developing the basic musicianship skills of students.
VA State 2.2 The student will sing a repertoire of songs alone and with others, including 1. singing melodic patterns that
Goals move upward, downward, and stay the same; 2. singing melodies within the range of a sixth; and 3. increasing
Addressed pitch accuracy while singing phrases and simple songs.
2.3 The student will play a variety of pitched and unpitched instruments alone and with others, including 1.
playing melodic patterns that move upward, downward, and stay the same; 2. playing expressively, following
changes in dynamics and tempo; 3. accompanying songs and chants with ostinatos and single-chords; and 4.
using proper playing techniques.
2.4 The student will perform rhythmic patterns that include half notes, half rests, whole notes, and whole rests,
using 1. instruments, voice, body percussion, and movement; 2. aural skills to imitate given phrases; and 3.
traditional notation.
2.5 The student will respond to music with movement, including 1. using locomotor and nonlocomotor movements
of increasing complexity; 2. demonstrating expressive qualities of music, including changes in dynamics and
tempo
Acquisition Skills Knowledge

Goals 1) Students will learn how to 1) Students will know how to perform a variety of rhythms.
sing with others. 2) Students will know what a round/cannon is and how to perform one.
2) Students will learn how to 3) Students will know about Orff instruments, such as the xylophone or
play a variety of glockenspiel.
instruments. 4) Students will know how to improvise.
3) Students will learn how to
work and learn with
others.
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Curricular Overview
Grade Level Goals (*indicates example experience design)
Day 1 Goals/Foci:
I can sing the tune clearly, with expression.
I can show improvisation through movement/dancing to this song.
I can work together with my classmates.
Overview of Activities (include comments on assessment and accessibility):
1) First, have the students sit down in a circle and have them listen to you sing the tune to “Baby Beluga”.
2) Once they start to sing along with you and have been introduced to it, have the students start taping the
rhythm on their hands.
3) To have students to start moving around, have them stand up, sing, and improvise their own movements to
the song!
4) After this, have the students stand in a circle and teach them movements you created for each section of the
song. This is more kinesthetic learning to allow students to solidify the song more into their bodies.
5) Have the students section off, one person for each body movement, and have the students get into groups.
6) Have the students prepare themselves to show their classmates movements you showed them, along with
some they made up and decided on as a group.
7) Go group by group to have students present what they made up!
8) To tie everything together, come together as a class at the end and decide on movements together.
9) Sing and dance to Baby Beluga before the class is dismissed.
Assessment:
○ __: The student was able to catch on to the tune by listening
○ __: The student was able to tap the rhythm on their hand, while listening
○ __: The student could sing in groups, along with performing movements at the same time.
○ __: The student was able to work together with their classmates.
○ __: The students were able to remember the movements to the tune, Baby Beluga.
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Assessability:
- Pacing: The pacing of this activity can go as slow or fast as the students want. It is up to them and how
fast the teacher can take it because the students are truly the leaders.
- Modality: This experience can be done by sitting or standing the entire time. Depending upon different
capabilities, this experience can easily be adapted to the different needs of the students.
Day 2 Goals/Foci:
I can show through the extension activity, my understanding of some basic notation.
I can show that I remember movements to this tune.
I can show the pulse through solfege; a steady beat.
Overview of Activities (include comments on assessment and accessibility)
1) Have the students come together as a class and review what you did last class.
2) Start by singing the melody to the class. Have them join in the second time singing through the song.
3) Stand up! Have the students mirror your movements.
4) Once they are familiar with your movements again, have the students break apart in their groups from last
class period.
5) Pass out paper plates, cotton balls, pipe cleaners, and glue sticks.
6) This activity is going to be about figuring out what they think the notation of this song is by using the
materials provided to them.
(This may be challenging because their are sixteenth notes in this song; however, this will be a learning opportunity
about something new!)
7) The students can show the rhythm on the paper plates, or simply create their own rhythm.
8) Once the students have completed this task, I would have them say their rhythm to the class and why they
decided to present their notation is way!
9) Guidance from the teacher will be given if students are struggling with this activity.
10) This activity is supposed to introduce them to new music notation, so they now have a visual representation
of what they are singing.
(The tune will be playing in the background while they are trying to figure out this notation.)
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Assessment:
○ __: The student was able to remember their movements from last class.
○ __: The student was able work together in groups to figure out the notation of this song.
○ __: The students in each group were able to explain why they decided to show the notation the way
they did.
Assessability:
fast the teacher can take it because the students are truly the leaders.
capabilities, this experience can easily be adapted to the different needs of the students.
Day 3 Goals/Foci:
I can show that I know how to hold the instrument mallets correctly, while playing.
I can show that I can play my part and other parts.
I can show the pulse through solfege; a steady beat.
1) Have students sit down in a circle and have them listen to you sing the whole song called “Baby Beluga”.
2) The students already know this song from other classes; however, you will now be introducing them to
instruments and rhythmic patterns.
3) Once they start to sing along with you, then play the alto xylophone. This is called the burdon, which is a
relatively static, open fifth. For all parts, ask the students to tap the rhythm on their hands.
4) As they continue to loop the song, then add the bass xylophone, which is the melodic ostinato. Have the
students tap the rhythm on their hand.
5) Continue to go through all parts of the song on the instruments.
6) Once the students seem confident in all parts, have the students pick an instrument they want to play.
7) Have the students experiment with the instruments they have chosen and the parts that go with those
instruments.
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8) Have the students practice the part they have chosen.

9) Next, ask the students to start playing one of the instruments, adding an instrument one at a time, while
keeping a steady beat!
10) As you continue to loop the song, ask students to try to sing and play! If this is difficult, ask the students to
focus on the part they are playing first.
Assessment:
○ __: The student was able to catch on to the tune by listening and singing it back.
○ __: The student was able tap the rhythms on their hands before playing it on their instruments
○ __: The students were able to play their parts alone and altogether without becoming lost or confused
○ __: The student was able to hold the mallets corrects for the alto and bass xylophones.
Assessability:
fast the teacher can take it because the students are truly the leaders. Parts of this song and how it is taught
can be wound up or wound back depending upon what the students need!
capabilities for holding the mallets for the xylophones, this experience can easily be adapted to the needs for
the students. If a student has difficulty holding a mallet, the teacher can grab a clay like substance, and
make a handle that will fit their hand better; making it easier to grasp!
Day 4 Goals/Foci:
I can work together with my classmates.
I can sing this tune in a round, without becoming lost or confused, staying on my part.
1) Have the students come together as a class to review the tune once more!
2) The students already know how this song goes; however, today we will be learning how to sing in rounds
and later, learning improv skills on instruments to this tune.
3) Have the students break off into two groups. One group to start before the other comes in.
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4) Have the entire class, in two groups practice how the round is supposed to go.
5) Once the class seems to be understanding how this it feels and sounds while being sung in a round, play a
game and have two students against each other!
6) Continue this until students start to lose their focus, then transition into improv time!
7) Have students pick a different instrument than last time.
8) Have students listen to the tune, and begin to do improvisation to this tune. There is no right or wrong way of
doing this. Have a steady beat.
9) Once the students seem to have a part down, bring the class together for one jam session to Baby Beluga!
Assessment:
○ __: The student was able to begin to improvise to the tune they learned.
○ __: The student was able to work together with their classmates.
○ __:The students were able to sing their parts in rounds in groups, or alone against another classmate
without becoming lost or confused.
○ __: The student was able to choose a different instrument and learn how to play it themselves.
○ __: Students were overall participating.
Assessability:
fast the teacher can take it because the students are truly the leaders. Parts of this song and how it is taught
can be wound up or wound back depending upon what the students need!
capabilities for holding the mallets for the xylophones, this experience can easily be adapted to the needs for
the students. If a student has difficulty holding a mallet, the teacher can grab a clay like substance, and
make a handle that will fit their hand better; making it easier to grasp!
Day 5 Goals/Foci
- I can Identify written melodic patterns that move upwards and downwards for the melody of the song (2.2.1)
(WF)
- I can identify if a melody is going up or down (WB)
- I can sing melodic patterns that go upwards or downwards and or that stay the same (2.2.2) (WF)
- I can hum notice a tune that has a melody that goes up or down.
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- welcome song warm up https://youtu.be/9ZKw5IldE9Y

- I will take 10 mins to tell the story about the doggie in the window by introducing the instruments as parts of
my story. My story will go something like this:
- When I was little, I always wanted a dog (leave room for social interaction with students) My mom
and I were walking around the town and I asked “how much is that dog-gie in the window” (in rhythm)
she asked which one? I said “the one with the wag-a-ly tail. She answered and said “I don't know, let
us check” (in rhythm of the brass synth) we went in the store do see the dog and a lady that worked
there came up to us and said this dog is best (in the way the piano bordun would sound) so my mom
and I smiled and my mom asked “how much does it cost. (the way the glockenspiel would sound)
and the worker said “ it cost twent-ty doll-ars (in the way the snare drum would sound) so my mom
and I finally decided to buy the dog and we named it scruffy.
- Once the story is done, I will have the students review the key words that I said and how I said them. This
part should take only 5 minutes.
- At, I will introduce the 3 selective instruments pertaining to my goal and tell them to get into groups of 6.
- One will play the snare (to keep a beat)
- One will play the melody on the xylophone
- And all will sing.
- we will sing the song once through then play it with the instruments given on this day.
- the students will then get into different groups of 6 and this time we will play as a class again.
- we will put the instruments back and line prepare to leave music class.
- we will sing the goodbye song. https://youtu.be/DuwTW6DzObs
Assessments:
- Did the student Identify written melodic patterns that moved upwards and downwards for the melody of the
song (2.2.1) (WF)
- Did the student notice if a melody went up or down (WB)
- Did the student sing the melodic pattern that went up and down (2.2.2) (WF)
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- Did the student hum the tune as it went up and down.
Accessibility
- Pacing
- Younger children love to listen to things repeatedly. This is for 2nd graders so maybe repetition won’t
be that necessary however this could be a small adaptation to wind it back if I need to. If repetition is
needed, then I could expand on why the instrumentation is what it is said to be from the arrangement.
This will make playing the song more interesting.
- Modality
- For this activity I could refrain from using a lot of musical term that don’t have anything to do with the
instruments. If I want them to sustain the glockenspiel sound, I will say make the sound of the
glockenspiel longer by bouncing off the instrument. And I can do that for every other instrument. In
doing the first run of the song, after it is done and I have assessed everyone, I can play it alone and
show them how it should look like. I could also play the arrangement so that they may hear how the
instruments to should all together.
Day 6 Goals/Foci
- I can accompany songs and chants with ostinatos and single chords (2.2.3) (WF)
- I can realize that there is other parts besides the melody in songs (WB)
- I can collaborate with other students in music performance and analyze what was successful and what could
be improved. (2.2.12) (WF)
- I can watch other students collaborate in a music performance and identify what sounded good and
what could be fixed. (WB)

