Hector Garcia !

Teddy Bear, March of the Toys, and Movement Playlist

Grade Kinder

Activities • Teddy Bear - Share the Music pg T181 CD4:23

• Map March of the Toys Share the Music K CD 4:22
• Movement with playlist - soft/loud, fast/slow, smooth/pointed,
Materials • Map for March of the Toys
• CD for movement playlist
Concept Singing voices, steady beat, macro movements, motor skills,
social skills, Recognition of Soft vs Loud, fast vs. slow, smooth vs
pointed.

Objective • Students will sing and tap steady beat to Teddy Bear using their
singing voices with accurate intonation.
• Students will tap a steady beat to March of the Toys while going
through the listening map.
• Students will identify and move appropriately to the CD playlist in
regards to Soft vs Loud, fast vs. slow, smooth vs pointed.

TEKS 1ABDE
2ABCE
3B
4ABC

__________________________________________________________________
Activity Overview
• Sing - Teddy Bear
• Listen, tap, sing and do movements in song
• Listening Map - March of the Toys
• Listen and tap to map
• Movement to Playlist - Identifying soft/loud, fast/slow, smooth/pointed with body movements
• Students will use their body to identify the music that is being played
• Soft - Endurance (TxSt), Symphony No. 4, Water Night
• Loud - Wine-Dark Sea (UT), Triumph (TxSt), Drum Music III. Incinerate, Asphalt Cocktail
• Fast - Flight of the Bumblebee (Canadian Brass DL), Overture to Candide (TxSt), Rolling Thunder (iTunes)
• Slow - Sleep (Brigham Young), Dear Theodosia, Bohemian Rhapsody (Mnozil Brass)
• Smooth - Elsa’s Procession to the Cathedral (Canadian Brass), Maslanka symphony 4 m. 1-332, The Seal Lullaby
• Pointed - Sea Interludes Sunday Morning (TxSt), Short Ride in a Fast Machine (iTunes), With a Lily in Your Hands
• Crazy - Platinum Rows
Hector Garcia !2

Procedure - Detailed
Teddy Bear
• Students enter class quietly
• Sit in assigned chair.
• Sing hello greeting
• Tell students that it is my last day to teach them in music
• I have a special lesson planned for all of them
• First I want to sing a song for all of you.
• Play track for them
• Tappers on
• What is this song about?
• What is that teddy bear doing in this song?
• He is doing three things in this song, can you name those things?
• Do you think this teddy bear is a lazy teddy bear or is he an active teddy bear, like you when you go to PE?
• Listen to me sing the song now.
• Model song
• Teddy Bear, Teddy Bear, turn around. (so-so-mi so-so-mi / so-la so-mi)
• Teddy Bear, Teddy Bear, touch the ground (so-so-mi so-so-mi / so-mi re)
• Teddy Bear, Teddy Bear, show your shoe, (so-so-mi so-so-mi / so-la so-mi)
• Teddy Bear, Teddy Bear, that will do. (so-so-mi so-so-mi / mi-re do)
• Echo sing it back to me one line at a time.
• Once they have the song memorized
• Add movements to the song
• Ask them what else can the teddy bear do?
• Touch the sky, show you hand

Listening Map: March of the Toys

• Students sit in chairs quietly.
• Stand up without talking.
• Turn to right
• Walk around to table and pick up a music map.
• Go back to chairs and sit in front of chairs on the floor with map on the ground.
• Load map on the projector
• Point to each section.
• Explain which way the map will go.
• Play section at a time and have them describe what they hear.
• Play piece whole
• After ask what was their favorite part.
Movement Playlist
• Stand top without talking
• Make map behave
• Walk in a line to table and stack it nicely
• Go sit in chairs
• I have another CD that has a bunch of music on it too
• Guess what I want to do to it.
• I want to put some silly movements to them
• When you hear soft music, tip-toe around in place.
Hector Garcia !3

• When you hear loud music march in place.

