Baltimore Curriculum Project Draft Lessons

Introductory Notes

These lessons generally follow the grade-by-grade topics in the Core Knowledge Sequence, but they have been developed independent of the Core Knowledge Foundation. While the Core Knowledge Foundation encourages the development and sharing of lessons based on the Core Knowledge Sequence, it does not endorse any one set of lesson plans as the best or only way that the knowledge in the Sequence should be taught.

You may feel free to download and distribute these lessons, but please note that they are currently in DRAFT form. At this time the draft lessons on this web site do NOT have accompanying graphics, such as maps or cut-out patterns. Graphics will be added to this site later.

In participating BCP schools, these lessons are used in conjunction with the Direct Instruction skills programs in reading, language, and math. If you use or adapt these lessons, keep in mind that they are meant to address content and the application of skills. You will need to use other materials to ensure that children master skills in reading, language, and math.

BCP DRAFT MUSIC 16

Kindergarten - Music - Lesson 11

Objectives

Review the saying A dog is man's best friend.

Sing and enjoy Bingo.

Experiment with rhythm.

Procedure

Ask: Who remembers the saying A dog is man's best friend? Ask: What does that saying mean? (Science Lesson 25. Some people think that a dog is more than a pet, they think that a dog can also be a really good friend.)

Say: We are going to sing a song about a dog. The title of the song is the dog's name. Ask: If you have a dog at home, what is its name? (Allow children to share.)

Say: The name of the dog in our song today is Bingo. In this song we will spell Bingo's name. The name Bingo is spelled like this (print B-i-n-g-o on the board as you say each letter.)

As you sing the song with the children point to each of the letters as they are sung. Sing Bingo.

Bingo

There was a farmer had a dog,

And Bingo was his name-o.

B-I-N-G-O, B-I-N-G-O, B-I-N-G-O,

And Bingo was his name-o.

Sing the song several times with the children until they are able to sing along.

Once the children are able to sing the song comfortably, sing the verse through one more time. The second time, substitute a clap for the letter "B." ("Clap-I-N-G-O.") In each succeeding verse substitute a clap for the next letter until the fifth time around, when you will have five "claps" replacing all five letters.

BCP DRAFT MUSIC 17

Kindergarten - Music - Lesson 12

Objectives

Listen to the recording of Sleigh Ride by Leroy Anderson.

Compare and contrast Sleigh Ride with Jingle Bells.

Materials

Obtain a recording of Sleigh Ride. The following recordings are recommended:

Orchestra, Anderson. 2-MCA Classics MCAD2-98156 [CD];

MCAC 531 [cassette tape].

Boston Pops, Fiedler. RCA O9026-61237-2 [CD];

09026-61237-4 [tape].

St. Louis Symphony, Slatkin. RCA 09026-68046-2 [CD].

The MCA recording is a complete collection of Leroy Anderson's work. Since Anderson is the conductor, this is an excellent choice. The other two choices are also excellent collections of Anderson's work performed instrumentally.

There are numerous versions of Sleigh Ride performed vocally. It would be fun for children to compare both an instrumental and vocal arrangement.

Procedure

Obtain a recording of Sleigh Ride. Play the music and discuss the event that is happening in the song. Assist children in identifying the instruments used to imitate the sounds of the horse hoofs and the whip.

Ask children to recall and sing Jingle Bells. Ask: How are these two songs alike? (Allow for discussion.)

Play Sleigh Ride again. Children may enjoy dancing to the music, imitating the sounds of the horses. If you have obtained an instrumental recording compare it to the vocal version.

Teacher Note

Play some of the other selections from the above listed recordings of music by Leroy Anderson. Children will enjoy the composer's way of incorporating recognizable sound effects into his work, from the sounds of some actual office equipment (such as an old-fashioned, non-electric typewriter with a carriage return that sets off a bell), to those of a musical cat, an old time vaudeville soft-shoe dancer, or a horse-drawn sleigh.

Dancing and moving to Anderson's work may become a part of your daily routine.

BCP DRAFT MUSIC 18

Kindergarten - Music - Lesson 13

Objectives

Sing The Bear Went Over the Mountain.

Sing Pop Goes the Weasel.

Teacher Information

The Bear Went Over the Mountain is sung to the familiar tune For He's a Jolly Good Fellow. This tune is one of the oldest in the world, originally known as Malbrouck or Malbrough, with French words about the Duke of Marlborough's going to war. But the music may go all the way back to the Crusades or even earlier. Marie Antoinette sang Malbrouck as a lullaby and Beethoven put it into his Battle Symphony. The origin of the words The Bear Went Over the Mountain are unknown.

Procedure

Tell the children they are going to sing today is called The Bear Went Over the Mountain. Ask children to speculate why a bear might want to go over a mountain. Sing the song.

The Bear Went Over the Mountain

Oh, The bear went over the mountain,

The bear went over the mountain,

The bear went over the mountain,

To see what he could see.

And all that he could see,

And all that he could see,

Was the other side of the mountain,

The other side of the mountain,

The other side of the mountain,

Was all that he could see!

Ask: What did the bear see on the other side of the mountain? (He could see the other side of the mountain.) Help children to appreciate the humor in this song. Compare their speculations to the outcome of the song.

Suggested Follow-Up

Allow children to illustrate the song. They could draw a simple mountain shape and show a bear climbing to the top.

Read Blueberries for Sal by Robert McCloskey (Viking, 1948).















BCP DRAFT MUSIC 19

Kindergarten - Music - Lesson 13

Pop Goes the Weasel

Teacher Information

This tune appears in Old Nursery Rhymes of France and could be French originally. It is claimed that the title has nothing to do with the explosion of fur-bearing animals, but refers to a Saturday night habit of London hatters to pawn, or "pop," the instruments of their trade, known as "weasels."

Procedure

Sing the song through several times, each time doing something different on the word "pop": clap, smack your lips, make a "pop" sound with your finger in your mouth (cheek), use complete silence, jump, hop, etc. Children can suggest other actions or movements.

Use simple rhythm instruments and play only on "Pop." Repeat, but play on everything except "Pop."

Play Pop Goes the Weasel circle game. Have children stand in a circle without holding hands. Assign one student to be the monkey and one to be the weasel. Sing the song. The weasel threads his or her way through the circle between the children standing as the monkey chases. The children in the circle scrunch down into a squat until the word Pop! where everyone pops back up into a standing position. Repeat allowing different children to be the monkey and the weasel.

Pop! Goes The Weasel

All around the cobbler's bench,

The monkey chased the weasel,

The monkey thought 'twas all in fun,

Pop! goes the weasel.

A penny for a spool of thread,

A penny for a needle,

That's the way the money goes,

Pop! goes the weasel!

I've no time to sit and sigh,

No patience to wait till bye and bye,

Kiss me quick, I'm off, good-bye,

Pop! goes the weasel.

Help children with the vocabulary in this song. Explain that a cobbler is a person who makes and repairs shoes. He typically works at a bench. Identify a weasel as a small furry animal with a long body, tiny ears, and long tail.