Tap the beats on the beat strip at the end of "Time for Music".

If your students can find a small toy, they could tap the toy on each beat.
When Artie Almeida has students use a toy or stuffed animal to keep the beat, she calls it a "beat buddy".
It's a fun manipulative for kids to use in keeping a beat.

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Say the hello beat chant, patting a steady beat as you speak. As they become more familiar with this beat chant, say hello to a student using a high, low, quiet, loud, fast, or slow voice. Also use speaking, whispering, shouting/calling, or singing voices. After you say hello to the student using whatever voice you choose, the class echoes, copying the way you said it.

This week use it to review quiet/loud.

Read the story of the Three Bears. Say to the students: Let’s use a low voice for Papa (kids echo), a middle voice for Mama Bear (echo) and a high voice for Baby Bear (echo).

Teach the song by rote or using immersion. Make up movements as suggested by the words.

Sing the song and do the actions as suggested by the words of the song. Invite the children to make up new ways to move and turn these suggestions into new verses. Ask the children to tell which verses in the song were quiet (tiptoe) and which were louder.

Move to show quiet/loud. Play the drum while students march around the space. If you play it quietly have the students tiptoe. If you play it loudly have the students stomp.

Use the activity to show the actions you want for a quiet sound and a loud sound.

Choose several unpitched instruments that can play loud or quiet sounds.

Hide the instrument so the children don't see it (maybe in the mystery box).
Play the instrument. Have the children tell you if the sound is loud or quiet.

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Teach the song by rote or immersion. The first few times that you play the game, the teacher should be the leader. Make a line and as you walk do a movement that the children can copy. For example tap your head, pat your legs, touch your nose, etc. The tempo varies in the recording. The first time it is a moderate tempo. The second time is a slow tempo. Pause the recording and ask the students how the music changed. The third time is a fast or allegro tempo. Pause the recording and ask the students how the music changed. The fourth time is a presto tempo.

When the students know the song well, invite students to become the leader. I like to ask them what movement they are going to do so we don’t have a lot of down time while the leader thinks up their movement.

Review the song "Letter G".

Review "Grumpy Gorilla".

Watch and move with the kids demo of "Grumpy Gorilla".

To learn the pronunciation, listen to the song video. Pause at the end of each phrase and have the children repeat the words.
It's simple and repetitive.

Play the video from the beginning and have fun moving like the children in the video.

Sing our closing song "Skinnamarink".