Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

CS Training Days 1.A/2.A

No description
by

Melissa Strong

on 5 October 2018

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of CS Training Days 1.A/2.A

What do we know about how kids learn music?
I'm convinced, now where
do I begin?

If your students are
Tuneful, Beatful, & Artful...

Research-based program that uses authentic folk and classical repertoire to develop independent musical thinkers.
Conversational Solfege Levels 1 & 2
FAME Certification

When the Ears Have it, Move on!
Past Objectives
: Briefly review something from a CS unit you've covered previously
Present Objectives
: Current CS Unit Steps
(bulk of the CS portion of the lesson)
Future Objectives
: Prepping kids during the "doing" part of the current unit by teaching the 1st two pieces of the next unit as well as pieces from the next unit that will not officially be part of your 6 pieces of repertoire.
These are your money steps- if Ss do not have the music firmly implanted in their audiation, go back and repeat these steps before moving on. Step 5 (Create) which also serves as a wonderful assessment step, will tell the tale
In Step 1 before you let kids sing, make sure you are singing or chanting for them first.
The beauty is this: if the music is in their ears and they can create patterns independently, the reading and writing steps will be a breeze
Students look at the notation (via flashcard, worksheet, or Smartboard,) as they chant/sing, connecting what they hear with what they see.
This is often where many students really click with CS, especially in later units, as they quickly and independently make the connection between the music in their ears and what is on the staff
Writing steps are important, but they are the only steps that can be streamlined when necessary
Let's Go Through Unit One
Here is the small musical idea for Unit 1...
...in addition to the 1A & B patterns, I have chosen to use:
1. Miss White
2. Closet Key
3. 2, 4, 6, 8
4. Mitty Matty
5. Heel and Toe
6. Los Pollitos
Classical: Can Can
The Pattern Sets for this unit:
1A (Familiar)
1B (Unfamiliar)

Step 1: Readiness
S hear songs/chants in preparation for future literacy

Keep it engaging!

The Conversational Solfege Steps

Step 2:
Step 3:
Step 4:
Reading Steps
Step 6:
Step 7:
Step 8:
Step (8) is a great place
to use your Classical piece. It's also good for the "about" part of a lesson.
Writing Steps
Step 9
Step 10
Step 11
Step 12
Step 5:
6 Chants and Songs I Chose for Unit 1
U
N
I
T

O
N
E

Steps 1, 3, 7, 9, 10
Steps 4, 7, 9, 10
Steps 1, 3, 7, 9, 10 & Unit 4
Steps 4, 7, 9, 10 & Unit 4
Steps 8-10
Images taken from John Feierabend's Conversational Solfege Level 1 Teacher's Manual
Images taken from John Feierabend's Conversational Solfege Level 1 Teacher's Manual
T patterns w/rhythm syllables, S rhythm syllables
"I tell YOU!"
Patterns 1A
T patterns on neutral syllables, songs/rhymes text
S rhythm syllables

"
Now, YOU tell me
!"

{1A: Jungle Drum;
Miss White
&
Closet Key
}
T unfamiliar patterns on neutral, songs/rhymes w/text
S rhythm syllables Patterns 1B, Songs 3 & 4
{1B: Clap for Your Syllable;
2, 4, 6, 8 & Mitty Matty
}
CS-Rote
CS/Dec-Familiar
CS/Dec-Unfam
CS/Create
T shows patterns & chants with rhythm syllables
S echoes w/rhythm syllables. I read for you...
Sightreading
{Opposite Day}
Read/Rote
Read/Decode-Fam
Read/Decode-Unfam
Song/Chant 1:
Miss White
- Drum and Move
Write/Decode-Familiar
Write/Decode-Unfamiliar
Write/Create
Steps 8-10
Write/Rote
For Step 10 do Step 3 then write it
Always chant syllables before writing
Make it up, chant it and write it down (like Step 5, just add writing)
C
O
P
Y

