Lesson 1
1. Power point: Students echo rhythm patterns with words. Review quarter notes, eighth notes, and introduce sixteenth notes.
2. Sing song. Note how fast we have to sing “chicken on the”.
3. Sing again, this time substituting “chicken on the fence post” for “do, do, do, do, do, do”. Pantomime playing a xylophone with alternating hands on the same note.
4. For “Hello, Susan Brown!”, students will play the pentatonic scale backwards. Students pantomime alternating hands DOWN (to the LEFT). Show visual and demonstrate on board.
5. Students take turns playing xylophones. Visual aids here.
1. Power point: Students echo rhythm patterns with words. Review quarter notes, eighth notes, and introduce sixteenth notes.
2. Sing song. Note how fast we have to sing “chicken on the”.
3. Sing again, this time substituting “chicken on the fence post” for “do, do, do, do, do, do”. Pantomime playing a xylophone with alternating hands on the same note.
4. For “Hello, Susan Brown!”, students will play the pentatonic scale backwards. Students pantomime alternating hands DOWN (to the LEFT). Show visual and demonstrate on board.
5. Students take turns playing xylophones. Visual aids here.
Lesson 2
1. Review all information from last lesson.
2. Teach Section B: Question and answer. Teacher says “Fence post, fence post?” Students respond, “Fence post, yeah!” (4 times) Students will improvise their responses on the xylophones, using only notes from the pentatonic scale. At the very last response, they need to end on “do”, which is “G”. Explain why.
3. Put Sections A and B together with students taking turns on xylophones.
Simpler version:
