I Want my Hat Back! - Utilizing literature in the Elementary Classroom

The use of children's books in the music classroom has long been one of my favorite ways to step into a musical concept. The use of picture books such as this one promotes broadening of students imagine and understanding of how music fits into their world. Over the course of three lessons, the book "I want my Hat Back" by Jon Klassen is used to teach lower elementary students how to hear, play, and notate So, La, & Mi on a musical staff.

Book Title:
I Want My Hat Back by Jon Klassen
Grade Level:		Musical Concept:
1st Grade		So, La, & Mi
State Benchmark:		I can statements:
3.1.2.2.1 Generate musical ideas using a limited set of rhythms or pitches. 3.1.2.3.1 Choose musical ideas to share using a limited set of rhythms or pitches.		I can sing melodies using So, Mi, & La. I can identify and decode melodies using So, Mi, & La. I can create and play patterns on the staff using So, Mi, & La.
Lesson Segment # 1 (15-20 minutes)
Materials: I Want My Hat Back Book (buy the book here OR ask your school librarian if they have it) Smartboard; Seesaw lesson (copy and edit activity to use on the board during class)
Visual Clips:
Lesson Procedures: Read the book as is. Ss learn two musical phrases in the key of F “Have you seen my hat?” (S L SS M) “Okay, thank you anyway!” (SS LL SS M) Ss show melody with their bodies; S- Shoulders, M- Knees, L- Head Read book a second time, but with Ss singing and dramatizing (adding gasps, running in place, etc.) T sings phrases with actions, and asks “Have we heard these notes before?” Ss identify S, M, & L T works with Ss to place S, M, & L on the correct spots using two lines (seesaw activity linked above) Verbal goals: “So goes in the middle space,” “Mi goes in the space below,” and “La goes on the top line.”
Lesson Segment # 2 (15-20 minutes)
Materials: I Want My Hat Back Book Smartboard; Seesaw lesson Pocket sleeves; Paper insert with two lines for solfege Solfege “hat” baggies (at least 4 of each family) -printed, laminated, & cut
Visual Clips:
Review what happens in the book “I Want My Hat Back.” Ss recall the melody of the two phrases “Have you seen my hat?” (S L SS M) “Okay, thank you anyway!” (SS LL SS M) Sing through book if time allows Ss receive a pocket with two lines, and a handful of solfege “hats” T puts up first phrase on the seesaw lesson “Have you seen my hat?” (S L SS M) Ss match their pocket sleeves to the board. All sing solfege pattern together T puts up first phrase on the seesaw lesson “Okay, thank you anyway!” (SS LL SS M) Ss match their pocket sleeves to the board. All sing solfege pattern together Ss create their own pattern (T checks that solfege is in the right place)
Lesson Segment # 3 (15-20 minutes)
Materials: I Want My Hat Back Book Smartboard; Seesaw lesson Pocket sleeves; Paper insert with Bell maps Individual bell sets (S- C, M- A, & L- D)
Visual Clips:
Review what happens in the book “I Want My Hat Back.” Ss recall the melody of the two phrases “Have you seen my hat?” (S L SS M) “Okay, thank you anyway!” (SS LL SS M) Ss receive pocket sleeves with bell maps; Ss receive bells and match the correct bell to the map. So- C, Mi- A, & La- D Ss echo play several patterns using S, M, & L (taking turns with partner) T reads through book while Ss play two phrases on the bell sets Add: Gong or cymbals for the gasp, tambourine for running,