Music for the

Easter Season
 Sing & Make Music from Your Heart

Thank you for purchasing from my TpT store . These items are NOT for resale or
reprint. If you are sharing this resource you MUST purchase multiple licences. Use
these as printables, assessments, warm ups, lesson plans and means to achieve class
engagement. Have Fun!

Big Thank you to these TpT sellers for their clip art. Please check out their stores for
great resources !

Krista Wallden - Creative Clips

Whimsy Clips
Lauren Halloran
Fun Classroom Creations
Chirp Graphics
Jamie Harnar
Chirp Graphics
Teacher's Gumbo
Sailing Through 1st Grade
Graphics from the Pond
Speechbop's Scribbles
Cloudy Arts
Educlips
Teacher's Clipart
KB Konnected
Cavallet
RedPepper
Anatasiya Multimedia Studio
love, Photo Clipz
 A Note About Curriculum Guide

• The curriculum guide expectations are written

particularly for Grade 1 expectations. These are just
suggestions and an example of how one might use
curriculum to justify their lesson plans.
• Feel free to leave the grade 1 expectations in there and
write the short hand ( eg, 1.3, pg 85) as an updated
version for your particular grade and expectation.

• Any of this material can be applied through the

grades but please heed the suggestions. Also consider
how you might integrate these lessons within
Language Arts Curriculum.

• Even if you are doing one of the grade 4+ lessons or

activities, referencing previous curriculum
expectations gives context to prior knowledge that
some students will have. You can access the most
grade specific curriculum online.
 Shrove Tuesday
Overview of Cu rriculum Goals (Ontario Cu rriculum, pg. 70)
• Creating and Performing
o Students will be able to create and perform music for a variety of purposes integrating
elements and techniques of music.
o Creative Process Overview : “Creativity involves the invention and the assimilation of
new thinking and its integration with existing knowledge” (Ontario Curriculum, pg.
19)
Students are encouraged to engage in a creative process that applies current
knowledge and refines it further.
• Reflection, Responding and Analyzing
o Students will be able to communicate feelings, ideas and understandings through
musical expression and experience.
• Exploring Forms of Cultural Context
o Students will be able to demonstrate an understanding of different genres / styles,
relative to social and historical context.

Grade 1 to 3 – Pancake Tuesday Song (Melody of Twinkle Twinkle)

*Grades 1 or 2 can sing the melody with some actions and small Orff instruments like shakers to
keep a steady beat.
*Grade 3s can play the melody in C Major using Metallophones or Glockinspiels.

Pancake Tuesday is today Pancake Tuesday we can see

Show our thanks and shout It is fun to feast and feed

Hooray!
Pancake Tuesday is today
Flip me 1 or Flip me 5
Show our thanks and shout
Time to feast and feel alive Hooray!

A ssessment

Students will be able to sing songs in unison in medium to large groups.

Students will be able to use musical vocabulary when describing music.

Students will be able to make and reflect on musical choices.

Students will be able to demonstrate an understanding of musical symbols in relation to

sound.
 Ash Wednesday
Cu rriculum Goals

C1.2 : Apply the elements of music when singing, playing and moving.
Ontario Curriculum pg 70.

o Introduce Movement with Music

o Introduce Fast vs. Slow
o Easy Sing-A-Long Songs that feature fast/slow, loud and soft.

“I Just Want To Be a Sheep” (Grades K-2)

• This is a fun song to be played with students and explored about being God’s
sheep during the Lenten season.
• Being a sheep is all about following the word of God and trying to following him
the best way we can.
• I just Wanna Be a Sheep : written by Brian M. Howard (Mission Hills Music)

• LYRICS :
I just wanna be a sheep (bah bah bah) x2
I pray the Lord my Soul to keep
I just wanna be a sheep (bah bah bah)

“Here I am Lord” by Fr. Daniel L Schutte (Grades 3+)

• Students can sing unison along with a recording of this song.

• Students can choose to represent what they are hearing in a mural form.
• Taking Chart Paper (blank) or Craft paper.
• Cover the length of the chalk/whiteboard
• Draw the world that God made as it is sung in the song Here I am Lord
using markers, pencils, pencil crayons.
• Teacher or student may want to write the chorus on top of the chart paper.