- Have the students come together and I remind them of the story.
- Introduce the new accompanying instruments and the instruments we already played.
- Have them split off into groups.
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- One person will play the Brass synth

- One person will play the Bass clef of the piano
- One person will play the treble clef of the piano
- One will play the snare
- One will play the glockenspiel
- In there groups of 6, before playing they will notice the instruments and decide which one will should be
played according to the phrase. I will of course facilitate this whole process.
- This should take less time because they know part of the song
- Now students will take turns in playing in bands
- Students will be able to critique their peers
- After that, we will sing it all together
- Then we will play the song without singing and jam out to How much is that doggie in the window.
Assessment:
- Did the student properly accompany the song with the ostinatos and single chords (2.2.3) (WF)
- Did the student realize that there is other parts besides the melody in song (WB)
- Did the student properly corporate and collaborate with other students while performing the song and analyze
what went well and what could have been improved. (2.2.12) (WF)
- Did the students watch other students during the group performance and identify what sounded good
and what could be fixed. (WB)
Accessibility:
- Color
- Having a variety of colors for the mallets will help them figure out which mallet sounds better on each
instrument. I think it will also be helpful to have different color drum sticks that way they can make
sure that whatever color sticks they are using goes back with the same drum. In a way it this will also
teach them how to be organized.
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- Shape/Size
- If the size of the group is small it will give me a chance to explain myself better, If it is big I would
have to move faster in doing the activity to keep their attention. However, With fewer people, more
time can be spent on each individual interpretation, more learners will be able to focus on
understanding why these instruments make sense. Another factor of having fewer learners is that they
can spend more time on learning in a casual environment. If there happens to be a larger group of
learners, the activity will go as planned with less explanation and more “follow the leader” form of
instruction.
Day 7 Goals/Foci
- I can distinguish written melodic patterns that move upward, downward and stay the same by the end of a
lesson (VA 2.1.1) (F)
- I can distinguish written melodic patterns that are higher or lower. (B)
- I can sing melodic patterns that move upward and downward (VA 2.2.1) (F)
- I can sing, speak, and notify patterns that move from lower to high and higher to low. (B)

- 8:45- a welcome song "hello there"
- 8:50- ask what is melody discussion (While I am having this discussion I start to pass out fake apples and
bananas
- 8:55 I sing it to them while they pass the apples and bananas around in that order only when the song says
"apples and bananas" I do this twice without changing the vowels first.
- 9:00 this time I tell them to sing along with me this time but to place their hand flat or give a thumbs up or
down if they hear it going up or down. Only the first time through
- 9:05 discuss where they heard it change and or stay the same and do it one more time
- 9:10 pass out the vowel baggies and I will play the song and have them put it in order of the vowel they here
(I will go around and see if they put them in the right order on a piece of paper
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- 9:20 when the song is over I'll see what everyone has and if they are correct then have them glue it on the
paper. Then we will start the parachute activity
- 9:25 the parachute activity will have them go around in a circle and switch when the vowel changes
- 9:35 start clean up so that we can prepare for the goodbye song
- 9:40 sing goodbye song "adios Ninos"
- 9:45 line up to go back to their classes
Assessment:
- _ The student correctly participated in the thumbs up thumbs down activity
- _ The student correctly sang the melody as it was going up and down.
Accessibility:
- Pacing: for students that aren't understood as fast as others I could simply go slower or I could show an
example of what the final product is supposed to look like. That way they can have an idea of what it needs
to look like and do it that way
- Modality: for this activity, I will try and refrain from using musical terms besides melody. I should only use
melody because that's the main focus of the activity. I am hoping to get the students to do the job physically.
With that being said, I will physically show things or do things that way they get a better sense and
understanding of what they should be doing
Day 8 Goals/Foci
- I can identify and list certain musical and literary forms (VA 2.2.10) (F)
- I can identify musical and literary forms (B)
- I can list musical and literary forms (B)

- welcome song warm up https://youtu.be/9ZKw5IldE9Y
- Continue the activity from the other day.
- pass out the vowel baggies and I will play the song and have them put it in order of the vowel they here (I will
go around and see if they put them in the right order on a piece of paper
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- when the song is over I'll see what everyone has and if they are correct then have them glue it on the paper.
Then we will start the parachute activity
- the parachute activity will have them go around in a circle and switch when the vowel changes
- Sing the song all together one more time.
- start clean up so that we can prepare for the goodbye song
- sing goodbye song "adios Ninos"
Assessment:
- _The student correctly put the letters in order
- _ The student correctly understood the different musical and literary forms.
Accessibility:
- Color: For the cut up vowel pieces I can make sure all the letters are different colors that make sense that
way the students can actually tell they are different in 3 ways. Their color, the sound they make and their
appearance.
- Shape/Size: Because the 2nd graders are supposed to be smaller maybe it would help the of the letters
were smaller so that they could focus on them and space them out better in their piece of paper. I also think
the size of the fake fruit will matter too because then it gives the students the physicality of what it is
supposed to look like
Day 9 Goals/Foci:
3.3 I can properly use and hold mallets. (WF)
-I can hold one mallet. (WB)
3.3 I can play the tambourine. (WF)
-I can play a percussion instrument. (WF)
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● Introduction to “She’ll Be Coming ‘Round The Mountain” and exploring with movement
○ Ask students to stand in a circle
○ Sing the song for them 2 times slowly while they just listen
○ Ask them to show the beat of the song somewhere in their body while you sing it a third time
■ Give suggestions for showing beat: walking around, stomping, body percussion, clapping, etc.
■ Divide song up into 5 phrases (each time “She’ll” is sung)
● Sing phrases one at a time and have them sing it back to you
○ Point to yourself and then to them to indicate whose turn it is
■ Clap a steady quarter note beat, ask them to copy you, and sing the whole song together
● Beginning of activity
○ Tell students they can pick between four instruments: alto and bass metallophones, tambourine and
electric bass
● Teach the rhythms:
○ Ask them to sit in their instrument groups
■ Electric Bass
● Rhythm: Moun..tain.. (2 half notes)
■ Tambourine
● Rhythm: ..moun..tain.. (eighth notes on the off-beat)
■ Metallophones
● Bass
○ Rhythm: Com-ing, moun-tain (4 quarter notes)
● Alto
○ Rhythm: Come... moun-tain (half note, 2 quarter notes)
○ Once all the rhythms are learned, clap a steady beat and tell students they are going to chant their
respective rhythm
● Bringing them in one part at a time, starting with electric bass
● Listen for groups or students that are having difficulty; rhythms should sync just as
they would in the arrangement
● Learn the instruments: **metallophones should only have the bars needed on them**
○ Go over to each instrument group and teach them their notes, demonstrate it and have them copy
you
○ When instrument groups aren’t being taught, tell them to try and figure out how their part goes based
on the rhythm they learned
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■ Have music stands ready at each instrument group with iconic notation sheets that have the
letter names of the letters (needs to be prepared beforehand)
● Upon going to each section, ask if they had a chance to figure their part out based on
the iconic notation; ask what they notice (similarities, differences, etc)
■ Electric Bass
● Notes: Explain that they’ll mainly be playing G; demonstrate their part; show them
where it’s different and what frets those notes are located on
○ Make sure they understand relationship between the frets and where to find
the other notes
■ Tambourine
● Notes: Ask if they know how their part goes based on the rhythm they learned; allow
them a few tries to figure it out
● Demonstrate and help if needed
■ Metallophones
● Alto
○ Notes: Explain that their notes mainly come from the melody; demonstrate the
patterns and the parts they repeat
○ Help those who need it
● Bass
○ Notes: Explain that their part repeats; demonstrate the patterns and show them
where it changes
○ Help those who need it
● Listen to each instrument group play their part, don’t put it all together yet
● Put instruments away and clean up, get ready to leave
● Assessment
○ __ Student engages and participates in a meaningful way
○ __ Student demonstrates proper technique and playing on the instrument of their choosing
● Adaptation
○ Color: For the iconic notation sheet for the metallophones and electric bass, every note can be
assigned a different color.
■ G- red
■ A- orange
■ B- yellow (dark)
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■ C- green
■ D- blue
■ E- purple
■ F#- pink
● Shape/Size: Adaptable mallets should be readily available for students. These should be made using
molding clay before class begins. If available, different instrument sizes may be beneficial depending on the
size of the student.
● Modality:
○ Aural: If needed, a Finale recording of each individual part in the arrangement should be ready if
students want to hear how their part fits in.
○ Visual: As mentioned previously, iconic notation sheets should be created and ready at each group of
instruments.
○ Kinesthetic: If students are having difficulty learning their rhythms, ask them to clap it instead of
chanting. To really solidify it, ask them to clap it while chanting it.
Day 10 Goals/Foci
3.4 I can play or sing a dotted half note. (WB)
-I can play or sing a half note. (WB)
3.4 I can play or sing a dotted rhythm. (WF)
-I can play or sing a dotted eighth note+sixteenth note rhythm. (WF)
-I can play or sing eighth notes. (WB)

