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Here are the game directions:
1-choose one person as "guesser" to sit in the center of circle or scatter formation with closed eyes
2-sing and pass rock on the beat
3-when song ends, student received the rock on the last beat will answer the guesser
4-Guesser sings at end of song  "Who's got the rock" (DD-DS)
5-Student with rock answers "I've got the rock" (DD-DS) and can disguise voice
6-Guesser guesses, and student with rock becomes new guesser-game restarts

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Pass the Beat Around the Room...video two

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Pass the Beat Around the Game
Use the name as the phrase, adding a rest at the end. The videos show two ways that are similar. I will put one in this post and then post the other. I usually combine the two ideas and put a twist on it. You can continue to eliminate words and add moves to amp it up. Maybe, for example, add a turn or arm circle for the word “room”.

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This week was so wonderful.  I really can’t say that enough.  I’m about half way through my six hour drive home and I can’t wait to get planning next week.  Thanks for all the wonderful ideas and collaboration!!  Thank you, Chris, for your knowledge and wisdom.  Team BULLPUP!!

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THANK YOU for coming up with this!!

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I changed the “because” to “cause” on vs 4 to keep it one syllable. Pg 63

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I actually learned Bitty Bum as a chant and didn't realize there was a tune to it until today! I like it even more now and I can't wait to do it in the classroom!

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Have you ever had issues with students who do not want to be touched? Do you skip them? Or is that just not really a big issue. I have some students who are uncomfortable with other students touching them during dances so I wonder if it would be the same.

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I loved everyone’s lessons this morning and afternoon!!  So many great ideas and I’m really glad we were able to take a turn teaching.  It really makes me feel more comfortable walking away today knowing I can teach this!!

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Same rules as musical chairs but the students create their own melodies/rhythms. Choose what constraints you want students to use for creating. Lead student creates then chooses the next leader.

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Reading - Decode Technique
Similar to
#5 Secret Patterns (p. 40) except with three pairs of matching cards. First pair to find the match makes their way to two chairs (thrones).

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Sing it as a round. Make 4 (or however many you wish) circles inside of each other. Hold hands in the circles

Line 1-walk to the right

Line 2-walk to the left

Line 3- Step in 4 while raising arms, Step out 4 while lowering
arms

Line 4- Slowly lower your body to crouching/sitting
Have whole class chant No Skin On until the last group is finished

Line 3-crescendo/decrescendo
Line 4- Decrescendo

You can have someone in the middle doing the No Skin On on a mallet instrument or even a recorder.

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My brain is so full! I am thankful that we have this Padlet as I know I’ll never be able to remember all of the awesome activities that we learned. I cannot wait to use some of these ideas in my classroom (well I take that back I don’t want to leave my baby yet so I can wait a while  😆)

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Lots of great ideas! I can’t wait to bring all these treasures to my students!

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Here is the video I used to learn Bim Bum:
https://www.youtube.com/watch?v=hz0dSnaTs2g

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Here is the link where I learned this hand clapping game:
https://www.youtube.com/watch?v=3knQAUN1kcY&t=3s

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Watching and learning so many new songs/activities/techniques this morning had been a lot of fun! I appreciate all the new ideas!

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This has 16th notes but we get the idea

https://www.bethsnotesplus.com/2016/06/bim-bum.html

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Beat passing game (notation shared in drive - I would Transpose perhaps to D major so fits into new key introduced in unit 12 and would also do in unit 6 for quarter rest). If student gets out of game, I allow them to predict where the next catch will land so they can join back in the game.

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Students sit criss-cross in a circle. Knees touching neighbors' knees.
Wave at me with your left hand and then rest it palm up on your left knee.
Wave at me with your right hand, and rest it on your neighbor's left hand, palm up.
Use right hand to TAP, NOT SLAP neighbor's right hand.
Pass the tap around the circle.
Say the rhyme. Pull hand away on "you".
The person who is out, chooses a rhythm instrument. Game continues.
More challenging, speed up the tempo and/or start in two or more different places in the circle.

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Never let it rest (rest);
'Til your good is better and your
better is your best (rest).
Unit 6

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Music in the shared folder. I would do it in a different key than what is notated

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This is the setup I use for poison rhythm with drums.  We decode with the syllables and instruments at the same time

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Loved Fjaskern dance.  I do it in class the Artie Almeida way with rhythm sticks, but my kids will love this dance as well.  Thank you!!

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Loved Fjaskern dance.  I do it in class the Artie Almeida way with rhythm sticks, but my kids will love this dance as well.  Thank you!!

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"Bumper Cars"
Each student receives an index card...on the card they create a license plate (the letters/numbers represent them in someway...Ex..MUSIM0M
-Then have students fill each corner with something specific...like fav. color, fav. place, fav. color, etc...;
-Put music on for "Life is a Highway" by Rascel Flatts;
When the music stops, introduce yourselves to each other (the tallest goes first); I participate also, so that am learning their names as well; We use this activity for 10 min. for the 1st two days of school.

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I love how much the curriculum pays attention to fun musicing for the students. There's so much material and skills they need to learn and experience but it always comes back to joy. I'm so excited to be a part of a group of teachers that actively work to make music fun!

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Listen, Listen - switch "someone special" for their names.

Willoby Walloby
Mary Wore Her Red Dress
Say Your Name

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In case you have a "why" kid - I had a kid who asked why they had to wash their face so many times. I explained that there was a smudge on the mirror and it takes them washing their face 3 times to realize the mirror is dirty and not their face. I got some pretty great facial expressions that last time they cleaned the mirror.

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I love the concept of effortless assimilation. There are many times I find myself thinking "that's it" like it seems too simple. But that's exactly what our students need, for us to be able to teach in a way that they are learning effortlessly. 

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I love the concept of effortless assimilation. There are many times I find myself thinking "that's it" like it seems too simple. But that's exactly what our students need, for us to be able to teach in a way that they are learning effortlessly. 

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I feel like I learned so many great things this week and the unit plan and lesson plans really helped me apply these techniques.

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Thank you for providing info on how we can use Feierabend and still include a few other materials.

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Thank you for providing so many examples today. Great resource!

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I am the only music staff returning next year, our middle and high school director are new. Should I try to talk to the band directors about possibly using CS? Or perhaps sit down with them and talk about where they think 5th grade needs to be before middle school?

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Develop skills with patterns before songs

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Develop skills with patterns before songs

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Of course this is something that we do when we are trained in college, and it's certainly something I do with my middle school, high school, and college students. Learn your patterns (scales, arpeggios, etc.) Then learn the pieces that contain those patterns. I'm just finding it intriguing because I don't think/remember doing anything like this before I joined band. Just thinking about the skills the students could have is giving me chills!

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Such a thorough process, but I am so glad my first unit and first three lessons are done!!  Thank you, Chris for all your guidance (and patience) through this process.

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My students absolutely love this little video, they ask to watch it over and over.  https://www.youtube.com/watch?v=RIz3klPET3o

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I really like the idea of giving students 4beats of “think time” before verbally saying rhythmic syllables or solfege!

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Rachael Dial

I loved In the Hall of the Mountain King! It was so fun and I think my 5th graders would love it!

I also love the motions for the half note and the rest. It really helps kids know what they’re doing and for how long.

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The half note motion is easy and effective! Love that!

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I love that being musical is such a huge part of the curriculum. The rhythm syllables are easy to sustain pitch, and everything Chris presents is done musically. When I was leaning to read notation, it was so mechanical and when I went home and sang it played the guitar that is when I was musical. With this kind of teacher training I am learning how to teach more musically and I love it!

Maya

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Hall of the Mountain King...you can totally do the Macarena to it!

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You can do the hand jive and it fits. You have to freeze toward the end when he reaches the locked doors.

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I did this last year during my first grade program in the dark with flashlights. We did it with circles and half circles.

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I like this because you can really see and feel how long you're sustaining for. An idea for my middle schoolers would be a slight modification where the 2/4 half note would use a two beat arm motion from head and outward. When you learn whole notes you can do all four beats by putting two beats on the left side of your body and two beats on the right side. That same sweeping motion can move from far left to far right in four counts to see and feel the whole note.

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Looking at how often I see my students and where they are at musically, I believe we will be on unit one up to spring break. Would you recommend starting a unit you know you won’t finish before summer or add extensions to the unit you are working on?

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I love the smooth sustained motion Chris added to represent half notes. This will be much more effective than the motion I was previously using.