• What are our Lenten promises that we will make to symbolize the sacrifice made
by Jesus for 40 days and 40 nights?
• What does it mean to “hold your people in my heart?”
• How can we do this during the Easter season?
 “Here I am Lord”
I, the Lord of sea and sky
I have heard my people cry
All who dwell in dark and sin
My hand will save
Here I am, Lord. Is it I, Lord?
I have heard you calling in the
night
I will go, Lord, if you lead me
I will hold your people in my
heart
I, who made the stars of night
I will make their darkness
bright
Who will bear my light to
them?
Whom shall I send?
Here I am, Lord. Is it I, Lord?
I have heard you calling in the
night
I will go, Lord, if you lead me
I will hold your people in my
heart
I, the Lord of snow and rain
I have borne my people's pain
I have wept for love of them
They turn away
Here I am, Lord. Is it I, Lord?
I have heard you calling in the
night
I will go, Lord, if you lead me
I will hold your people in my
heart
I will break their hearts of
stone
Give them hearts for love alone
I will speak my words to them
Whom shall I send?
Here I am, Lord. Is it I, Lord?
I have heard you calling in the
night
I will go, Lord, if you lead me
I will hold your people in my
heart
I, the Lord of wind and flame
I will send the poor and lame
I will set a feast for them
My hand will save
Here I am, Lord. Is it I, Lord?
I have heard you calling in the
night
I will go, Lord, if you lead me
I will hold your people in my
heart
Mass Service Ash Wednesday (Mu sic)
Themes : Retu rn to God, Repentance, Mercy, Sacrifice
What is to be sung in a service
1. Acclamations
a) Gospel Acclamation
b) Holy, Holy (Sanctus)
c) Memorial Acclamation (Anamnesis)
d) Great Amen

2. Psalms and Canticles

a) Psalm of the day or seasonal Psalm
b) Glory to God (Gloria

3. Processional Songs
a. Entrance hymn
b. Communion hymn

4. Litanies
a) Litanites
i. Lord, have mercy (Kyrie)
ii. Prayer of the faithful
iii. iii. Lamb of God | Agnus Dei
b) Ritual dialogues, Lord’s Prayer, Profession of Faith
c) Other Processional Songs
i. Presentation of the Gifts—may be instrumental
ii. Recessional—the recessional is optional

Choral Music Options

A Lenten Prayer (Antonio Salieri) [GIA Publications]
Create in Me, O Lord (Johannes Brahms)
Wash Me, O Lord God (G.B. Pergolesi)

Hymnal Options
This Is Our Accepted Time (PMB #43, SMH #793)
Draw Near, O Lord, Our God (PMB #48)
I Lift My Eyes to You, O Lord (Kathleen Pluth)
from Hymns for the Liturgical Year
 Mass Service Lent (Mu sic)
Themes : Retu rn to God, Repentance, Mercy, Sacrifice
What is to be sung in a service
1. Acclamations
a) Gospel Acclamation
b) Holy, Holy (Sanctus)
c) Memorial Acclamation (Anamnesis)
d) Great Amen

2. Psalms and Canticles

a) Psalm of the day or seasonal Psalm
b) Glory to God (Gloria

3. Processional Songs
a. Entrance hymn
b. Communion hymn

4. Litanies
a) Litanites
i. Lord, have mercy (Kyrie)
ii. Prayer of the faithful
iii. iii. Lamb of God | Agnus Dei
b) Ritual dialogues, Lord’s Prayer, Profession of Faith
c) Other Processional Songs
i. Presentation of the Gifts—may be instrumental
ii. Recessional—the recessional is optional

*See Attached for Hymnal Suggestions at end of package.

 Lent
Curriculum Goals

C1.1 Sing songs in unison and play simple accompaniment.

C1.5 Demonstrate understanding that sounds can be represented by symbols.
Ontario Curriculum pg 70-71.
o Continue Movement with Music
o Continue Fast vs. Slow
o Introduce Unison Singing
o Easy Sing-A-Long Songs that feature fast/slow, loud and soft.

This Little light of Mind (Grades K-2)

• Warm up using a freeze dance game to encourage students to get out their
sillies before some very lovely singing will happen.
• This Little Light of Mine
• How to teach a song
• Call and Response : have students echo you line by line. As they
begin learning the tune make the lines longer. Use hand motions to
remind them who’s turn it is.
• During the Lenten/Easter season, who is your light ?
• Have students practice fine motor skills by cutting out the candles with the
lyrics inside and pasting them to construction paper.

Give Us Clean Hands (Grades 3+)

• Warm up using simple voice exercises (DRO-RE-MI-FA-SO-FA-MI-RE-DO)

and try using solfege if students are already familiar.

• Give Us Clean Hands (Chris Tomlin)

• How to teach a song
• Call and Response : have students echo you line by line. As they
begin learning the tune make the lines longer. Use hand motions to
remind them who’s turn it is.
• Older students may want to watch a YouTube Video that includes the
words. (click the link for a video!)
• Students are to write on the fingers of the hands qualities of who
they want to be (they might want to use Fruits of the Spirit as a word
bank)
• After, all students can put their hands together on a bulletin board!
(left and right hand options)
 This This
little little
light of light of
mine mine
I’m I’m
going going
to let it to let it
SHINE SHINE
 Give us
Clean Hands
& Give us
Pure Hearts
 Give us
Clean Hands
& Give us
Pure Hearts
 Lent
Curriculum Guide
C1.1 Sing songs in unison and play simple accompaniment.
C1.2 : Apply the elements of music when singing, playing and moving

Ontario Curriculum pg. 70-71.