D
I
C
T
A
T
E
C
O
M
P
O
S
E
"The beat has 2 parts"
D
I
C
T
A
T
E
Song/Chant 2:
Closet Key
- Yarn Ball
(They've learned it ahead of time in First Steps! Now, teach the game and "About" dynamics)
From John Feierabend's Conversational Solfege
T shows notation ...now YOU read for me! {Reading Walk}
S decodes with rhythm syllables {1A: Post its}
("Think....and Speak")
At Step 7- do them out of order
Simply copy the
notation that is
shown.
Listen, chant to decode,
then write what
you hear
{Roll to Write}
{Chips & Sticks}
{Jungle Message}
"note head"
"stem"
Steps 2, 3, 6, 7
Steps 4 & 8
Create a Strong Foundation
Ss improvise by creating rhythm patterns using correct syllables {Stop Copying Me, Walk the Plank}
Missy Strong, DMA
A little more of what we know about the brain & music
Hearing is fully developed at 24 weeks
Newborns immediately recognize parents' voices
There are specific systems reserved for and activated only by music
Musical interactions stimulate synaptic firing, creating strong neural networks for music that set the foundation for future achievement
Or was it a more engaging experience?

Lots of symbols and musical code?
Formal terms and definitions?
Sitting passively while listening to music?
Learning the mechanics of an instrument?
What was your musical experience like as a child?
There is
a better
way:
work
with the
natural
progression
of a
child's
musical
development!
Both brain hemispheres possess neural networks involved in musical processing
Every human being
is inherently musical!
The most important neurological window for musical development is the last trimester to around 6-7 years old
Most home musical environments are sorely lacking, so it is the job of the music educator to remediate for this
This takes place through rich, engaging musical experiences that build a solid musical foundation
If this happens you will have tuneful, beatful, and artful students who are ready for formal music instruction.
Similar in approach to a conversational language program.
Takes students from readiness to creating music through inner hearing, and then notational literacy
CS is not a comprehensive general music curriculum, it is only 1 of 3 parts of every general music lesson
The main focus of CS is to guide students toward a rock solid ear & chanting/singing foundation before moving them on to reading & then writing notation.
The remaining 2 of 3 parts of each general music class are learning "About" music and "Doing" music.
A 12-Step Program...for kids!!
You'll notice that in the CS, Reading, &
Writing Categories, the routine is the same:
Rote:

Students hear new music until they can joyfully perform it correctly
Decode Familiar:

Ss identify patterns, chants, and songs that they know with the correct syllables
Decode Unfamiliar:

Same as above, but with repertoire and patterns that students have not yet heard or seen
Create:
Improvisation
(CS & Writing Steps only)
The Readiness Step
Step One:
T presents chants/songs to students.
Step 2:
T chants/sings with correct syllables, then Ss repeat the syllables exactly.
And remember... at first sing FOR, not with students!
The Conversational Solfege Steps
Step 3:
Step 4:
Step 5:
T presents familiar patterns on neutral syllables & familiar rhymes or songs with text, then asks Ss to chant or sing with syllables.
Same thing as Step 3, but now with unfamiliar patterns and rhymes or songs.
Ss create original musical thoughts using the syllables of the current unit
Step 3: Conversational Solfege- Decode/Familiar (Song)
(4th Grade, Unit 5-Tonal)
Step 5: Conversational Solfege- Create
(3rd Grade, Unit 4-Tonal)
The Reading Steps
Step 6:
Step 7:
Step 8:

Teacher shows notation while chanting or singing patterns for Students using correct syllables, Students repeat exactly while also looking at notation
Ss see & think through familiar notation then chant or sing it with syllables
Step 7: Read- Decode/Familiar (Song Rhythm)
(4th Grade, Unit 5-Tonal)
Step 8: Read- Decode/Unfamiliar (Song Text)
(3rd Graders, Unit 3-Rhythm)

Writing Steps
Step 9
Step 10
Step 11
Step 12
Write/Decode-Familiar
Write/Decode-Unfamiliar
Write/Create
Write/Rote
Just like Step 3: kids hear, then chant or sing to decode and then write down what they performed
Always chant or sing before writing!
Ss improvise, chant or sing and then write down what they've created
C
O
P
Y

D
I
C
T
A
T
E
C
O
M
P
O
S
E
D
I
C
T
A
T
E
Ss simply copy
the notation
that they see
as they also learn about the rules of
manuscript
Ss first listen, then
chant or sing and
then write what
they hear
Become a member of the Feierabend Association for Music Education at feierabendmusic.org

