Laura's+2nd+best+lesson

1st class: Sing the song a few times and ask the students to review what the different colored lights on a stop light mean. Sing the song (vs. 1) again and see if any students can sing a little with you. Introduce the other verses. Sing the song a few times and remind the students that it’s ok if we don’t know all the words but just remember what comes first (red, yellow, green, and thank you). On the white board draw a picture of a stop light. Lead a discussion what they think LSM would be on this traffic light. Which is higher? Lowest? Sing short melodic phrases pointing to the different colors on the traffic light. **As an extension have the students be the leader and sing short melodic phrases while they point to the corresponding colors. 2nd class: Review the song and review which pitches are what on the traffic light. Then introduce the game. In a scattered formation students stand and sing text to each verse while using hand signals. After each verse, I will randomly point to the lights and sing that pitch (Red=LA Green=Mi etc) on the visual and class responds with movement: red=stop yellow=slow movement down green=GO! (Reminder NO running). Students can pretend to hold steering wheel during this activity. 3rd class: Reivew the song as a class. Then, go to the instruments and set up in C pentatonic. Before playing review what LSM would be in C pentatonic. Have them play a broken bordun on C and G. Can they play and sing it themselves? Play together a few times through. Move on to another activity. 4th class: Review the song and the parts we were playing on the instruments. Tell them I am going to play and sing by myself, then I am going to act like the conductor and when the song is over I am going to point to a color on the traffic light (and sing that corresponding pitch) and they have to play that color. Green=fast Red=don’t play yellow= slow motion playing. Then have a student pretend to be the conductor and lead the class. (This is really where the pitch matching assessment comes into play. Everything else before when the students take turns is just practice and preparation so they feel comfortable singing alone)
 * Traffic Lights (Game Plan 2 pg. 8) (LSM comprehension assessment)
 * Traffic lights (Game plan 2 pg. 13 *same song different game**) (Pitch matching assessment)