In this lesson, you will:
Musicplay is a menu. The teacher is not expected to teach every song or activity. Choose the songs and activities from the list that will best fit your schedule and the needs of your students.
Sing and move to the music.
Sing hellos in different ways. Pat the beat or play on tone block.
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.
Ask the students what other kinds of vegetables or fruit you could chop up. Suggest that they chop up a pumpkin. “Boys and girls - let’s chop up a pumpkin. Is a pumpkin big or small? Should we use a loud or a quiet voice? Should we use a low voice or a high voice?” (low)
Suggest that they chop up a radish. “Boys and girls - let’s chop up a radish. Is a radish big or small? Should we use a loud or a quiet voice? Is a radish big or small? Should we use a low voice or a high voice?” (high)
“Boys and girls - let’s chop up a really hot baked potato. Should we chop up the really hot baked potato quickly or slowly?”
“Let’s chop up some ice-cream. Can we chop up ice-cream quickly or slowly?”
With each vegetable that they suggest, discuss what kind of voice you should use.
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.
There are food picture cards in the printables for Chop Chop.
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 the poem "Chop Chop" as an A section and your word rhythm as a B section.
With input from the class decide on the form and perform your piece.
Wanda and Will liked wild animals. They thought it would be fun to take a walk with wild animals.
“What would you do if you got to visit a walrus?” Wanda asked Will.
“I would waddle like the walrus,” said Will. “What would you do if you got to visit a worm?”
“I would wiggle and slide just like the worm,” said Wanda.
Wanda and Will had fun with their game. They thought of what they would do if they got to visit other wild animals. They would walk with a woodchuck. They would wave with a whale. They would love to take a walk with their wild friends. They made pictures of their pretend walk with wild animals, and then they made up a song. What would you do if you could visit a wild animal?
Think about how a woodchuck, walrus or worm might move. Play a beat on a hand drum and have the children move to the beat. When you play they move like a woodchuck, walrus or worm. When you stop playing, they stop. A set of visuals is included in the supporting resources.
Woodchuck - walk - play quarter notes
Walrus - waddle - play 8th notes
Worm - slide - play half notes
Teach the song and create movements to go with the song.
While singing the song, encourage each student to follow the instructions of the song. The students will move individual body parts to the beat.
Sing the song and invite the children to do the movements with you. If you have a stretchy band, singing scarf or a parachute, do the movements with the prop.
The stretchy band is a movement prop that PreK, Kindergarten, and Grade 1 children LOVE!
You can substitute a parachute, or you could even use an elastic skipping rope.
If you don't have a prop, form a circle and do the movements with your arms.
Kids LOVE this story.
Listen to the symphony and dramatize being a sleepy listener.
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.”