Join the conversation at the Feierabend Fundamentals Facebook page at https://www.facebook.com/groups/feierabendfundamentals/

But I'm scared...what if I need help?!
Conversational Solfege Level 1 Teacher's Manual

What do I need to get?
Conversational Solfege Level 1 CD
Conversational Solfege Level 1 Flashcards
What would be helpful to have
Stop/Go and Echo/Decode Paddles
Individual Staff Boards
Where do I start?!
To make it less overwhelming start all grades at Unit 1
Choose your first 6 songs/chants and your Classical piece from Unit 1 in the CS Manual or use the ones from my Unit 1 template
Look at the Techniques section of the Manual for fun, engaging ways to go through the Steps
Use the plan I showed you for Unit 1, and alter the repertoire for different grade levels if you want. Then look at the plan you wrote for Unit 2 so you have some future objectives to work towards during Unit 1.
Ears & Mouth
Should be done in as engaging a manner as possible to keep Ss focused
Ss think through unfamiliar notation &
chant or sing it with syllables & text
is what we want for our kids
For example, if your class lasts 30 minutes:
1. Work on notational literacy (Conversational Solfege)
2. Learn something "about" Music (history, elements, genres, etc.)
3. "DO" Music (canons, singing games, dances, Orff , Kodaly activities, etc.)
7-10 mins
3-5 mins
15-20 mins
Take Note!
What happens in a unit of Conversational Solfege, anyway?
OR
Students progress sequentially through the 12 Steps with this musical idea using patterns, songs, & chants that they first hear, then chant or sing to mastery
(Eyes)
Each CS Unit focuses on a small rhythmic or tonal idea
Unit 1
Unit 4
For example:
At birth
Birth-9 yrs
9 yrs- adulthood
Students then go on to decode these patterns, chants, & songs independently- first by singing or chanting them & in the final steps by reading, & writing the notation
After listening, students joyfully perform
This...
{Chips & Sticks}
Of primary importance: the
Readiness & Conversational Solfege Steps
Here is how the
CS process works...

So, think of it like this:
1. CS unit = 12 Steps
2. The steps are grouped
into 4 big categories
3. In all but the
Rote
category,
they progress the same way
"Stop" = Freeze; "Go" = Decode
Shoprite = Stomp Around!
Allows music teachers flexibility to use a variety of activities
Manual Techniques = Games!
STOP!!! Do Not Pass Go if your students aren't solid!
If necessary, this can all be accomplished in one class period!
Entrance music:
Corelli- Allegro
Pitch Exploration:
Frog Toss
Move it:
Faure- Sicilienne
Past
: Read/Dec
Closet Key
(Unit 1- review "dynamics")
Current
: Step 2,
Patterns 3A
(rote/echo)
Step 3:
Patterns 3A
(CS/Dec)
Review
Come and Dance
; perform as a "canon"
Continue working on
Canoe Song
(xylos)
Future
:
Pattern Set 4A
(Unit 4) while lining up

Full 30 min Lesson- 2nd Grade
CS Unit 3
(quarter/eighth in triple)
Literacy
about
doing
doing
(10 min)
(6 mins)
(2 mins?)
(12 mins)
CS Unit Progression
My Order:

2nd Grade:
Unit 1 Quarter/2 Eighth Notes (Duple)
Unit 2 Dotted Quarter/3 Eighth Notes (Triple)
Unit 3 Quarter-Eighth (Triple)

3rd Grade:
Finish or Review Unit 3
Unit 4 Do-Re-Mi
Unit 5 Do-Re-Mi-Sol and Moveable Do

4th Grade:
Units 6 & 8 Quarter Rest (Dup), Dotted Rest (Tri)
Units 7 & 9 Half Note (Dup), Dotted Half Note (Tri)
Unit 10 Do-Re-Mi-So-La
Unit 11 Do-Re-Mi-Fa-So
(RARE!!)
Official CS Order
Unit Concept
1 Quarter/2 Eighth Notes (Duple)
2 Dotted Quarter/3 Eighth Notes (Triple)
3 Quarter-Eighth (Triple)
4 Do-Re-Mi

5 Do-Re-Mi-Sol
6 Quarter Rest (Duple)
7 Half Note (Duple)
8 Dotted Rest (Triple)
9 Dotted Half Note (Triple)
10 Do-Re-Mi-So-La
11 Do-Re-Mi-Fa-So
12 Do-Re-Mi-Fa-So-La
13 Eighth-Quarter (Triple)

