session three children’s club lesson plans club workshop-3.pdf · title of transition (for...

Session Three

Children’s Club Lesson Plans

Standards, Outline, and Standards, Outline, and

MaterialsMaterials

Inspired by the book: Down by the Bay Recording sources are included to provide a model for instructor to follow.

Music Standards addressed – Children will: • Sing, alone and with others, various styles of music • Perform on instruments, alone and with others, various styles of music • Improvise short songs and instrumental pieces, using a variety of sound sources, including

traditional sounds (voices, instruments), non-traditional sounds (paper tearing), and body sounds (hand clapping)

• Develop balance, control, and coordination • Develop self-awareness • Emphasize give-and-take social interaction • Express activities and feelings of everyday life • Raise their level of consciousness of how to move, where to move, and how parts of the body

feel while in action

Literacy Standards addressed: • Listen to and follows two-, three-, or four-step oral directions • Speak clearly and loudly enough to be understood • Repeat rhyming words

Musical Background: Musically, early childhood is a time of vocal and rhythmic preparation. Establishing beat competency and development of the singing voice are priorities. Children need to have experiences without expectation or judgment.

Playing Musical Instruments: Instruments should be handled with care, and the teacher should model and encourage their appropriate use. Demonstrate appropriate and inappropriate ways of handling and playing the instruments. Teachers should distribute instruments only when its time to play them.

Outline for Children’s Club: 5 minutes Warm-Up Activity (Hello Everyone Song) 10 minutes Literacy and Text to Song Connection 15 minutes Song with Instrument Connection

Children’s ClubFlorida Institute of Education at the University of North Florida © 2009

5 minutes Transition Song (for gathering instruments) 5 minutes Song without Instruments 5 minutes Closing Activity (Goodbye Song)

Session Set-Up: Children should be sitting on the floor in a circle looking at the instructor.

Session Materials: Down by the Bay book, guitar (optional for instructor), sea creature puppets, and instruments per child: rhythm sticks, drum

Title of Warm-Up Activity: Hello Everyone Length of Time for Activity: 5 minutes Format of Activity: Children should be sitting on the floor in a circle looking at the instructor. Materials: guitar (optional) Note to Teacher: playing guitar as you sing the song is optional.

Directions: 1. As children come into the class, tell them to gather into a circle and sit down.

2. Once in a circle remind the children to stay in one place, explaining that they have

their own personal space and they should keep their hands to themselves.

3. Remind children of the expectation that there is no talking while the teacher is

talking and they should raise their hand if they have something to say.

4. Tell children you are going to again teach them a greeting song called Hello Everyone.

5. Sing the song once for the children to teach them the tune and the words again.

6. Invite children to wave to one another and shake each

others hands throughout the song.

7. Allow the children to sing the song together until each child has been greeted.

Hello, Everyone

Tune: Twinkle, Twinkle Little Star (Repeat song until every child has been greeted)


Hello, hello everyone Let us gather for some fun

Shake your neighbor by the hand We’ll be leaders of the band

Hello, hello everyone Now we’re ready for some fun!

(Insert two names at a time instead of word everyone in the first and fifth phrase) Title of Literacy and Text to Song Connection: Down by the Bay Length of Time for Activity: 10 minutes Format of Activity: Children should be sitting in a circle looking at the teacher holding the book. Materials: Down by the Bay Note to Teacher: A resource for Down by the Bay is http://en.wikipedia.org/wiki/Down_by_the_Bay Directions: 1. Show children the cover of Down by the Bay and ask, “What do you think this story

will be about?”

2. After the children have given responses, read the book together by singing the

words.

3. Invite children to echo you on each story line in the chorus.

Down by the Bay

CHORUS: Down by the bay (down by the bay), Where the watermelons grow (where the watermelons grow),

Back to my home (back to my home) I dare not go (I dare not go)

For if I do (for if I do) My mother will say,

VERSES: "Did you ever see a bear combing his hair down by the bay?" "Did you ever see a bee with a sunburned knee down by the bay?"

“Did you ever see a moose kissing a goose down by the bay?" Did you ever see a whale with a polka dot tail down by the bay?"


4. Assist children in discovering rhyming words in the song (fly/tie; bear/hair;

llama/pajamas; etc.)

Title of Song with Instrument Connection: Down by the Bay with Drums Length of Time for Activity: 8 minutes Format of Activity: Children should be sitting in a circle. Materials: drum (per child), sea creature puppets Directions: 1. After singing through the Down by the Bay book,

repeat the chorus as you play the beat on the

drum.

2. Talk with the children about the beat of the song

and how to keep the beat on the drum.

3. Invite one child to come to the front of the room and make up his/her own rhyming

verse. Provide

assistance as needed.

4. Allow the child to sing his/her rhyming verse while playing the beat on the drum.


5. Invite other children to create a rhyme and play the beat on the drum as they sing

their rhymes.

6. Introduce sea creature puppets to demonstrate opening your mouth wide to sing.


Title of Song #2 with Instrument Connection: Row, Row, Row Your Boat with Rhythm Sticks Length of Time for Activity: 7 minutes Format of Activity: Children should be sitting in a circle. Materials: rhythm sticks (per child) Note to Teacher: A potential recording source for a Row, Row, Row Your Boat tune is http://www.niehs.nih/gov/kids/lyrics/row.htm ; another resource is http://en.wikipedia.org;wiki/Row_Row_Row_Your_Boat Directions: 1. Tell the children that you are going to sing together about something else in the

water – a boat.

2. Sing the song for children, keeping a light tapping beat with the rhythm sticks as you

sing.