● Continue where the last activity left off last class
○ Ask them if they remember how the song went
○ Ask them to sing it to you
■ Start out singing the song accompanied on piano or guitar, then drop out and let the students
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continue to show they know it

● Have students set up instruments and go back to the instrument they were playing last class
○ Go over to each instrument group and review their rhythms and notes with them
○ Listen to each group play their part
● Perform together:
○ Add each section in one by one, starting with electric bass
■ Let electric bass group play through the entire thing, loop it again
■ Add bass metallophone, doing the same thing; add alto metallophone
■ Add tambourine last
■ Walk over and check along the way if any group needs help
○ Play through the entire song while you sing
■ Ask if the students are ok after performing and need any clarification
○ Play through the song again
■ Ask them to try to sing, even a little, while playing their instrument
● Discussion:
○ “What did/didn’t you like about this song?”
○ “Did you like the instrument you played on? Would you have switched if you could’ve?”
○ “What did you notice? Rhythm? Melody? Etc.?”
○ “Do you know any other folk songs?”
● Put away instruments and get ready to leave
● Assessment
○ __ Student can play all rhythms required of their part
■ __ Student can play rhythms smaller than a quarter note
○ __ Student can sing the song
■ __ Student can sing the song while playing their instrument
● Adaptation
● Pacing: Observe students carefully as they learn the arrangement, giving special attention or help to any
student that may need it. Don’t rush the activity and repeat instructions or demonstrations if necessary. It
may be beneficial to play alongside a student who is having difficulty with their instrument.
Day 11 Goals/Foci
2.4.1 I can subdivide using eighth notes. (WB)
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-I can subdivide using sixteenth notes. (WF)

2.5.2 I can show the beat of a song somewhere on my body. (WF)
-I can find and keep the steady beat in a song. (WB)
● Ask students to sit in a circle (in chairs or on carpet) and to show the
beat of the song somewhere on their body while you sing and play (may have to
tap a steady quarter note beat for them to start them off); play (just chordal
accompaniment) and sing “This Little Light of Mine” on guitar (or piano, if more
comfortable); after playing once, talk about how that is the “big beat” (quarter
note), and ask if anyone knows what the little beats would be; demonstrate the
“little beats” (eighth notes); sing the song again and ask them to show the “little
beats” somewhere on their body
● Sit with students; break up the song line by line and clap the rhythm
of each section; have students copy you after each section (point to yourself
when it is your turn before beginning rhythm, point to students when it is their
turn); after doing the whole song, do the same thing but with 2 lines (a phrase) at
a time (the “let it shine” part can be done as one big phrase); repeat this process
but instead by singing the melody of the song (immediately do phrases, no need
for line by line)
● Put up iconic notation on the screen; ask the students what they
notice and which they think are the “big” and “little” beats; explain that
syncopation occurs on the off-beat, which is why the icon for the little beat comes
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first sometimes; sing through it once together as a class while patting top of legs
to keep a steady beat; sing through it a second time without showing beat on
body
● Assessments
**responsibility of teacher to look for these as the lesson plan goes on**
○ __ Students distinguished between big beats (quarter notes) and little beats (eighth
notes)
○ __ Students showed the steady beat on their body
○ __ Students showed the big and little beats on their body
● Adaptation
- Color: Icons for the notation will be different colors (i.e.- eighth notes will be pink, quarter notes
will be blue, whole note will be green)
- Pacing: This experience design may be slowed down, or sped up, depending on how the
students are performing. Most activities should last the full 10 minutes, but can also be
shortened if students’ attention span is diminishing.
- Modality: These activities adhere to different learning styles. Specifically, in the order that they
occur, auditory, kinesthetic and visual.
Day 12 Goals/Foci
2.4.1 I can perform syncopated rhythms. (WF)
-I can perform syncopated rhythms with assistance. (WB)
-I understand what syncopation is. (WB)
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● Continue activity from last time

● Ask them what song they learned last time and how it goes
○ Start out by playing it on guitar or piano with them while singing, then stop singing and let the
students continue
○ Sing song again acapella
● Divide class up into 2 groups to perform a canon, explain a canon in
a very simple way...(“you come in after the first group starts); cue the groups to
ensure this happens smoothly; after singing through one, have the groups switch
and do the opposite; if time allows, have one group clap a steady quarter note
beat while the other group sings, then switch
● Learn another song that features syncopation and a similar rhythm,
“Alabama Gal”; sing the song twice to them; put up iconic notation for song on
the screen; ask them what similarities they notice between the rhythm of this
song and “This Little Light of Mine” (their response should be that they both use
syncopation or that the little beat comes first sometimes); have them try to sight
read the rhythm by clapping, repeat if some students aren’t getting it; sing the
song once more for the students; sing the song as a class; if time allows, do it in
a cannon just as before
● Assessments
○ __ Students clapped the rhythm of both songs
○ __ Students performed perform the rhythm of both songs
○ __ Students identify that the second song also uses syncopated rhythms
● Adaptations
○ - Shape/Size: The use of a canon will split the class in half for a change of pace/size
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Song Collection (in order of use)
Name of Song: “Baby Beluga”
Notation:
Source: https://www.youtube.com/watch?v=ZjTnENSYAcM Background: This is a children's music album by children's

entertainer Raffi, released in 1980. The song began with the
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sounds of whales communicating and includes compositions

that create pictures of the ocean, and whales at play.
Melodic Element: Rhythmic Element: quarter notes, dotted eighth

notes/sixteenth- however, it is very easy to change the notation
of this if it became too hard, but I feel as though this would still
be teachable!
Mode: In Eb Major, happy fun beat
Learning Facets: This is a fun song where there is a beat but you can have more fun with how the melody goes, if the rhythm is to
hard for the kids! You could also take this song at a slower tempo. I think that this would be a great song it introduce more than just
quarter notes or eighth notes. This song is also a book, so you can also sing/read them the book as they listen to you! Children
love books that you can sing too! For something more advanced, you can also try to add little bits of harmony and introduce this as
a topic of discussion.
Game: A fun game here would be to place movements of the words the children hear. So if i say “swim so wild” the children can
act as if they are swimming. This would make the adult reading the book have the children become more engaged with what you’re
actually saying! By having the students do this, you know if they are actually grasping what you are saying.
Name of Song: “How much is that Doggy in the Window”
Notation:
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Source: https://youtu.be/nyDjyjP2yBc Background: This song is a popular novelty song that was
published by Bob Merrill in 1952. “Doggie” was a one of the
series of successful novelty songs in the 1930’s. The most
famous rendition of this song is Patti Page who was the first
person to record on December 18th 1952
Melodic Element: There are two melodic elements in the piece, Rhythmic Element: dotted quarter note and eighth note
one is Sol do so mi do, and the other is Sol ti la so fa.
Mode: The mode of the song is in a style that is supposed to be

happy and fun
Learning Facets: Some things students might learn from the song is that the tempo is relatively moderate. The for is pretty simple
in the way that it is structure with a little change to the b section because it ends on a PAC. The melody of the piece is simple and
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stays within the 1 chord in C Major. The energy for this song needs to be up and amazing because it is a happy song but also it
asks a question of if one can have a “doggie.” With that being said it could pose a fun activity if people want to talk about dogs.
Game: I think there is no specific dance to the song, however, I think because it is a song about a dog and wanting a dog, I think
we could make a cool game and or dance too it.
Name Of song: Apples and Bananas
Notation:
Source: https://youtu.be/AGipCcxUkrM Background: This song is a traditional North American

children's song that plays with the vowels of the words. For each
verse you replace the vowels with other vowels. Most famous
recording is from by the Canadian singer Raffi.
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Melodic Element: the idea of having the A# and then later Rhythmic Element: Something that is common is all the rests
singing the A natural that are in the song. And going into 4 eighth notes.
Mode: The mode of this piece is happy and simple because

they are just talking about what they like to eat. In terms of fruit.
Learning Facets: The majoring learning facet that students could learn from this song is the way a vowel sounds which could lead
to their ipa and diction. They can learn how to pronounce things correctly buy simply changing the vowels.
Game: A vowel game could be played by saying other words and changing the vowels till something sounds right.
Name of Song: She’ll Be Coming ‘Round The Mountain
Notation:
Source: https://www.youtube.com/watch?v=cMYYQBH-lLQ Background: This song was sung by railroad work gangs in the
1890’s. It first appeared in print in 1927. It is derived from a
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Christian song, “When the Chariot Comes.” It is speculated to

be about Jesus driving the chariot of redemption, but there are
many other theories. It has since been recorded by many artists
in American history.
Melodic Element: The melody is essentially entirely based on Rhythmic Element: The rhythm heavily uses eighth notes and
sequences. It prominently uses descending thirds, which will dotted rhythms, which I think will be a new but valuable skill set
help the students hear triads and how they are formed. It could for the students.
almost be considered a pentatonic scale, but “fa” and “ti” are
used twice.
Mode: Ionian
Learning Facets: This song is great for teaching dotted rhythms or rhythms that exceed an eighth note. It’s also great for teaching
sequencing and hearing the relationship between different phrases. I think students could also be introduced to historic songs that
workers used to sing (i.e.- miners, railroad workers, etc.) The tempo is typically fast for this song, so that would be a nice element
to expose students to as well.
Game: I wouldn’t consider this a game, specifically, but there are moves that go along with this song, such as waving, clapping,
and patting your tummy. Students could also straddle a chair while singing it, pretending as if it were a horse.
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Example Experience Designs
Leadership Experience Design: “Baby Beluga”

