CHIPS Music Course Guideline

Chelmsford Public Schools
Course Guideline
Chelmsford Integrated Preschool
Music
Ages 3-5
Developed by
Jena Marie DiPinto, M.S.Ed
2013-2014
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Introduction
This document serves to build upon the previous work of music teachers Cheryl Melody
Baskin and Megan Errgong-Weider as my predecessors at CHIPS.
In this course guideline, I have sought to outline the methods, practices and repertoire that
we use at CHIPS for music classes.
The basic concepts by which I conduct classes are:
1. Repetition – The format of classes is kept uniform and activities are repeated on a
planned schedule to build familiarity and comfort.
2. Integration – The population of each class is varied and integrated, which is
addressed by using the same lesson plan for every class, adapting where needed.
3. Accessibility – We attempt to reach each student by using sign language, recordings,
gestures, written cards with icons, colorful scarves, and more multi-sensory
techniques.
However, these three concepts are all heavily influenced by possibly the most important rule
in teaching preschool:
FLEXIBILITY!
In educational terms, flexibility means adaptation of each lesson on the fly to make the
necessary adjustments for any given group of students. For example, if it’s “transportation
week” in one classroom, the physical improvisation part of a song may be changed from
“flap your wings like a bird” to “show me how an airplane flies”. Sometimes a child will
suggest “dinosaur” in response to “what do you see on the playground?”. My response is
usually “That’s so silly! A dinosaur here at school? Let’s sing it anyway!”
Though I use the same lesson plan for each class, flexibility sometimes means shortening or
removing an activity that is not working well. It may mean allowing a little extra time in the
greeting part of class as students have lots to share, because the teachable moment is to
reinforce listening, hand-raising and turn-taking. The pure honesty and enthusiasm of
preschoolers and their willingness to share allows the teacher to have a good sense of how
things are going in any given moment.
Instead of treating the CHIPS population as having multiple age-level grades as in K-12, I
have chosen to approach each class in the same way with variation where necessary for the
needs of any given students within a class.
In September, an “age 3” class may contain students who have turned three years old just
before the start of school as well as students who will turn four within weeks or months.
Similarly, an “age 4” class may have students who are not much younger than those who are
in Kindergarten due to the birth date cutoff, alongside students who have just turned four.
There are also mixed-age classes due to parental preference or need for AM versus PM
enrollment. Rolling enrollment leads to most classes having a mix as the year goes on, as
newly-three-year-old children are placed into existing classes.
Within this range of students, there is infinite variation in terms of developmental level and
needs, as this age range is a time of rich and rapid development for a child. The variation in
developmental and educational needs is particularly evident with the structure of CHIPS as
an integrated program. The more advanced students in each class are peer exemplars for
other students, which provides an excellent source of modeling in addition to the teachers
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and paraprofessionals. For this reason, my approach to teaching CHIPS Music has been to
differentiate within each class rather than create multiple lesson plans each week. This also
allows the repetition of songs and activities in future classes to be a reinforcement of
previous material and over time, to add on to this knowledge as a given group of students
begins to exhibit mastery.
After attending the MMEA conference in March, I found myself assessing my teaching
practices and revisiting this document with a new perspective. This document is an ongoing
project and will continue to be developed over time, especially as I continue to learn, read,
and pursue professional development. In particular, I am enrolled in Dr. John Feierabend’s
“First Steps” week-long graduate course this summer, after which I expect that my teaching
practices will again be refined, adjusted and improved.
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The Basics
CHIPS is Chelmsford Integrated Preschool. It is part of the Chelmsford Public Schools, but
is tuition-based for most students. Children are eligible to begin the program as soon as they
turn three years old and may continue in the program until they are eligible to begin
Kindergarten. Special services are provided to individual students based on their educational
needs, but are also often conducted in small groups that include all students. There are
multiple classrooms, some of which are tailored to specific learning needs, such as Autism
Spectrum Disorders, hearing impairment (paraprofessionals have some ASL training and
wear FM systems) and intensive needs (full-day classroom).
Music classes are also given to students in Lion’s Pride, which is the Community Education
full-day preschool. Some students spend half their day in CHIPS and half in Lion’s Pride,
particularly if they are receiving special services through CHIPS. Others may begin in Lion’s
Pride due to the lower age requirement and transition to CHIPS when they reach age 3 or
the following September. Many others will be in Lion’s Pride from enrollment until
transitioning to Kindergarten.
Classes are held in the music room, which for the 2013-2014 school year is half of the stage
of the school cafetorium (with the curtain closed).
