Grade: Kindergarten Objective: Students will move to distinguish long from short sounds and echo patterns with

longer and shorter sounds. Students will identify animals that make long and short sounds. Standards: 1. Knowing, Creating, and Participating in the arts 2. Knowing and Using Arts Materials and Resources Materials: 1. Song- Hunt the Cows Differentiation: 1. Have children move a hand (by sweeping horizontally shorter or longer distances) to show shorter and longer sounds in patterns that have four sounds each. Include broken examples (such as Marga-ri-ta- which can short-short-long-short). Sing combinations of long- short sounds on one pitch using loo. 2. Visually reinforce shorter and longer sounds in the second part of Hunt the Cows by having children watch as you draw three short lines and then one long line. Lesson: 1. Have children tiptoe around the room with you as you tell them Im going to look for something to take a picture of. Come with me. Tiptoe through shared space, moving their heads slowly from side to side. Tiptoe some more and have students move their heads quickly. Ask children to think about the way that they moved and looked around. Tell them to listen for long and short sounds in the music as we hunt for a big farm animal with two ears, four legs, and black spots. Ask them what animal that could be, but dont reveal the answer. 2. Introduce Hunt the Cows. Have children listen to the song and identify the animals. Teach them how to move to the sounds of the music until until they are comfortable. Identify the sounds they knelt and put their elbows on the ground as long. 3. Echo longer and shorter farm animal sounds. Have children listen and identify the sounds of different farm animals. Have them decide which ones are long or short. Then, echo patterns of cow and duck sounds, the first pattern having longer sounds only, the second pattern having shorter sounds only, and the remaining patterns having combinations of longer and shorter sounds. 4. Compare and contrast. Draw a vertical line on the board and label the two columns Farm Chores and City Chores. Ask children to suggest chores a child who lives in the city might do. Have them

think of chores a child who lives on a farm might do. Discuss how the chores are the same and how they are different. Assessment: Show pictures of farm animals and ask students if they make long or short sounds. Questions: 1. What kind of steps did we take? 2. What type of animal could it be? 3. What types of animals make long sounds? Short sounds? Can you demonstrate that for me? 4. Did you hear the name of the animal in the songs? Does anybody know another name for a cow? 5. Why did the singer say fetch the cows?. What does fetch mean and why would we have to go fetch the cows? How did the sun feel? What should we do until the cows come home? 6. Did we put our elbows and knees down on long sounds or short sounds? 7. Does anybody help out around their house? What types of chores do you do at home? Would a boy or girl who lives on a farm have to do the same chores?