Ms. Martin's Music Room

Resources and reflections on what my classroom teaches me.

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I is for Instruments

Goodnight Lola

Good Night, Lola

Students will play “Good Night, Lola” to demonstrate ability to read music and play basic notes on the recorder.

By this point in the story, Lola is actually beginning to be very tired, but not so tired that she’s making things easy for Charlie.

Goodnight Lola 2

As part of the “Instrument” lesson, allow the students time to practice and play the song(s) they composed during the “Create” activity last week.


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C is for Create

Student will participate in composing and performing a song based on the action words and story elements in the book “I am not sleepy and will not go to bed.”

Here’s a fun and silly bedtime song to get things started:

1. Remind students of the action verbs and the rhythms created in the class in the previous lesson.

2. Either read the book again, or have the students participate in a “recap” of the events as you turn pages.

3. Divide the class into groups. Encourage each group to create a short song using the story elements and the previously created rhythms as they wish (some classes may need to work in a large group if they are new to this type of Create activity). Students can use instruments in their songs as they desire.

4. Have each group perform their songs. This is a good time to work on being a good audience member. Record the songs for later playback, and as a record of the activity.

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R is for Rhythm

The student will clap or play rhythms for the action words in the book “I am not sleepy and I will not go to bed.”


The class will go through each action word, miming the action and then determining a rhythm pattern for each. These rhythms will be written on the board and practiced by all. Use questions like “Is this a slow, regular pattern, or a fast, irregular one?” and “Is this a hard or a soft sound?” to help guide the students.

These rhythms will be saved to use as part of creating a song in the next lesson.

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M is for Movement

Behavioral Objective: The student will work with classmates to create a dance using the action words found in the book I am not sleepy and I will not go to bed  by Lauren Child.

Selections from “The Dance of the Hours” by Amilcare Ponchielli would make grand music to imagine to:

1. Read the text (this should be a review of the text, not a first reading). Have students help keep track of action words and make a list.

2. For each action word, allow the students to work together to create movements. Younger students may need to choose a few of their favorite words from the list to avoid being overwhelmed.

3. Play key sections of the music, encouraging students to fit their movements to it. It may help to decide what “mood” each section has with the students before they select movements. Encourage students to play with the idea of telling a story with the music and movement. A list of “key” elements in the piece are listed below.

4. If time and student interest permit, put it all together: play the ballet, allowing students to express themselves and helping them to remember what movements go where. If students are losing interest in one section, skip ahead. For the finale, let them cut loose and dance freely until the big finish.

Key time marks to remember:

1:36 – big “attention getting” dramatic chord progression

2:05 the “hello muddah” section begins – a great place for animal dances or action verbs

3:30 shift to the slower motive, perhaps “oh, but aren’t you sleepy, Lola?” pantomime with older children

4:09 back to main “hello muddah” theme

4:28 the bridge (Take me home) section

5:36 slower section, perhaps we’re winding down, getting tired, putting on pj’s

8:28 Beginning of Coda/Finale section – everybody MOVE!

Once the unit is complete, if time and student interest permits, it might be fun to watch the actual ballet:

Or the Disney “Fantasia” version with the dancing hippos:

Older children would probably get a kick out of this version: