Basal Series Project. K MacMillan Duration Unit 3, Lesson 1. Pg T94. Hand motions, other sounds for long/short

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1 K MacMillan Duration Unit 3, Lesson 1. Pg T94 This Little Light of Mine Students listen to song two times and ID which parts have the same words. Students sing the song. Draw chart (in book) on the board. Point to words and have students say them long and shortly. Hand motions, other sounds for long/short K MacMillan Expressive Qualities Unit 4, Lesson 2. Pg T136 Engine, Engine Number Nine; Git on Board Introduce Engine and listen to the song on the CD. Identify the fast and slow tempos in echo patterns. Sing the song in a fast tempo, and then in a slow tempo. Have students describe the speeds they sang at while they learned the song. Sing the song at moderate, slower, and then faster tempos. Introduce Git on Board. Students create ways to move like a train. Listen to the song and identify the tempo changes. Students sing the refrain while moving like a train in tempo. Train cars to arrange as they listen, CD, movement, instruments K MacMillan Timbre Unit 2, Lesson 7. Pg T74 A Clock at Night Students match the instruments and shapes in their book. Divide class into three groups, and each group gets one of the IDed instruments: drum, woodblock, or triangle. Students play their instrument when teacher points to the respective shape. book CD

2 K Silver Burdett Form Unit 15, Lesson 1. Pg 276 Jig Along Home Introduce form. Play only the introduction to Jig. Use Big Book and point to the animals to help them sequence order. Ask about the text of the song. Children sing along while you point in the Big Book. CD, Big Book, percussion movement, Art link K Silver Burdett Pitch Unit 8, Lesson 4. Pg 243 Peer Gynt Suite No. 1; Carnival of the Animals The Aviary ; Symphony No. 9 (Beethoven), Harry Janos Suite Viennese Musical Clock Review with students high and low in regards to music. Play high and low tones. Students place their arms high or low depending on what pitch you play. Start with tones on the extreme ends of the keyboard and move inwards. Play the four musical examples. Students identify whether the exerpt has mostly high notes or low notes. Improvisation with high and low, CD K Silver Burdett Texture Unit 13, Lesson 2. Pg 119 America Talk to students about the USA (What do we call it? What in the classroom represents our country? - the flag). Play America. Ask about the voices singing and the accompaniment. Play two recordings of America : children s voices with and adult voices alone. Students identify the differences between the two recordings. Students sing along with both recordings. CD, movement

3 1 MacMillan Duration Music Library for Unit 3. Pg T318 Star Light, Star Bright Introduce the song by having students listen to the song while patting the beat, echoing the beat, and IDing rhyming words. Have students play bells on rhyming words. Introduce IDing one and two sounds to a beat by using the page in the book. Orff instruments; sign language 1 MacMillan Pitch Unit 5, Lesson 6. Pg T206 The LaSoMi Bird Students listen to the story (pg in student book), then sing the song while showing the melodic shape with a hand. Students ID note names and recognize patterns in the song. Round and Round recording; LaSoMi story 1 MacMillan Timbre Unit 2, Lesson 6. Pg T78 Kaich Akum, Tubby the Tuba Introduce Kaich Akum and discuss what kind of voice they should sing with, cheer with, tell a secret, talk, etc. Introduce Tubby the Tuba and have students ID when they hear a singing voice vs. a speaking voice. Instrument examples, Book CDs

4 1 Silver Burdett Expressive Qualities Unit 7, Lesson 2. Pg 166 Shake My Sillies Out Play Shake and have students listen for the action words, performing them when they hear them. Encourage students to move how they feel like moving. Literature link, Literature/Lang uage Arts link, Instruments, poetry 1 Silver Burdett Form Unit 12, Lesson 1. Pg 80 Rosie, Darling Rosie Play Rosie and have students identify which voices they hear. Have the students sing with the recording if they can - encourage them to sing the repeating part. Use the big book to help them learn the motions for the song. Game, multicultural link, intruments, listening guide, Big Book, movement 1 Silver Burdett Texture Unit 16, Lesson 2. Pg 106 Come, Firefly Have students imagine about fireflies. Say the words with the students. Use the big book. Sing the song with the CD (voices only). Sing again with the instrumental version. Science link, Literature/Lang uage Arts/Social Studies link, movement, Japanese words, Big Book, CD