1. Rationale: This experience is important to learners because it shows learners how to learn a song through different ways.
Students will be learning by rote, improvising movements, taping to learn the rhythm, and through kinesthetic movements.
These methods of learning will continually reinforce the song we will be learning, helping students grasp onto the melody
faster. Learning this way shows that students can learn a song by ear without having to look at notation. This experience
should provide many ways or learning for all different type of learners, which makes this experience inclusive to all.
2. Understanding Statements:
○ I can sing the tune clearly, with expression.
○ I can show improvisation through movement/dancing to this song.
○ I can sing in rounds, while singing and tapping the beat on my hand, keeping to the part I am on.
○ I can show through the extension activity, my understanding of some basic notation.
○ I can show the pulse through solfege; a steady beat.
3. “I can” statements/standards:
- The student will sing a varied repertoire of songs alone and with others, including 1. singing in tune with a clear tone
quality; 2. singing melodies within the range of an octave; 3. singing melodies written on the treble staff; 4. singing with
expression, using a wide range of tempos and dynamics; 5. singing rounds, partner songs, and ostinatos in two-part
ensembles; and 6. maintaining proper posture for singing. (VA 3.2)
- The student will create music by 1. improvising rhythmic question-and-answer phrases; 2. improvising
accompaniments, including ostinatos; and 3. composing pentatonic melodies, using traditional notation. (VA 3.7)
- The student will demonstrate understanding of meter by 1. determining strong and weak beats; and 2. performing sets
of beats grouped in twos and threes. (VA 3.5)
1. Materials:
Bag
Baby Beluga (stuffed animal)
For activity for introducing notation (extension):
- Paper plates
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- Sticks
- Cotton balls
- Pipe cleaners
- Paper clips
- Glue sticks
1. Detailed Process:
1) First, have the students sit down in a circle and have them listen to you sing the tune to “Baby Beluga”. To have an
element of surprise, I was going to have a stuffed animal in a bag. However, the students do not know what’s in it! The
element of surprise will grab students attention. I would sing from the beginning to the end of the chorus, the repeat to
the beginning.
2) Once they start to sing along with you and have been introduced to it, have the students start taping the rhythm on
their hands. This is give them a kinesthetic way of feeling the rhythm, by simply listening and observing others around
them.
3) To have students to start moving around, have them stand up, sing, and improvise their own movements to the song!
This will allow for more engagement.
(Could allot 5-10 minutes to talk about specific movements and why they moved this way)
Why did you choose to move that way? Was it something about the beat and rhythm? How does this song make you
feel?
4) After this, have the students stand in a circle and teach them movements for each of the sections of the song. This is
more kinesthetic learning to allow students to solidify the song more into their bodies.
5) Once the movements are understood, and the teacher thinks that it is okay to move on, have the students split into
groups for each type of movement. Students sing throughout the song; however, only move when it is their time to show
the movements. Continue this part of the lesson, until each section has done each of the movements.
(15-20 minutes depending upon how fast or slow the students can pick up on the movements)
6) Split the students into sections and have one part sing first, then have the other part sing. This will be creating a round!
This allows for students to listen to their part, trying not to become confused with the other. (10 minutes)7) Ask the
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students after this, what did they learn? Did they like hearing how the round collided? Did they mess up and fix their
mistakes? Did they have fun overall?
This experience will definitely fill up a full class period of about 60 minutes. Depending upon the time of the class, this lesson
can be broken down and taught among several classes if needed.
1. Assessments:
● Checklists
○ __: The student was able to catch on to the tune by listening
○ __: The student was able to tap the rhythm on their hand, while listening
○ __: The student could sing in groups, along with performing movements at the same time.
○ __: The student was able to sing in a round, while staying in time throughout the song
● Rubrics
○ 1/5: Student has difficulty showing the rhythm by taping it on their hand while singing. Difficulty singing the song in a
round or in groups, and has difficulties showing moves to different sections of the song.
○ 2/5: Student sings “Baby Beluga” with noticeable issues that impedes their singing, due to taping the rhythm at the
same time. Has noticeable issues staying in time with other students, while singing in a round.
○ 3/5: Student can sing the melody; however has difficulty showing the rhythm while taping. Can show the movements
that go along with the tune.
○ 4/5: Student sings, taps, and can most of the time show all the movements that go along with this song. Sometimes
has difficulty showing movements or singing in a round.
○ 5/5: Student can show and perform this song along with the movements. The student can sing in a round, and perform
the movements in different groups
They’ll answer these questions:

○ Could you sing the tune back to me after listening to it repeatedly?
○ Can you tap the rhythm on your hand?
○ Can you sing while tapping?
○ Did you have fun?
○ Did you sing or dance along to the music?
○ Did you clap along to the music?
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Leadership Experience Design
Rationale: The purpose of this experience design is to introduce 2nd-grade students to a selection of Orff instruments. In terms of
musicianship, because the arrangement I made for the song ‘How much is that Doggie in the window’ the students will be able to
sing and play different instruments in a rotation. In terms of Scholarship, the students will be able to learn about and identify each of
these instruments. In terms of leadership, students will be able to be independent in there own part and lead the rest of their peers
once they gain confidence. In general, I think this experience will be helpful because it will allow students to play and sing as well as
experience new instruments, that they might be unfamiliar with.
Understanding Statements: When doing this activity the students will begin to understand how they can sing and play instruments
at the same time. Students will also be able to understand why the instrument is playing the given specific part of the song. This
song is played by five different instruments and each of them has a specific part they play. The different parts are a sung melody,
bordun, melodic ostinato, and rhythmic ostinato. Before I show them the arrangement students can identify what instruments connect
with the different given parts. The students will also be able to understand how the song should sound.
“I can” statements/standards: (WF- Winding it forward) (WB-Winding it back)
- I can Identify written melodic patterns that move upwards and downwards for the melody of the song (2.2.1) (WF)
- I can identify if a melody is going up or down (WB)
- I can hum notice a tune that has a melody that goes up or down.
- I can accompany songs and chants with ostinatos and single chords (2.2.3) (WF)
- I can realize that there is other parts besides the melody in songs (WB)
- I can collaborate with other students in music performance and analyze what was successful and what could be improved.
(2.2.12) (WF)
- I can watch other students collaborate in a music performance and identify what sounded good and what could be
fixed. (WB)
Materials
- Glockenspiel
- Xylophone
- Piano
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- Snare drum
- Synth Brass
- Mallets for the glockenspiel and xylophone
- Drum stick
- Copies of the arrangement
- Our singing voices
- Small music stands
Detailed Process: (let’s say this was a morning second grade class starting at 8:55 for an hour)
- At 8:55 welcome song warm up https://youtu.be/ahfBAPENSZQ

- At 9:00 I will take 10 mins to tell the story about the doggie in the window by introducing the instruments as parts of my story.
My story will go something like this:
- When I was little, I always wanted a dog (leave room for social interaction with students) My mom and I were walking
around the town and I asked “how much is that dog-gie in the window” (in rhythm) she asked which one? I said “the
one with the wag-a-ly tail. She answered and said “I don't know, let us check” (in rhythm of the brass synth) we went in
the store do see the dog and a lady that worked there came up to us and said this dog is best (in the way the piano
bordun would sound) so my mom and I smiled and my mom asked “how much does it cost. (the way the glockenspiel
would sound) and the worker said “ it cost twent-ty doll-ars (in the way the snare drum would sound) so my mom and I
finally decided to buy the dog and we named it scruffy.
- Once the story is done, I will have the students review the key words that I said and how I said them. This part should take
only 5 minutes. (9:10-9:15)
- At 9:15, I will introduce the instruments to the students and tell them to get into groups of 6.
- One person will play the Brass synth
- One person will play the Bass clef of the piano
- One person will play the treble clef of the piano
- One will play the snare
- One will play the glockenspiel
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- In there groups of 6, before playing they will notice the instruments and decide which one will should be played according to
the phrase. I will of course facilitate this whole process.
- This whole process should take at least 10 mins so (9:15-9:25)
- I will also give them sheet music after words so that they may understand the parts
- At 9:25 I will have the students one by one, in there bands, play the song and others watch and critique them.
- At 9:35 we will sing the song once through then play it, then sing and play.
- At 9:45 the students will then get into different groups of 6 and this time we will play as a class again.
- At 9:50 we will put the instruments back and line prepare to leave music class.
- At 9:52 we will sing the goodbye song. https://youtu.be/DuwTW6DzObs
Assessments:
- Did the student Identify written melodic patterns that moved upwards and downwards for the melody of the song (2.2.1) (WF)
- Did the student notice if a melody went up or down (WB)
- Did the student sing the melodic pattern that went up and down (2.2.2) (WF)
- Did the student hum the tune as it went up and down.
- Did the student properly accompany the song with the ostinatos and single chords (2.2.3) (WF)
- Did the student realize that there is other parts besides the melody in song (WB)
- Did the student properly corporate and collaborate with other students while performing the song and analyze what went well
and what could have been improved. (2.2.12) (WF)
- Did the students watch other students during the group performance and identify what sounded good and what could
be fixed. (WB)
Adaptation: How will you open this experience up for learners with different ways of engaging and knowing? Consider adaptations
to:
- Color
- Having a variety of colors for the mallets will help them figure out which mallet sounds better on each instrument. I
think it will also be helpful to have different color drum sticks that way they can make sure that whatever color sticks
they are using goes back with the same drum. In a way it this will also teach them how to be organized.
- Shape/Size
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- If the size of the group is small it will give me a chance to explain myself better, If it is big I would have to move faster
in doing the activity to keep their attention. However, With fewer people, more time can be spent on each individual
interpretation, more learners will be able to focus on understanding why these instruments make sense. Another factor
of having fewer learners is that they can spend more time on learning in a casual environment. If there happens to be
a larger group of learners, the activity will go as planned with less explanation and more “follow the leader” form of
instruction.
- Pacing
- Younger children love to listen to things repeatedly. This is for 2nd graders so maybe repetition won’t be that
necessary however this could be a small adaptation to wind it back if I need to. If repetition is needed, then I could
expand on why the instrumentation is what it is said to be from the arrangement. This will make playing the song more
interesting.
- Modality
- For this activity I could refrain from using a lot of musical term that don’t have anything to do with the instruments. If I
want them to sustain the glockenspiel sound, I will say make the sound of the glockenspiel longer by bouncing off the
instrument. And I can do that for every other instrument. In doing the first run of the song, after it is done and I have
assessed everyone, I can play it alone and show them how it should look like. I could also play the arrangement so
that they may hear how the instruments to should all together.
Extension: To extend this experience, I could focus on each instrument individually. In essence, I could split the experience into 2
halves. For example, the students can learn the first 3 instruments on day one and then learn the other 3 instruments on another day.
One of these instruments being the voice. This process will even out the time they have with each instrument. Doing this extension
will allow the students to grasp a better knowledge of the Orff instruments. Furthermore, in having this extension it will be good for the
students to work on their remembering skills. Once this process is done, the students will be able to put the instruments together.
Leadership: Song-based, icons experience design

