{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Doggie,\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDoggie, Doggie Where's Your Bone?\n

\n
\n\nFor Teachers\n\nK - 1st\n
\n
\n
\nStudents practice matching pitch. In this activity on vocal pitch, students sing a silly song that requires them to match their pitch. This song/game also provides a harmless way to get students to sing solos.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Valentine\n\n
\n
\n
\n
\nCurated OER\n
\n

\nValentine Singing/Guessing Game\n

\n
\n\nFor Teachers\n\nK - 3rd\n
\n
\n
\nStudents sing songs and explore different vocal sounds. As they sing songs, students discover and mark phrases. They sing songs as a class, in groups, and individually. Students, in groups, play a guessing game with the songs.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Jammin'\n\n
\n
\n
\n
\nCurated OER\n
\n

\nJammin' to Jazz\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nLearners identify integral parts of jazz music by listening to Quincy Jones' We Be Doin' It. They note the bass and drum sounds, scat solos, and also sing parts of the ostinato and chorus.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Four-Note\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFour-Note Range in Music\n

\n
\n\nFor Teachers\n\nK\n
\n
\n
\nStudents sing melodic patterns and songs within a four-note range using sol, la, and mi. They echo simple melodic patterns and maintain the tonal center singing two Thanksgiving-related songs, \"Hello, hello...\" and \"Five Fat Turkeys.\"\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Rockin'\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRockin' Chair, Louis Armstrong and Jack Teagarden\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nStudents examine the life and music of Louis Armstrong, the first great jazz musician. The musical techniques of call and response is listened to and then copied in musical conversations in this lesson plan.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Choir\n

\n
\n\nFor Students\n\n4th - 8th\n
\n
\n
\nIn this music worksheet, students read an excerpt about the choir, the oldest of all musical groups. They identify that human voices vary in pitch, some high and some low, making it possible to sing harmonies in different layers.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Time\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTime in Jazz\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents examine time and meter in the jazz idiom. They analyze Take the A Train and Take Five. They research websites featuring Ella Fitzgerald and her music.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Song\n\n
\n
\n
\n
\nAzar Grammar\n
\n

\nSong Lessons: Father and Daughter\n

\n
\n\nFor Teachers\n\n3rd - 8th\n\nStandards\n
\n
\n
\nPaul Simon's \"Father and Daughter\" offers language learners and native English speakers an opportunity to study adverb, adjective, and noun clauses.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nSmithsonian Institution\n
\n

\nThe Sounds of an Island: Jamaican Music for the Classroom\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nIntroduce young explorers to the music and history of Jamaican culture through game songs and dances. As a bonus, class members get to play simple songs transcribed for the recorder.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Avoiding\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAvoiding Run-On Sentences (II) \n

\n
\n\nFor Students\n\n6th - 9th\n
\n
\n
\nPolish the writing skills of your emerging writers by eliminating run-on sentences in their work. Discuss the ways to correct run-ons before releasing your class to work on this 20-sentence worksheet independently. An answer sheet is...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Yellow\n\n
\n
\n
\n
\nCurated OER\n
\n

\nYellow Submarine\n

\n
\n\nFor Students\n\n4th - 5th\n
\n
\n
\nFor this music worksheet, students answer 10 questions about the cartoon Yellow Submarine. Students also answer 10 additional questions about the Beatles and the instruments played in the song.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Beginning\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBeginning Paragraph Correction #10\n

\n
\n\nFor Students\n\n3rd - 4th\n
\n
\n
\nIn this paragraph correction worksheet, students read a passage and answer questions to correct grammatical and spelling errors. Students determine eight multiple choice answers.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Everybody's\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEverybody's Boppin', Lambert, Hendricks and Ross\n

\n
\n\nFor Teachers\n\n3rd - 6th\n
\n
\n
\nStudents probe the musical style of scat singing with imitation instruments. While listening to the musical pieces, they identify when one singer finishes and another begins. The singing groups' styles are contrasted in this lesson.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Medieval\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMedieval Music -- 500-1450\n

\n
\n\nFor Students\n\n4th - 5th\n
\n
\n
\nIn this music history worksheet, students learn about the musical style and instrumentation in the years between 500-1450. Students read several informative paragraphs and answer 7 questions.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Medieval\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMedieval Music (c500 - 1450)\n

\n
\n\nFor Students\n\n8th\n
\n
\n
\nIn this Medieval music worksheet, 8th graders read about the instruments and parts of the music, including harmony, melody, and unison. They answer 7 homework questions based on the reading.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Spanish\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSpanish Instruments, Zim, Zim and La Tarara\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents explore Spanish instruments. In this Spanish music activity, students observe how to play castanets, guitars, tambourines, drums, and bells. Students then listen to and create music featuring the instruments.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Concerto\n\n
\n
\n
\n
\nCurated OER\n
\n

\nConcerto for Recorder, Oboe and Bassoon by Antonio Vivaldi\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents study the life and music of Antonio Vivaldi. They analyze and practice playing the various parts of Concerto a la Vivaldi on recorders. They record themselves and compare their performance to that of the same composition...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"MUSIC\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMUSIC , MUSIC , MUSIC !\n

\n
\n\nFor Students\n\n9th - 12th\n
\n
\n
\nIn this music worksheet, students find the words that define music and the answers are found when clicking the button at the bottom of the page.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Louis\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLouis Armstrong\n

\n
\n\nFor Teachers\n\n2nd - 3rd\n
\n
\n
\nIn this reading comprehension worksheet students read a biography of jazz musician Louis Armstrong. Students answer 6 questions.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Björk\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBjörk\n

\n
\n\nFor Students\n\n4th - 6th\n
\n
\n
\nIn this Bjork worksheet, students read about the life of the performer, then complete a variety of comprehension activities. An answer key is included.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Song\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSong Allouette - Oneida\n

\n
\n\nFor Teachers\n\n3rd - 12th\n
\n
\n
\nStudents practice singing the song Allouette. They discuss the meaning in both the English and Oneida languages and how the words to this song demonstrate important feelings for the Oneida people.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"In\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIn My Dream\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents discuss similarities in various pop songs over the second half of the 20th century and explore how musical management influences the careers and longevity of various artists.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Website
\n
\n
\n
\n\"Vocalist\n\n
\n
\n
\n
\nOther\n
\n

\nVocalist\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nA general site for anyone interested in singing. Contains free online singing lessons and articles for vocalists related to singing plus other useful information. Resources for everyone-even kids online music games.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n\n
\n"}