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To Kill a Mockingbird Essay. How To Write Eulogy. Order Your Excellent Paper. After students choose instruments, hang a construction face on the blackboard and have each group play the instruments that they chose for that emotion. Discuss if they would have picked the same instruments for the emotion listed. Students will individually explain why they would have picked the same instrument or a different one to describe an emotion.
Teacher will ask if students understand why each instrument was chosen and the reasoning that each group gave. Review several poems that have been read during class. Ask what the children feel after each poem. Did you feel happy? Did you feel sad? Did you feel excited? Did you feel scared? Students will create different musical sound effects for the poems depending on the mood of the poem. Explain that today is a day for reading poems and discussing the situations and emotions found in them.
After reading the students will put sound effects to them. Students will then be assigned into groups to discuss poems and put sound effects to poems.
Students will perform poems for group. Students will choose a short poem and perform it using one instrument for sound effects. Students will explain why they chose their instrument and the poem they read and the feelings they tried to produce with the poem and sound effects. Play Overture ask students what emotions they feel and what images they see as they listen. Explain story behind music.
Students will create stories that tell how they feel and the images a particular piece of music produces. Introduce the three different musical selections and tell the students that they are going to discuss the different feelings that each piece of music produces and then write a story about their feelings and the images they saw while listening. Place students in groups of three and give them one of the pieces of music to listen to. Students then discuss what they were feeling when the music was played.
Teacher speaks to each group giving feedback or probing questions to get ideas started. After small group discussions, the class as a whole discusses each piece of music and the feelings that were produced. Ask students to write a story about what the music meant to them. Each story should deal with the emotions that they felt during the music.
Students will read their stories to the background music and discuss why they wrote what they did. They will describe what they felt and give examples of situations that make them feel the same way.
Introduce the guest speaker. Allow for minutes for discussion about emotions and who to contact when they are having problems. The students will build on prior lessons, by performing for others the stories they created. The students will understand that help is available when they are dealing with difficult emotions. Explain to students that they will be making puppets to tell the story they wrote the lesson before. Have students decide what type of emotion they would like to display on their puppet.
To make the puppets mouth, use upper half of the fold for the upper lip, and the bottom of the lip is underneath the fold. Monitor and observe students. Discuss what emotion they are trying to portray and how best to do that. In groups, students discuss how best to present their stories, then present stories to each other. Explain that each group needs to pick a story that they want to present to the 1st graders. Write on board as reminder. Students accurately describe what emotions their story and puppets represent to the 1st graders.
They are also able to answer questions posed to them by those students. I hate it when you do, it makes me feel so miserable, I want to run from you. Someone with sad underwear. How can that be? Will they let me go when I need to go to the bathroom? And what if I get lost on my way back to class? And what if all the other kids are a hundred, a thousand, a million times smarter than I am? And what if we have spelling test, or a reading test, or an….
And what if all of a sudden a tooth gets loose? Will they let me starve or will somebody lend me a sandwich? And what if I took off my sneakers and also my socks, and also my jeans and my sweatshirt and T-shirt, And started the first day of school on the second day? This username and password combination was not found. Concordia University - Online. Learn more about our online M.
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LIST POEM. Cat Bath. She licks her neck. She licks her nose. She licks her legs. She licks her toes. She licks her tummy, She licks her back. Then she rubs my leg.
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Title - Music & Emotions Unit By - B.A. Primary Subject - Music Secondary Subjects - Art, Language Arts Grade Level - 4 (adaptable) Lesson 1 (4th grade) Topic. National Poetry Month Build grammar skills using this article about Jack Prelutsky and his poems. Click for a PDF (portable document format) printable version of this Every-Day Edit activity. Scroll down or click for work sheet text and answer key.. Click for our archive of .
My students and I were about to embark on an adventure in poetic exploration and self-expression. We were going to have a poetry slam. Great Illustrated Books. Books for Babies; Storybooks; Easy Kid Reads; Just the Facts; STORYBOOKS.