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Week 7 Kindergarten lesson plan

Objectives: The students will be able to sing “Boogie-Woogie Holiday” as a warmup exercise,
review bunches of 2, and apply knowledge of meter of 2 to drums and maracas.
Materials: Bodies, Singing voices, Touch screen projector, Quaver Music, Hand drums and
Maracas
Teks: 117.106.2 Foundations: music literacy. The student reads, writes, and reproduces
music notation. Technology and other tools may be used to read, write, and reproduce musical
examples.
Creative expression. The student creates and explores new musical ideas.
Grade Level: Kindergarten
Sequence:
1. The students will be able to sing “Boogie-Woogie Holiday” as a warmup exercise.
a. As the students walk into the room I will tell them to bunch up at the front of the
floor space and to sit quietly.
b. Tell them how good it is to be able to see them every week and be able to teach
them.
c. Instruct to pay attention to the start-up song that is on the board and give a small
background before just pressing play.
i. Redirect any attention that has been lost back to the song.
d. After the song plays tell them that we are all going to sing along
e. Sing it one more time with them and explain to the students about thanksgiving
and how it is a perfect time to give thanks to the people in our life
2. The students will review bunches of 2
a. So the strong beat always comes… “First!”
i. This was told to them last time, but it might need to be done again because
of the break.
b. Pat and clap the strong and the weak beat to the song “stinky pirates”
c. Next time in place I want them to step on the beat while I am saying strong and
weak beats.
d. Pull up the section that is titled marching to the beat and play a little bit of freeze
march. While the song is going they are marching to the beat, and whenever the
song gets paused all of the students freeze. Do this a couple of times because the
students love this. Change it up to the classical connections – meter and do the
same thing
e. Have the kids say the beat as they march around to it.
3. The students will apply their knowledge of meter of 2 to drums and maracas.
a. Pass out drums while reinforcing the procedure of setting down the instruments as
they get handed out to not play them
b. Half of the students gets drums, and the other half gets maracas.
c. Ask the students why they think we brought out the drums and the maracas
whenever we are talking about the strong and the weak beat.
d. After they figure out that the drum is the strong beat and the maraca is the weak
beat, demonstrate with a very slow beat a meter of 2 with the drums on beat 1 and
the maracas on beat 2.
e. Once they can do it to a slow tempo. Keep demonstrating in front of them but
play the strong and the weak beat to “Stinky Pirates” and the different classical
connections for meter. Pachelbel’s canon and Stars and Stripes Forever.
f. If there is still time before class ends ask the students with the maracas to stand up
and to trade someone for their drum and go sit back down where they were.
g. Do the same procedure as e. until the end of class.

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