Can you echo the body percussion patterns in the video?

Echo the body percussion patterns when it's your turn.

Decide on body percussion to play on this animated play along.
For example:
Clap the eighth notes and pat the quarter notes.
or
Clap line 1 and pat line 2.

Try it. Do you like it? How many different ways can you think of to play this?

Talk to the students about how they should enter/leave, sit, and what happens in the event of fire drill or lockdown.

This song replaces the song "Chicken on a Fencepost" which had a verse that was outdated. This is a reading song. Read the rhythms and the melody of the song. This song uses low so and low la. Teach the movement activity or game. Students really love the game.

Form two circles---an inside and an outside circle. Choose two racers who leave the circles and hide somewhere in the classroom. Place a rubber chicken in the middle of the inside circle. The teacher now creates a hole in the outside circle, and a hole in the inside circle, by moving two students apart. Sing verse one. At the end of verse one, the two racers have to try to be the first to find and get through the opening in the outside circle, and find and get through the opening in the inside circle to pick up the rubber chicken. The racer who gets to the chicken first wins. It’s kind of like racing through a maze.

Use activity 6 or 9.

The game gives students an opportunity to sing with a variety of dynamics. Be sure that they sing with a beautiful sound, even when they are singing forte. If they start to shout, stop them and have them clap the rhythm of the song with varying dynamics instead of singing.

Choose two students - one to hide the key and one to find it. The finder must leave the room. The hider is given 30 seconds to hide the key. It must be visible with the naked eye. When the key is hidden, the finder is allowed back in the room. The class sings the song, singing softly when the finder is far away from the key. As the finder gets closer, the singing becomes louder. It is very important that the teacher stress that at ALL dynamic levels, the tone quality should be beautiful. You could write the dynamics terms on the board and point to the appropriate one as the students sing.

Print and complete the "Music and Me" booklet to show your teacher or someone in your family.
-or-
Make your own booklet and answer the same questions. Share the booklet with your teacher or family.