5 2 MacMillan Expressive Qualities Unit 5, Lesson 1. Pg 206 Two Little Sausages, Mi cuerpo, Trepak Use haiku to demonstrate loud vs. soft. Play Two Little Sausages and have students show loud and soft while they move about the room. Introduce Mi cuerpo. Use body percussion. Teach words by echoing. Play Trepak and have students jump when the stronger beats are heard. Movement, Spanish, Drama link, Listening Map 2 MacMillan Form Unit 4, Lesson 3. Pg 168 Make A Circle Review the poem Skyscraper with the class. Introduce Make a Circle and identify the two sections of the poem. Alternate saying the poems and doing the movements for each. Movement, Language Arts link, reading rhythms, 2 MacMillan Pitch Unit 4, Lesson 4. Pg 172 Sally Go Round the Sun, Hop Old Squirrel Review Sally Go Round the Sun. Sing Sally and find Do and the other pitch syllables they know. New pitch is between mi and do. Sing Hop Old Squirrel. Find the new pitch, re. Movement, Curwen hand signs, instruments

6 2 Silver Burdett Duration Unit 10, Lesson 2. Pg 42 In the Barnyard Play Ballet of the Unhatched Chicks for the class and ask them what kind of animal the music sounds like it would be about. Talk about barnyard animals and make different sounds of those animals. Play In the Barnyard. Have students pretend to be chickents, ducklings, and geese while they listen. Ask if they should be using short movements or long movements. Move to the long and short sounds in the interlude between verses. CD 2, movement, Farm books, math and science links 2 Silver Burdett Texture Unit 22, Lesson 1. Pg 100 Circus Parade Ask class what they might hear at the circus. Listen to Circus Parade. Aky why the music sounds like a parade. Have the class march around the room playing air instruments - keeping a steady beat in their feet with the music. Akd if all the instruments playing are the melody - no, some are harmony. Sing the refrain section in harmony. Instruments, Making masks, books on the circus 2 Silver Burdett Timbre Unit 24, Lesson 1. Pg 106 Falling Rain Class closes eyes and imagines the sound of falling rain. Ask loud/soft? Fast/slow? What kinds of tone color do they hear? (drip, drizzle, pinging, thunder) Play Falling Rain and think about how to describe the rain in the song. Listen to the Rain (book) by Bill Martin, Jr. Writing poems or drawing about rain, playing instruments

7 3 MacMillan Duration Unit 5, Lesson 2. Pg 214 There s a Hole in the Bucket Introduce Hole. Students do the pattern pat-clap-snap-snap several times then figure out how to make the pattern three beats. Read through all the verses and discuss the joke in the song. Identify the up and down beats. Sing verses one and two. Sing the whole song with the class in two groups - one group singing Georgie s part, and the other singing Liza s part. Movement, Drama connection 3 MacMillan Form Unit 2, Lesson 2 Supplemental. Pg 361 Who Built the Ark? Introduce Who. Students listen to the song and point at the sections on the page to identify the verse and the refrain. Introduce call and response. Students listen again and raise one hand for the questions and the other hand for the answers. Students split in two groups - one being the call group, the other being the response group. Sing the song again. Art link, Orff instruments 3 MacMillan Pitch Unit 1, More Songs to Sing. Pg 56 Miss Mary Mack Intoduce Miss Mary Mack. Have students pat the steady beat as they listen. Listen again and students trace the melody in the air. Sing the first verse while tracing the air. Sing the first verse again while clapping on the notes that are the highest. Have students identify the eighth-note rhythms. Instruments - bells, recorders; Movement; Clapping patterns

