Charlie Brown- Linus and Lucy
Grade: 3rd
Objectives:
Materials and Repertoire:
Repertoire: Linus and Lucy from Charlie Brown (adapted to G major)
Xylophones and mallets
Paper xylophones to practice on
Charlie Brown PPT
Charlie Brown SmartNotebook activities
Piano to accompany students
Lesson One
Materials: Charlie Brown PPT, piano to play Linus and Lucy (or audio file)
Have first slide of PPT up as you introduce Charlie Brown. Play the song on piano while students choose characters to dance as.
Move through PPT and introduce dance movements for Linus, Pig Pen, Freda, and Shermy
Play video while students follow visuals in video
*Freda’s dance movement is clapping 4 times to one side, then clapping 4 times to the other side
Continue reviewing dance each day until students are comfortable dancing without the video or support from the teacher
Lesson Two
Materials: Linus and Lucy audio file
Introduce chants and body percussion:
Lesson Three
Materials: Visual with solfege notation for melody
Replace the “Peppermint Patty” chant with solfege. Have students echo patterns of song until they can sing the whole melody at a slower tempo. Continue to push students to sing at the correct tempo. Encourage students to continue body percussion.
Lessons Four & Five
Materials: Visual with music letter notation for melody, paper xylophones with mallets
First have students sing small patterns of the melody using “GAB.” Then, hand out paper xylophones and have students echo small patterns of the melody. Continue patterns until students can play whole melody on practice xylophone. Increase the tempo until students can play at-tempo.
Give students time to practice individually.
Accompany students on piano while they try playing with the music
Lessons Six & Seven
Materials: Xylophones and mallets, piano
Review singing melody using “GAB.” Then, review playing on practice xylophones. Send students to instruments in 3 groups. One group plays on the xylophones, the second group practices on paper xylophones, and the third group sings the melody using “GAB.” Rotate until students have had a turn at each station.
Lessons Eight-Eleven
Materials: Visual with solfege and music letter notation for accompaniment, paper xylophones, orff xylophones, mallets
Repeat lessons three-seven, only this time working on the accompaniment line instead of the melody.
Lesson Twelve and Thirteen
Materials: xylophones, paper xylophones, visuals for both melody and accompaniment, Linus and Lucy audio file
Split class in four groups. Half of the class plays melody while the other half of the class plays accompaniment. Have students switch between playing on Orff xylophone and paper xylophone. On a different day, have each half switch.
To see an example of me teaching a lesson, please contact me!
Objectives:
- Students can rhythmically move to an instrumental excerpt
- Students can sing and play a Do-Re-Mi melody
- Students can play tonic and subdominant accompaniment
Materials and Repertoire:
Repertoire: Linus and Lucy from Charlie Brown (adapted to G major)
Xylophones and mallets
Paper xylophones to practice on
Charlie Brown PPT
Charlie Brown SmartNotebook activities
Piano to accompany students
Lesson One
Materials: Charlie Brown PPT, piano to play Linus and Lucy (or audio file)
Have first slide of PPT up as you introduce Charlie Brown. Play the song on piano while students choose characters to dance as.
Move through PPT and introduce dance movements for Linus, Pig Pen, Freda, and Shermy
Play video while students follow visuals in video
*Freda’s dance movement is clapping 4 times to one side, then clapping 4 times to the other side
Continue reviewing dance each day until students are comfortable dancing without the video or support from the teacher
Lesson Two
Materials: Linus and Lucy audio file
Introduce chants and body percussion:
- Melody: “Pep-per-mint (stomp-pat-clap), Pep-per-mint (clap-pat-stomp), Patty” (pat-stomp)
- Accompaniment: “Charlie Brown” (left hand, right hand, LH crossover)
Lesson Three
Materials: Visual with solfege notation for melody
Replace the “Peppermint Patty” chant with solfege. Have students echo patterns of song until they can sing the whole melody at a slower tempo. Continue to push students to sing at the correct tempo. Encourage students to continue body percussion.
Lessons Four & Five
Materials: Visual with music letter notation for melody, paper xylophones with mallets
First have students sing small patterns of the melody using “GAB.” Then, hand out paper xylophones and have students echo small patterns of the melody. Continue patterns until students can play whole melody on practice xylophone. Increase the tempo until students can play at-tempo.
Give students time to practice individually.
Accompany students on piano while they try playing with the music
Lessons Six & Seven
Materials: Xylophones and mallets, piano
Review singing melody using “GAB.” Then, review playing on practice xylophones. Send students to instruments in 3 groups. One group plays on the xylophones, the second group practices on paper xylophones, and the third group sings the melody using “GAB.” Rotate until students have had a turn at each station.
Lessons Eight-Eleven
Materials: Visual with solfege and music letter notation for accompaniment, paper xylophones, orff xylophones, mallets
Repeat lessons three-seven, only this time working on the accompaniment line instead of the melody.
Lesson Twelve and Thirteen
Materials: xylophones, paper xylophones, visuals for both melody and accompaniment, Linus and Lucy audio file
Split class in four groups. Half of the class plays melody while the other half of the class plays accompaniment. Have students switch between playing on Orff xylophone and paper xylophone. On a different day, have each half switch.
To see an example of me teaching a lesson, please contact me!
Contact me:
ouellete@salineschools.org
734-401-4838
ouellete@salineschools.org
734-401-4838