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Vocal Warm-Ups Purpose: Understand how to control your voice and take care of this vital acting tool. Although there are literally hundreds of different vocal exercises, we are going to focus on a few that we use in the department. Perform these exercises before you begin your work as an actor. ________________________________________________________________________________ EXERCISE 3 - Articulation (Definition: the formation of clear and distinct sounds in speech. Learning Goal - for the student to be able to find a clarity in their speech and to begin building better pronunciation skills. FOCUS - Tongue-Twisters NOTE: This is a warm-up and you should say these lightly, but in a good tempo. Never go faster than you are able to go physically. GOAL: Keep the clarity of each word in the phrase! *********************** Peter Piper picked a peck of pickled peppers. That's a peck of pickled peppers that Peter Piper picked. However, if Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers that Peter Piper picked? A tutor who tooted the flute, Tried to tutor two tooters to toot. Said the two to the tutor, "Is it easier to toot, Or to tutor two tooters to toot?"* Bobby Bibbit bought a bat. Bobby Bibbit bought a ball with the bat. Bob banged the ball with the bat and banged the bat against a wall. Amidst the mists and fiercest frosts, With barest wrists and stoutest boasts, He thrusts his fists against the post, And still insists he sees the ghosts. _________________________________________

A typical ballet class usually begins at the barre. However, before hitting the barre, students should go through a warm-up and stretching routine on their own if the teacher does not include that in the regular class time. Warming up is important...

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Class starters (often called Warm-Ups, Do-Nows or Quick Questions) are a great way to set the tone for the work to be done in a class. It is also a great opportunity to have students review vocabulary and grammar regularly so that the concepts stay active. These activities are also an effective to...

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This is a list of instant activities and PE Warmup Ideas that will give any Physical Education Teacher some great ideas and thoughts on ways to start their class with a bang. Use that time wisely!

These are warm up lyrics for choir/music classes.

10 fun and educational ESL activities for busy teachers! Try these games and activities in your classroom (or virtual classroom) today!

Class Openers for Elementary Music. Organized Chaos. Fun ways to establish a routine for the beginning of each elementary general music class as a warm-up and allow student leadership as well.

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Vocal warm-ups for waking the voice up in the morning... FREE sheetmusic exercises to do before you even open your mouth!

2200+ free workouts: cardio, strength, HIIT and abs by DAREBEE

This free Quadratic Formula warm up template gives students the structure of the formula so that they can focus on the values to plug in and solving. This form allows you to differentiate in your algebra classroom so that all students can find success and feel successful during your quadratics unit.

"Where's my math warm-up? I know I printed it yesterday?" Does this sound familiar? This was me before I streamlined my math warm-up life with templates so that I could focus more on the meat of the day's lesson. In this post I want to share with you how I use math templates and link you to this free Algebra 1 template. I recently added to the template's file with a link to a Google version that can be assigned online if students are working remotely.

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Or, no one can avoid getting older, but everyone can prevent premature vocal aging by maintaining vocal and physical conditioning. April Brookins Duvic, Presenter – Vocal Music Program Direct…