Row, Row, Row Your Boat

Row, row, row your boat, gently down the stream. Merrily, merrily, merrily, merrily, life is but a dream.

3. Invite children to sing the song along with you.

4. Give each child a set of rhythm sticks.

5. Instruct children to sing the song as they keep the

short beat with the rhythm sticks by tapping them

together.

6. Instruct children how to use the rhythm sticks to

row and keep the sustained pulse or long beat

beginning to row at the beginning of each phrase and

ending the rowing at the end of each phrase.

7. Talk with children about the beat of the song and how the beat can be kept with the

rhythm sticks.


Title of Transition (for gathering instruments): Put Your Things Away Length of Time for Transition: 5 minutes Materials: guitar (for instructor) Directions: 1. Teach children the song Put Your Things Away by first playing and singing the song

for them.

Put Your Things Away

Tune: The Farmer in the Dell Put your things away. Put your things away.

Oh so carefully - Put your things away. (Repeat song until all items have been put away)

2. Ask the children to sing the song one time with you as you play the guitar and sing.

3. Once the children know the song, ask them to sing the song with you as they take

turns putting their instruments away and returning to their seat.

4. Continue singing until all of the instruments have been put away and children are back

in their seats.


Title of Song without Instruments: A Sailor Went to Sea, Sea, Sea Length of Time for Activity: 5 minutes Materials: guitar (optional) Note to Teacher: Playing guitar as you sing the song is optional; a potential recording source for A Sailor Went to Sea, Sea, Sea tune is http://www.peterandellen.com/lyrics/sailor_sea.mp3 Directions: 1. Remind the children that they have been practicing the BEAT of songs.

2. Tell them they are going to practice the beat one more time while singing another

song about the sea.

3. Sing the song once for the children to teach them the tune and the words. Ask them

to listen for the repeated word in the song.

A Sailor Went to Sea, Sea, Sea

A sailor went to sea, sea, sea. To see what he could see, see, see. But all that he could see, see, see.

Was the bottom of the deep blue sea, sea, sea.

4. Model for children how to tap the beat on your knees as you sing.

5. Ask children, “What word was repeated throughout the song?” (sea/see)

6. Ask one child to come up and be your partner. Sit facing one another. As you sing the song,

pat your knees two times when you sing the first portion of each line. Then, pat each other’s

hands three times when you sing, “Sea, sea, sea.”

7. Allow the children to sit with a partner to practice the beat by tapping their knees and their

partner’s hands.


Goodbye!

Title of Closing Activity: Goodbye Song Length of Time for Activity: 5 minutes Format of Activity: Children should be sitting on the floor in a circle looking at the instructor. Materials: guitar (optional) Note to Teacher: playing guitar as you sing the song is optional. Directions: 1. Tell children that it is time to sing the Goodbye Song.

2. Sing the song once for the children to remind them of the tune and the words.

Goodbye Song

Tune: Row, Row, Row Your Boat

It is time to say goodbye.

It’s time to say goodbye.

Wave, wave, wave, wave.

It’s time to say goodbye.

3. Invite children to wave goodbye to one another throughout the song.

4. Allow the children to sing the song together two or three times.


Words to Songs used in Session Three:

Hello, Everyone Tune: Twinkle, Twinkle Little Star

(Repeat song until every child has been greeted) Hello, hello everyone

Let us gather for some fun Shake your neighbor by the hand

We’ll be leaders of the band Hello, hello everyone

Now we’re ready for some fun! (Insert two names at a time instead of word everyone in the first and fifth phrase)

Down by the Bay CHORUS: Down by the bay (down by the bay),

Where the watermelons grow (where the watermelons grow), Back to my home (back to my home)

I dare not go (I dare not go) For if I do (for if I do)

My mother will say, VERSES: "Did you ever see a bear combing his hair down by the bay?"

"Did you ever see a bee with a sunburned knee down by the bay?" “Did you ever see a moose kissing a goose down by the bay?"

Did you ever see a whale with a polka dot tail down by the bay?"

Row, Row, Row Your Boat Row, row, row your boat, gently down the stream.

Merrily, merrily, merrily, merrily, life is but a dream.

Put Your Things Away Tune: The Farmer in the Dell

Put your things away. Put your things away. Oh so carefully - Put your things away

A Sailor Went to Sea, Sea, Sea A sailor went to sea, sea, sea.

To see what he could see, see, see. But all that he could see, see, see.

Was the bottom of the deep blue sea, sea, sea.

Goodbye Song Tune: Row, Row, Row Your Boat

It’s time to say goodbye. It’s time to say goodbye. Wave, wave, wave, wave. It’s time to say goodbye.


MusicalMusical TerminologyTerminology

Beat: A beat is a pulse on the beat level, the metric level at which pulses are heard as the basic unit. Thus a beat is the basic time unit of a piece; for every tick on a metronome, each tick is a beat. Dynamics: Dynamics normally refers to the softness or loudness of a sound or note.

Pitch: Pitch is the perceived fundamental frequency of a sound. Rhythm: Rhythm is the variation of the length and accentuation of a series of sounds.

Tempo: The tempo is the speed or pace of a given piece. It is an extremely crucial element of sound, as it can affect the mood and difficulty of a piece.

The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project, the Department of Health and Human Services, Administration on Children, Youth and Families as part of the Early Learning Opportunities Act/Bringing Education and Support to Teachers, Parents and Children (ELOA/BEST) Project, and the Florida Institute of Education at the University of North Florida. These prototype materials are still indevelopment and refinement and should be used with this caution in mind. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education, the Department of Health and Human Services, and/or the University of North Florida.


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