o Continue Movement with Music
o Continue Fast vs. Slow
o Continue Unison Singing
o Easy Sing-A-Long Songs that feature fast/slow, loud and soft.
The Tale of Three Trees + Found Sounds (Grades 1-4)
• Reading the book “The Tale of Three Trees” by Angela Elwell Hunt
introduce the concept of “found sounds”.
• Found Sounds are sounds that we encounter everyday almost without
noticing like car alarms, rain, the school bell, keys typing, chalk board.
• Have students identify found sounds in their every day lives
• Washing machine, telephone, doors opening and shutting, birds.
• Have students get into groups of 2 and express or demonstrate
their found sound (eg. Car Horn, students start honking and their
peers have to guess)
• Re-read the Tale of Three Trees – what kind of found sounds are
there? Ask based on each illustration and try to perform the
sounds as the book is being read.

Book “Peter’s First Easter” + Soundscape (Grades 5+)

• Reading the book ”Peter’s First Easter” by Walter Wangerin have
students break into groups of 3-5.
• With either projections of the book or several copies, allow each of the
groups to pick one image or an image + text that they liked the most or
found the most powerful.
• Using small Orff instruments, voice techniques or even YouTube
students will be asked to represent these images using sound and
present them to the class.
• Try together first (MODEL) *see reference guide, next page*
• Show a timeline that students will see as their performance
timeline with a beginning, middle and end.
• What instrumentation would you pick? Is it early morning?
Would you have the sounds of roosters?
 Soundscape Chart
Co-create this with your class u sing their sound suggestions.

Timing -à Beginning Middle End

Sounds
Rooster 3 or four none Very end one
rooster sounds rooster crows

Rain Light pitter Medium pitter Very HEAVY

patter patter, getting pittering
heavier (taping on lap)

Birds none Birds chirping none

Heart Beat Strong beat Getting softer None

thumping

Chimes Light Light Light

Random Random Random
2 voices 2 voices 2 voices

Teacher can conduct timing, while a student reads the

page. Experiment with ju st performing the story’s sounds
without the text. Students can practice conducing their
peers based on beats and timing moving from Begining-
Middle-End.
 Easter
Curriculum Guide
C1.1 Sing songs in unison and play simple accompaniment.
C1.2 : Apply the elements of music when singing, playing and moving

Ontario Curriculum pg. 70-71.

o Continue Movement with Music
o Continue Fast vs. Slow
o Continue Unison Singing
o Easy Sing-A-Long Songs that feature fast/slow, loud and soft.

Easter Egg Shakers

• Using some plastic Easter eggs from the dollar store (more traditionally
meant for hiding chocolate.
• Fill with rice, beads or dry beans to make a variety of sounds.
• Once eggs are filled teacher is to glue-gun them shut and allow to seal and
dry.
• Students can decorate with paint, stickers, washi-tape and now we
have shakers!

Jesus is Alive (Hillsong) (Grades 4+)

• Song ”Jesus is Alive” is a beautiful song to teach to students exploring the
Gospel and learning to sing in unison. It is quite a repetitive song that can
be taught in several ways
• Consider call and response learning also known as echo
• Using pitch ladder
• Remind students what makes a good singing voice
• Posture
• Good vowel shapes
• Breath control
• Discuss the context of the song with students
• Watch the 2000 Video from Hillsong and discuss what makes this
song inparticular an “appropriate Easter song”
• What are the different words for God in this song?
 Easter
Curriculum Guide
C1.1 Sing songs in unison and play simple accompaniment.
C1.2 : Apply the elements of music when singing, playing and moving

Ontario Curriculum pg. 70-71.

o Continue Movement with Music
o Continue Fast vs. Slow
o Continue Unison Singing
o Easy Sing-A-Long Songs that feature fast/slow, loud and soft.
This is My Desire (Hillsong) Grades 2+
• This is a repetitive song where students can practice unison singing as well
as actions.
• It is a common song for Children’s Catholic Mass and can quickly become a
childhood favorite. Consider using small instruments such as the Easter
Shakers to keep simple time while singing or go hands free and use actions.
• Tips on teaching a song :
• Do not have words written on an anchor chart for little ones, they will
be distracted and try to read instead of learn it by memory.
• Using actions to help recall new words
• Use echo or call and response
• Use fill in the blanks (teacher stops singing to see if kids can continue)
• Practice, practice, practice!

Shout to The Lord (Hillsong) (Grades 4+)

• Song ”Shout To The Lord” is a beautiful song to teach to students exploring
the Gospel and learning to sing in unison. It may allow for students to
explore SOLO singing (alone).
• Consider call and response learning also known as echo
• Using pitch ladder
• Remind students what makes a good singing voice
• Posture
• Good vowel shapes
• Breath control
• Discuss the context of the song with students
• Watch the 2000 Video from Hillsong and discuss what makes this
song inparticular an “appropriate Easter song”
• Why are there so many people singing at the same time?
• Explore what it means to feel the Holy Spirit moving through song.
• Why might these people be reaching in the sky?