Interactive Notebooks? Warm-Ups? Bell Ringers? Exit Slips? Whatever you want to call them, they are a great classroom management tool and a wonderful way to teach, review, and reinforce vital concepts in biology. A few days ago I wrote a lengthy blog post about my success in using "warm-ups" for my biology classes last year. Click this link to see that blog post. In this post I described the materials I used in my first unit of the school year. This blog post is about my second set of interactive notebook inserts or warm -ups. This set covers a unit on cell structure and physiology. This ended up being a set of 59 warm ups or pages that cover cell structure and function, photosynthesis, respiration, and mitosis and meiosis. As discussed in my previous blog post, these activities turned the first few chaotic minutes of my class into a time of meaningful learning. But the absolute best thing to come out of this was that it created a fabulous study guide for my semester exam. The content that is covered is evident from the titles: Cell Structure and Function Titles (16 pages): · The History of Cell Studies · Cell Structure 101 · The Animal Cell · The Plant Cell · The Size of Cells · Surface Area to Volume Ratio in Cells · Internal Organization of the Cell · The Cell Membrane · Ribosomes and the Endoplasmic Reticulum · Mitochondria and Chloroplasts · The “Other” Organelles · Plant versus Animal · Cellular Organization · Transport Across the Membrane 1 · Transport Across the Membrane 2 · Thinking Critically About Cells Photosynthesis Titles (11 pages): · Energy Flow · Chemical Energy and ATP · Introduction to Photosynthesis · Light! Pigments! Action! · The Chloroplast · Electron Carriers · Overview to the Stages of Photosynthesis · Light Dependent Reaction · The Calvin Cycle · Alternatives to the 3-Carbon Pathway · Thinking Critically About Photosynthesis Cellular Respiration Titles (14 pages): · Chemical Energy and ATP · The Relationship Between Photosynthesis and Respiration · Overview of Respiration · Glycolysis · The Fate of Pyruvic Acid · The Mitochondria · Overview of Aerobic Respiration · Krebs Cycle · Electron Transport Chain · ATP Accounting · Respiration Recap and Review · Fermentation · Comparison of Photosynthesis and Respiration · Thinking Critically About Cellular Respiration Cell Division (Mitosis and Meiosis) Titles (18 pages): · Introduction to Cell Division · Chromosomes · The Cell Cycle · Let’s Draw the Stages · Name That Stage! · Interphase · Prophase · Metaphase · Anaphase · Telophase / Cytokinesis · The Mitotic Spindle · Differences in Animal and Plant Cell Mitosis · Results / Importance of Mitosis · Asexual versus Sexual Reproduction · Cell Division and Chromosome Number · Meiosis · Comparing Mitosis to Meiosis · Thinking Critically About Cell Division The above pictures show the student pages. Each is also accompanied by a teacher answer key. Click above picture to see my product listing on TeachersPayTeachers.com

"I Have, Who Has" is a fun game that can be used as a warm-up, in class activity, or informal assessment. There are 24 cards. The vocabulary words included are: skewed right - cumulative frequency - median - range - frequency histogram - deviation - outlier - dot plot - pie chart - mode - class width - scatter plot - symmetric distribution - z-score - paired data set - mean - frequency distribution - uniform distribution - variance - standard deviation - interquartile range - skewed left - cumulative frequency graph - box-and-whisker plot You can play this game as a class or in small groups by distributing cards to all students. Note that some students may have more than one card. Next, the teacher decides on a student to go first. Students will have to determine the next number in the sequence. Whichever student has the card with the correct answer will read theirs, and so on. The cards form a loop, so it doesn't matter which student begins. Instructions and variations are included for a whole class game and for partner or small group play. Also, suggestions are included to keep students engaged. The solutions are given, but could vary because the cards do form a loop. You may also be interested in: Introduction to Statistics Vocabulary "I Have, Who Has" Game Combinations and Permutations Task Cards (with and without QR codes!) Standard Deviation Stations Maze Be the first to know about my new discounts, freebies, and products! Look for the green star near the top of any page within my store and click it to become a follower. You will then receive customized email updates about my store. If you have any questions or comments please email me at [email protected]. This purchase is for one teacher only. Purchasing this product grants permission for use by one teacher in his or her own classroom. This item is bound by copyright laws and redistributing, editing, selling, or posting this item (or any part thereof) on the Internet are all strictly forbidden. If you wish to share with colleagues, please purchase additional licenses. Thank you! ©2015 Mrs. E Teaches Math

