Session Two

Children’s Club Lesson Plans

Session TwoChildren’s ClubLesson Plans

Standards, Outline, and Standards, Outline, and MaterialsMaterials

Inspired by the book: Shoo Fly 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 • Create and arrange music to accompany readings or dramatizations • Respond through purposeful movements (swaying, skipping) and adapt movement to changes

in music while listening to music • 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

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 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.

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Session Materials: Shoo Fly!, guitar (optional for instructor), piano (optional if available), and instruments per child: wrist bells 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

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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: Shoo Fly 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: Shoo Fly Note to Teacher: A potential recording source for a Shoo Fly tune is http://www.niehs.nih.gov/kids/lyrics/shoofly/htm Directions: 1. Show children the book cover of Shoo Fly! by Iza Trapani and ask, “Who can remind

us what happened in this story?”

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

words.

3. During the “sing” aloud, allow children to wave their hands when they sing, “Shoo fly.”

Shoo Fly

Shoo fly, don't bother me. Shoo fly, don't bother me. Shoo fly, don't bother me, for I belong to somebody.

I feel, I feel, I feel like a morning star, I feel, I feel, I feel like a morning star.

4. Remind children that the beat is the pulse of the song.

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Title of Song with Instrument Connection: Shoo Fly with Wrist Bells Length of Time for Activity: 8 minutes Format of Activity: Children should be sitting in a circle. Materials: wrist bells (per child)

Directions: 1. Tell the children that you are going to sing the song Shoo Fly again but this time you

are going to include an instrument.

2. Ask the children to sing as you model

how to play the wrist bells to the beat

of the song.

3. Once you have modeled give each child

his/her own set of wrist bells and tell them they are going to sing the other version

of the song they learned last week and play the beat using the wrist bells.

4. Instruct the children to shake the bells to the beat as you sing the song together

again.

5. Explain to the children that beat is the pulse of the song.

6. Tell the children you are going to teach them a different way to keep the beat to the

song.

7. First, model this for the children and then invite them to join you: • Sing the song patting the bells on your legs. • Walk to the center as you sing the first – Shoo fly, don’t bother me. • Walk back to the outer circle as you sing the second – Shoo fly, don’t bother me. • Walk back to the center as you sing the third – Shoo fly, don’t bother me. • Walk back to the outer circle as you sing – for I belong to somebody. • On the “I feel…” section, stand still in place continuing to sing and shake bells

over your head. Children’s Club

Florida Institute of Education at the University of North Florida © 2009

Title of Song #2 with Instrument Connection: Eency Weency Spider with Guitar and Piano Length of Time for Activity: 7 minutes Format of Activity: Children should be sitting in a circle. Materials: guitar and/or piano (for instructor) Note to Teacher: A potential recording source for an Eency Weency Spider tune is http://www/niehs/nih/gov/kids/lyrics/spider/htm Directions: 1. Tell the children that you are going to sing together about another creepy crawly –

this time the eency weency spider.

2. Sing the song together with the appropriate hand motions. (Ask children to put wrist

bells on the floor so they are free to do the hand motions during the first singing.)

Eency Weency Spider

Eency weency spider went up the waterspout. Down came the rain and washed the spider out.

Out came the sun and dried up all the rain, And the eency weency spider went up the spout again!

3. Point out that in the song, the spider goes from the bottom to the top of the

waterspout.

4. Using the guitar, show children how to play a low sound and then a high sound from

the bottom string to the top.

5. If you have a piano, invite a few children to strike a key on the piano and ask each

one, “Is that a high note or a low note? Is that note higher or lower?” Help children

see the relationship between higher and lower notes.

6. Sing the first phrase of the song and let the children take turns playing pitches that

you model for them from low to high. Encourage children to create low to high sounds

that mimic the “spider walk.”

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Florida Institute of Education at the University of North Florida © 2009

Transition Song (for gathering instruments): Put Your Things Away Length of Time for Transition: 5 minutes Materials: guitar (optional) Note to Teacher: Playing guitar as you sing the song is optional. 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.

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

Title of Song without Instruments: Rain, Rain 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 Rain, Rain tune is http://www.cycnet.com/englishcorner/listening/child/raingo/swf 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 a song

about rain.

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

Rain, Rain

Rain, rain, go away! Come again another day.

All the children want to play.

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

sing.

5. Invite the children to sing the song with you a few times while they practice tapping

the beat on their own knees.

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

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.

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

Words to Songs used in Session Two:

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)

Shoo Fly

Shoo fly, don't bother me. Shoo fly, don't bother me. Shoo fly, don't bother me, For I belong to somebody.

I feel, I feel, I feel like a morning star, I feel, I feel, I feel like a morning star.

Eency Weency Spider

Eency weency spider went up the waterspout. Down came the rain and washed the spider out.

Out came the sun and dried up all the rain, And the eency weency spider went up the spout again!

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.

Rain, Rain

Rain, rain, go away! Come again another day.

All the children want to play.

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.

Children’s Club

Florida Institute of Education at the University of North Florida © 2009

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.

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