14 Low Sol
15 Eighth Note Upbeat
16 Eighth Rest
17 Low La
18 Low Ti
19 Paired Sixteenth Notes in 2/4
20 Paired Sixteenth Notes in 6/8
21 Hi Do
22 High Ti

Understanding how children process music should start with a look at the brain and what it tells us about the process of musical development.
...it's time for Conversational Solfege!
Step 3: Conversational Solfege- Decode/Familiar (Song)
(4th Grade, Unit 5-Tonal)
Step 5: Conversational Solfege- Create
(3rd Grade, Unit 4-Tonal)
For Unit 10...
...in addition to the 10 A/B/C/D patterns, I have chosen to use:
1. Bow Wow Wow
2. Great Big House
3. Ride a Little Horsey
4. Janie Mac
5. Rocky Mountain
6. Deta, Deta
Classical: Morning
6 Chants and Songs for Unit 10
Steps 1, 3, 7, 9, 10
Steps 1, 3, 7, 9, 10
Steps 4, 7, 9, 10
Steps 4, 7, 9, 10
Steps 8-10
Images taken from John Feierabend's Conversational Solfege Level 1 Teacher's Manual
Steps 8-10
For this unit:
Familiar Patterns: 10A, C, and D
Images taken from John Feierabend's Conversational Solfege Level 1 Teacher's Manual
Steps 4 & 8
10B (Unfamiliar)
Steps 2, 3, 6, 7
Considerations:
Mix of keys
Mix of meters
Offers a musical experience

Step 1: Readiness
S hear songs/chants in preparation for future literacy
From John Feierabend's Conversational Solfege
Reading Steps
Step 6:
Step 7: Read- Decode/Familiar (Song Rhythm)
(4th Grade, Unit 5-Tonal)
I read for you...
Do's apartment?
Read/Rote
Step 8:
Sightreading
Read/Decode-Unfam
Writing Steps
Step 10
Write/Decode-Familiar
Step 11
Write/Decode-Unfamiliar
Step 12
Write/Create
Step 9
Write/Rote
Always sing Solfege before writing
C
O
P
Y

D
I
C
T
A
T
E
C
O
M
P
O
S
E
D
I
C
T
A
T
E
The Conversational Solfege Steps

Step 2:
Step 3:
*Step 4:
*Step 5:
I tell YOU what it sounds like.

Patterns 1oA (T uses syllables, S echo with syllables)
Tell me what this new song sounds like.
10B, warm up w/10D, Janie Mac
Games: Rapid Fire; Beat Professor Nerd
CS-Rote
CS/Dec-Familiar
CS/Dec-Unfam
CS/Create
Build a strong tonal foundation with
multiple experiences in the CS steps
Improvisation
Games: Battle of the Bands; More, Please!
Unit Ten
Step (8) is a great place
to use your Classical piece. It's also good for the "about" part of a lesson.
Time to get your La on!
Road Trip:
Use bingo chips on lap boards
to notate
Bow Wow Wow in F & G
Teacher's Pet:
High-aptitude student leads singing the patterns while students write on lapboards
Dueling Tone Cards:
Two teams, 1 student from each team faces off to try and finish the pattern 1st

Change Your Tune:
Show them a familiar song and they must change at least 50% of the notes and sing for the class
Song #1
Bow Wow Wow

Review with Game
Song #2
Great Big House
Singing Game
Used in Unit 6
Step 7:
Read/Decode-Fam
...now YOU read for me!
Read 10D followed by a triple song
Thor's Mighty Piano
"Think...and sing (out of order!)
What does it start on?
These have been part of your "Future Objectives" during CS in the previous unit


Now YOU tell me what it sounds like.