Most classes come to music with at least one paraprofessional. The intensive needs class has
one adult per student, providing ABA hand-over-hand support for the children.
All the social skills and routines that are reinforced in the typical preschool classroom are
integrated into music class as well… hand-raising, taking turns, line leaders, teacher helpers,
visual agendas (pocket chart), repetitive routines, proper hygiene, healthy choices.
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Physical Environment
The music room is half of the curtained-off stage of the school cafetorium.
The stage is a hardwood floor with high ceilings, no windows (though there are two small
skylights) and three white concrete walls plus the stage proscenium with a heavy blue
manually-drawn stage curtain. Lighting is entirely fluorescent lighting, but plentiful as there
are 26 fixtures.
It is equipped with some basic classroom furniture (teacher desk, bookshelves, adult chairs,
small student chairs), a Bose sound system, an iMac computer, a large flat-screen Sony
television with DVD player and auxiliary composite video connection hub, and a large
colorful preschool-appropriate rug. There is also a Little Tykes easel with a pocket chart,
which is used with word + picture strips to display the class agenda.
The teacher also makes use of an iPod (deactivated iPhone 4) and iPad (provided by the
district as part of professional development). Two fans are present for climate control.
Manipulatives include colorful scarves, ribbon wands, parachute, “octopus” (similar to
parachute but with numerous arms extending from a small center), various stuffed animals, a
sensory ball, assorted handheld rhythm instruments (jingle bell sticks, egg shakers, rhythm
sticks, etc.). There are some small mallet instruments as well as two large floor drums. The
classroom is equipped with an electric keyboard and an acoustic guitar, though neither was
used much this year. Additionally, the teacher has a giant floor piano.
There is a small collection of story and song books, such as the Pete The Cat story songs,
The Crabfish and other Feierabend story song books, There Was An Old Woman Who…
(seasonally varied books adapting the traditional song), large picture cards for “Down By
The Bay”, and more.
Pete The Cat, Maia The Miniature Schnauzer
Pebbles The Penguin, Phineas The Fox
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Daily Class Routine
Some pieces of the lesson plan – the opening and the closing – do not change from week to
week. This ensures a familiar routine, establishes expectations for beginning and ending the
class, and provides transitional cues.
Lessons are planned with approximately 20-22 minutes of songs and activities, allowing a
couple minutes on each end of class for arrival and dismissal, as well as allowing for the
“wiggle room” needed with the youngest and wiggliest students in our district.
At the beginning of each class, the following three steps take place:
• Students arrive and choose a seat or are guided to one by selecting a spot on the
carpet. This is cued as “come on in and sit on a picture!”
• While students are settling in, the teacher checks in with the paraprofessionals and
finds out if there are any special concerns that day.
• Students are warmly greeted again once settled and the class gets underway.
The last song used in every class channels the students in a “train” around the carpet and
into a single-file line at the door. The teacher says goodbye and often holds the door open
while also offering a hand out for high-fives.
Basic Lesson Outline:
Students and paraprofessionals arrive and settle in.
 “Hello Song”
 Sing Hello Time
 “Shake My Sillies Out”
Songs and activities varying with each lesson.
 “So Long”
 “Stop And Go”
 Once all students are in line, teacher says and signs “see you later!”
Students and paraprofessionals leave as the song ends.
The middle part of the lesson plan may vary from week to week. Generally, the middle
section of the lesson will include one more movement song, a rhythm response song, a game
or story, and often ends with an improvised dance using scarves, ribbons or another
handheld manipulative.
Movement songs that follow “Shake My Sillies Out” are usually pieces that reinforce similar
concepts. One that we have used frequently this year is “These Are My Eyes, Eyes, Eyes”.
Another is “Little Bird Dance” (a.k.a. “The Chicken Dance”), with body part movement
built into the traditional dance and improvised movement (“big bears”, “drive your car”)
between verses. Other pieces in this category are ones that require identification of concepts,
like colors and classmate names (“Colors”, “Roll The Ball”).
Rhythm response activities almost always require students to copy and follow rhythmic
patterns presented by the teacher in response to a piece. We use rhythm sticks or floor
drums and a familiar piece of music (so that they are listening more to the rhythm than the
new lyrics or story). Patterns begin simply and variations are offered throughout the piece.
As appropriate, the teacher may reduce cues and verbal instructions when patterns change to
encourage listening and following skills.
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Most of the music used for class is drawn from the tremendous catalog of existing early
childhood appropriate music, such as the work of Raffi, Hap Palmer, Dr. John Feierabend.