Dimensional Analysis - so valuable for success in middle and high school math and science courses, yet so under-emphasized in our classrooms today! Middle school teachers lament their students' inability to work successfully with measures and rates of varying units. High school teachers voice concerns regarding the fact that their Chemistry and Physics students enter these courses with no background in how to use units to help solve simple to sophisticated word problems. With this in mind, this product has two targeted audiences: (1) middle school math classrooms, addressing Common Core standards related to ratios, rates, and moving between different units of measure and (2) high school sophomore and junior science classrooms, providing a valuable review / crash course in basic dimensional analysis before students begin to work with joules, moles, newtons, calories, etc. Follow the instructions and use these materials step-by-step, and students in either audience will soon not only have the process of using dimensional analysis mastered, but also recognize how valuable it is in simplifying and providing clarity for complicated math and science problems. Complete implementation of this product will take from three to five days, depending upon the prior knowledge and level of ability of the class. This product is broken down into three “days” of materials (it is left to the teacher to determine whether a “day” really takes a day, or perhaps a day and a half). Each “day” of materials consists of: 1. A “Warm-up” activity. This activity includes of 1 – 5 math problems (with detailed keys for teacher use) and serves three purposes: - To briefly review prior concepts. - To get the students’ creative juices flowing for the day. - To provide a difficult but enticing problem which makes the students want to ask questions and learn more of the content of this mini-unit. 2. Two “Guided Notes” pages. These pages provide an avenue for the students to take notes, ask questions, practice concepts, and have rich discussion under the guidance of the teacher. A detailed key is provided for the teacher, who then works with the students to fill in the various sections of the notes page (poetically entitled the “Review”, the “New”, the “How to Do”, and the “Practice for You”!), asking and answering questions and incorporating discussion along the way. 3. The “Worksheet” for the day. Each of the worksheets are two pages, with increasing level of rigor, both within each worksheet and from one worksheet to the next. Detailed keys are provided so that the teacher may first assist the students and then review the worksheets with them in detail. Good luck in your use of the Dimensional (Unit) Analysis! Related Products: This product is a follow-on product to Ratios, Rates, and Proportions Galore, which provides everything you need to introduce students to ratio, rate, unit rate, and proportion concepts and ensure they understand and retain them! If you are interested in a more advanced real-world of application of proportions, please see The Outdoor Lesson. This product instructs students on how to use proportions and properties of similar figures to find heights of outdoor objects using indirect measurement. Feel free to also check out a growing number of other products that use poetry, songs, games, worksheets, and assessments to make math fun and help students to learn a variety of common core math standards. Click here to view Algebraic Expression and Equation Products Click here to view Data, Statistics, and Probability Products Click here to view Decimal Products Click here to view Divisibility Rule Products Click here to view Elementary to Middle School Transition Products Click here to view Factor / Multiple Products Click here to view Fraction Products Click here to view Geometry Products Click here to view Integer, Rational Number, and Order of Operations Products Click here to view Ratio-Rate-Proportion-Percent Products Click here to view Riddle Card Products that Help Retain Math Essentials Customer Tips: How to get TPT credit to use on future purchases: • Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. Be the first to know about my new discounts, freebies and product launches: • Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store. Terms of Use: Copyright © Barry Schneiderman. This product is to be used by ONE teacher (the purchaser) for his or her classes only. Any reproduction of this material is limited to the purchaser for his or her classes. Beyond this usage, it may not be reproduced, republished, or copied in any way without written permission of the publisher. It may not be distributed to other teachers, a school department, a school, or a school district. This product may not be posted on any website, including but not limited to classroom websites, school websites, or district websites, without written permission of the publisher. Failure to follow the terms of usage represents a copyright violation per the Digital Millennium Copyright Act (DMCA). To receive written permission to copy or post this product beyond the terms of use, ask Barry Schneiderman a question on Teachers Pay Teachers.

Vocal warm up routines that are fun are EASIER to remember. And singing warm ups using animal sounds employ a lot of the "primal" sounds beginning singers need to learn how to use.

Rounds are an amazing way to get students of all ages to start singing in tune, build part independence, and improve aural skills. Below you will find 10 rounds that can be used for warm-ups in choirs from elementary age to high school. In the elementary setting rounds can be used in the general music classrooms to help prepare students for two part music. Additionally rounds in middle school and high school can be used to focus on intonation or other key concepts. Plus students highly enjoy t

Ah Poor Bird

Genetics is the name, and warm ups, bell ringers and interactive notebook pages is the game. This idea is on fire in my standard biology classes! I admit that my students were dubious (at best) at first, but now all are on board, and I am loving the daily routine. I would call what I am doing a "warm up notebook." The short review that each page provides for my students each day is proving to be invaluable. But there are so many other uses for these activity pages. They make fantastic homework assignments or short daily quizzes. They are perfect for your science interactive notebooks. And my students are starting to realize that their notebook is going to be awesome in December when it is time to study for my semester exam. In earlier blog posts, I wrote about how to set up the notebooks, and pretty much exhausted the topic of the merits of these warm up /bell ringer activities. You can check out the earlier blog posts by clicking these links: Biology Warm Ups and Bell Ringers: Great Classroom Management Tool Biology Interactive Notebooks Ecology Warm Ups and Bell Ringers The latest topic to be added to my bell ringer arsenal is Genetics. Here's a preview of what is included: I have divided the pages into three different categories: There are 34 pages for the student. Each printed page has two identical warm ups. The only thing you have to do is print the pages and cut them in half. Complete answer keys are also included. A couple of examples of student work.... I hope that I have given you some new ideas for your classroom, and I hope you are having a wonderful school year. Here are the links to the warm ups I have posted to date: Introduction to Science Cell Structure, Function and Physiology Ecology Genetics

Your middle and high school students will enjoy responding to these fun bell ringer questions which transition them into an academic mindset!