Warm up with 10C, Bow Wow Wow
Game: Snap On! {Great Big House}
"What does it start on?"
For choir torture...
I mean tuning
For decoding patterns containing
rhythm concepts not yet covered
What apartment is Do in?
Think...and sing
Great place to utilize the Tone and Intonation Charts
Laser Tag
Entrance music:
Carmen Fantasy
Pitch Exploration: Rainbow Fan
Move it:
Frankenstein Wakes Up
Past Obj
: Read/Decode
John Brown's Baby
(Unit 8)
Future
:
Old Aunt Kate
(Unit 11) w/bass xylo
Current
: Step 2,
Patterns Set 10A
(rote/echo)
Great Big House
(
"Locomotor" "Counterclockwise"
)
Review
Grasshopers Three
; perform as a round
Continue dancing
Sashay the Donut

Full Lesson- 5th Grade
CS Unit 10
Literacy
about
doing
doing
(10 min)
(6 mins)
(2 mins?)
(12 mins)
"About"
Offenbach
Dance
Dynamics
Locomotor
Form
Readiness/Rote:
Students hear and then joyfully perform rhymes and/or songs that contain the musical idea for that unit
Conversational
Solfege
Students chant/sing rhythm or solfege in response to teacher model and then decode first familiar, then unfamiliar songs, rhymes, and patterns with correct syllables
Reading
Students see notation of familiar, followed by unfamiliar songs, rhymes and patterns, responding with correct rhythm or tonal syllables
Writing
Students write musical
thoughts in notation
(Ears & Mouth)
(Ears & Mouth)
(Eyes)
(Hands)
Again, think of taking that small
musical idea through 12 steps that are grouped into 4 categories:
You'll notice that in the CS, Reading, &
Writing Categories, the routine is the same:
Rote:

Students hear new music until they can joyfully perform it correctly
Decode Familiar:

Ss identify patterns, chants, and songs that they know with the correct syllables
Decode Unfamiliar:

Same as above, but with repertoire and patterns that students have not yet heard or seen
Create:
Improvisation
(CS & Writing Steps only)
So, think of it like this:
1. CS unit = 12 Steps
2. The steps are grouped
into 4 big categories
3. In all but the
Rote
category,
they progress the same way
What happens in a unit of Conversational Solfege, anyway?
OR
Students progress sequentially through the 12 Steps with this musical idea using patterns, songs, & chants that they first hear, then chant or sing to mastery
Each CS Unit focuses on a small rhythmic or tonal idea
Unit 1
Unit 4
For example:
Students then go on to decode these patterns, chants, & songs independently- first by singing or chanting them & in the final steps by reading, & writing the notation
A 12-Step Program...for kids!!
Ears & Mouth
Ears & Mouth
Eyes
Hands
Taken from Conversational Solfege Level 1 Teacher's Manual
Entrance music:
Carmen Fantasy
Pitch Exploration: Rainbow Fan
Move it:
Frankenstein Wakes Up
Past Obj
: Read/Decode
Jack and Jill
(Unit 3)
Future
:
I Have a Dog
(Unit 5) w/bass xylo
Current
: Step 2,
Patterns Set 4A
(rote/echo)
Play
Closet Key
(
"Dynamics" review
)
Review
Grasshopers Three
; perform as a round
Continue dancing
Sashay the Donut

Full Lesson- 4th Grade
CS Unit 4
(Beginning)
Literacy
about
doing
doing
(10 min)
(6 mins)
(2 mins?)
(12 mins)
Entrance music:
Corelli- Allegro
Pitch Exploration:
Frog Toss
Move it:
Faure- Sicilienne
Past
: Read/Dec
Closet Key
(Unit 1- review "dynamics")
Current
: Step 2,
Patterns 3A
(rote/echo)
Step 3:
Patterns 3A
(CS/Dec)
Review
Come and Dance
; perform as a "canon"
Continue working on
Canoe Song
(xylos)
Future
:
Pattern Set 4A
(Unit 4) while lining up

Full 30 min Lesson- 2nd Grade
CS Unit 3
(quarter/eighth in triple)
Literacy
about
doing
doing
(10 min)
(6 mins)
(2 mins?)
(12 mins)
So...
1. Choose Rep, Techniques,
"Doing" & "About" activities
2. Fill out Unit Overview
3. Write in Unit Rep on Template
4. Think about all CS objectives
5. Mark each day as you go
Let's get you FAME certified!
First Name
Last Name
Street Address
City, State, Zip
Non-School Email Address
Cell Phone Number
Send this to me via email ASAP
Ss see notation of familiar, then unfamiliar patterns, rhymes and songs and respond with correct syllables
Readiness/Rote:
Ss learn and then joyfully perform repertoire based on specific melodic or rhythmic concepts.
Conversational
Solfege