Much of this music is simple and repetitive with reinforcement of preschool learning
concepts built into the lyrics. Some of the pieces are folk songs or have entered into the
American traditional consciousness through their use over generations (“Down By The
Bay”, “Mister Sun”, “Little Bird Dance”). Some newer music is also used, from current early
childhood artists (Laurie Berkner, Caspar Babypants). I also enjoy using new versions of
well-loved pieces, such as those found on the “Country Goes Raffi” CD. For the improvised
dance activity, the pieces are often ones that are already familiar to the children and staff,
such as songs from children’s movies (“I Like To Move It” from Madagascar, “Let It Go”
from Frozen) and seasonal songs (“Sleigh Ride”, “Frosty the Snowman”.)
Each item is repeated over three or four classes (with consideration for missed classes, low
attendance, engagement level, etc.) which increases learning and familiarity. The teachings of
Dr. Feierabend tell us that this is crucial for young students and suggests that even more
than three repetitions of a song or activity is often appropriate. Songs and activities may
return and be used for another few weeks later in the year, particularly as student population
shifts with rolling admission at CHIPS due to “aging in”, resulting in pieces being new
material for some and reinforcement of prior learning for others.
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Songs And Activities Used In CHIPS Music (2013-2014)
Lyrics are included when the song is usually sung by the teacher and students.
“A-Hunting We Will Go” (no recording used)
 Similar tune to “The Farmer In The Dell”.
 Lyrics are improvised with student input based on teacher cue, such as “what do
we see in the springtime?”.
 Students keep the beat by patting their laps, then act out the “catching” and
“letting go” lyrics.
 Lyrics can be flexible, such as “We’ll pick a flower and put it in a vase and give it
to Miss Cheryl”.
 Lyrics:
A-hunting we will go,
A-hunting we will go,
We’ll catch a _______
And ______________
And then we’ll let it go.
“ABC Rock” – artist unknown
 Skills reinforced in this song include the alphabet, as well as practicing “taking
turns” (teacher sings, students echo).
 Teacher made fun-foam cue cards are used for each cluster of letters.
o Hold the cards against your chest when it’s the teacher’s turn, extend
them out when it is the students’ turn.
 Lyrics:
(each letter cluster is echoed)
ABC
DEFG
HIJ
KLMNOP
QRS
TUV
W
XYZ
Oh boy, we’re singing our alphabet.
Oh boy! Oh boy! Oh boy!
I said, oh boy, we’re singing our alphabet.
Oh boy! Oh boy! Oh boy!
(repeat)
“Apples And Bananas” – Keith Urban
 ASL signs for “apple”, “banana” and “eat”, may slightly modify shapes of the
signs to include the letter sign.
 Lyrics change by repeating the words with vowel substitution.
 Lyrics:
(four times each)
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I like to eat, eat, eat apples and bananas.
I like to ate, ate, ate aypples and banaynays.
…long E
…long I
…long O
…long U (or OO)
“Baby Elephant Walk” – Satori Wind Quintet
 Movement cues given while walking slowly around the carpet with heavy feet,
such as “listen for the elephant sound and make your arms be the trunk!”,
teacher vocalizes an elephant sound and demonstrates movement.
“Bananaphone” – Rhonda Vincent
 Excellent song for modeling/copying rhythmic patterns with jingle bell sticks.
o Obvious but effective cue is ringing the bells on “ring ring” and rhymes.
 Before the song, practice starting and stopping, watching teacher.
“Celebration” – Kool and the Gang
 Use for rhythmic response or dancing with handheld rhythm instruments or
colorful manipulatives.
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“Colors” – Hap Palmer
 Reinforces following directions and color identification.
 Colorful scarves handed out to students in “teams” (clusters of a few students
with same color scarves).
o Clustering students with same colors makes the song easier for students.
o Paraprofessionals can guide groups more easily than scattered individuals.
 Teacher has one of each scarf used as visual cues.
o Held up over teacher’s head for stand up.
o Dropped when that color sits down.
 The second verse has a tricky part for whomever is holding red. It’s helpful to
assign red accordingly and/or to prepare the “red team” for this tricky part both
before the song and before it occurs. I also emphasize my singing that line and
look directly at the “red team” in that spot.
 Lyrics:
This is a song about colors, colors.
You see them all around.
There is red on the stop sign,
Green on a tree,
Blue in the sky and sea.
This is a song about colors, colors,
You see them all around.
It’s about the happiest song in town.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.
