Sing hellos in different ways. Pat the beat or play on a hand drum.

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. This activity helps the students to learn the difference between singing and speaking voices. It’s also great to encourage solo singing. You can soon tell who is matching pitch and who you need to work with when they sing to Melody.

Listen to the song and invite the children to do the actions with you while you listen. After listening to a few verses, ask the children to sing the “do do” part. Soon the children will be able to sing along to the whole song.

Learn the movements.

Invite the children to create new verses and create new actions - brother shark, sister, shark, uncle shark, auntie shark, etc.

Fin the Fish was four feet long. He was the most fearsome fish in the sea. All the little fish in the sea were frightened when Fin was near. Fin was very fast and very fierce and he could eat them all in one bite. When Fin the Fish swam near the Flying Fish, he’d call out, “Fee! Fi! Fo! Fum! Look out fishies, here I come!”

The Flying Fish were very fast and they could swim faster than Fin. When they heard Fin the Fish coming, off they’d swim, asfast asthey could flee. Fin the Fish tried again. “Fee! Fi! Fo! Fum! Look out fishies, here I come!”

The Flying Fish knew that Fin was hungry and they felt sorry for him, so they went to the pet store and bought some fish food. Fin the Fish tried again. “Fee! Fi! Fo! Fum! Look out fishies, here I come!”

The Flying Fish left a big bowl of fish food for Fin. Fin ate it all in one big bite. He was full. Fin the Fish fell asleep with a full, full tummy, and he left the Flying Fish alone.

Print and do the F worksheets.
-or-
On a piece of paper practice drawing f and F
Draw two things that start with f: frog, fish, fox, etc

If you don’t have this storybook in your library, you can order it from Amazon or watch a video of it on YouTube.

Turn the rhyme about Timothy Pope into a so-mi song, and sing this each time it occurs in the story. Accompany with Orff instruments if you have them.

When Timothy sees the shark, he yells, “There’s a shark in the park!” Choose a loud instrument to accompany this part of the story. Do a tremolo on a triangle, or crash a cymbal. Then, say the chant from "Fin the Fish": Fee! Fi! Fo! Fum! Look out fishies, here I come! Choose an instrument to play along with the chant.

This would be a great story to dramatize. A graphic of the shark is included in the song. Print and have the children paint the shark. (enlarge if you can) Mount it on cardboard and attach it to a paint stir stick. Have one child “be” the shark, and make an entrance each time Timothy sees him in the park.

Tap a beat with one finger in your hand, or tap on your head. Use small gestures when the music is quiet, and big gestures when the music is loud.

The loud and quiet flashcards are available in the song's printable section.

Review the fingerplay "Chubby Little Snowman". Say the fingerplay with actions. (Slow/Fast & Quiet/Loud)

Review the movements for the fingerplay "Chubby Little Snowman".

Watch the teacher and copy the actions.

Children join hands and circle left as they sing. On the words, “We all go together”, they raise hands and swoop to the center of the circle. Invite the children to think of other kinds of weather. (sunny, rainy, foggy, windy) If you have barred instruments (xylophones, metallophones) have some children accompany with a solid bordun while you sing the song. Have students show how the melody goes with arm motions.

Children join hands and circle left as they sing. On the words, “We all go together”, they raise hands and swoop to the center of the circle. Invite the children to think of other kinds of weather. (sunny, rainy, foggy, windy) If you have barred instruments (xylophones, metallophones) have some children accompany with a solid bordun while you sing the song. Have students show how the melody goes with arm motions.

Give the children scarves and have them move to the music with the scarves. I have my students stand in one place for the sung section of the song, then use locomotor movement to the instrumental part. The best size scarves for preschoolers are 24” squares, but you can use any size that you have.