Moving from rote echoing to independent decoding, Ss listen and then perform with syllables in response to the teacher model, first with familiar, and then unfamiliar patterns, rhymes, and songs. Finally, Ss are invited to create original musical thoughts with syllables.
Reading
Writing
Ss respond to music by writing musical thoughts into notation
12 Steps 4 Groups
Taken from Conversational Solfege Level 1 Teacher's Manual
Ears Only!
Ears Only!
Eyes & Ears
Eyes & Ears
Taken from Conversational Solfege Level 1 Teacher's Manual
Ears Only!
Ears Only!
Eyes & Ears
Eyes & Ears
Let's Review These Again
Teach repertoire through games or movement whenever possible.
Ss see notation of familiar, then unfamiliar patterns, rhymes and songs and respond with correct syllables
Readiness/Rote:
Ss learn and then joyfully perform repertoire based on specific melodic or rhythmic concepts.
Conversational
Solfege
Moving from rote echoing to independent decoding, Ss listen and then perform with syllables in response to the teacher model, first with familiar, and then unfamiliar patterns, rhymes, and songs. Finally, Ss are invited to create original musical thoughts with syllables.
Reading
Writing
Ss respond to music by writing musical thoughts into notation
12 Steps 4 Groups
Choosing CS Objectives for the notational literacy part of every lesson
*Respectfully Stolen from Chris Powers
And here's another way to look at the 12 Steps
No visuals!
Join my FAME-Certified VIP page on FB at https://www.facebook.com/groups/FAMEVIPS/permalink/315121478912972/?comment_id=315139298911190&notif_t=group_comment&notif_id=1499046275183947
Get Certified in First Steps in Music and Conversational Solfege Upper Levels!
Overachiever?
Get this DVD!
Remember: Create a Unit Plan Overview for Unit 2
These can serve as "Future Objectives" in earlier Units
Know
the
piece!
??
A Section
B Section
Understanding how children process music should start with a look at the brain and what it tells us about the process of musical development.
Neurons: They Get the Job Done
Information sent via
Axons
and
Dendrites
.
Connection created by Axons + Dendrites =
Synapse

Dendrites pass information to the cell body and on to the axon.
At the axon's end, information crosses the Synaptic Gap. Sometimes it needs a
Neurotransmitter
to help. Two of the 100 types of known neurotransmitters are
Dopamine
(thought/pleasure) and
Endorphins
(emotions/pain perception.)
Stages of Brain Development
Baby Brain
A baby is born with 100 BILLION neurons. Each one of these has about 2,500 synaptic connections, by age 3 it is close to 15,000 per neuron.
Connections (synapses) form rapidly in the first 5 years of life: 700-1,000 new synapses PER SECOND, occurring with every interaction a child has with their environment, forming the brain's architecture.
Every time you talk to, sing to, dance with, read to, yell at, move with, criticize, encourage, or soothe a child, you are literally shaping their brain.
Neural Pruning
As we engage with babies, the brain begins to make neural connections.
The connections that are NOT used frequently are cut out. The ones that are reinforced through repetition get strengthened.
While this process takes place throughout life, it is most active in the 1st years.
Brain Plasticity
Plasticity is like pressing a coin into clay

It varies by age, but at every age there is some kind of adaptation occurring as a result of either experience or damage.

The early years are when we see the most neuroplasticity, or the ability to change and adapt as a result of experience.


Thinking/Speaking
Memory
Plans/Decisions
Emotions
Movement/Balance
While real investigation of the brain is best left to neuroscientists, it is beneficial for educators to be aquainted with the basic workings of the brain and how these impact potential for learning and the actual learning process itself.
Both hemispheres possess neural networks reserved for music processing
There are physical and processing differences between the brains of musicians and non-musicians
While there are overlaps and parallels between brain processing for music and language, newer studies are discovering specific domains for music.
All the time, with the exception of Unit 1
Every lesson
After Step 7 of the current unit
Let's talk demo teaching
and then move on to planning!
Bashana haba'ah - (Shenanigans Vol. 3)
Get it all done at once!
From Brittain Music on TpT (for Units 1-3)
Full transcript