RED stand up, BLUE stand up, YELLOW and GREEN stand up.
RED sit down, BLUE sit down, YELLOW and GREEN sit down.
RED stand up, GREEN stand up, RED and GREEN sit down.
BLUE stand up, YELLOW stand up, BLUE and YELLOW sit down.
This is a song about colors, colors.
You see them all around.
There is yellow on bananas and green on a tree,
Blue in the sky and sea.
RED stand up, GREEN stand up, YELLOW and BLUE stand up.
RED sit down, RED stand up, YELLOW and GREEN sit down.
BLUE sit down, YELLOW stand up, GREEN and BLUE stand up.
GREEN sit down, BLUE sit down, RED and YELLOW sit down.
This is a song about colors, colors
You see them all around.
It's about the happiest song in town.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.
All you have to do is stand up and sit down.
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“Colors Around Us” (no recording used)
 Skill set includes color identification, turn-taking (waiting, echoing) and student
sol-mi knowledge/repetition.
 Colorful scarves distributed to each student.
 Provides echo opportunity for sol-mi when identifying colors.
o Good piece for early in the year to teach sol-mi and reinforce names.
 Take turns around the circle.
 If class size is too large or time is short, alter the activity by combining students
with the same color in the lyrics. (“What color do Lucy and Frankie have?”)
 Lyrics:
Colors around us, colors around us,
Colors, colors make our world bright.
What color does Lucy have? (sol mi mi mi [sol sol] mi)
(Lucy responds with her color in a sol-mi pattern.)
(Teacher and class repeats the color name in sol-mi pattern.)
“Down By The Bay” – Eric Heatherly
 Excellent song for modeling/copying rhythmic patterns with rhythm sticks.
 Lyrics do not line up exactly with Feierabend version.
“Down By The Bay” – Feierabend & Trinka
 Optional photo/lyric cards from Feierabend can be used with the song.
 Lyrics:
(every line is echoed except the changing silly last line)
Down by the bay,
Where the watermelons grow,
Back to my home,
I dare not go.
For if I do
My mother will say:
Did you ever see a bear combing his hair down by the bay?
…bee with sunburned knees…?
…moose kissing a goose…?
… whale with a polka-dotted tail…?
… see a snake eating a cake…?
… see a llama wearing pajamas…?
… see a ghost eating some toast…?
…see a pig wearing a wing…?
Did you ever have a time when you couldn’t make a rhyme…?
“Everything Is AWESOME!!!” (The LEGO Movie) – Tegan and Sara & The Lonely Island
 Excellent piece for allowing student expression, due to it being extremely
popular with the students, many of whom have seen the movie and likely listen
to the song frequently.
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“Frosty The Snowman” – The Beach Boys
 Movement and improvisational dance song for winter.
 Optional use of jingle bell sticks.
 Traditional lyrics.
Giant Piano activity
 Uses a teacher-created loop of background beats (made in Garage Band).
 Students take turns “making music with their feet”.
o Reinforces turn-taking, movement, self-expression.
o Turn-taking needs support in some classes.
 This is a favorite activity with this year’s students.
o The intensive classroom students are highly responsive and engaged in
this activity and it has been useful when needing to adapt lessons.
o Though it is a favorite activity, this can result in some students having
difficulty understanding when their turn is over as the activity does not
have rigid transitional cues.
 Teacher and paraprofessional support is crucial
 Use “one more time back and forth” and similar language.
“The Goldfish” – The Laurie Berkner Band
 Song can have dramatic movement integrating child yoga poses following lyrics.
 Lyrics:
Lots of little fish were sleeping on a rock
In the bottom of the ocean.
They lifted up their heads
And they shook out your tails
And they said, “Let’s go swimming!”
Chorus:
Let’s go swimming, let’s go swimming,
Yeah, let’s go swimming!
Let’s go swimming, let’s go swimming
In the bottom of the ocean!
Then the little fish got so very, very tired
That they came back to the rock.
They put down their heads
And they put down their tails
And they took a little nap.
And when they woke up,
They were a little bit dirty
So they took a shower.
And they washed their hair
And they washed their ears
And they washed their tummies
And they washed their very long fishy beards
And they washed their noses
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And they washed their toeses
And then they said,
“Wait a minute, we’re fish!
We don’t take showers!”
(Chorus)
And when they woke up,
They decided to ride their bicycles.
So they rode to the left
And they rode to the right
And they rode all day
And they rode all night, night, night, night, night
They rode down the hill
And then faster still
And then they said,
“Wait a minute, we’re fish!
