Beatin Path Publications, LLC

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1 Beatin Path Publications, LLC BPP-SGSB

2 Piggies in the Kitchen Way Down in the Deep Blue Sea Ruby in Her Own Time Down by the Cool of the Pool Flea s Sneeze We re Off to Find the Witch s House Moose s Loose Tooth This Is the House That Jack Built Yo! Yes? The Way I Feel I Wanna New Room Skippy on Jones Woolbur How Do You Wokka Wokka?

3 Grade 1 Way Down in the Deep Blue Sea # # Voice # # Way Way down down by Jan Peck Illustrated by Valeria Petrone Simon and Schuster ISBN deep deep in in the the deep deep blue blue sea, sea, I'm I look-ing for a trea - sure for see a sea horse my ma - ma and me. I'm so brave, can't scare me, way down deep in the deep blue sea. look-ing at me. Hel-lo, sea horse. Hel - lo, sea horse. See you la - ter, swim a - way. Obectives Sing melody with head voice. Respond to visual cues by singing dynamic changes (piano and forte). Respond to visual cues by singing tempo changes (fast and slow). Improvise sea creature movement to recorded music. Teaching Suggestions Class I Play recording of sea-like music (example: Aquarium from Carnival of the Animals, by Camille Saint-Saens). Students move like sea creatures while listening to music. Make two groups; one group observes, one group moves. Students guess what sea creatures they observe. Switch parts. Teacher makes word list of students creatures. Teacher reads Way Down Deep in the Deep Blue Sea. Ask students to identify which creatures match ones in book. Class 2 Review Way Down Deep in the Deep Blue Sea. Teacher sings melody of Verse 1; students echo sing phrase by phrase. Teacher sings entire melody; students echo sing entire melody.

4 Grade 2-3 Obectives We re Off to Find the Witch s House by Mr. Krieb Illustrated by R.W. Alley Scholastic Inc. ISBN Sing melody in minor mode in head voice. Perform I -V harmonic accompaniment. Create sound carpet to set mood of story. Create an unpitched percussion piece based upon descriptive adectives in story. Voice Woodblock Vibraslap We're off to find the... wit-ch's house, wit-ch's house, wit-ch's house. We're. J..... J... J J.... V 5 off to find the J wit - ch's house, but we're not a - fraid.. J.. Wb.. Vslp

5 Grade 3 Obectives Sing melody with head voice. Yo! Yes? by Chris Raschk Orchard Books ISBN Play broken chord bordun on barred instruments. Play 1 th note pattern on barred and percussion instruments. Teaching Suggestions Class 1 Voice Temple Blocks Less than Twenty Words Less than twen-ty words I heard. I know, I know it seems ab - (Tell a sto-ry! Tell a sto-ry!) surd. (Tell a sto-ry! Tell a sto-ry!) V T. Blks. 3 Can you tell a sto -ry us - ing less than twen - ty words? (Tell a sto -ry! Tell a sto-ry!)

6 Grade - 5 The Way I Feel by Janan Cain Illustrated by Janan Cain Parenting Press ISBN C G 7 C Voice SR SG/AG Feel -ings come and feel-ings go, I nev - er know what they'll be. G 7 C V SR SG/AG 5 Sil-ly or an - gry, hap-py or sad - they're. all a part of me! 7

7 Grade - 5 Skippy on Jones by Judy Schachner Scholastic Inc. ISBN Obectives Sing melody with head voice. Play melody on soprano recorder using D G A B C 1 D 1. Accompany melody with I-V harmonic accompaniment. w G Recorders w A Recorders w B w C 1 Perform unpitched percussion as part of accompaniment. Perform melodic phrases on barred instruments. Play ukulele chords G and D7 to accompany melody. Teaching Suggestions D 7 w G 009 Michael R. Nichols. All rights reserve Class 1 Teacher sings entire song. Students echo by phrase. Teacher sings entire song; students echo. w w # A cat, not a moose. A cat, not a goose. A cat, not a rat or a bat. Teacher asks students about characteristic melodic contour of each phrase (a cat same note, unison; second half of phrase ascending pattern). Ask students to identify melodic contours after teacher sings another time. Students show melodic contour with hands in air as teacher sings third time. Students sing entire song and move hands to melodic contour. Display visual of A Cat melody. Students sing entire song with letter names. Students play low D s on soprano recorder and sing other letter names. Teacher plays low D s and students play other notes. Make two groups; one group plays low D s, one group plays other notes. Switch parts. Students play entire melody on soprano recorder. Class 2 Review melody of A Cat, singing and playing. Show ukulele fretboard visuals for G and D7 chords. Students practice changing from G to D7, back to G while teacher slowly sings song.

8 Grade - 5 How Do You Wokka Wokka? Obectives by Elizabeth Bluemle Illustrated by Randy Cecil Candlewick Press ISBN Read and perform simple rhythmic patterns. Perform six ostinato patterns independently and collectively. Create movement for characters in book. Teaching Suggestions Class 1 Melody Voice Using visual, teacher sings song phrase by phrase; students echo. Wokka Wokka Hey, let's wok - ka, wok - ka, shim - my, shake and sho - cka, sho - cka! V 3 You can al - ways wok - ka in your own spe - cial way!.. Students sing song with lyrics. Read How Do You Wokka Wakka; sing song as lyrics appear in book. Bass Xylophone Part Teacher patsches Bass Xylophone Part using mirrored imitation. Students imitate crossover pattern while singing song. Transfer to bass xylophone; sing song. Read How Do You Wokka Wakka with song and Bass Xylophone Part. 9

9 Class Low Drum Shacka-racka High Drum Knock-knock Medium Drum Fish-flop Shakers Mariachi Metals Flamingos Woods Clocks H H L H H Show students visual of six percussion ostinati. Teacher counts eight beats while students speak numbers of Low Drum Part. Repeat; students stamp numbers of Low Drum Part. Teacher counts eight beats while students speak numbers of High Drum Part. Repeat; students snap High Drum Part. Teacher counts eight beats while students speak numbers of Medium Drum Part. Repeat; students clap Medium Drum Part. Make three groups; assign each group one drum part to perform. Transfer to three different sizes of hand drums (high, medium, low). Continue same way speaking other parts (shakers, metals, woods). Transfer each part to small percussion instruments. Make six groups; all students play one of the six parts. 10