All English as a Second or Foreign Language classes need a good warm-up activity to gets brains working and bodies active. Here are my top choices for ESL and EFL Warm-up games for kids to adults.

Hi! If you like this product, please take a moment to rate it. I appreciate your feedback!This PDF consists of 90 sentence starters for the Beginner, Elementary and Intermediate levels. They are divided due to both age and level but can also be mixed up and interchanged. These conversation starters ...

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Perfect for warm-up or lead-in. Nice-looking cards with not trivial questions and some pictures to stimulate the imagination and help with the answers.

Getting Started with Sphero: Sphero is a small, robotic ball that gives block coding a real-world connection for students. It is reasonably priced and widely available, and connects to iPads through Bluetooth. To control the Sphero with an iPad: turn on bluetooth and wait for “Sphero-___” to show up. Each Sphero names itself by the first letter of the colours it flashes to connect (this will be important if you have more than one Sphero in your classroom). Tap on it to connect. If you are going to use more that one iPad with the Sphero, make sure you disconnect “unpair” the Sphero from the current iPad when you are finished working with it. Coding Apps that work with Sphero: Tickle is a simple, block coding program that tells Sphero what to do. Tickle is a paid app. Download it at the App Store for Apple iOS devices only: SpheroEdu is available for Android and Apple iOS devices, and is now available on Chromebooks as well. It is a free download on all platforms. It was created and is regularly updated by Sphero. Here is my video tutorial on how to connect a Sphero to SpheroEdu on a Chromebook. When I created the video the app was called Lightning Lab, the name has changed to SpheroEdu, but the app is the same. If your students have never coded before, or are too young to read the code blocks, you can still have them "code" the Sphero in Lightning Lab. Select the "Draw" Program option and they will be able to draw the path for their robot to follow when they run their program. Human v.s. Robot: To get your students started, create "code blocks" with arrows and numbers for time in seconds (basic). Have the students arrange the "code blocks" to send the robot and a person on two courses in the classroom. Each of them will make a square (hopefully!). Have the students mark each turning point with a traffic cone so they can see the shape they created once they are finished. If your students are reading, then write out the lines of code on coloured paper. This will help them to get ready for coding on the iPad later. Have them do the above activity, once they have done it with the written blocks. Once students have been successful with this, remove one line of code and put it up on the board the next day. Ask students if the program will work, have them try it to see what is wrong. This gives them their first chance to "debug" a program. Another way to extend it would be to ask them what they would need to change to make a rectangle. Have them create the new "code blocks" they need, and then they can run the program with a human robot, or a Sphero. Have them try it with a coding app afterwards. How does this connect to measurable student learning? To have Sphero successfully complete any of the challenges below, students will need to show the following Learning Skills: Responsibility: -fulfills responsibilities and commitments during the learning goals of the activity -takes responsibility for and manages own behaviour Organization: -devises and follows a plan and process for completing the learning goals of the activity -identifies, gathers, evaluates, and uses information, technology, and resources to complete task efficiently Independent Work: -monitors, assesses, and revises plans to complete tasks and meet the learning goals of the activity Collaboration: - accepts various roles and an equitable share of work in the group -responds positively to the ideas, values, and traditions of others when the group is generating ideas -effectively works with others to resolve conflicts and build consensus to achieve the learning goals -shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions Initiative: - looks for and acts on new ideas and opportunities in order to successfully complete the learning goals -approaches new challenges, and/or problems within the learning environment with a positive attitude Self Regulation: -sets own individual goals and monitors progress towards achieving them -continually strives to persevere and makes an effort when responding to the challenges provided by the learning goals of the activity Sphero and Math: Measurement: Set Sphero to travel forward for 5 seconds at various speeds. Have students measure how far sphero actually moved at each speed percentage. 2D Geometry: Give students the beginning code to create a 90 degree angle (half a rectangle) Measurement and Geometry: After they have established how far sphero moves at each speed. Have them try to code sphero to trace over 2D shapes on the floor (have students use masking tape to build the shapes). Measurement of Perimeter and Area: Have students create different shapes based upon an agreed upon area (I use a 30 cm by 30 cm square tile. To mark the perimeter, use masking tape. See if they can code Sphero to navigate the various perimeters of the 2D shapes they have created. Have groups try to create a shape that will be difficult for other groups to navigate with Sphero, this elevates the challenge, as they will strive to create as many turns as possible. Sphero and Language: Writing a Fictional Story and 3D Geometry: Have students write the “Tale of Sphero”. A young sphere who woke up one day alone in the world. As she navigates the new world she finds herself in, she meets several other 3D figures. Some of these figures are friends, and some are not. How does Sphero learn who to count as her friends? -to add to this activity, have the students film the story with an iPad, and present to the class. Creating a play: With more than one Sphero, and some coffee cups you can create a play. The coffee cups slide over top of Sphero, and become a frame for a costume. Students can design various costumes for Sphero to move in order to make it a “puppet without strings”. When coding Sphero to maneuver on the stage, subtle movement will be a challenge. Having a broad stage will help. -to add to this activity, record it with DoInk’s Green Screen app and create various backdrops for the play. Procedural Writing: Have students take screenshots (to take a screenshot - simultaneously press the power and home buttons on an iPad) of how they code Sphero to do various activities. They then insert these photos into a Google Doc and write instructions to explain the activity to another student, or class. Sphero and Music: Have students compose a simple beat/rhythm, or a simple musical composition and then code Sphero to move (dance) to the beat/rhythm of the song Please create your own challenges as well! Include the hashtag #spherochallenge on Twitter and share your ideas with others! Here is the Superman challenge originally shared by iPad Monthly: http://goo.gl/0Agjcl Have fun and happy coding!

