UNIT X 116 | UNIT 3 Instructional Routine: Music p. Txxxiii Listen and Sing A • Match oral to written words Have students listen to the song once without looking at the lyrics. Then replay it, asking students to follow along silently. • Listen and repeat Replay the first verse, stop the audio, and have students repeat the verse, matching pronunciation and tempo. Repeat with the second verse. Essential Question: How can songs be part of our roots? Have students read the Essential Question. Then have students say their answers as you write them on the board. ANSWERS Sample answer: Songs can be part of our roots when they have special significance to the cultures and countries we come from. B • Ask and answer Have students identify the animals in the pictures. Have students work in pairs to match the pictures to each stanza of the song. Call on volunteers to share their answers. Tell the students to read the question in the stanza that describes the picture. • Use prior knowledge Point out that we rarely see the animals mentioned in the song, even without the funny actions. Ask: Why is it hard to see these animals in the wild? What can we do to protect these animals? (Sometimes humans destroy animal habitats. Conserving the wilderness protects animals) ANSWERS 1. C; 2. D; 3. B; 4. A C Connect to self Read the directions aloud. Point out to students that parts of the song repeat themselves. Explain that repetition of verses in songs helps you memorize them and also helps pass the time while going on trips. Have students work with a partner to share information about their road trips. ANSWERS Sample answer: I think people sing in the car to make the time go faster on a long trip and to keep themselves entertained. We sing “You Are My Sunshine” and “Don Alfredo Baila.” We sing in the car when we are taking a long journey and in the kitchen when we are cooking together. Practice Book p. 63 EXPLORE AND LEARN PRACTICE COMMUNICATE FORMATIVE ASSESSMENT Say and write: More funny animals Describe another animal doing a funny activity. Write a rhyming question like the ones in the song to describe your picture. DIFFERENTIATED INSTRUCTION Scaffold Have students describe the pictures. Then have them identify the words and expressions in each stanza that identify the picture. In Picture 1, students see a moose and a goose. The song says (in Stanza 3) Did you ever see a moose kissing a goose? Amplify • Give students the opportunity to present their new verses of the song to the class. • Alternatively, students can perform the song in small groups, changing the rhythm and tempo of the song. UNIT 3 / CONNECT TO MUSIC A Down by the bay Where the watermelons grow Back to my home I dare not go. For if I do, my mother will say, “Did you ever see a bear Combing his hair Down by the bay?” B Down by the bay Where the watermelons grow Back to my home I dare not go. For if I do, my mother will say, “Did you ever see a bee With a sunburned knee Down by the bay?” C Down by the bay Where the watermelons grow Back to my home I dare not go. For if I do, my mother will say, “Did you ever see a moose Kissing a goose Down by the bay?” D Down by the bay Where the watermelons grow Back to my home I dare not go. For if I do, my mother will say, “Did you ever see a whale With a polka dot tail Down by the bay?” Down by the Bay Listen and Sing A Listen to the song. Then, sing the song. B Match each verse to a picture. 1. 2. 3. 4. C Making connections This is a song people can sing when they are in the car for a long time. Why do you think people sing in the car? When and where do you sing? How can songs be part of our roots? ? ESSENTIAL QUESTION CONNECT TO Music UNIT 3 116
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