Beacon Lesson Plan Library

You've Got My Money!

Anissa Sanz

Description

This lesson is best done around Halloween time but it can be done with any story that has a repetitive section. Students will recall Orff instrument families and specific instruments so that they can put sound effects to certain words in a scary story to make it more interesting. Not only does this reinforce knowledge of the different instruments and their families (i.e. Woods, Skins/Membranes, Metals, Shakers/Scrapers), it also helps them listen for repetition within a story.

Standards

Florida Sunshine State Standards
LA.D.1.1.1.1.1
The student uses repetition, rhyme, and rhythm in a variety of activities (for example, chants, songs, or story innovations).

MU.B.2.1.1
The student creates simple accompaniments with classroom instruments.

Florida Process Standards
Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

Materials

- More Scary Stories to Tell in the Dark by Alvin Schwartz. 1984. New York, NY. Harper Collins Publishers
- Optional: Scary sounds montage on tape/CD which can be bought in stores or made yourself.
- An appropriate player, i.e. CD or cassette
- Orff instruments from these families: Metals, Membranes/Skins, Woods, Shakers/Scrapers

Preparations

1. Obtain a copy of More Scary Stories to Tell in the Dark by Alvin Schwartz.
2. Write these words on the board: Clinkity-Clink, gravedigger, coins/money, hammer/box, eyes, flickered, snapped, popped.

Procedures

1. Ask students to name the instrument families, of untuned instruments, they have already studied.

2. Display and demonstrate proper playing of the instruments in each family.

3. Read each of the words (already on the board) to the students and ask them what the words mean.

4. For the word clinkity-clink ask, "What things make that kind of sound in everyday life?" (keys, coins in a pocket, fences, etc).

5. Ask what do those things have in common? (all made of metal). Direct students to choose a metal instrument for the word clinkity-clink.

6. Next, ask students to decide which instruments should be played.

7. Beside each word, write the names of the instruments chosen.

8. Distribute selected instruments to students.

9. Instruct the students to play ONLY when the word for their instrument is spoken.

10. Practice with the students by telling them to play when their word is read.

11. Instruct students to keep their instruments quiet until their word is read.

12. Begin reading the story Clinkity-Clink from the book More Scary Stories to Tell in the Dark by Alvin Schwartz. (the school library should have a copy).

13. While reading, to help students, the teacher may point to the appropriate section.

14. After the lesson, direct students to go by section to put away instruments.

Assessments

In this formative assessment, students will be assessed by observation on their ability to follow the story and play at the appropriate time.

The second part of the assessment takes place as students play their assigned parts. Each student will have mastered this skill if he/she plays on the correct word when the story is read.

If a student is unable to play the assigned part, more instruction will be given and another opportunity to complete the assignment.

Extensions

Other repetive section stories: I Know an Old Lady Who Swallowed a Fly found in Share the Music.1988.New York, NY.McGraw-Hill School Divison

Web Links

This is a good place to buy books, new and used.
Amazon.com