• Play track 1 and 2
• When you hear slow music move around slowly
• When you hear fast music move quickly but do not run into another student, be safe.
• Play track 2 and 3
• Show smooth music
• When you hear smooth music, move arms and legs smoothly
• When you hear pointed music, move jaggedly
• Play 4 and 5
• This is my favorite track
• You get to do whatever the music tells you to do.
• Play Platinum Rows

Assessment
• Singing: using singing voice for song. Tapping along to tracks of song
• Map: tapping along to the map. Describing in their own words sections of the music
• Movement: moving along to music in an appropriate manner

Closure
• Stand up
• Go back to your seats with the listening map
• Closing song
• “Wooo, good bye boys and girls.”
• Stand and turn to door.
• Exit 

Hector Garcia !4

Green Rhythm Flashcards, Rhythm slap and BlueBells

Grade 1st

Activities • Green Rhythm Flashcards Notating Quarter note/rests and

eighth notes
• Rhythm Swat against the board
• Jazz Fly CD Jazz Fly 1, 2, 3 (Intro, book, outro) 4 is freeze
• Bluebells - Share the Music 1st pg T54 CD 1:38
Materials • Green rhythm flashcards
• 2 slap thingies
Concept Singing voices, steady beat, macro movements, motor skills,
social skills, reading rhythms

Objective • Students will sightsing green rhythm flash cards while keeping a
steady beat.
• Students will identify rhythms that are sung from the board.
• Students will sing Blue Bells using their singing voice while
keeping a steady beat on their legs.

TEKS 1AC
2A
3A
4AC
5C
6ABCD

__________________________________________________________________
Activity Overview
• Rhythm - Green rhythm flashcards
• Go over green flashcards with Ta’s and Ti-Ti’s and quarter rests
• Rhythm Slap - on white board
• Stick green rhythms on the board. Have two teams. I sing a rhythm on the board and then have to slap the
one I sang.
• Sing or clap or play on instruments
• Jazz Fly
• Stick green rhythms on the board. Have two teams. I sing a rhythm on the board and then have to slap the
one I sang.
• ZA-baza BOO-zaba ZEE-zah Ro-ni
• Sing - BlueBells -
• Sing, tap and echo
• Sing with months or foods
• Add shaker instruments if time allows
Hector Garcia !5

Procedure - Detailed
Rhythm Flashcards (Green)
• Students enter class quietly
• Sit in assigned chair.
• Sing hello greeting
• Tell students that it is my last day to teach them in music
• I have a special lesson planned for all of them because today is the last day i get to teach you all in music.
• I have to go find a job and teach more kids somewhere else.
• First I want to go over the green flashcard with all of you real quick because I want to play a game with these
cards
• Tappers on for each card and use singing voice
• Have students sit on floor and i sit in chair
• Go through all of them
• Once they have gone through all of them have students go back to chairs.
• Go get batting toys.
• I am going to stick a couple of these flashcards on the board
• I am going to sing one of the rhythms from the board and someone has to hit it with the batting stick
• I am going to create two teams and one person from each team has to hit the correct flashcards i sang.
• Once everyone gets a turn, the team with the highest score WINS.
• After playing a couple of rounds have student go back to their seat
• to get ready to sing
•

Bluebells
• Play Bluebells track, tappers on
• Bluebells cockle shells evy ivy overhead. (so-so-mi so-so-mi / so-la so-mi)
• My mother said that I was born in (so-so-mi so-so-mi / so-mi re)
• January February March etc…
• _____ (so-so-mi so-so-mi / mi-re do)
• Play Bluebells track, tappers on
• Bluebells cockle shells evy ivy overhead. (so-so-mi so-so-mi / so-la so-mi)
• My mother sent me to the store that I was born in (so-so-mi so-so-mi / so-mi re)
• and this is what she sent me for
• Echo sing each line
• If time pass out shakers and have students play their shaker on their month
•

Assessment
• Flashcards: sight reading each of the card with tappers on and using singing voice.
• Rhythm Slap: Ability to identify a rhythm that I sing from the board.
• Singing: Using singing voice. Tapping along to tracks
Closure
• Stand up
• Go back to your seats with the listening map
• Closing song
Hector Garcia !6

• “Wooo, good bye boys and girls.”

