The teacher or some of the students can also play the drum quietly on the word DARK.Reverb has the unique ability to make instruments in the mix sound like they’re being played in the same room. HINT: If you want to create a spooky mood, consider turning off or dimming your lights.
Speak poem with students, and they are only allowed to tiptoe on the word DARK and freeze in an interesting shape on the rest of the text. Review how to move counter-clockwise through the music room. Ask student’s what kind of locomotor movement would match the way they have been patting their legs using their fingertips and the way that they played the hand drums – Tiptoe. Ask students to identify which word they believe is the most important in the poem – DARK. Review the words to the poem with the PowerPoint Visual. Lesson 3: In a Dark, Dark, Wood – Movementįormation: Counterclockwise movement through the room Repeat as many times as necessary to give each student the chance to play the hand-drums. Read through the poem with students playing the hand drums using their fingertips. 
Show students hand drum and use leading questions to describe how to get the same kind of sound on the drum head. Using leading questions, ask students to identify the quality of sound they are making when they use their fingertips on their laps instead of their whole hand. 
Students pat their legs with their fingertips every time they speak the word DARK. Read through the poem with the students. Identify the word DARK and have students count how many times that word appears in the poem. Identify high-frequency words students are already learning … In, a, the, and, was. Identify all of the places in the poem and reinforce new vocabulary words. Review the words to the poem with the visual ( click to download). Lesson 2: In a Dark, Dark Wood – Unpitched Percussion On the third telling ask students to join in speaking as much of the poem as they are able while still patting their legs with their fingertips on the word DARK. Ask students to relay all of the places they heard in the story. On the second telling, ask students to listen for all of the places they hear in the story in addition to patting with their fingertips every time they hear the word DARK. The teacher tells students to pat their legs with their fingertips every time they hear the word DARK in the story. I cover many different objectives utilizing the text of this poem, here are a few: Lesson 1: In a Dark, Dark Wood – Poem In a dark, dark wood, there was a dark, dark house,Īnd in that dark, dark house, there was a dark, dark room,Īnd in that dark, dark room, there was a dark, dark cupboard,Īnd in that dark, dark cupboard, there was a dark, dark shelf,Īnd in that dark, dark shelf, there was a dark, dark box,Īnd in that dark, dark box, there was a Ghost! Demonstrate locomotor & non-locomotor movement on the specific text.
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