Unit 7: Sing a Song—Paint a Picture

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A theme guide for kindergarten | Unit 7 Sing a Song—Paint a Picture

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Produced by the KinderCorner 2nd Edition Plus Team

Cathy Pascone Jennifer Austin Lori Martin Richard Gifford Coleen Bennett Joe H. Wilson Marti Gastineau Russell Jozwiak Deb Branner Karen Poe Meghan Fay Sarah Eitel Devon Bouldin Kate Conway Michael Hummel Sue Belt Irene Baranyk Kathy Brune Michelle Zahler Susan Perkins Irina Mukhutdinova Kelly Rose Nancy Madden Teresa Blanton James Bravo Kenly Novotny Nick Leonhardt Tina Widzbor Jane Strausbaugh Kimberly Sargeant Patrice Case-McFadin Tonia Hawkins Janet Wisner Laura Alexander Patricia Johnson Wanda Jackson Jeffrey Goddard Laurie Warner Rebecca Prell Wendy Fitchett

We wish to acknowledge the coaches, teachers, and children who We wish to thank Pitney Bowes piloted the program and provided valuable feedback. and Macy’s for their generous We wish to acknowledge the creative contributions of our funding in support of the collaborators at Sirius Thinking, Ltd. development of engaging media for the Home Link shows. The Success for All Foundation grants permission to reproduce the blackline masters of this KinderCorner 2nd Edition Plus theme guide on an as-needed basis for classroom use. KinderCorner is brought to you by the Success for All Foundation in partnership with Sesame Workshop, the non-profit educational organization behind Sesame Street.

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300 E. Joppa Road, Suite 500, Baltimore, MD 21286 PHONE: (800) 548-4998; FAX: (410) 324-4444 E-MAIL: [email protected] WEBSITE: www.successforall.org Table of Contents

Why Sing a Song—Paint a Picture?...... 1

Daily Focus...... 2

Vocabulary...... 4

Peek at the Week...... 6

You Will Need...... 10

Daily Lessons...... 17

Day 1...... 17

Day 2...... 49

Day 3...... 77

Day 4...... 105

Day 5...... 127

Day 6...... 147

Day 7...... 179

Day 8...... 203

Day 9...... 229

Day 10...... 253

Appendix...... 273

SETTING THE SCENE | Unit 7: Sing a Song—Paint a Picture

Why Sing a Song–Paint a Picture? Music and art are universal. These creative outlets of human expression are found in every culture and have existed in every period throughout history. Art and music bring aspects of beauty and joy into the classroom. All children, regardless of their native language or stage of development, can enjoy music and art even if they simply clap out a rhythm or draw marks on paper. Children come to appreciate beauty in the world around them through their experiences with music and art. “Music,” according to Confucius, “produces a kind of pleasure which human nature cannot do without.” In the first part of this unit, students will explore various types of music and experiment with classroom musical instruments in addition to instruments that they have constructed for themselves. In the second part of the unit, students will be offered a variety of materials with which to create art that is meaningful to them. They will also have an opportunity to blend art and music in the art lab when they create art that is inspired by music. These creations will be as diverse and beautiful as students themselves. Observe your students and their work closely so your comments will be authentic. Not every piece of work is designed to be pretty, and certainly not all are great. Let your praise reflect your genuine appreciation of the student’s effort and the specifics of each work. The appendix page Talking with Your Students About Their Art offers suggestions on how to do just that. Commenting on colors, lines, and forms shows the student that you appreciate his or her unique approach. Students’ experiences of music and art can be greatly enhanced by trips to concerts and museums and/or by visits from local musicians, artists, and craftspeople. The appendix includes suggestions that you and the children’s families can use to enhance your enjoyment of museums. A briefing paper from the National Art Education Association (NAEA) is also included to inspire your teaching and broaden your perspective on the suggested activities. Please find ways to extend this cultural and creative enrichment throughout the year. In this unit, a special effort has been made to link music and literature by using a new favorite, The Jazz Fly, featuring jazz‑band instruments and the children’s classic Prokofiev’sPeter and the Wolf, written for symphony orchestra. Each introduces storytelling through instrumentation and develops children’s ability to aurally identify individual instruments and musical themes. Trumpets herald Peter while ominous horns warn of the wolf, and kettle drums announce the appearance of gun‑toting hunters near the end of the story. This brief presence of guns in the story gives you the opportunity to address issues that may be critically important in your community. Your knowledge of your students’ community can guide your discussion. The Resource Corner lists several excellent references for early violence prevention. Please also see the margin notes next to day 1’s STaR lesson that suggest discussion points regarding the hunters and their guns. Throughout this unit, students develop skills for finding win‑win solutions to conflicts so the parties involved each get something that he or she wants. Students learn through the win‑win process that there is more than one way to solve a conflict. During the second week of this unit, you will transition from Stepping Stones to KinderRoots. Take some time to reread the information in the teacher’s manual before day 6 to reacquaint yourself with the new format and activities. In KinderRoots, students will move on to reading Shared Stories. Twice a week students will take home their own copies to read with family members.

