• Reading:
• • Puppy Puppy Please Puppy (Pr5.1: Chant alone and with others, containing level-appropriate expressive elements and elements of music)

• Dalcroze (Re7.2: Use movements to illustrate
  steady beats, strong beats, and the absence of the steady beats. Awareness of Locomotion)

• The Little Old Lady (Cr 3.1: Gather and experiment with personal, peer, or teacher feedback to refine personal musical ideas)

• Reading:
• • Yo! Yes!

• Double Double (Form: a a b a)
• Engine Engine Number Nine (Form: a a a a)
• Bee Bee Bumble Bee (Form: a b b b)
• Rhythm Activity

• Engine Engine Number Nine (4.3: Tempo: (e.g., fast, slow, walking tempo)

Introduce the cultural background of the music materials, and deliver the activities culturally responsive with sensitivity. 

Pr 4.1: 

With limited guidance, relate/compare, demonstrate  personal interest in varied musical selections.

• Hula Noho: C-A-T, Pōpoki 
• Let's Sit in Rows (Mandarin - 排排坐)
• Little Ants (Mandarin - 小蚂蚁)
• The Door is Open, But I Can't Get In (Mandarin - 大门开开进不来)
• Sae Neun Sae Neun (Korean, Bird and Mouse)
• I Tamwarake n te ni (Kiribati, I Climb Up the Coconut Tree)

• Let's Sit in Rows (Mandarin - 排排坐) (Rhythm: Ta, titi; Form: a a b)
• Little Ants (Mandarin - 小蚂蚁) (Rhythm: Ta, titi; Form: a b a b)
• The Door is Open, But I Can't Get In (Mandarin - 大门开开进不来) (Rhythm: Ta, Titi; Form: a a a a b c)
• Sae Neun Sae Neun (Korean, Bird and Mouse)
• I Tamwarake n te ni (Kiribati, I Climb Up the Coconut Tree)

• Big Fish, Small Fist (Mandarin -  大鱼不来小鱼来) (Dynamics)
• Samoan Sasa (Tempo) 

Vocal Exploration

• Mouse First Halloween
• Don't Let the Pigeon Drive the Bus
• Short Cut

• Explore four levels of voices (singing, whispering, speaking, roaring (deep))

• Teddy Bear, Teddy Bear
• Lemonade

Rounds

• Wake Up Rooster (3rd phrase)

Introduce the cultural background of the music materials, and deliver the activities culturally responsive with sensitivity. 

With limited guidance, relate/compare, demonstrate  personal interest in varied musical selections.

• Looking For a Friend/Zhou Peng You (Mandarin -  找朋友); key of C

• Naughty Kitty Cat
• Johnny works with one hammer
• Bow Wow Wow?
• Apple On a Stick

• Gr1: *Perform music for a specific purpose with expression. 
• Apply correct techniques during performance
  
  • • body percussion - Rock Paper Scissors
    • classroom instruments - Bee bee bumble (unpitched);
    • found sounds
    • vocal exploration - Book reading
    • four levels of voices
    • solo and group

Introduce the cultural background of the music materials, and deliver the activities culturally responsive with sensitivity. 

With limited guidance, relate/compare, demonstrate  personal interest in varied musical selections.

• Rock Scissors Cloth (Mandarin -  石头剪刀布) (Body percussion)
  
• Kaeru No Utaga (Japanese -  The Frog Song) (Pitched instruments)
  
• Sushi Roll (Hawaiian Style) (Unpitched instruments)
  
• Jamjari Kkongkkong (Korean, Dargon Fly) (Pitched and unpitched instruments)

• Recording: Angry Bird

• Improvise and create with ta, titi, & Z on non-pitched instruments

• Book Reading:
  
  • Roll Over
• Call & Response: Shoo Turkey

• Pease Porridge Hot
• Alligator Purse

• Improvise and create with ta, titi, & Z, so-mi-do on pitched instruments
• Mooncake Festival (Solos here for everyone) - ABA form

• Book Reading:
• • Goodnight Gorilla
• Dalcroze

Introduce the cultural background of the music materials, and deliver the activities culturally responsive with sensitivity. 

With limited guidance, relate/compare, demonstrate  personal interest in varied musical selections.

• Iyang Iyang (Malaysian, Pitched and unpitched instruments)
• Sorida (African)

• Pease Porridge Hot
• Sorida

Use movements to illustrate:

• Dalcroze eurhythmics: Rhythm, e.g., steady beats, strong beats, and the absence of the steady beats
• Perform clap, walk, and run to the basic pulse
• Goodnight Gorilla: So-mi-do, skips and steps, melodic direction/contour
• Engine Engine Number Nine: show deviation in tempo such as accelerando
• Awareness of Locomotion. (Gain accuracy in walking, running, hopping, jumping, and galloping.). Awareness of Time
• Move to the meter of 2
• Stick Man

Re7.1: Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

• Gr1: Identify/relate, with limited guidance, the influence of personal interests and experiences on musical listening preferences.

Re8.1: Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. 

• Gr1: Identify dynamics and tempo that reflect creators’/performers’ expressive intent in a selected musical work.
• • Dynamics: Vivaldi, Spring, Vivaldi, Winter
  • Legato: Saint-Saëns: Aquarium
  • Staccato: Bela Bartok: Staccato

Re9.1: Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established. 

• Gr1: With limited guidance, share/relate personal and expressive preferences for specific purposes.
• • e.g., moving to music that reflects a variety of mood, use colors and numbers associate with the mood of the music

• creative movement
• storytelling
• body percussion
• line and circle games
• singing games