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I love finding out that a lot of the activities I’m already doing are preparing my students for CS! I love how First Steps and CS go hand in hand.

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So refreshing when the light bulb finally comes on.  Stretching the mind is so important, no matter how old we are.  Thankful for this opportunity to grow my mind this week and gain some insight to reach students in new ways.

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So refreshing when the light bulb finally comes on.  Stretching the mind is so important, no matter how old we are.  Thankful for this opportunity to grow my mind this week and gain some insight to reach students in new ways.

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Looking forward to Grumpy Marching fourth graders when they're ornery. 

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Looking forward to Grumpy Marching fourth graders when they're ornery. 

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Cody

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Grumpy March was very fun! Great energy release for rowdy classes maybe?

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Elem Ed teachers getting their steps in every day... 

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Elem Ed teachers getting their steps in every day... 

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Am I right???

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In the past I used Mr. E's apartment (a piano series), but of course it uses a different tonal sequence. I may dig that out again and see if I can correlate Unit 5 to it. When I used it the kids really remembered the pitch names on the staff.

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I just went on a mission trip to the country of Panama, and we played cut the cake in my ESL kids class. They LOVED it. So fun. I just picked it randomly out of the circle games book before we left. I'm excited to use it in my classroom.

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Patterns before songs.

1.) Sing the song with words 2.) Rhythm decode song by singing syllables. 3.) Tonal decode song by singing solfege

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Rachael Dial

Really appreciated the continued discussion this morning about the lesson and unit plans. It helped clarify several things for me.

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I'm looking forward to getting students I've had in the past as secondary students to take advantage of them being nostalgic for the things I taught them in elementary. I know I've enjoyed seeing things come up I haven't seen since I was a kid. That and I'm finding stuff I wish I'd learned as a kid. I love how much students can learn with this curriculum without even knowing their learning it.

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Rhythm Bingo Level 1 by Cheryl Lavender brings fun to beginning and intermediate levels of rhythm reading. This pack includes 20 reversible player cards each with two levels of difficulty. This pack does not include game tokens. Level A helps students learn simple rhythm patterns in 4/4 time.

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I love how there are so many ways to connect this to different types of learning! I love the visuals, stories, and hand motions!

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Cut the Cake is very fun! I think many grades could have a great time with it!

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The Singing Band by Carol Swinchoski :):):)

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The Singing Band by Carol Swinchoski :):):)

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https://www.feierabendmusic.org/2018-the-singing-band/

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List of Resources on FAME site are very helpful and include many songs and games not found in the teacher manuals. Nice perk, thanks!

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List of Resources on FAME site are very helpful and include many songs and games not found in the teacher manuals. Nice perk, thanks!

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I will totally used this! I plan on doing a music fundraiser by hosting a folk dance night for students, family, & staff.

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How would you adapt this curriculum for band or orchestra students?

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I like the apartment analogy! I think it would be helpful for the students' visualization.

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I love how Chris is holding her 4 fingers up and counts from pinky to pointer when we are improvising. I have come to to rely on that this week and will be using it in my classroom!

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Looking through the book, I’m noticing several selections from First Steps, but also Level 1 book.  This is definitely going to require careful consideration when planning for familiar/unfamiliar.

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https://overcast.fm/+Qi8v9rhhQ

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The tuneful, beatful, artful music teacher podcast

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The tuneful, beatful, artful music teacher podcast

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Episode 10

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We want them to leave us in LOVE WITH MUSIC!!  Literacy is secondary.

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We want them to leave us in LOVE WITH MUSIC!!  Literacy is secondary.

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Track used for Jefferson Reel is "Flying Tent" by Assembly.  You can purchase it on itunes on a CD called "The American Wake Soundtrack"

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Track used for Jefferson Reel is "Flying Tent" by Assembly.  You can purchase it on itunes on a CD called "The American Wake Soundtrack"

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I want them to say, "I remember dancing, singing, playing games, and doing rhymes." Paraphrased, of course.

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Other Side of the Tracks

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I have a 4th and 5th grade honor choir of ~30 students. These students then would have music once a week and choir once a week, and would be ahead of their peers. How would you recommend planning for them? I don’t want them to feel bored in general music, especially if they are in a whole other unit. Should I try to stay in the same unit as their general music class and just use different rep.? Or go ahead and have them move forward.