KinderCorner 2nd Edition Plus Theme Guide 1 SETTING THE SCENE | Unit 7: Sing a Song—Paint a Picture

• Music is arranged sounds played on instruments. • There are four instrument families: brass, percussion, string, and woodwind. • Music can tell stories through rhythm, tempo, and dynamics. • People around the world create and enjoy music. Sing a Song— • We can all make music and be musicians. daily focus • Art is the arrangement of color and form created by artists. Paint a Picture • Artists choose from a wide variety of materials to create artwork. • There are many ways to express ideas and feelings through art. • People all over the worlds create and enjoy art. Creative Domain • We can all create artwork and be artists. Students will: • experiment with musical instruments. { • enjoy a variety of musical and artistic styles and genres. • participate in singing and dancing activities. Language/Literacy Domain • experiment with a variety of art materials. Students will: • identify similarities and differences among artistic representations. • demonstrate an increasing awareness of the sounds of language. • pretend with objects. • blend and segment syllables. • take on dramatic roles. • identify story elements. • approach activities with increasing flexibility and imagination. • make inferences and draw conclusions about stories they have heard. • recall and sequence story events. Emotional/Personal Domain • use increasingly complex vocabulary (theme Students will: and descriptive). • demonstrate confidence in their abilities. • identify and write uppercase and lowercase • participate actively in classroom activities. letters and numerals. • express feelings appropriately with words. • know the alphabet. • stand up for themselves. • identify and write letter sounds. • make increasingly independent decisions. • blend letter sounds to read words. • respect differences. • read groups of words and short sentences. • recognize sight words. Cognitive Domain • use letter names to spell sight words. • write readable words with Students will: approximated spelling. • begin to understand • recognize basic punctuation (periods, commas, cause‑and‑effect relationships. question marks) and identify their meanings. • classify objects by their physical characteristics. • demonstrate an interest in writing to • observe and make discoveries. communicate meaning. • play Brain Games to develop working memory, response inhibition, and attention control.

Mathematical Domain Students will: • develop numeric awareness. • count by 5s and 10s. Social Studies Domain • compare, count, and analyze graphed data. Students will: • Identify number combinations for 1–10. • demonstrate an appreciation of and respect for • Represent a model for addition differences in customs of varying cultural group. using manipulatives. • demonstrate an awareness of the roles that people play in society. • acquire concepts about various methods of communication.

Science Domain Students will: • begin to develop a basic understanding of the properties of objects and materials. • begin to develop a basic understanding of the properties of sound. • observe, predict, experiment, and draw conclusions. • identify primary and secondary colors.

Physical Domain

Interpersonal Domain Students will: Students will: • engage in gross‑motor activities such as running and jumping. • converse with adults. • jump forward, backward, and sideways with • give “I” Messages. control and coordination. • take turns and share. • hop several steps forward using either foot. • cooperate with others on completing a task. • jump rope when assisted by others who are • participate appropriately in swinging the rope. cooperative activities. • throw, kick, or roll an object in an • practice the win‑win process of compromise intended direction. and discussion to resolve conflicts. • move to a rhythm. • begin to demonstrate empathy and consider • bounce a ball to create or replicate a rhythm others’ wants and needs. or pattern. • manipulate small objects with precision.

KinderCorner 2nd Edition Plus Theme Guide 3 SETTING THE SCENE | Unit 7: Sing a Song—Paint a Picture

Vocabulary

Background Words Music Art Cultural Readle band blue country happy brass color English composer dance French marching draw globe note feelings Latino percussion green salsa quick ideas Spanish rhythm museum world sing orange slow paint strings picture tune primary color volume purple woodwind red sculpt secondary statue yellow

Students will encounter background vocabulary words in natural ways throughout the unit. You will have a variety of opportunities to help students acquire these basic words that many students already know when they arrive in kindergarten.

Theme‑Related Words artist language artwork materials band musician beautiful orchestra create practice dynamics style

express tempo STaR Words instruments brave

The theme‑related vocabulary words are explicitly taught each day. Encourage your students to use them whenever possible elegant throughout the theme. famous festivals lectures Math Words pose add rambling combination sculpture Through Math Mysteries and 15‑Minute Math activities, students will learn important mathematical vocabulary silently that will help them to communicate the new concepts that they are developing tend in math. trembled

STaR words help students to enrich their speaking vocabularies and increase their story comprehension.