8 3 Silver Burdett Expressive Qualities Unit 4, Lesson 7. Pg 50 Bercuse from Firebird Suite Tell students the legend of the firebird. Read the info on the student page. Listen to the recording. Play the ostinato pattern on the piano which is located at the top of the student page. Students may hum or sing along on loo. Students tap the beat. Explain that bercuse means lullaby. Ask what in the music suggests a lullaby. Additional info about The Firebird Suite, Listening, journal writing 3 Silver Burdett Texture Unit 4, Lesson 2. Pg 42 Sandy Land; Bow, Belinda; Skip to My Lou Listen to the three songs so the class is familiar with them. Read the bottom of the student page to realize that these three songs can be sung at the same time in harmony. Divide students into three groups (one for each song) and sing the songs all together simultaneously. Sub out one group at a time to listen to the other groups sing together. Recorders, Language link 3 Silver Burdett Timbre Unit 10, Lesson 1. Pg 98 The Color of Music Play Color and have students identify instruments that they hear. Ask students what they think the writer of the song means by color of music (the sound each instrument makes). Ask how they can tell that a trumpet is playing vs. a violin playing. Sing the song. Literature/Lang uage Arts link, Listening, movement

9 4 MacMillan Pitch Unit 1, Lesson 7. Pg 36 Way Down Yonder in the Brickyard Sing Brickyard while listening for phrases that repeat. Order the phrases of Brickyard. Sing the song with movement. Practice the pitch syllables. Improvisation, Orff instruments 4 MacMillan Texture Unit 6, Lesson 2. Pg 258 The Cat Came Back Introduce Cat and listen to the refrain. Read the text of the verses and discuss ways to accompany the melody (movement, tempo). Keyboard movement, sign language. 4 MacMillan Timbre Encore - Double Reeds. Pg 246 Sounds of the Oboe, Sounds of the Bassoon, The Nutcracker Arabian Dance Students listen to an oboe and describes the tone color. Students look at the pictures of oboes in the book. Listen to Sounds of the Oboe. Repeat with the bassoon. Compare the timbre or the oboe with the timbre of the bassoon. Listen to The Nutcracker. Writing, making double reed Arts connection, background info on double reed instruments

10 4 Silver Burdett Duration Unit 5, Lesson 6. Pg 202 The Star-Spangled Banner Introduce The Star-Spangled Banner. Play the recording while students tap the strong first beat in each measure. Continue tapping and add singing the words. Play the recording and have students follow the contour of the melody. Have students identify which phrases are alike. Additional info on the song 4 Silver Burdett Expressive Qualities Unit 5, Lesson 5. Pg 66 Stars of the Heavens Introduce Stars of the Heavens. Ask the students what they think Leisurely means for the tempo marking. Listen to the recording and compare the tempo marking with the style of the recording. Sing the song in a lively, fast tempo; then sing it in a leisurely, slow tempo. Ask the students how they felt during each of the ways Percussion Instruments 4 Silver Burdett Form Unit 6, Lesson 4. Pg 76 Music, Music, Music Play Music. Ask what kind of instrument the song is about. Listen to the recording again, moving to the music appropriately. Stress the importance of steady beat. Sing along and identify the form based on the melody. Clap during the A sections, snap during the B sections. Literature/Lang uage Arts link, recorders, mallet singing

11 5 MacMillan Form Music Library for Unit 6, Lessons 2-5. Pg 397 The City Blues Introduce CIty. Review blues scale and which pitches are altered. Listen to recording and encourage students to sing along with the recording. Add chords while writing chord progression on the board. Language Arts link, CD 5 MacMillan Pitch Unit 2, Lesson 2. Pg 72 Song of Peace Introduce Song and discuss a cappella singing. Listen to recording and ask students if the song is a cappella. Identify fo, do, mi, and so. Identify pitch names. Sing song. Hand signs for pitch. 5 MacMillan Texture Unit 1, Lesson 8. Pg 48 Side by Side Listen to Side and describe the texture. Sing Side with and without accompaniment. Decide which has thinker texture. Art link