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There are several worksheets, flash cards, planners, etc. On TPT. Here is a screen shot of some writing workbooks.

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I've seen this piece recommended several times in the choir director facebook forum, I think it's listed as Level 2 on some states literature list.

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Reuben and Rachel (SAB ) arr. Greg Gilpin| J.W. Pepper Sheet Music

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Buy Reuben and Rachel (SAB ) arr. Greg Gilpin at jwpepper.com. Choral Sheet Music. This really makes the most of the good-humored quality of the tr

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If you use music play online poison rhythm and Solfege is already made on their website. (I think it is around $150 a year to use this site)

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I actually really enjoyed working with the unit plan and lesson plan templates! Love finding new ways to help me be more organized and productive.. and I think these are both excellent templates!

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This person obviously didn't know the goldmine they were sitting on!  This was for sale today on one of the FB forums......

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"We are actively making music but we read notation"
"Conversational Solfege is a reading curriculum-reading first and then later grammar";
Music literacy first and then later, Music theory"

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I love the subtle but useful integration of music technology utilized in Mrs. Power's class. Seeing the implementation of recording to show competency must definitely be used in my class !

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"Student Voice and Student Choice"-I need to do a better job at integrating student literature choices with choir students. At Christmas and Spring Concert times they have input of song choice ideas but I need to integrate choice into the writing, and creating phases in my courses.

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I have appreciated the strategies for teaching the meter of  6 ; This meter has
8
always been a struggle for my students to be successful in. We will be definitely be spending much time in Unit 3 steps 1 & 3 to really help my students grasp this more efficiently.

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Matthew’s new time to beat is 1 minute, 7 seconds.

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Even though I no longer have to turn in lesson plans at my new school, I find that First Steps has me continuing to lesson plan and Conversational Solfege will as well.  I think this is great; it’s making me better at my job, helping give the students quality instruction, and really forces me to be thoughtful in my planning and instruction each week.

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I recorded Ghost of John with the Ostinato, can't wait to share it with my classes.

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Loved the ostinato for Ghost of John! I sang it last year with my students and this will be such a fun addition this coming year.

It’s also been so nice to see so many of these songs and dances/games in action, rather than having to read about them in the book. It makes them come alive and is just adding to my arsenal of activities to do!

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Term I use for moving fingers when singing note names on recorder. Helps me avoid using finger/fingering..... 🙄

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Extensions...I think it would be such an exciting moment to have students direct their classmates in performances of their compositions, performing vocally, instrumentally, or both!

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We are required to turn in lesson plans at my school, but they are literally never looked at and administration never checks up on what I'm doing. I still do lesson plans, but they are not as in depth as the example most days. I don't want to be where I'm at forever, and I would like to prepare for moving to a more responsible district in the future...

Just curious - how many of you teach in a district where the quality of your written lesson plans are of high importance to administration?

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I absolutely love the ostinato addition to Ghost of John! My kiddos will love that.

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I don't have much elementary experience, just my methods course and internship, but I have seen and done a handful of these songs at tons of summer camps! Starting from students in grade six all the way up to 12. It's always funny to see the older ones hesitate to participate but by the end of the camps they are having a blast!

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If you do not have 1:1 devices in your classroom, what do you have students do while you are trying to work with small groups or individual students?

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Can we get a pdf copy of the lesson plan template?

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I love composing with words that are there! I feel like something that might be interesting is to pair a poem they write in their regular classrooms and compose to that poem so their classes come together!

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https://www.schoolsin.com/FSC-FE121-32A.html?gdffi=87d5bc24708249afbdd04431b8f2509f&gdfms=930AE1428F8D4FE2A923AA97CBE716DA&gclid=EAIaIQobChMI-_qt5uuH4wIVkVMNCh2DaAItEAQYASABEgII1_D_BwE$179

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Our kids start EVERY school day with a morning meeting; like an assembly. From N3 to Grade 8. Music is played as they file in and sit in their sections by grade. A teacher or group of teachers share something (poetry, cultural relevant events, etc.), and we end it by singing a few songs from the very vast repertoire. We sing in parts, do rounds and canons, and just make music together. Ghost of John is one of those songs that they have done for over 20 years. It'll be nice to add the layer of ostinato to it.