Rationale:
- The purpose of this design is to help students understand the melody and sequential structure of the song Apples and
Bananas. In terms of musicianship, they will be able to learn notes that don't reside in the key signature and how they fit into
the song. In terms of scholarship, they can learn how understanding why certain parts of the song come after one another
because of the vowel usage. In terms of leadership, students can sing the song in a cannon and be independent in their own
part. In general, as a student, all of these aspects should build their learning. I choose this experience because it is not only
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fun but it opens the door to more learning opportunities because it is very broad. I think this experience is important for 2nd
graders because it will help them gain knowledge that is useful in other aspects of learning. For example, with the sequential
part of learning, you are learning the vowels and what each vowel sounds like in the same words. With this, they can start
understanding other words and their reading will become stronger.
Understanding Statements:
- The students will be able to read music and identify written melodic patterns that move upward and downward. Students will
already know how to read words, I want them to understand how to read the words with the notes of the music
simultaneously. Students will also learn how to sing with their peers and independently with other peers on their own part.
Students will also increase their pitch accuracy. The students will already know what the pitch is, it is just a matter of singing
out loud on their own.
I Can Statements:
- I can distinguish written melodic patterns that move upward, downward and stay the same by the end of a lesson (VA 2.1.1)
(F)
- I can distinguish written melodic patterns that are higher or lower. (B)
- I can sing melodic patterns that move upward and downward (VA 2.2.1) (F)
- I can sing, speak, and notify patterns that move from lower to high and higher to low. (B)
- I can identify and list certain musical and literary forms (VA 2.2.10) (F)
- I can identify musical and literary forms (B)
- I can list musical and literary forms (B)
Materials:
- Apples (plastic)
- Bananas (plastic)
- Speaker
- Laptop
- Parachute (for moving with each other)
- The vowels cut out (a, e, I, o,u)
- A piece of paper
- Glue sticks
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- Drumsticks
Detailed Process:
- 8:45- a welcome song "hello there"
- 8:50- ask what is melody discussion (While I am having this discussion I start to pass out fake apples and bananas
- 8:55 I sing it to them while they pass the apples and bananas around in that order only when the song says "apples and
bananas" I do this twice without changing the vowels first.
- 9:00 this time I tell them to sing along with me this time but to place their hand flat or give a thumbs up or down if they hear it
going up or down. Only the first time through
- 9:05 discuss where they heard it change and or stay the same and do it one more time
- 9:10 pass out the vowel baggies and I will play the song and have them put it in order of the vowel they here (I will go around
and see if they put them in the right order on a piece of paper
- 9:20 when the song is over I'll see what everyone has and if they are correct then have them glue it on the paper. Then we
will start the parachute activity
- 9:25 the parachute activity will have them go around in a circle and switch when the vowel changes
- 9:35 start clean up so that we can prepare for the goodbye song
- 9:40 sing goodbye song "adios Ninos"
- 9:45 line up to go back to their classes
Assessments:
Rubric For Melody Activity
Score 4 3 2
The Degree of correctness Correctly participated in the Moderately participated in the Incorrectly participated in the
participation, and effort. Thumbs up and Thumbs down thumbs up and thumbs down thumbs up thumbs down
activity to differentiate where activity to differentiate where activity to differentiate where
the melody is going. the melody is going. the melody is going.
The Degree of correctness Correctly sang the melody Moderately sang the melody Incorrectly sang the melody
participation, and effort. while it was going up and while while it was going up and while while it was going up and while
it was going down it was going down it was going down
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Degree of correctness Correctly put the letters in their Moderately put the letters in Incorrectly put the letters in
participation, and effort. own sequential order. their own sequential order. their own sequential order.
Adaptation:
- Color: For the cut up vowel pieces I can make sure all the letters are different colors that make sense that way the students
can actually tell they are different in 3 ways. Their color, the sound they make and their appearance.
- Shape/Size: Because the 2nd graders are supposed to be smaller maybe it would help the of the letters were smaller so that
they could focus on them and space them out better in their piece of paper. I also think the size of the fake fruit will matter too
because then it gives the students the physicality of what it is supposed to look like
- Pacing: for students that aren't understood as fast as others I could simply go slower or I could show an example of what the
final product is supposed to look like. That way they can have an idea of what it needs to look like and do it that way
- Modality: for this activity, I will try and refrain from using musical terms besides melody. I should only use melody because
that's the main focus of the activity. I am hoping to get the students to do the job physically. With that being said, I will
physically show things or do things that way they get a better sense and understanding of what they should be doing
Extension:
- To make this experience longer, I could go into detail on why that A# is there in the song. We could do a lesson on
non-chordal or non-key signature songs but singing different pitches and tunes of their favorite songs that they hear on the
radio. We can just focus on hearing non-chordal tones that might advance their aural skills and then they can hear the A#
better. I could explore with Iconic notation and with that, whenever there is a non-chordal note or tone in the song I would
show a different fruit that doesn't fit so they can see the difference. I could also do a lesson on rhythm and focus on the
straight the long notes, short notes and rest and how they fit in with the mode of the song. The song needs to be happy so I
want them to understand the idea that they need to have fun with it. I think the rhythm serves a big part of it.
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“This Little Light of Mine” Experience Design
● Rationale
○ First and foremost, this design enhances students’ musicianship through the focus of rhythmic elements in “This Little Light of
Mine.” Specifically, this song features syncopation, something which I feel younger students are not often exposed to. Therefore, this
song will serve as a nice introduction to syncopation, which students will forever encounter in their lives as musicians. Likewise, this
design enhances their scholarship, as they will be learning, applying and experiencing a new musical term. It is likely that most
students will have heard this song before, but wouldn’t have known that syncopation was being used. In regards to learners’
leadership, it could be nurtured through the use of performing a canon/round in this song. That would give each student the feel of
being an independent musician and being responsible for their part, especially if in smaller groups. Similarly, singing this song
together in one large group would enhance students’ personhood and give them a sense of unification and equality. If done in a
canonic fashion, they would feel a sense of belonging to a smaller group. This experience is overall beneficial for learners in second
grade because this is the age in which they are beginning to develop their musicianship skills. Syncopation is used in many genres of
music, played on various instruments. Should these students go on to become musicians, they will need to know how to play or sing
syncopated rhythms. I chose this song because I think most students at this age will know it. Thus, knowing the tune, students will be
ready to explore elements of the song further. Should they not know it, it will be an easy song for them to learn that they will
frequently hear as they grow up.
● Understanding Statements
○ I can subdivide using eighth notes.
○ I know that a quarter note consists of two eighth
notes.
○ I know that syncopation occurs on the off-beat.
○ I can find and keep the steady beat in a song.
○ I can perform a cannon.
● “I can” statements/standards
○ I can perform syncopated rhythms (VA 2.4.1)
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○ I understand what syncopation is (VA 2.10.4)

