UNIT X 196 | UNIT 5 PRACTICE Instructional Routine: Music p. Txxxiv Essential Question: How do songs make you feel? • Write the Essential Question on the board. Have children talk about their answers in pairs. ANSWERS Sample answer: Different songs make me feel different ways. Loud, fast, happy songs give me energy. Slow songs with sad words ma ke me sad. • Draw icons or symbols to represent preferences Draw a happy face, a sad face, and a neutral (meh) face on the board. Tell children you will play three songs for them and they will draw a face to indicate how each song makes them feel. Choose popular songs that children will recognize and play a short section. • Connect to math After listening to the songs, collect data from the class to find out how the songs made them feel. Choose one song to create a bar graph for. Song: Happy When It’s Rainy A • Listen actively Play the audio. Tell children to listen without looking at the words. Tell them to write down three words they hear. Play the song again and challenge children to write three more words. Play the song a third time and tell children to read along. Then ask them to compare their lists of words with the song. What words did they hear correctly? • Sing along Play the song again for children to sing along. Then ask children to sing without the audio. Monitor for clear pronunciation. B • Ask and answer Have children ask and answer the question with a classmate. Tell them to explain their answers. They can talk about how the rhythm of the song makes them feel as well as the words to the song. • Encourage self-awareness Brainstorm and review words for feelings to help children discuss the topic. • Participate in conversations Have children describe sunny and rainy days. Write children’s responses on the board. Then have them talk about the way they feel on rainy days and on sunny days. Practice Book p. 106 COMMUNICATE EXPLORE AND LEARN FORMATIVE ASSESSMENT Say and write: I am ______ today. I am ___ when it is sunny because ___. I am ___ when it is rainy because ___. DIFFERENTIATED INSTRUCTION Scaffold Pair children who have lower levels of English language proficiency. Offer them sentence frames for ways to talk about how they feel during different types of weather. Provide separate word banks for weather and for feelings. I am ___ when it is ___. Amplify Pair children who have higher levels of English language proficiency. Ask them to think critically about the poem and answer these questions: 1. When is the singer happy? When is the singer sad? 2. How does weather change how the singer feels? (The singer is sometimes happy and sometimes sad. The weather doesn’t change how the singer feels.) Song A Listen and sing. Happy When It’s Rainy Sometimes I’m happy when it’s sunny. Sometimes I’m happy when it’s rainy. Sometimes I’m happy when it’s cloudy. How do you feel today? Sometimes I’m sad when it’s sunny. Sometimes I’m sad when it’s rainy. Sometimes I’m sad when it’s windy. How do you feel today? B How does the song make you feel? CONNECT TO Music UNIT 5 196 CON22_1_SE_U05_196-197_CMA.indd 196 30/10/2020 11:44 UNIT 5 / CONNECT TO MUSIC
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