KinderCorner 2nd Edition Plus Theme Guide 5 SETTING THE SCENE | Unit 7: Sing a Song—Paint a Picture

Peek at the Week 1

Lesson Component Day 1 Day 2 Day 3 Day 4 Day 5

Greetings, Readings, Arrival Activities Arrival Activities Arrival Activities Arrival Activities Arrival Activities & Writings : Gathering Circle Brain Game: Who Stole the Honey Pot? Skill lesson: Introduce win‑win solutions. Skill lesson: win‑win solutions Win‑win solutions Class Council Play Who Stole the Honey Pot?

Theme Exploration Listen to The Jazz Fly. Learn about instrument families. Learn about tempo and dynamics. Learn about music around the world. Learn about marching bands. The Tortoise and the Hare

Rhyme Time “We Make Music Together” “We Make Music Together” “We Make Music Together” ”We Make Music Together” “We Make Music Together” Recognize alliteration. Blend sounds to make words. Segment words into sounds. Blend syllables to make words. Segment words into sounds.

STaR Peter and the Wolf Listen to instrumental version of Salsa Retell Salsa by relating story events to Free Choice Focus: critique Peter and the Wolf. Focus: Ask questions about unknown words. objects or pictures.

Play Along: Role‑play as musicians and Play Along Play Along Play Along Play Along Dramatic Play Lab orchestra members.

Build It!: Use blocks to build structures. Playing Percussion: Use rhythm sticks to play Playing Percussion Playing Percussion Playing Percussion Blocks Lab wooden blocks.

Ingenious Instruments: Create Ingenious Instruments Ingenious Instruments Ingenious Instruments Ingenious Instruments Art Lab musical instruments.

Music, Music Everywhere: Explore Music, Music Everywhere The Tortoise and the Hare The Tortoise and the Hare The Tortoise and the Hare Classroom Library Lab theme‑related books. Use story pieces to retell the story of the tortoise and the hare.

Play School: Role‑play in a school setting. Play School: Word and Picture Match: Match Play School: Word and Picture Match Play School: Word and Picture Match Play School: Word and Picture Match Literacy Lab words to their illustrations.

Put It Together: Combine manipulatives to Put It Together Put It Together Put It Together Put It Together Math Lab show sets of 1–3.

All Kinds of Music: Explore educational All Kinds of Music All Kinds of Music All Kinds of Music All Kinds of Music Computer/Media Lab software or listen to music.

Free Exploration: Explore properties of sand Sound Off: Investigate sound properties of Sound Off Sound Off Sound Off Sand/Water Lab and/or water. glass and water.

Percussion Exploration: Experiment with Percussion Exploration String Along: Experiment with rubber‑band String Along String Along Science Lab percussion instruments. percussion instruments.

Free‑Choice Writing: creative writing on Favorite Instruments: Write about your Favorite Instruments Favorite Instruments Favorite Instruments Writing Lab topic of choice favorite instrument.

15-Minute Math Introduce the Our Activities Graph. Continue counting and Continue counting and Continue counting and Continue counting and number‑awareness activities. number‑awareness activities. number‑awareness activities. number‑awareness activities.

Snack • Outside • Listen to cultural music. Serve cheese, crackers, and fruit slices. Serve vegetable slices. Serve tortilla chips and mild salsa. Engage in large‑muscle Gross-Motor Play Structured or unstructured play Unstructured play Create and repeat rhythms by bouncing balls. Sing and jump with jump ropes. unstructured activities.

Introduce “The Alphabet Chant.” Introduce word presentation and Free‑choice partner reading Free‑choice partner reading Free‑choice partner reading Transition to KinderRoots Introduce Shared Stories. sentence reading. Focus sound: /a/ Focus sound: /s/ Focus sound: /d/ Making Music Making Music Focus sound: /m/ Focus sound: /m/

2 Identify number combinations for Identify number combinations for 4. Identify number combinations for 5. Represent addition with objects. Represent addition with objects 37 Math Mysteries 1–3 objects. and drawings. Let’s Daydream “Tuning Up” “Tuning Up” “Music Class” “My Violin” “The Girl Who Makes the Cymbals Bang”

Write Away Write about your favorite musical Write about your favorite Write about an object that might create a Write about the kind of music your family Add a sentence to one written on days 1–4. activity today. musical instrument. loud or soft dynamic. listens to at home.

Let’s Think About It Introduce character instruments from Listen to music from each of the four Play Repeat the Beat with instruments. Listen to and sing “Are You Sleeping?” in Review what it means to be a musician. Peter and the Wolf. instrument families. English, French, and Spanish. Play Telephone with new vocabulary.