○ I can show the beat of a song somewhere on my
body (VA 2.5.2)
● Materials
○ Computer
○ Screen and projector
○ Guitar or piano
○ Speakers (for extension only)
○ https://docs.google.com/document/d/1zzANzTo1I2zWki9o18qLq176_vWFkitmfwl1-d_NcVo/edit?usp=sharing (iconic
notation for “This Little Light of Mine”)
● Detailed Process
○ 9:00-9:10 -- Ask students to sit in a circle (in chairs or on carpet) and to show the beat of the song somewhere on their
body while you sing and play (may have to tap a steady quarter note beat for them to start them off); play (just chordal
accompaniment) and sing “This Little Light of Mine” on guitar (or piano, if more comfortable); after playing once, talk about
how that is the “big beat” (quarter note), and ask if anyone knows what the little beats would be; demonstrate the “little beats”
(eighth notes); sing the song again and ask them to show the “little beats” somewhere on their body
○ 9:10-9:20 -- Sit with students; break up the song line by line and clap the rhythm of each section; have students copy you
after each section (point to yourself when it is your turn before beginning rhythm, point to students when it is their turn);
after doing the whole song, do the same thing but with 2 lines (a phrase) at a time (the “let it shine” part can be done as
one big phrase); repeat this process but instead by singing the melody of the song (immediately do phrases, no need for
line by line)
○ 9:20-9:30 -- Put up iconic notation on the screen; ask the students what they notice and which they think are the “big” and
“little” beats; explain that syncopation occurs on the off-beat, which is why the icon for the little beat comes first sometimes;
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sing through it once together as a class while patting top of legs to keep a steady beat; sing through it a second time without
showing beat on body
○ 9:30-9:40 -- divide class up into 2 groups to perform a canon, explain a canon in a very simple way...(“you come in after
the first group starts); cue the groups to ensure this happens smoothly; after singing through one, have the groups switch
and do the opposite; if time allows, have one group clap a steady quarter note beat while the other group sings, then switch
○ 9:40-10 -- learn another song that features syncopation and a similar rhythm, “Alabama Gal”; sing the song twice to them;
put up iconic notation for song on the screen; ask them what similarities they notice between the rhythm of this song and
“This Little Light of Mine” (their response should be that they both use syncopation or that the little beat comes first
sometimes); have them try to sight read the rhythm by clapping, repeat if some students aren’t getting it; sing the song
once more for the students; sing the song as a class; if time allows, do it in
a cannon just as before
● Assessments **responsibility of teacher to look for these as the lesson plan goes on**
__ Students clapped the rhythm of both songs
__ Students performed perform the rhythm of both songs
__ Students identify that the second song also uses syncopated rhythms
__ Students distinguished between big beats (quarter notes) and little beats (eighth
notes)
__ Students showed the steady beat on their body
__ Students showed the big and little beats on their body
● Adaptation
- Color: Icons for the notation will be different colors (i.e.- eighth notes will be pink, quarter notes
will be blue, whole note will be green)
- Shape/Size: The use of a canon will split the class in half for a change of pace/size
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- Pacing: This experience design may be slowed down, or sped up, depending on how the
students are performing. Most activities should last the full 10 minutes, but can also be
shortened if students’ attention span is diminishing.
- Modality: These activities adhere to different learning styles. Specifically, in the order that they
occur, auditory, kinesthetic and visual.
● Extension
○ To add onto this experience, I would perhaps teach another song that uses
syncopated rhythm. If the lesson plan felt too redundant at that point, the teacher
could play a metronome through the speakers and clap a series of syncopated
rhythms, in which the students will have to clap back.
40
Additional Resources (children’s books, methodology books, etc.)
● This Little Light of Mine by E.B. Lewis
● She’ll Be Coming ‘Round The Mountain by Jonathan Emmett
● How Much is That Doggie in The Window? b y Izra Trapani
● Baby Beluga by Raffi
● “Apples & Bananas: Songs For Healthy Families” by Music For Little People Choir
41
Other songs:
Name of Song: “The Irish Washerwoman Jig”
Notation:
Source: https://www.youtube.com/watch?v=VankytmKzTU Background:traditional Irish jig whose melody is familiar to

many people in Ireland, the British Isles, and North America. It
42
repeats its refrain several times, sometimes by gradually

increasing in tempo until being played very fast before coming to
a sudden stop.
Melodic Element: Melodic element that’s important is knowing Rhythmic Element: all quarter notes/ in bass its dotted half
“sol fa mi do do”, “do mi sol” notes & quarter notes
Mode: This is a fun, upbeat, quick irish jig. C Major
Learning Facets: A couple of things students would learn from this is pitch. Learning the intervals of do to sol and going down the
scale. Even do-mi-sol is an important melodic element in this piece. Once the students understand this they will be able to go down
the scale and make sure they end up on the tonic!
Game: Turn this song into a little Irish jig dance! This is such a fun song and it will definitely have students up and moving around!
Name of Song: “On A Bicycle Built for Two”
Notation:
43
Source: https://www.youtube.com/watch?v=78MKBHR3NbU Background: Daisy Bell (Bicycle Built for Two)" is a popular
song, written in 1892 by British songwriter Harry Dacre, with the
well-known chorus, "Daisy, Daisy / Give me your answer, do. /
I'm half crazy / all for the love of you", ending with the words, "a
bicycle built for two".
Melodic Element: Swingy, happy melodic tune Rhythmic Element: Full of quarter notes or dotted half notes
Mode: FM
Learning Facets: Goes through the the FM scale and has skips
Game: I envision this song to be used for a time when the class can outside on a nice summer day and sing in a circle together!
This is a very happy tune where the students can also experiment with different instruments throughout this song, which would also
be very fun!
44
Name of Song: “A Tisket-A Tasket”
Notation:
Source: https://www.youtube.com/watch?v=EfRXyyL2ANE Background: The words Tisket-Tasket, have no specific

meaning, it is a word play made up to go with the rhyme. The
song lyrics were part of a popular singing game for kids.
Although the song is now mostly known singed by the famous
Ella Fitzgerald, A Tisket A Tasket remains one of the most
beautiful kid’s singing games.
Melodic Element: do-sol, mi-do, down, up the scale Rhythmic Element: quarter notes, half notes
Mode: DM
Learning Facets: This song can show the difference between quarter notes and half notes.
45
Game: Kids dance in a circle while singing the rhyme. A child has to run outside the circle and drop a handkerchief. The child
located next to the handkerchief has to pick it up and pursue the child that dropped it. If the child is caught, she then has to take the
handkerchief and chase someone else!
Name of Song: “Baby Beluga”
Notation:
46
Source: https://www.youtube.com/watch?v=ZjTnENSYAcM Background: This is a children's music album by children's

entertainer Raffi, released in 1980. The song began with the
sounds of whales communicating and includes compositions
that create pictures of the ocean, and whales at play.
Melodic Element: Rhythmic Element: quarter notes, dotted eighth

notes/sixteenth- however, it is very easy to change the notation
of this if it became too hard, but I feel as though this would still
be teachable!
Mode: In Eb Major, happy fun beat
Learning Facets: This is a fun song where there is a beat but you can have more fun with how the melody goes, if the rhythm is to
hard for the kids! You could also take this song at a slower tempo. I think that this would be a great song it introduce more than just
quarter notes or eighth notes. This song is also a book, so you can also sing/read them the book as they listen to you! Children
love books that you can sing too! For something more advanced, you can also try to add little bits of harmony and introduce this as
a topic of discussion.
Game: A fun game here would be to place movements of the words the children hear. So if i say “swim so wild” the children can
act as if they are swimming. This would make the adult reading the book have the children become more engaged with what you’re
actually saying! By having the students do this, you know if they are actually grasping what you are saying.
Name of Song: “John The Rabbit”
Notation:
47
Source: Background: The writer of this song, Elizabeth Mitchell, is an

https://www.youtube.com/watch?v=yh5cQLyTwSo&index=5 American singer, songwriter and musician. She began her
&list=PLnQduC0XndOFOrj9l71pP6C8fzAopPhLD career performing with Lisa Loeb as the duo Liz and Lisa, then
founded the indie rock band Ida in 1991, of which she continues
to be a member. As a solo artist, she has been recording and
performing music for children since 1998. This song specifically
was on her children’s album called “Sunny Days”
Melodic Element: Recurring tone set is “sol-do-re-mi-do-do” Rhythmic Element: Eighth notes, has pick up notes. The
This song would also teach them how to sing in unison and how rhythm isn’t complicated because most likely the student would
to eco back, on the beat. be singing the “yes ma’am” on eighth notes.
Mode: GM, happy tune
Learning Facets: This is a great song that incorporates eco’s through the song! The adult takes the melody in the beginning then
the children say “yes ma’am!”, then the children take the melody and the adult then says “yes, ma’am”
48
Game: This could be a fun little song where everyone is walking around in a circle walking at a slower tempo while singing the
song. The kids could add moves when they sing “yes, ma’am”. The adult could be playing the ukulele!
Name of Song: She’ll Be Coming ‘Round The Mountain
Notation:
Source: https://www.youtube.com/watch?v=cMYYQBH-lLQ Background: This song was sung by railroad work gangs in the
1890’s. It first appeared in print in 1927. It is derived from a
Christian song, “When the Chariot Comes.” It is speculated to
be about Jesus driving the chariot of redemption, but there are
many other theories. It has since been recorded by many artists
in American history.
49
Melodic Element: The melody is essentially entirely based on Rhythmic Element: The rhythm heavily uses eighth notes and
sequences. It prominently uses descending thirds, which will dotted rhythms, which I think will be a new but valuable skill set
help the students hear triads and how they are formed. It could for the students.
almost be considered a pentatonic scale, but “fa” and “ti” are
used twice.
Mode: Ionian
Learning Facets: This song is great for teaching dotted rhythms or rhythms that exceed an eighth note. It’s also great for teaching
sequencing and hearing the relationship between different phrases. I think students could also be introduced to historic songs that
workers used to sing (i.e.- miners, railroad workers, etc.) The tempo is typically fast for this song, so that would be a nice element
to expose students to as well.
Game: I wouldn’t consider this a game, specifically, but there are moves that go along with this song, such as waving, clapping,
and patting your tummy. Students could also straddle a chair while singing it, pretending as if it were a horse.
Name of Song: Do Your Ears Hang Low?
Notation:
50
Source: https://www.youtube.com/watch?v=ZDlACz2iCbo Background: Pieces of the melody were first heard in an 18th
century English song, “The (Old) Rose Tree.” It then became
“Turkey In The Straw” in the 19th century. Originally a tune for
fiddle players, WW1 soldiers changed the lyrics entirely to what
they are now known as.
Melodic Element: It has a lot of repetition, with the frequent use Rhythmic Element: Eighth notes to keep the piece moving. It
of do. It could be considered a pentatonic scale, as ti is only could also be felt in 2 for a bouncier, faster tempo.
used once.
Mode: Ionian
Learning Facets: Students can explore common time and cut time and feel how they relate through this song. To explore
dynamics, the teacher can assign each verse a different dynamic level, which will help the students understand the importance of
expressiveness and variance in music.
Game: You could turn this into a call and response song, where the teacher sings the verse in second person and the students
sing back the same verse but in first person. Additionally, you could add moves to this song. For example, when the students sing
“tie them in a knot… tie them in a bow,” they could pretend to perform those actions.
51
Name of Song: This Little Light of Mine
Notation:
Source: https://www.youtube.com/watch?v=2QcXt8o0aDw Background: This was a gospel song written for children in the
1920’s. It was later adapted by Zilphia Horton, a Civil Rights
activist. The lyrics are in reference to some of Jesus’ remarks to
his followers, “Ye are the light of the world… let your light shine
before men.” It has since been adapted by many artists and
groups, including Ray Charles who renamed it, “This Little Girl
of Mine.”
52
Melodic Element: There is frequent repetition of the same note. Rhythmic Element: Similar to ‘Do Your Ears Hang Low,’ this
Also, the melodic contour goes up and then back down for each song can also be felt in 2 instead of 4. The main rhythmic
phrase, usually returning to do. element in this song is the eighth note-quarter note pattern,
which is featured a lot.
Mode: Ionian
Learning Facets: Again, students can learn and feel the difference between cut and common time. Mainly, they will learn how to
sing on an off beat (ex.- let IT shine). This could be a nice introduction to syncopation.
Game: I’m sure you could somehow incorporate flashlights, maybe by passing one around and having each student sing, “I’m
gonna let it shine.” You could also do an activity where a ball is passed around, with one student holding it every time and singing,
“I’m gonna let it shine.” When they are done, they can pass the ball to whomever they’d like.
Name of Song: “How much is that Doggy in the Window”
Notation:
53
Source: https://youtu.be/nyDjyjP2yBc Background: This song is a popular novelty song that was
published by Bob Merrill in 1952. “Doggie” was a one of the
series of successful novelty songs in the 1930’s. The most
famous rendition of this song is Patti Page who was the first
person to record on December 18th 1952
Melodic Element: There are two melodic elements in the piece, Rhythmic Element: dotted quarter note and eighth note
one is Sol do so mi do, and the other is Sol ti la so fa.
Mode: The mode of the song is in a style that is supposed to be

happy and fun
54
Learning Facets: Some things students might learn from the song is that the tempo is relatively moderate. The for is pretty simple
in the way that it is structure with a little change to the b section because it ends on a PAC. The melody of the piece is simple and
stays within the 1 chord in C Major. The energy for this song needs to be up and amazing because it is a happy song but also it
asks a question of if one can have a “doggie.” With that being said it could pose a fun activity if people want to talk about dogs.
Game: I think there is no specific dance to the song, however, I think because it is a song about a dog and wanting a dog, I think
we could make a cool game and or dance too it.
Name of Song: “On top of old Smokey”
Notation:
55
Source: https://youtu.be/1ikJEbEk0Io Background: One of the earliest recordings of this song was by
folklorist Cecil Sharp who would travel to the appalachian
mountains and search and think about different folk songs. Old
smokey is an actual mountain in the appalachian mountains.
Melodic Element: staying on the same note and going up the Rhythmic Element: The idea of the dotted half note and
scale for ex: do do mi sol do and then goes back down the scale knowing how long to hold it out.
Mode: the style of the piece is kind of waltz and dance like. We
sway because it is a song one can sway to.
Learning Facets: In terms of learning the tempo is slow. To keep the beat students may dance and or sway this way they know
what ¾ sounds like if we were to teach meter. In terms of dynamics, they can learn how to get louder when singing notes with
longer durations. In terms of historical context, they can learn that this mountain old smokey is a real mountain along the
appalachian mountains. The energy for this song is kind of mellow and somber. So they can learn to balance fun upbeat songs
with slow calming songs.
Game: A game that can be played with this song is a tempo game. We could sing the song at normal tempo and play with it a little
till we get back to the regular tempo.
Name of Song: “Home On the Range”
56
Notation:
Source: https://youtu.be/yY99EZQn5RY Background: This song is a classic western folk song

sometimes called the “unofficial anthem of the American West.
The lyrics were originally written by Dr. Brewster M. Higley in a
poem entitled “My Western Home.” Because he was from
Kansas it later became the state song on Kansas.
Melodic Element: this melodic element is similar to on top of Rhythmic Element: The common rhythmic element is half note
old however its sounds more like do do fa so la which is a little going to two eighth notes.
complex so it will help with ear training.
Mode: The style of this song is longing and being adaptive from
where you come from.
Learning Facets: Something students would learn from this is is how to sustain long notes and how to keep the rule of the steady
beat. Because there is a lot more long notes and notes general, they will be able knowing that long notes go to short not and short
go to long notes. There is also more complex random notes that are tied together. This way students can learn how long notes are,
the tempo, how to clap them and how to feel the beat in their bodies. The genre of this song is folksy and western so they can learn
more about this genre of music and how it has evolved into something different.
57
Game: A game that we can play is a phrase game because the phrases are longer we can paint pictures in the air. This way they
can see phrase direction in a cool way.
Name of Song: “Apples and Bananas”
Notation:
Source: https://youtu.be/AGipCcxUkrM Background: This song is a traditional North American

children's song that plays with the vowels of the words. For each
verse you replace the vowels with other vowels. Most famous
recording is from by the Canadian singer Raffi.
Melodic Element: the idea of having the A# and then later Rhythmic Element: Something that is common is all the rests
singing the A natural that are in the song. And going into 4 eighth notes.
Mode: The mode of this piece is happy and simple because
58
they are just talking about what they like to eat. In terms of fruit.
Learning Facets: The majoring learning facet that students could learn from this song is the way a vowel sounds which could lead
to their ipa and diction. They can learn how to pronounce things correctly buy simply changing the vowels.
Game: A vowel game could be played by saying other words and changing the vowels till something sounds right.
Name of Song: “The Ants go Marching”
Notation:
Source: https://youtu.be/2S__fbCGwOM Background: This song was originally titled “when Johnny
59
comes Marching Home” in reference to the American Civil War.

The song expressed people longing to come home during the
war. The song was written my Irish american Band leader
Patrick Gilmore. In the 1950’s people started to make other
versions of the song on of them being “the Ants go Marching”.
Melodic Element: one of the main melodic elements is the idea Rhythmic Element: Because it is in 6/8 some of the notes are
of staying on the same pitch for a longer period of time. going to be beamed differently and sound different if it was in
duple meter so knowing how 3 eighth notes sound against
knowing how three eighth notes sound beamed as triplets.
Mode: The style of the piece is a march so it is rather forceful.
Learning Facets: One main thing that students may learn is an intro to triple meter and how it sounds different from duple or.
Especially because students might hear ¾ and 6/8 as the same type of meter but learning how to differentiate the two will be
important.
Game: A simple meter game would be helpful. Students can March in place and show where the beat is depending on what meter
the instructor plays.
60
Name of Song: My Bonnie Lies Over The Ocean
Notation:
Source: https://www.youtube.com/watch?v=xXFgUAhyJes Background: This a Scottish traditional folk song. The song’s
origin is uncertain, but the subject is said to have been Charles
Edward Stuart (Bonnie Prince Charlie), an exiled heir to the
throne of Scotland, England and Ireland. In 1746, a battle
occured and he fled the country, causing his supporters to sing
this song. They did not want anyone to know who they were
singing about, so they referred to him as ‘Bonnie’ (can be a man
or woman) and disguised it as a love song.
Melodic Element: Not one of the phrases starts on do, but Rhythmic Element: Dotted quarter note
rather sol. It isn’t clear what the tonic actually is until the fourth
phrase.
Mode: Ionian
Learning Facets: This song can be felt in 1 instead of 3. This could introduce the discussion of waltzes and how they are felt in the
same way. In addition, students could learn about pickup measures (or an anacrusis) and their function.
61
Game: To teach students about the importance of posture and breathing when singing, you could ask students to stand every time
they sing a word that starts with a ‘B.’ When they are standing, they continue to sing until they reach another word that begins with
the letter ‘B,’ where they will then sit. Example: “Bring (stand) back (sit), oh bring (stand) back (sit) my bonnie (stand) to me…” This
will teach students about alignment when they are sitting.
Name of Song: La Cucaracha
Notation:
Source: https://www.youtube.com/watch?v=CSuuniuHGPo Background: It is unknown who wrote this song or when it was
written, but it is known to be a Mexican folk song. There are
many different lyrics set to this tune, particularly pertaining to
62
political views and the Mexican revolution.
Melodic Element: The melody frequently tonicizes a I chord in Rhythmic Element: Eighth notes/eighth rests
whatever key it is in. This will be helpful for finding the tonal
center.
Mode: Ionian
Learning Facets: This song is great for learning Spanish, even though the English version may be easier depending on the grade
level. Similar to two other songs in this collection, it can teach students about cut time and common time, since both work for this
song. It also is a good way to get students used to coming in on the off beat. Students can also learn a little about Mexican culture
and the importance of learning another culture’s music as a whole.
Game: Students can make up a dance to this song and perhaps use maracas to keep a steady beat and add some flare in the
style of a Mexican tune.
Name of Song: Al rondomtalie
63
Notation:
Source: https://www.mamalisa.com/?t=es&p=2463
Background: This song is a south african traditional song that express a monkey or baboon annoying farmers. The term vereg
means irritate however, it is more in violent way so it is possible that the song meant that the monkeys wanted to kill the farmers.
Melodic element: The fact that its jumps from the dominant to a different interval everytime it says Bobbejaan Klim Die berg so it
could teach students to make leaps like that in their own singing.
Rhythmic Element: Differentiate the length of a quarter note and an eighth note and hear how fast each one is.
Mode: Ionian
Learning Facets: First major thing they can learn from this song is the words which translate to: Monkey climbs up the hill So
nimbly and so quickly Monkey climbs up the hill So nimbly and so quickly Monkey climbs up the hill So the farmers can be killed*
(annoyed) Hurray for the jolly monkey! And it's a cute and funny song. They can also learn the difference sound everytime they
64
sing the same words. The idea of word stress.
Game: We could play a silly game that makes the students act out how they think a monkey would be annoying to someone even
when singing they song.
Name Of Song: Arroz Con leche
Notation:
Source: https://www.mamalisa.com/?t=es&p=957
Background: This song is a children’s song from the Dominican Republic. It translates as (Rice pudding, would like to marry The
little widow from the capital She must know how to sew, she must know how to knit She must put the needle back where it belongs
With you yes, with you no With you, my love (or life), I will one day wed.)
65
Melodic Element: The whole song should be written in a different key. It should be in F especially because of that Bb they could
see that as one melodic element. The other melodic element that could be discussed is going from the C to the F since it happens
a lot in the song.
Rhythmic element: The rhythmic element could be the eighth note to dotted quarter and repeating it and making it feel like a
dance.
Mode: Ionian
Learning Facets:Learn the meaning of the song even though it doesn’t make sense in english. They can also to learn to notate
and understand more difficult rhythm.
Game: We could play with bean bags and smash the bags so that you could get the sense of how to make arroz con leche
because essentially, You have to smash up rice in milk.
Name Of Song: A la nanita
66
Notation:
Source: https://www.youtube.com/watch?v=QYbgB_Gx8z4 ( IN Am )
Background:
"A la nanita nana" is a traditional Christmas time carol sung in honor of Baby Jesus, that has since become a popular lullaby in the
Hispanic world.
Melodic Element: Goes up the scale/ do to high do/ perfect 4ths
Rhythmic element: You could teach them another version of this; however, you should introduce eighth notes, sixteenths notes,
and how they are fast and why this is.
Mode: A minor
67
Learning Facets: Can teach them or introduce the subject of a minor key and how this sounds. How does this key make them feel
compared to a major key?
Game: We could have the children walking around in a circle to the tune and to teach them what a phrase is, you could have them
change directions each time they hear a phrase end. This would show the teacher is they understand what a phrase is.
Name Of Song: “La luna” (moon)
Notation:
Source: https://www.youtube.com/watch?v=1qvpab-EA-4
Background: The lyrics depict a Roma woman in love with a man of the Calé tribe, who prays to the Moon to marry him because a
marriage between tribes was forbidden according to Romani laws. The Moon asks for the woman's first-born as payment. This
song just overall, talks about the moon! There are many versions of this song as well.
Melodic Element: For the teacher playing this, it is not complicated, it is the same rhythm over and over again. Do-sol-do
Rhythmic element: Very simple tune, the kids would echo back on quarter notes for each beat
68
Mode: CM
Learning Facets: This song lends itself to actions that reinforce the meaning of the words. Children can make a big round moon
with their arms, a small moon with their hands, and shrug their shoulders for yo no sé.
Game: You can give the students shakers and drums, which would be very fun for them to get engaged! You can have them come
in on where they are supposed to echo back from what they just heard, like on “aye aye aye”.
Name of Song: Los Pollitos Dicen
Notation:
Source: Background: This is a popular song sung in Latin American