We don’t ride bicycles!”
(Chorus)
And when they woke up
They decided to brush their teeth!
So they got out their toothbrush
And their toothpaste
And they squeezed a little on
They really liked the taste
Then they put it in their mouth
They brushed north and south
Chick-a-chee-chick-a-chee-chick-a-chee-chick-a-chee
Chick-a-chee-chick-a-chee-chick-a-chee-chick-a-chee
And then they said,
“Wait a minute, we’re fish!
We don’t brush our teeth!
Let’s go swimming, lets go swimming
Yeah let’s go swimming
Let’s go swimming, let’s go swimming
In the bottom of the ocean
(repeat)
“Happy” (Despicable Me 2) – Pharrell Williams
 Use for rhythmic response or dancing with handheld rhythm instruments.
 Creating a “music video” of the kids dancing with ribbon wands.
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“Hello, There!” – Utah Valley Children’s Choir
• See notes on page 22.
 ASL signs for “hello”, “how are you” (without pointing for “you”), “good”,
“see”, “sing”, “happy”, “together”, “again”
“I Am A Pizza” – Charlotte Diamond
 Excellent song for practicing “taking turns” (teacher sings, students echo).
 Edited to remove French verse
 Teacher uses iPad to play downloaded animated video with the song.
o Fun trick is to rotate iPad over when the pizza falls.
 Uses emotions and expression – last few lines sung with exaggerated sadness.
 Lyrics:
(each line is echoed)
I am a pizza
With extra cheese
From tomatoes
Sauce is squeezed
Onions and mushrooms
Oregano
I am a pizza, ready to go!
I am a pizza
Pepperoni
No anchovies
Or phony Bologna
I am a pizza
Order by phone
I am a pizza, please take me home.
I am a pizza
Peppers on top
Out of the oven
Into the box
Into the car and
Upside-down!
I am a pizza, dropped on the ground.
I was a pizza
I was the best
I was a pizza, now I’m a mess!
“I Like To Move It” (Madagascar) – Sasha Baron Cohen
 Use for rhythmic response or dancing with handheld rhythm instruments.
“I Wanna Be A Snowman” – Caspar Babypants
 Used when seasonally appropriate for modeling/copying rhythmic patterns with
rhythm sticks.
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“I Wanna Be Like You” – Robbie Williams & Olly Murs
 Use for rhythmic response or dancing with handheld rhythm instruments.
“If You’re Happy And You Know It” – Barefoot Books
 Edited to remove outro in foreign languages.
 Uses listening skills, body part identification.
 Traditional lyrics.
“Let It Go” (Frozen) – Idina Menzel
 Excellent piece for allowing student expression, due to it being extremely
popular with the students, many of whom have seen the movie dozens of times.
o Provide a flowy manipulative like scarves or ribbon wands.
o Encourage singing as many students know the words.
“Let It Snow” – Michael Bublé
 Movement and improvisational dance song for winter.
 Optional use of jingle bell sticks.
“Let’s Dance” – Hap Palmer
 Identification of body parts and positional/directional words, anticipating
repeated patterns.
o Song specifies left and right in later verses.
o Model and mirror if possible.
o Differentiate if needed: cue to switch movement to the other side.
 Lyrics:
Touch the front of your body
Now everybody bend forward
Touch the back of your body
Now everybody bend backward
Touch the side of your body
Now everybody bend sideways
Touch the other side of your body
Everybody bend to the other side
Chorus:
Now let's dance, now let's dance
Everybody dance, now let's dance
Now let's dance, now let's dance
Everybody dance, now let's dance
Touch the front of your body
Everybody take a step forward
Touch the back of your body
Everybody take a step backward
Touch the side of your body
Everybody take a step sideways
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Touch the other side of your body
Everybody step to the other side
(Chorus)
Touch the right side of your body
Now everybody move right
Touch the left side of your body
Now everybody move left
Touch the right side of your body
Now everybody move right
Touch the left side of your body
Now everybody move left
(Chorus)
“Little Bird Dance” (a.k.a. The Chicken Dance) – artist unknown
 Repeated body movements, anticipating patterns, “baby’s first line dance”.
 Though the piece is familiar to adults, the students will be learning it new.
 Support the movements with words:
Beak beak beak beak!
Flap flap flap flap!
Wiggle wiggle wiggle wiggle!
Clap clap clap clap!
 Between “verses”, encourage animal movement with cues from teacher.
o Some examples include:
 Bear: Long arms, big legs, say “raaaar!”