• Stand and turn to door.
• Exit 

Hector Garcia !7

Mi So La flashcards, Doggy, and Bounce High

Grade 2nd

Activities • So, la, mi flashcards

• Doggy Doggy, Where’s your Bone - Spotlight 2nd pg. 59 CD 3:23
• Bounce High - Spotlight K. Pg T131 CD 7:22
Materials • So, mi, la flashcards
• Poster for Doggy
• Ball for Bounce High
Concept Singing voices, steady beat, macro movements, motor skills,
social skills, reading rhythms

Objective • Students will sightsing in solfege so mi la flash cards while

keeping a steady beat.
• Students will identify rhythms that are sung too them from the
board
• Students will sing Blue Bells using their singing voice while
keeping a steady beat on their legs.

TEKS 1A
2AB
3ABC
5C
6ABCDE

__________________________________________________________________
Activity Overview
• So, La, Mi flashcards
• Sing and sightread on solfege
• Doggy Where’s Your Bone - Game Song
• Sing, tap, echo
• Use Solfege.
• Play game, opposite of Valentine game
• Bounce High - Game
• Sing, tap, echo
• Use Solfege.

Hector Garcia !8

Procedure - Detailed
So, mi, la flashcards
• Students enter class quietly
• Sit in assigned chair.
• Sing hello greeting
• Tell students that it is my last day to teach them in music
• I have a special lesson planned for all of them because today is the last day i get to teach you all in music.
• I have to go find a job and teach more kids somewhere else.
• I have some thing really cool for all of you.
• Some solfege cards for all of you to sing for me
• If you work really hard I might give you a special reward later - a game~!
• Sit students on the carpet
• I sit in front
• Go through the cards with solfege
• Have them sight sing them
• After give them a reward of either game
• Stand up and go back to chairs
•
Doggy Doggy, Where’s your Bone
• Get game song chart
• Put on board
• Sing the notes on solfege one measure at a time.
• Then add the lyrics
• Echo one measure at a time
• then Longer sentences
• Doggy, Doggy, Wheres your bone? (so-so mi-mi so-so mi)
• Someone stole it from your home. (so-so mi-la so-so mi)
• Who stole the bone? (so mi-la so)
• I stole the bone. (so mi-la so mi)
Bounce High
• Text
• Text
• Bounce high, Bounce low, (so la so mi)
• Bounce the ball to Shiloh. (so-so la-la so mi)

Assessment
• Reading the rhythms on the flashcards. Using singing voice. Using solfege and hand signs.

Closure
• Stand up
• Go back to your seats with the listening map
• Closing song
• “Wooo, good bye boys and girls.”
• Stand and turn to door.
• Exit 

Hector Garcia !9

Djurdjevka Kolo Folk Dance, Daisy Chain

Grade 3rd

Activities • Djurdjevka Kolo Serbian Folk Dance Weikrit pg 149 (Favorite

Dances CD #11)
• Daisy Chain - Spotlight 2nd pg. 255 CD 13:15
• Game with Daisy Chain
Materials • Rope tied in daisy chains

Concept • Dancing to folk song/cultural music.

• Singing voice
• Audience étiquette.
Objective • Students will perform a sequence of dance moves to the song
Djurdjevka Kolo, a Serbian Folk Dance.
• Students will sing with accurate pitch Daisy Chain along with
hand signs.
• Students will play the game to Daisy Chain.
TEKS 1AC
2ABC
3ABCE
5ABC
6ABCDE

