“Ifetayo” SOM K K.SL.CC.1 Participate "Must Be Santa" SOM K with varied peers and "March of the Toys adults in collaborative from Babes in Toyland conversations in small (Herbert)" SOM K or large groups about "Tree of Peace" SOM K appropriate Kindergarten topics. Demonstrate the Start and stop in “Gonna Shake Out My Vocabulary/Phonics: R2.A ability to move in response to auditory Hands” (See Appendix) Show students a visual Musical Concepts and response to auditory cues (e.g. beginning of multiple traffic signs, Effect cue with locomotor and ending of poem or “What Will You Be on such as the one found With guidance, and non-locomotor song, teacher starting Halloween?” SBMM K at . Encourage students demonstrate movement (e.g. start and stopping playing (Stand still and sing to identify and read the awareness of music and stop, freeze and an instrument) or during vocal sections, ones they recognize by concepts (such as walk, etc.) visual cues. As students walk to steady beat as sight and use context perform this task, favorite character or same/different clues and phonics skills assess their focus, costume on sections of music, to decipher the ones attention to the instrumental sections.) musical sounds, or they do not. Discuss conductor, posture and simple musical what “auditory” means, other performance and what cues a characteristics in a skills using a conductor might use to or . listening selection. Lay a short length of tell musicians to start knitting yarn on the and stop. ground. Provide small K.RL.IKI.7 -With unpitched percussion prompting and for students to play as support, describe the
“Ifetayo” SOM K "Must Be Santa" SOM K "March of the Toys from Babes in Toyland (Herbert)" SOM K "Tree of Peace" SOM K K.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate Kindergarten topics. R2.A Musical Concepts and Effect With guidance, demonstrate awareness of music concepts (such as same/different sections of music, musical sounds, or simple musical characteristics in a listening selection. Demonstrate the ability to move in response to auditory cue with locomotor and non-locomotor movement (e.g. start and stop, freeze and walk, etc.) Start and stop in response to auditory cues (e.g. beginning and ending of poem or song, teacher starting and stopping playing an instrument) or visual cues. As students perform this task, assess their focus, attention to the conductor, posture and other performance skills using a or . “Gonna Shake Out My Hands” (See Appendix) “What Will You Be on Halloween?” SBMM K (Stand still and sing during vocal sections, walk to steady beat as favorite character or costume on instrumental sections.) Lay a short length of knitting yarn on the ground. Provide small unpitched percussion for students to play as Vocabulary/Phonics: Show students a visual of multiple traffic signs, such as the one found at . Encourage students to identify and read the ones they recognize by sight and use context clues and phonics skills to decipher the ones they do not. Discuss what “auditory” means, and what cues a conductor might use to tell musicians to start and stop. K.RL.IKI.7 -With prompting and support, describe the