This song is included to give the students practice in keeping a beat. Do the actions that the song suggests. Create new verses with new ways to keep the beat. (For example: put the beat on your knees (pat knees)) Later, substitute instruments for the body percussion.

Create movement. Play follow the leader. Choose 4-8 student leaders to stand in front of the class. One of the leaders creates movement and the class copies them for 16-32 beats. Each leaders takes a turn and the class copies the different leaders while listening to this piece.

Alternative: Use the plate demo that is linked to the song.

This action song is played in the same way as “Bingo.” The first time you sing each letter. The second time, leave out the letter “S” and clap instead. Each time, leave out one more letter. This is a good way to teach the children to spell “Santa.”

Same or Different: Have the children clap the pattern S - A - NT - A. Then clap the letters grouping them differently: SA - N - T - A. Ask them if it was the same or different?

Clap two rhythm patterns for the students and have them tell you if they are the same or different.

Create actions for the song. For the chorus, invite the students to create a dance. For the verses, do the action that the words suggest. Ask the students to tell you where the chorus is in this song. (The first two lines.)

Create rhythm compositions with holiday words. Copy and cut out the word rhythm cards. Model how to choose 4 of the cards to create a word rhythm. Perform the rhythm with body percussion or instruments.

If you make sets of cards (these are very easy to cut out), students can then create their own rhythm cards.

Say the poem for the children and demonstrate the actions. Invite the children to say the poem and do the actions with you. Ask the students to tell you which words in the last line should be the loudest. (crunch!) Ask them if there are other words in the poem that should be said louder.

To keep your students engaged when doing a fingerplay four or five times, explore many ways to perform it. Say the poem in a quiet voice, then in a loud voice. Say the poem slowly and then say it quickly. Say it in a high voice and then in a low voice. Not only does this keep students engaged, it gives them the opportunity to experience all of those musical concepts.

Review "One Little Candle".

Consider adding instruments to accompany the song. Have finger cymbals or triangles play each time a number is sung. Start with one, adding one finger cymbal player each time. Choose an instrument to play “burn, burn, burn.” Use rhythm sticks, egg shakers, sandpaper blocks or any instrument that you and your students think would be a good way to “illustrate” the word. Choose one other instrument to play on the word “Hanukkah” and “here.”

Because the song is so repetitious, finding ways to add variety such as using soloists, instruments, or changing groups will make it more engaging for the students and for your audience if you perform it.

Sing our closing song, "Skinnamarink".