__________________________________________________________________
Activity Overview
• Djurdjevka Kolo Serbian Folk Dance Weikrit pg 149
• Circle, hands in V position - Fwd (ccw), 2 3 4 5 6, Step/Step, Step
• Circle, hands in V position - Fwd (cw), 2 3 4 5 6, Step/Step, Step
• (Tap Right Foot) In, over, In, close
• (Tap Left Foot) In, over, In, close
• Sing - Daisy Chain - Spotlight 2nd pg. 255 CD 13:15
• Listen, tap, echo sing
• Game - Daisy Chain game
• All sit in circle. Teacher selects one student to be in middle.
• All sing. While circle sings, student in middle closes eyes. Teacher/other student walks the outside of
circle and gives 3 students a rope (daisy chain) to hide behind them.
• When song ends, student in circle opens eyes and get 3 guesses to find the daisy chains.
Hector Garcia !10

Procedure - Detailed
Djurdjevka Kolo Serbian Folk Dance
• All enter class silently
• All sit in assigned chairs
• Sing hello greeting for them using the Daisy Chain song as reference (so mi do-do do)
• Tell them they are going to learn a really cool Serbian folk song dance and its very simple.
• MODEL the whole dance for them with music
• Teach dance dance in parts
• Circle, hands in V position - Fwd (ccw), 2 3 4 5 6, Step/Step, Step
• Circle, hands in V position - Fwd (cw), 2 3 4 5 6, Step/Step, Step
• (Tap Right Foot) In, over, In, step
• (Tap Left Foot) In, over, In, step
• Echo each part
• Put sections together without movement
• Teacher helps them by saying the counts.
• Once they are fluid with it then add the music
•
Daisy Chain
• Students sit in chairs
• Model song
• Chain, Chain, daisy chain, (so mi do-do do)
• All the pretty flowers (so-so mi-la so mi)
• One for you, and one for me (so-so mi-mi do-do do-do)
• And one for Jenny Bowers.
• Echo each line for them each time with hand signs
• Echo 2 lines at a time,
• Echo 4 lines at a time
• If still having intonation problems, have them sign each line AND sing with solfege
•
Daisy Chain game
• All sit in circle. Teacher selects one student to be in middle.
• All sing. While circle sings, student in middle closes eyes. Teacher/other student walks the outside of circle and
gives 3 students a rope (daisy chain) to hide behind them.
• When song ends, student in circle opens eyes and get 3 guesses to find the daisy chains.
• After the student guees then they pick up the daisy chains and they get to place the chains in the hands of the
students in the circle. 

Hector Garcia !11

Assessment
• Dance: Step in tempo. Starting with correct foot first.
• Singing: Using appropriate singing voice. Sing song memorized. Using hand signs. Saying correct words.
Accurate intonation.
• Game: Appropriate singing voice. Taking turns and not cheating in the game.

Closure
• Stand up
• Go back to your seats with the listening map
• Closing song
• “Wooo, good bye boys and girls.”
• Stand and turn to door.
• Exit 

Hector Garcia !12

Recorders Songs and Down by the Banks

Grade 4th

Activities • Recorders Songs powerpoint

• Down by the Banks - game
Materials • Recorders
• Powerpoint
• practice packets
Concept • Listening skills, singing voices, fine motor skills, instrument
playing

Objective • Students will demonstrate correct playing position.

• Students will demonstrate correct fingerings
• Students will play with soft gentle air
• Students will demonstrate correct articulation
• Students will sing music before playing.
• Students will sing and play the game associated with Down by
the Banks.

TEKS 1AC
2AC
3ACEF
5AD
6ABCEF

__________________________________________________________________
Activity Overview
• Recorders Songs from powerpoint
• Review how we hold and play recorders using rules
• Go over practice packet
• Down by the Banks - game
• Sing
• Circle up. Pass the beat by tapping each others hands. The person that lands on “flop” is out.
Hector Garcia !13

