If you have the storybook, read it to students.

If not, watch the video version of the story.

This song is included to prepare the so-mi interval and to give students an opportunity to create movement. This song is mentioned in the So-me storybook #9 - “So-me Goes to the Party” by Stuart Manins.

Form a circle. All sing the song swinging their arms while the student chosen to be Old Mother Brown moves around the inside of the circle to the movements of the animal or person she chooses to become. The students guess what she is. If the students like, they can clap hands on “Whoosh, whoosh, whoosh, whoosh, wham.” Sometimes Old Mother Brown falls down on the word “wham.”

Show the phrases by drawing a rainbow shape with your finger. Count the phrases. (4) Ask the students to tell you which phrases are the same and which are different. (1 and 2 are the same.) The phrases are not all the same length. Phrase 1 and 2 are only 1 measure. Phrases 3 and 4 are each 2 measures long.

Review singing and speaking voices with your students. Ask them to listen to the song and tell you when a singing voice is used and when a speaking voice is used. The interactive activity, Types of Voices, is linked to this song.

Teacher note: We don't have a kids demo for "Old Mother Brown". If your students would like to see themselves on MusicplayOnline please review the submission requirements here: https://help.musicplay.ca/can-i-submit-a-kids-demo

Move your arms to show how the notes go.

There are two sections to this song. The first two lines are the first section, or the A section. The students clap with a partner during this part. The last line is the second section, or the B section. The students “polka” during this part. Discuss the two sections of the song with the students. Ask if the two sections are the same or different. (different) Label them with two different shapes or as an A and B section. Make responders for your students. Glue the letter A onto a craft stick and the letter B onto another stick. Give each child an A and B stick. Have them hold up the A when they hear the first section and the B when they hear the second section.

The students should each choose a partner. On the first two lines of the song they should clap the beat. On the last line of the song they should join hands with their partner and do a simple polka. Hop on one foot 2 times, then hop on the other foot 2 times.

Teacher note: We don't have a kids demo for "Penguin Polka". If your students would like to see themselves on MusicplayOnline please review the submission requirements here: https://help.musicplay.ca/can-i-submit-a-kids-demo

Perky Penguin liked to go to school. He liked to play with all his friends. He asked his teacher if he could go play. His teacher said, “When you have finished printing all your letters, you can go and play pingpong.” Perky got busy and printed all his letters: A B C D E F G H I J K L M N O P. He always stopped on the letter P because it was his favorite letter. Then he went outside to play ping-pong, and he had a lot of fun playing with his friends.

On Tuesday, the teacher said, “Today you can play the piano at recess.” Perky was very excited because he liked to play piano. Perky practiced printing all his letters: A B C D E F G H I J K L M N O P. Then he got to go and play the piano. He played pretty well for a penguin! On Wednesday, the teacher said, “Today you can play pop-up at recess.” Pop-up is a game like hide and seek. When the person who is “it” finds you, you pop up and say, “Boo!” Perky and his friends liked playing the pop-up game.

On Friday, the teacher said, “Today you can play any game that you like. You can play ping-pong, piano, popup or pool.” Perky practiced printing all his letters: A B C D E F G H I J K L M N O P. Perky and his friends played ping-pong, piano, pop-up and pool. After playing all the games, all the friends decided that their favorite letter was P because all their favorite games started with the letter P.

The song starts at 1:22.

Teach the song by rote. Sing and do the actions to the song.

Print a set of 5 penguins to use as manipulatives while you sing the song (manipulatives are available in the song's printables section). The first time you use them, the teacher should model. Each verse, you’ll take one penguin away and count the ones that are left. You can make class sets of penguins for the students to use. Cut them out and package five penguins in a ziplock bag. Glue the penguins onto different colors of cardstock. When you give out the ziplock bags, give each child a set with a different color background. This will help to keep the ziplock bags organized. The students enjoy singing and counting their own penguins as they sing.

Read the story to the students. When you get to the part of the story where the penguins march, say and play the numbers on a drum. Create a marching melody for the numbers 1-2-3-4 and a random out of tune melody for Tacky’s.

When you get to the part of the story where the “normal” penguins sing a pretty song, make up a pretty melody for it. You could use the melody of the first two phrases of “Twinkle, Twinkle” with the words, “Sunrise on the Iceberg.” For Tacky’s song, use a variation on Silly Sailor.

When you hear the thump of the hunters, play the thumps on a drum. Make up a melody for the hunters to sing.

This book has a really great message. Lead the students in a discussion about how we should include everyone in our groups and our play, even when they are different.

Teacher note: If you're looking for the notation of the little songs mentioned above check out the Song Activities for "Penguins March".

Teach the song by rote. This song can be used to review loud and quiet. The tiptoe verse is sung “quietly” and the stomping verse is sung “loudly.” This song is a very clear example of AB form. When you do the movement, you are doing a different movement for each section so you are already showing the form. You could point this out to the students by explaining that the music has two sections and they do a different movement for each section. You could label the sections A and B if you wish, or omit the symbols until grade one. Whenever possible in Kindergarten, ask the children if the music (phrase or section) is the same or different.

In the first part of the song (Ha, ha, this-a-way) the students should each have a partner and play a clapping game with their partner. They should clap own hands, then partner’s hands, own hands, partner’s, etc. On the verses they should move as the music suggests.

Sing and move to “Skinnamarink”.