12 5 Silver Burdett Duration Unit 9, Lesson 2. Pg 124 Brandenburg Concerto Play the Brandenburg Concerto No. 2, Mvt. 3. Students should identify the meter and focus on the rhythm patter and theme notated in the book. Students should tap the beat with their foot while clapping the rhythm pattern. The students will identify the rhythm pattern in the theme while listening to the recording again. Additional info on Bach, Conducting patterns, movement 5 Silver Burdett Expressive Qualities Unit 6, Lesson 8. Pg. 96 Rimsky-Dorsodov s Schegerazade Introduce the information on Scheherazade. Introduce mood/impression and how the composer did not have a specific story in mind to go with the music, but a feeling/mood. The mood is expressed through melody and tone color. Play the two melodies in the student book. Listen to the recording of the piece and have the students identify when they hear the two melodies by raising one or two hands. Additional info on the work, musical outline by theme, movement 5 Silver Burdett Timbre Unit 7, Lesson 4. Pg 317 Amazing Grace Play Amazing. Have students sing along. Ask who is singing and in what style. Read about singing schools and play version 3 of Amazing. Ask who is singing, and what the instrumentsl acompaniment is like. Social Studies link, recorders, journal writing

13 6 MacMillan Timbre Unit 1, Lesson 6. Pg 36 You Sing For Me Introduce "Sing" and have students describe the tone color of stringed instruments. Listen to "Sing" and identify the instruments in the accompaniment. Sing the highlighted melody in chunks. Sing entire song. Listen to "Capriccio" and read the information in the book about orchestras and texture. Movement, composer infor, CD 6 MacMillan Form Unit 6, Lesson 6. Pg 288 Blowin in the Wind, Birthday Discuss the 1960s (The Beatles, Martin Luther King, Jr., civil rights movement, The Sound of Music, bell-bottoms, long hair) If students can share anything they know, they may. Introduce "Blowin'" and discuss the words of the song. Decide how the song should be performed (tempo, dynamics, etc). Listen to the recording and sing the song. Introduce "Birthday" and review rondo form. Discuss The Beatles and their impact on music. Read the text of the three sections, then listen to the song. Have students identify the order of the sections (ABCACA) and its form. Social Studies link, sign language, guitar, Language Arts link 6 MacMillan Texture Celebrations Winter. Pg 334 Ocho Kandelikas Teach accelerando by singing with the class and letting them experience the tempo change. Students listen to the CD and tap along with the tempo, speeding up with the music. Say the numbers 1-8 in Ladino. Students listen to the recording of the song and identify the instrumant accompaniment with the song. Review monophonic, polyphonic, and homophonic and decide what this song is. Movement, pronunciation, multicultural link

14 6 Silver Burdett Pitch Unit 2, Lesson 5. Pg 30 Tea for Two Discuss material on page 30. Create melody theme cards as shown in the teacher edition. Sing the cards and discuss the similarities and differences between cards (repetition, contrast, sequence). Listen to the recording of "Tea" and have students identify the three melodic lines. Sing the song. Recorders, Literature/ Language Arts link, keyboards 6 Silver Burdett Duration Unit 1, Lesson 7. Pg 142 I Got Rhythm Introduce Syncopation. Have the students clap or tap each rhythm line correctly. Show students how they have gone from clapping/tapping the beat to a syncopated rhythm in those seven lines. The 7th line is the rhythm for the song I Got Rhythm. Play the recording of I've Got rhythm while students follow along in their book. Ask students about the length of the notes (all are equal to 1.5 beats) and how the composer shows that in different ways. Sing the song with accompaniment or the recording. Additional info on the piece 6 Silver Burdett Expressive Qualities Unit 6, Lesson 5. Pg 82 Peace Like A River Have the students read pg 82 and listen to the recording of Peace like a River. Help the students to decide what an appropriate performance style would be for this song. Use the pictures on page 83 to see what different performing styles could be used. Call Chart 4, CD 3, Recorders