Procedure - Detailed
Intro to Recorders
• Students enter class. Go grab recorder.Sit in assigned seat quietly.
• Open recorder and put case under seat. No playing
• Do greeting “Hello boys and girls” SO LA SO
• Tell students that I have their practice packets.
• We are going to go over some of the songs in the packet in class and I will give them the packets after class.
• Sit tall
• Left hand always on top
• Show me B. Thumb and first finger.
• Listen to me. B B B B . Doo Doo Doo Doo. Play
• Echo
• Look at first line.
• What kind of notes do we have from the rhythm wall?
• Let’s sing first measure on B.
• Let’s sing it on Doo.
• Play line on recorder.
• Go through as many lines only with B.
• Correct mistakes such as quarter rests.
• We have a new note up here. A
• Finger this with 1 and 2 and thumb.
• Go back to B. go to A. Every time you see a B, put down B. Every time you see A, put down A.
• Do not trade fingers.
• Echo some B’s and A’s
• Move on to next lines with A and B
• Always sing first on note names and Doo.
• Must now read the note A.
• Pick out 1 measure at a time for them to play at a time.
• Sing on note names. Then Doo. Then play.
• After playing through a few lines of A, move on to G.
• Same as above.
• After that move on to CD tracks with recorder which is their reward.
• Sing and play the same way.
• After going through 2 CD tracks have students clean recorder.
• Stand up, go back to chair and put reorder away and line up to put them back in the box.
• After putting recorders in box join me in circle around the carpet.
Down by the Banks
• Circle up.
• I start singing Down by the Banks they should all join me.
• Get into beat passing position.
• Practice passing beat.
• Start game and singing getting people out. People get out on the word “flop.”
Hector Garcia !14

Assessment
• Singing: using singing voice
• Monitor for correct playing position
• Monitor for left hand is always on top
• Monitor for use of soft gentle air
• Listen for correct articulation
• Game participation and awareness

Closure
• Go back to your seats
• Closing song
• “Wooo, good bye boys and girls.”
• If you focus hard and play well we can get a lot of songs under our belt.
• Stand and turn to door.
• Pick up practice packets on the way out.
• On way out pick up bought recorder
• Exit 

Hector Garcia !15

Recorders and Aquaqua game

Grade 5th

Activities • “Intro” to Recorders

• Aquaqua with accelerando
Materials • Recorders
• Echo rhythms
• Powerpoint
Concept • Listening skills, singing voices, fine motor skills, steady beat

Objective • Students will demonstrate correct playing position.

• Students will demonstrate correct fingerings
• Students will play with soft gentle air
• Students will demonstrate correct articulation
• Students will sing music before playing.

TEKS 1AC
2AC
3AF
4AB
5D
6ABCEF

__________________________________________________________________
Activity Overview
• Review recorders
• Sit tall, left hand on top, use soft gentle air
• Show notes B A and G. Echo rhythms
• Go over powerpoint
• Aquaqua game with accel
• Circle up. Practice sing. Practice beat pass. Play game.
Hector Garcia !16

Procedure - Detailed
Review recorders and song sheets
• Students enter class. Sit in assigned seat quietly.
• Do greeting “Hello boys and girls” using the lesson song as a basis SO LA So
• Have students sit silently
• Stand and go get recorders in a line in the box
• sit back down
• Take recorder out of case
• put neckstrap on
• put case under seat
• do not play
• Go over rules with them
• 1. sit tall. 2. Left hand always on top 3. use soft gently air
• Finger B
• MODEL and play
• students play
• Finger A
• MODEL
• Students play
• Finger G
• MODEL
• students play
• Echo some rhythms with them
• Use power point to go over lesson with them
Aquaqua
• Students enter class. Sit in assigned seat quietly.
• Do greeting “Hello boys and girls” using the lesson song as a basis SO LA So
• Have students sit silently
• Stand and go get recorders in a line in the box
• sit back down

Assessment
• Playing position
• Correct hand position
• soft gentle air

Closure
• Stand up
• Go back to your seats
• Closing song
• “Wooo, good bye boys and girls.”
• Stand and turn to door.
• Exit 

Hector Garcia !17

Hello Dr. Soto,

Next week I would like to set up a time to meet with my secondary CT. I do not know what my
confirmed school is for secondary student teaching.
Do you know what my secondary placement is for the second half of student teaching?

Please let me know.

Thanks!
Hector Garcia