My first music class this school year is in 14 days! I have several things I use to start out my lessons. Usually I develop a "routine" with each grade level. Horrible word for some of us; routine. It implies a sense of drudgery, same old, same old. With young children, routine gives a sense of structure, reliability, and predictability. Kids like structure, reliability, and predictability. Having said that, you don't need to keep the same routine all year long! 1. Brain Dance by Anne Green Gilbert Brain Dance is a series of 8 developmental movements all healthy humans use in the first years of life. Research has shown these movements help to reorganize the central nervous system and increases blood and oxygen flow to the circulatory and respiratory systems. All good things, right? I have a sweet music teacher friend who uses this at the beginning of each class; students offer suggestions of (teacher approved) music and 2 students lead class in the following movements: You can read more about Brain Dance here. 2. Pass the Pen Once students have learned instrument timbres, families, and textures of singing vs. instruments, etc. and have had experiences identifying instrument sounds, rhythms, etc. they are ready for this! My students always enter to music; sometimes jazz, sometimes classical, sometimes African drumming, sometimes Billy Joel; you name it! I try to vary what they hear so they are hearing different kinds of music than what they normally hear (the less pop the better, in my humble opinion!). When they enter, I have a blank whiteboard ready to go, the music playing, and I hand the first 4 students in the room a dry erase marker. They have to write 1-2 words describing something specific about the music; no opinions like "good", "interesting", etc. No judgments, only facts about what they are hearing. I try to find music that has the same skill/topic/theme we worked on last class. If we just learned about a capella music, I will play Pentatonix, or if we just learned syncopated rhythms, I will play something with that, etc. Once a child has written something, they hand the pen to someone else who also writes something, maybe the dynamic level, or the word "soprano", etc. and has a seat. This way, everyone knows who has already had a turn (those seated) and who is waiting for a turn. My older students really like this and it's a great way for them to be leading the beginning of class without me. 3. Body Percussion/Nines As I already said above, I always have music playing when students entering. I really like John Feierabend's Keeping the Beat CD. Thirty six short pieces of classical music with a strong beat perfect for many different activities! Available here from West Music.  Using these pieces while students enter, students remain standing, T. claps 4 beat pattern, S. echo. T. claps and patsches a 4 beat pattern, S. echo. Continue adding one level of body percussion (clap, snap, patsch, stomp) at a time. With older grades, eventually increase to 8 beat patterns. If you're not familiar with percussionist/body dancer Keith Terry and his system of 9, you are in for some serious fun! Here is a video to help you learn these patterns: Here is a body percussion canon you can try to learn some of the patterns. Once you have learned it and explored these for yourself, teach your kiddos to perform it in canon! Woo hoo! FUN stuff!! Once you have experienced these, have the students compose in small groups to create some body percussion using numbers! 