15 7 MacMillan Duration Unit Two, Lesson 3. Pg 48 The Entertainer While students listen to The Entertainer, they follow the steady beat of the music, tap out the melodic rhythm, and identify which instruments are being played. Transparency with rhythm lines 7 MacMillan Texture Unit 1, Lesson 5. Pg 18 Bottletop Song Review duple and triple meters, and ask students what meter this song is in. Students sing the song in unison, then using body percussion, and finally in a round. Students analyze the texture of the song when it is sung unison vs. sung in round. Emphasis on diction; Orff instruments playing an ostinato; Creating other body percussion patterns. 7 MacMillan Timbre Unit 8, Lesson 2. Pg 184 The Stars and Stripes Forever Discuss marches and bands. As the students listen to The Stars and Stripes Forever, they follow the Parade Route Guide in their books. Students identify the form of the song, and how Sousa contrasts timbre in the different sections. Listening Map overhead transparency

16 7 Silver Burdett Expressive Qualities Introduction, Lesson 2. Pg 6 We re Gonna Have a Good Time Read the song lyrics and discuss the meaning. Clap the main rhythms or the chorus. Sing the chorus. Soloist or small group sings solo part while rest of class sings verses. Play versions one and two of the recording. Students describe the style differences between the two versions. Culture connection, percussion literature link 7 Silver Burdett Form Unit 14, Lesson 1. Pg 120 One Tin Soldier Play One while student follows along in book. Students describe melody and rhythm of the verse and refrain. Students describe melodic direction in general. Play the recording again and students diagram the song in A and B sections. Sing One. Language Arts link, composing, Drama link, Orff instruments 7 Silver Burdett Pitch Unit 11, Lesson 2. Pg Overture by P.D.Q. Bach Listen to 1712 Students identify the repeating melody pattern. Fine Arts link, CD

17 8 MacMillan Expressive Qualities Music In Your Life. Pg 288 Five Musical Moods Students read page 288. While listening to Five Musical Moods, students identify and describe the mood being played, and the musical characteristics of each. Students do the Create activity on page 288 in groups, following the directions. This activity will take a few class times. CD and book 8 MacMillan Form Unit 6, Lesson 1. Pg 120 Magenta ; Patterns ; The One I Love Discuss information on phrases. Students listen to Magenta and snap along with the phrases; they can also move their hands in arcs to represent phrases. Do the same with Patterns and The One I Love. Students answer the questions in their book. Use popular music to show phrases 8 MacMillan Pitch Western Music Styles. Pg 200 Infernal Dance from The Firebird by Igor Stravinsky Students read and discuss the information on page 200, then listen to the recording, following the list of things to listen for. Discuss characteristics of 20th century music and, specifically, Infernal Dance. Information on Stravinsky. Compare Infernal Dance to other 20th century compositions and popular music of today.

18 8 Silver Burdett Duration Unit 1, Lesson 5. Pg 22 Limehouse Blues, Wade in the Water Introduce syncopation. Play the three rhythms found in the student book. Listen to Limehouse. Listen to Wade. Students clam to the beat while paying attention to the syncopation. Say the words unsyncopated, and then syncopated. Journal writing, multicultural connection, Literature/Lang uage Arts/Writing Link, Social Studies Link 8 Silver Burdett Texture Unit 3, Lesson 3. Pg 44 Danon in D Sing D major scale, then do the scale in a round to make harmony. Play Canon in D and have students identify when the melody repeats. Have students learn bass part. Play with percussion instruments. Info on Pachelbel, composition, Orff singing 8 Silver Burdett Timbre Unit 4, Lesson 2. Pg 54 Concerto for Trombone and Orchestra, Finlandia Play Concerto for students. Have students follow along in their books for the different themes that are played. Listen to Finlandia and compare. Multicultural connection, Orff movement

Harleman - Basal Project

Harleman - Basal Project Grade Series Element Pg # Musical Example Summary 0 Silver Burdett Duration pg. 237 Unit 7 Lesson 5 "Drumming Selection" (CD 6-8) and "Nocturne" (CD 6-9) Coordinate movements to