Say the “Hello Beat Chant”

Sing hellos in different ways. Pat the beat or play on tone block.

Review all the instruments using the “Mystery Box”

This month we used jingle bells, tambourine, hand drum, triangle, shaker, tone block, finger cymbals, and castanets.

Sing to Melody the Elephant

Practice distinguishing between speaking and singing voices by introducing a toy elephant named Melody.

Melody the elephant will do what the children tell her, if they tell her in a “singing voice.” If they speak, she does nothing.

Tell Melody to “jump up and down” using a speaking voice.
Melody won’t move. Then sing to Melody to “jump up and down” and make your elephant jump.

Invite the children to sing to Melody what to do. (The demo that follows will show how to do this)

Substitute whatever stuffed animal you have - Melody Monkey would work just as well!

Echo vegetable rhythms

Review “Chop, Chop, Chippety Chop”

Tell the children you’re going to chop up a head of lettuce. Say the poem, demonstrating the motions. Invite the children to say the poem and do the actions with you.

Do the actions for “Chop, Chop, Chippety, Chop”

In the demo, the teacher is using high, medium and low voices to represent the sizes of the vegetables that are getting thrown in the pot.
Radish - use a high voice because it's a small vegetable.
Pumpkin - use a low voice because it's a big vegetable.

Invite the children to think of different kinds of food to throw in the pot. Then say the poem together using high, medium and low voices.

Create word rhythm patterns with food

There are food picture cards in the supporting resources.

Print them, and then create a word rhythm pattern with them.

Say your word rhythm. Try accompanying the word rhythm with body percussion.
Then try playing the rhythms on instruments. Invite feedback from the children.
If they think of different ways to play or perform the rhythm, try them out.

You could use one of the food poems as an A section: Two Little Sausages, Mix a Pancake, or Chop Chop Chippety Chop

Use your word rhythm as a B section.

With input from the class decide on the form and perform your piece.

Discuss how your performance turned out. Did you like it?
If you were to perform it again, what could you do differently?
If time permits, try it again.
This is the creative process for preK. With guidance, you create a performance, discuss it and refine it.

Review “Two Little Sausages”

Tell the children you’re going to fry some sausages. Say the poem and demonstrate the actions for them. Invite the children to say the poem and do the actions with you. Talk about which parts of the poem are quieter and which parts are louder.

Do the actions for “Two Little Sausages”

Say the poem using loud and quiet voices, fast and slow, and magic lips.

Create sound effects for the poem with unpitched instruments.

For example:
Two little sausages frying in the pan - play egg shakers (sizzling sound)
One went pop - on "pop" play a loud instrument
And the other went bam - on "bam" play on a drum

Review “Go Bananas”

Do the actions for “Go Bananas”

Dramatize the Surprise Symphony

Listen to the symphony and dramatize being a sleepy listener.

Review “The More We Get Together”

This is a song to encourage friendship and to practice the names of your class. When the singer leaves a space, insert the names of the children in your class.

Create actions to accompany the song. The actions could be as simple as swaying left and right on phrases 1, 2 and 4. On phrase 3, motion “out” for “your friends” and motion “to self” for “my friends.”

Sing “Skinnamarink”