4. Creative Movement In a recent post on Facebook, a member of the AOSA (American Orff Schulwerk Association) page asked for activities for the start of music class. There were many responses, one I have used for a long time was articulated so well by Joshua Block. He so kindly gave me permission to include his ideas here! He wrote, "These are songs with movement words I use when students are entering my room. It gives them a chance to build movement vocabulary, work out the wiggles, and hear some great music" and included a document that lists music, the kind of movement, and the source of the music. Joshua explains "There are living movements that living creatures do like swoop and slither. There are also non-living movements that living creatures can't do while still being alive, such a explode and disintegrate. I think the reason for the distinction is that we have to approximate the non-living movements. I can actually swoop and slither, while I can only pretend to explode or disintegrate." I love the definitions and the clarity this gives to the movements! 5. Salami One of my favorite singing games to begin to focus students in is simply called "Salami". My kids love this one! Using a solfege ladder or some other visual solfege display, leave only Sol, La, and Mi. I sing to students: If I sing sol la mi, do not sing it after me (S S S S S L M, S S S S S LM, rhythm titi ta, titi ta, titi titi titi ta). I then sing 4 beat patterns using Sol, La, and Mi. If I sing SLM at any time, they are not to echo me. They get crazy silly and of course, you can make the patterns more complex each time to try to "catch" them. Sometimes we play this Teacher vs. Students; put a T and an S on the board and if students echo back T gets a point, if Brad accidentally echoes the teacher and another student comments (Brad, you nitwit), T gets 5 million, six-hundred and ninety seven points and wins the game. They get the idea! If no one sings back, I usually stomp my foot and act discouraged and disappointed and give them a point. They LOVE to win against us! 6. Knees a Knees a Pizza Pie I teach Junior Kindergarten and Kinders. this one and blogged about it here. Check it out.. they love it! 7. Rhythm vs. Beat Make two cards with "Rhythm" written on one side and "Beat" written on the other side. Laminate. Put a rhythm card on the board and put on some music that will work with your rhythm and has a strong underlying beat. Having practiced the displayed rhythm card, hold up one "Rhythm/Beat" card only, with "beat" side displayed. Students keep the beat any way they choose; patsch, stomp, clap, snap; they decide. You can ask for 1 level only (patsch) or 2 levels (patsch, clap, patsch, clap), or 3, etc. Vary the complexity the more you play the game. After 16 beats or so, switch to rhythm so students can perform the displayed rhythm. Continue switching back and forth! Yes, I asked you to make 2 cards; now, divide your class in 2, one for each "Rhythm/Beat" sign. You will hold one in each hand and flip them at different times; this way you will have one group keeping the beat and the other the rhythm. FUN! 8. Dance, Dance, Dance/Sing, Sing, Sing! Teach each grade level a folk dance or a song of the month! Dances like Sasha, Down, Down Baby, Sashay the Donut, Virginia Reel, etc. Songs.. well.. pick your favorites! SO many wonderful choices! The next month, teach a new one! If you haven't explored the wonderful resources of the New England Dancing Masters, check them out here. Here is the Noble Duke of York with a cute little group of little cuties: And Sasha with a group of older cuties: 

