Because I was going to do Fresh From The Kitchen, I asked in advance that the teachers bring in their students with nametags.
| Hello Everybody (yes indeed) | Opener - lead students into the room with the song |
| This seemed to work ok, but I've found because of the large auditorium that students must traverse in order to get to the music room, the students oftentimes are filing in in a very loose line, and it's hard to get students on the same page with any sort of pre-singing instruction. I ended up singing the song for both classes. One student did ask me later what "yes, indeed" meant. | |
| Fresh From The Kitchen | Slowly teach students how to play the game. Try to encourage keeping the beat as best as possible |
| This took a bit longer to develop, as I first got students to respond with "Shoo-Lie-Loo", with one response higher in pitch than the others. Eventually, the students got the hang of the song and moving from one side of the circle to the other. I had varied success trying to get the students to continue to sing "Shoo-Lie-Loo" until the walking student made it to the other side of the circle. Clapping every other beat seemed to help a bit. Having done The Longer The Faster in a previous class also helped a little bit, and the prior experience provided an easy lead-in into this activity. I tried varying the "handful of biscuits" line ("basket of apples", "pocketful of sunshine"), but trying to think of new ones on the fly proved to be daunting, and I found myself settling on the basket of apples for most of the iterations. | |
| Austrian Yodeler | Review, and add the St. Bernard and a wayward cow. |
| This was pretty easy. I used a wayward cow instead of a Jersey cow for fewer potential random questions. I also had the students do a moo sound instead of the squishing of milking. Finally, I asked for suggestions for other things on the mountain, and the classes came up with cats, wolves, and deer (tapping on the ground). | |
| Deep And Wide (first class only) | Teach them the song. Then subtract "wide" and "river". |
| This turned out to be really easy to teach, and some students already knew the song. I was able to get the students to remove wide and river without too much effort, although getting complete silence during the deleted words was still a challenge. Students wanted to remove "Deep", and I told them that we'd try it during a later class. | |
| Everybody Oughta Know | Teach the song by partial echo, and then explain how the 3rd verse is sung together. |
| This was my MLK song. We spent about a minute or two talking about MLK - who he was, and what he tried to do. Students here seemed to learn the gist of the song ok, but I may have sung this a little too low to begin with. I later asked the students for ideas/things that they found important, and I was met with mostly silence. The few suggestions I got were things around family. | |
| 1-2 Tie My Shoe | Quicky review this. This is a lead-in into the next song. |
| Indeed, the students had no trouble recalling this chant, with movements, and with the "9-10 Do It Again" line that I added last week. This was an easy lead-in into the next activity... | |
| If You've Got One | Teach with motions while sitting |
| This is a song by Justin Roberts, which does a 1-2-3-4-5 rhyme with song and motion that I enjoy singing with my own son. This was pretty easy to teach, as I simply went through the phrases. The second class had a little more time left over, so I had them try to do the song to a recorded version of the song, which goes pretty fast - they seemed to handle it ok. | |
| Goodbye Everybody (yes indeed) | Use this as the exit song. |
| Pretty simple exit song. Some children picked it up, as it was almost the same as the entrance song. | |
Overall, this class went ok. I didn't spend a whole lot of time on MLK, but I think it was enough, as students clearly knew that he was special, and students had a rough idea of what he stood for. In both classes, the teacher removed a student from the circle for the first time. Backpocket songs were Sarasponda and Tue Tue.
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