Listen to "Ton moulin". The lyrics translate to, "Miller, you’re asleep, your mill is going too quickly". Ask them questions about it. Explain to the students that the song is about a windmill. The miller uses the windmill to supply the power to his mill. The miller has fallen asleep and the windmill is going too quickly.

Each student should find a partner. They join hands and extend their arms sideways. During the 3/4 section of the song, they will move their arms with their partner to imitate a windmill. They will “wring the dishrag” (or turn right over) several times, ending up facing their partners for the 2/4 section. Denise Tip: When I teach students to “wring the dishrag” I tell them to raise one arm and walk in a circle under the arm that is raised.

For the 2/4 part of the song, have the partners do this clapping pattern:
measure 1 clap own hands 2x
measure 2 clap both partner’s hands 2x
measure 3 clap own hands 2x
measure 4 pat legs with both hands 2x
Repeat for measures 5-8, ending with joining hands with their partner instead of patting legs.

There are two distinct parts in this song, so the sectional form is AB. Discuss with the students how the movements they are doing with a partner show the AB form.

Explain the changing meter in this song.

Extension: Add unpitched instruments as accompaniment. In the 3/4 section, have a hand drum play ta rest rest. Have a guiro play rest ta ta. In the 2/4 section, choose some instruments to play the rhythm of the words

"Love Somebody” is a rhythm-reading song. Read the sixteenth notes in the song. Invite your students to create a B section by writing a “Roses are Red” poem. Sing the song as the A section, read a poem, and then sing the A section again. If you are using this in performance, vote on which poem is the funniest. Use the funniest poem as the B section for your performance.

One student holds a valentine and walks around the outside of the circle. At the end of the song, the student holding the valentine puts the valentine behind another student. This student picks the valentine up, leaves the circle, and tries to tag the student who placed the valentine behind them before that student gets to the hole in the circle.

Denise Tip: I often use an imaginary valentine instead of a real one, because picking up the valentine slows down the chaser and gives the runner too much of a head start. Alternatively, you can use a large basket with a valentine already in it so it's easier to pick up.

We're going to do a body percussion activity with the song "Love Somebody"

Start by reading the words of the song.

Next read the rhythms of the song.

Divide the class into four groups - drums, metals, woods, shakes/scrapes.

Have the drums play on beat 1.

Another option for students at home is to play all parts on a bucket.
Drum = side.
Metals = top.
Sticks = rim.
Snap = click sticks.

Teach the song by rote. The song is meant to provide experience in 3/4 time. Most students should be able to master the first and second patterns. The third and fourth patterns might be difficult and can be used as a challenge for students who find the first two patterns too easy. Some students might enjoy making up their own stick patterns for this song.

Watch the kids play the stick game. Try it out! The first variations are easy, and then they get more challenging.
Create some of your own stick patterns.

First Time: tap floor tap own sticks together twice

Second Time: tap floor tap partner’s sticks twice

Third Time: tap floor tap own sticks together tap right sticks with your partner tap floor tap own sticks together tap left sticks with your partner Say: floor, own, right, floor, own, left

Fourth Time: tap floor tap right sticks with your partner, tap left sticks with your partner tap floor tap left sticks with your partner tap right sticks with your partner Say: floor, right, left, floor, left, right

Ask the children to tell you their favorite songs, games or activities that they've done during the month. List the songs/games/activities on the board, then have the student vote for their favorites. Conduct the votes with their eyes closed. As you work through the list of games/songs/activities, review the concepts that were taught in the activity. I'm often surprised at the activities that are the children's favorites!