Check out the top ESL warm-up games and activities for adults. Try them out in your own English classes today and have some more fun!

Perfect for warm-up or lead-in. Nice-looking cards with not trivial questions and some pictures to stimulate the imagination and help with the answers.

Hoi, Welkom terug bij leren met Anita en Suzanne. Vandaag een leuk en leerzaam spelletje namelijk Boggle. Je kunt met deze download alle kan...

This free Quadratic Formula warm up template gives students the structure of the formula so that they can focus on the values to plug in and solving. This form allows you to differentiate in your algebra classroom so that all students can find success and feel successful during your quadratics unit.

Hello! This is Tanya LeJeune. I hope everyone is keeping warm. It’s cold here in Colorado! For my first blog post here at Kodály Corner I’m going to focus on what I refer to as opening songs. Before they walk into the music room, most students have been sitting in the classroom at their desk and working independently. In music they have to work musically as a group and independently. Students need to change gears. Opening songs set the stage for music and provide a warm-up for the voice and the brain. Additionally, the structure and predictability that an opening song provides is helpful in keeping students focused for the class time. The song we sing may or may not be connected to the specific concepts that grade level is working on. An opening song is not the focus of the lesson and should not take up more than a few minutes. Most of the opening songs I use are also canons and give us the opportunity to practice part work. I keep my opening songs for 1 – 2 months. As students become more confident singing their opening song we add complexity with canons, ostinati, and instruments. Here are a few opening songs I’m using this month. 4th Grade I Love the Mountains The 4th graders are preparing for their Colorado concert and this familiar song will be included. For concerts and performances I like to have an audience participation piece to end the performance. Sometimes the audience participation piece is a simple line dance audience members can do from their seats, (last year the students taught their families the South African dance Pata Pata,) and sometimes I choose a well known song. This might be the audience participation song for the Colorado concert. (or I may use This Land is Your Land, I’m still deciding.) I Love the Mountains is a good song to inspire the students to create accompanying movements. We'll sing and move in canon for the concert, possibly adding the audience as a 4th part. 3rd Grade To Stop the Train Here’s a fun and melodically challenging song to sing. I'm preparing low sol in 3rd grade and later we'll extract the last two note, "five pounds!" (We won't be decoding the rest of the melody!) The movements are as follows: To stop: hands out in “stop” position The train: slide hands together in a circular motion In cases of emergency: hands up “flashing lights”moving fingers out and in on the beat Pull on the chain: both hands up and pull down Penalty for improper use: waggfinger Five pounds: show 5 fingers on “five” and then flatten hand down as if to receive payment This song also provides great audition (inner hearing) practice. I'll have students audiate and perform the motions of sections until they are inner-hearing the entire song. 2nd Grade Are You Sleeping? The 2nd graders are practicing half note. Are You Sleeping is a perfect opening song for them. They sing the lyrics and then sing the rhythm syllables. I hand out hand chimes to four students to add the “ding, ding, dongs,” at the end of the song, (we sing it in F major with the hand chimes playing F C, F F C, F.) During the next class period we’ll turn the “ding, ding, dongs” into an ostinato with half of the class singing with the hand chimes. I have a ostinato song that is sung to the tune of Are You Sleeping that I’ll use as well. (It’s one of those songs I’ve known forever and I have no idea where I first heard it, definitely BK!) Soon they'll learn the Are You Sleeping? lyrics in french and we'll create a class arrangement using ABA form. 1st Grade The 1st graders love moving and grooving to That's a Mighty Pretty Motion! Due to the cold and snow, it's looking like we'll have an "inside recess" day everyday this week. You can bet we'll be very active in the music room! Stay warm and continue singing, playing, and learning!

Italian Verb Board Games These Italian board games are great to use for warm-ups or to make verb review a bit more interesting! I usually give one die to groups of 4-5 students and ask them to make sentences with the verbs that they land on. The verb tense that we use for the conjugations … Italian Verb Board Games – Free Download Read More »

Start with folding paper into 6-8 boxes. Trace hand with pencil. Trace finds with pencil. Outline hand with black permanent marker. Marker line = change color Pencil line = change design * no solid colors * no white, black, or neutral I taught the 6th graders the difference between cool and warm color on the color wheel. I assigned them the task of using a tracing of their hands to fill in with warm or cool colors only. I challenged them to use lines only, but allowed them to use shapes as well as part of their designs. As part of the advice, I had them only get a collection of whatever colors they work working with at one time (a pile of warm only or a pile of cool only) so they do not accidentally grab the wrong color and mess up the lesson goal. 6th grade 2023 Madelynn, Anden, Emilia, Shaylee, Alissa, Olivia Shaunna, Victoria “Jeremiah”, Addison Bella G., Harper, Tatum Sunshine Eduardo-6th grade 2022 Melanie C.- 7th grade 2022 Elva- 6th grad Fall 2021 Kinslee, Kylar, Evy, Adelyn, Kenix & Emily Jazmyn and Kelly Kalie R., Vanessa A., Zane S. & Avery 2021 6-8th grade above, 1st period 2020 Jaylee, Isac, Josie Michael, Francisco and Jorja My teacher examples for the 6th grade... Warm hand with Cool Background Cool hand with Warm Background 2 student examples from 6th grade To See more student artwork on this project or others from my school webpage, visit... http://classroom.mineolaisd.net/webs/seatont/hot_and_cool_hands.htm One of the easiest ways to do neat designs with minimal effort is in video below. Use a lighter shade of the warm or cool color solid in background, then go over the solid with a darker color. This looks like it takes a long time and hard work, but is actually pretty easy. Or, use thick stripes rather than solid....