https://www.youtube.com/watch?time_continue=32&v=PVv schools when children are very young. The song is about
7pIssaMc chickens pecking when they are hungry, and their mother hen
who protects them. It has been arranged and sung by many
Latin American artists, and has even appeared on Christmas
albums.
Melodic Element: Minor 3rds, repeated notes Rhythmic Element: Eighth notes
69
Mode: Ionian
Learning Facets: Aside from learning some Spanish, this song is good for learning an entire scale (minus ti) and repeating notes.
It also features some sequencing, which will make it easy for the children to remember the song.
Game: Students could use drums for this song to provide a steady quarter beat and make it fun. They could also act out parts of
the song while they sing it (i.e.- the pecking).
Name of Song: Ci Vuole Un Fiore
Notation:
70
Source: https://www.youtube.com/watch?v=UG_8b6WJqvI Background: This song was written by Gianni Rodari and
Sergio Endrigo. The translation of the title is “It Takes A Flower.”
Essentially, the verses cycle through the production of an object
until you realize it takes a flower to make everything.
Melodic Element: Major 4ths, descending 3rds Rhythmic Element: Dotted eighth note + sixteenth note
Mode: Ionian
Learning Facets: Besides learning Italian, it can show students they should appreciate the Earth more and all it has to offer us.
Key changes could also be introduced if the whole song is done.
Game: The teacher could give each student 11 pictures of the things talked about in the song and as they sing, they would have to
hold up which thing they are singing about. This would help with word association and being able to comprehend what the object is
in Italian.
71

CKC 2nd Grade

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Creative Kids Co-Op Curricular Guide Second Grade

Overarching Goals / Theme

Song Collection (in order of use)

Example Experience Designs

Additional Resources (children’s books, methodology books, etc.)

Overarching Goals / Theme

Grade Level Goals

developing the basic musicianship skills of students.

Acquisition Skills Knowledge

Grade Level Goals​​ (*indicates example experience design)

8) Have the students practice the part they have chosen.

Overview of Activities​ (include comments on assessment and accessibility):

Overview of Activities​ (include comments on assessment and accessibility)

- welcome song warm up ​https://youtu.be/9ZKw5IldE9Y

- Did the student hum the tune as it went up and down.

Overview of Activities​ (include comments on assessment and accessibility)

- One person will play the Brass synth

Overview of Activities​ (include comments on assessment and accessibility)

Overview of Activities​ (include comments on assessment and accessibility)

-I can hold one mallet. (WB)

3.3 I can play the tambourine. (WF)

-I can play a percussion instrument. (WF)

Overview of Activities​ (include comments on assessment and accessibility)

-I can play or sing a half note. (WB)

3.4 I can play or sing a dotted rhythm. (WF)

-I can play or sing a dotted eighth note+sixteenth note rhythm. (WF)

-I can play or sing eighth notes. (WB)

Overview of Activities​ (include comments on assessment and accessibility)

continue to show they know it

-I can subdivide using sixteenth notes. (WF)

● Continue activity from last time

Song Collection (in order of use)

Name of Song: “Baby Beluga”

Source: https://www.youtube.com/watch?v=ZjTnENSYAcM Background: ​This is a children's music album by children's

sounds of whales communicating and includes compositions

Melodic Element: Rhythmic Element: ​quarter notes, dotted eighth

Mode: ​In Eb Major, happy fun beat

Name of Song: “How much is that Doggy in the Window”

Mode: ​The mode of the song is in a style that is supposed to be

Name Of song: Apples and Bananas

Source: ​https://youtu.be/AGipCcxUkrM Background: ​This song is a traditional North American

Mode: ​The mode of this piece is happy and simple because

Name of Song: She’ll Be Coming ‘Round The Mountain

Christian song, “When the Chariot Comes.” It is speculated to

Example Experience Designs

Leadership Experience Design: “Baby Beluga”

They’ll answer these questions:

Leadership Experience Design

“I can” statements/standards:​​ (WF- Winding it forward) (WB-Winding it back)

- At 8:55 welcome song warm up ​https://youtu.be/ahfBAPENSZQ

Leadership: Song-based, icons experience design

“This Little Light of Mine” Experience Design

○ I understand what syncopation is (VA 2.10.4)

Additional Resources (children’s books, methodology books, etc.)

● This Little Light of Mine ​by E.B. Lewis

● She’ll Be Coming ‘Round The Mountain ​by Jonathan Emmett

● How Much is That Doggie in The Window? b​ y Izra Trapani

● Baby Beluga​ by Raffi

Name of Song: “The Irish Washerwoman Jig”

Source: https://www.youtube.com/watch?v=VankytmKzTU Background:​​traditional Irish jig whose melody is familiar to

repeats its refrain several times, sometimes by gradually

Mode: ​This is a fun, upbeat, quick irish jig. C Major

Name of Song: “On A Bicycle Built for Two”

Grade Level Goals (*indicates example experience design)

Overview of Activities (include comments on assessment and accessibility):

Overview of Activities (include comments on assessment and accessibility)

- welcome song warm up https://youtu.be/9ZKw5IldE9Y

Overview of Activities (include comments on assessment and accessibility)

Overview of Activities (include comments on assessment and accessibility)

Overview of Activities (include comments on assessment and accessibility)

Overview of Activities (include comments on assessment and accessibility)

Overview of Activities (include comments on assessment and accessibility)

Source: https://www.youtube.com/watch?v=ZjTnENSYAcM Background: This is a children's music album by children's

Melodic Element: Rhythmic Element: quarter notes, dotted eighth

Mode: In Eb Major, happy fun beat

Mode: The mode of the song is in a style that is supposed to be

Source: https://youtu.be/AGipCcxUkrM Background: This song is a traditional North American

Mode: The mode of this piece is happy and simple because

“I can” statements/standards: (WF- Winding it forward) (WB-Winding it back)

- At 8:55 welcome song warm up https://youtu.be/ahfBAPENSZQ

● This Little Light of Mine by E.B. Lewis

● She’ll Be Coming ‘Round The Mountain by Jonathan Emmett

● How Much is That Doggie in The Window? b y Izra Trapani

● Baby Beluga by Raffi

Source: https://www.youtube.com/watch?v=VankytmKzTU Background:traditional Irish jig whose melody is familiar to

Mode: This is a fun, upbeat, quick irish jig. C Major

Source: https://www.youtube.com/watch?v=EfRXyyL2ANE Background: The words Tisket-Tasket, have no specific

Source: https://www.youtube.com/watch?v=ZjTnENSYAcM Background: This is a children's music album by children's

Melodic Element: Rhythmic Element: quarter notes, dotted eighth

Mode: In Eb Major, happy fun beat

Source: Background: The writer of this song, Elizabeth Mitchell, is an

Mode: GM, happy tune

Mode: The mode of the song is in a style that is supposed to be

Source: https://youtu.be/yY99EZQn5RY Background: This song is a classic western folk song

Source: https://youtu.be/AGipCcxUkrM Background: This song is a traditional North American

Mode: The mode of this piece is happy and simple because

Mode: The style of the piece is a march so it is rather forceful.

Melodic Element: Goes up the scale/ do to high do/ perfect 4ths

Source: Background: This is a popular song sung in Latin American