 Dinosaur: Tiny arms, big legs, say “roooooar!”
 Giant bird: Long wings, say “reeeeee!” (imagine hawk-like noise)
“Little Red Caboose” – The Countdown Kids
 Use of train arms to the beat, “pull the whistle” arm on the whistle sounds.
 Vocalize whistle “woo woo” sounds.
“Mister Sun” – Raffi
 ASL signs for “sun”, “shine”, “me”, “tree”, “children”, “ask”, “come”, “play”
“Mother Goonie Bird” – Feierabend & Trinka
 Lyrics direct movements of body parts.
 Movements that follow the lyrics – foot stepping, wing flapping, head bobbing.
“Ojalá Que Llueva Café” – Juan Luis Guerra
 Use for rhythmic response or dancing with handheld rhythm instruments.
 Title translates roughly to “I hope it rains coffee.”
 Silly song that is good for dancing, not used for singing.
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“Pete The Cat And His Four Groovy Buttons” – Eric “Mr. Eric” Litwin
 Use accompanying book, stuffed Pete doll can “watch” from your lap.
 Add colorful prop buttons and make a little magic happen!
o While listening to the recording and turning the pages, take the
distraction of the page turn to palm buttons each time Pete loses one and
make them disappear.
o This also provides the opportunity to provide a visual representation of
the plot, counting the buttons in front of you as well as in the book.
“Pete The Cat And His School Shoes” – Eric “Mr. Eric” Litwin
 Use accompanying book, stuffed Pete doll can “watch” from your lap.
 Storyline includes identification of parts of a school by their activities.
“Pete The Cat And His White Shoes” – Eric “Mr. Eric” Litwin
 Use accompanying book, stuffed Pete doll can “watch” from your lap.
 Storyline includes anticipation of repeated events, prediction of the results of
plot events with color identification.
“Rockin’ Robin” – Bobby Day
 Use for rhythmic response or dancing with handheld rhythm instruments.
“Roll The Ball” (no recording used)
 Used early in the year as a way to practice student names, teach repetition and
introduce the idea of echoing the teacher.
 Uses sensory ball to roll back and forth between teacher and student.
“Shake My Sillies Out” – Appletree Singers
• See notes on page 24.
“Sleigh Ride” – Col. Magruder’s Symphonic Band
 Movement and improvisational dance song for winter.
 Optional use of jingle bell sticks.
“So Long” – Kryste Andrews Singers
• See notes on page 25.
“Stop And Go” – artist unknown
• See notes on page 26.
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“Ten Little Monsters” – The Learning Connection
 Lyrics reinforce counting ascending and descending numbers (one through ten),
movement reinforces counting on fingers.
 Practice saying, shouting, yelling “YOU CAN’T SCARE ME!” and pushing
hands out forwards (blocking motion).
o Creates an opportunity to discuss how Halloween can be scary, but that
the scary things are just pretend.
o Teaches a coping strategy – putting hands out and saying “you can’t scare
me!” with a strong voice.
 Lyrics:
One little, two little, three little monsters,
Four little, five little, six little monsters,
Seven little, eight little, nine little monsters,
Ten of them can’t scare me!
Ten little, nine little, eight little monsters,
Seven little, six little, five little monsters,
Four little, three little, two little monsters,
One of them can’t scare me!
(Repeat these two verses)
None of them can scare me!
None of them can scare me!
“Thanksgiving Song” (no recording used)
 To the tune of “Frere Jacques”.
 Lyrics are improvised with student suggestion, building on the model of the first
verse.
Mister Turkey, Mister Turkey
“turkey hand”
Run away! Run away!
hands behind back
If you are not careful,
scolding finger
You will be a mouthful
ASL “eat”
Thanksgiving Day, Thanksgiving Day.
rub belly (“yum!”)
 Hand movements are improvised, adapted from ASL signs for the foods, actions
that would be used to eat or prepare the foods.
 Sensitivity to cultural variations in cuisine and picky preschool appetites means
the verses will end up varying from a traditional American Thanksgiving menu.
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“These Are My Eyes, Eyes, Eyes” – Norfolk Academy Singers
 This song is sung while sitting, children and teacher finding the parts of their
body corresponding to the lyrics.
o Lean forward for “feet”.
o Lean back for “back”.
o Jazz hands/sparkle fingers for “hands”.
 Lyrics:
These are my eyes, eyes, eyes,
This is my nose.
(three times)
Where are my ears?
These are my ears, ears, ears,
This is my head.
(three times)
Where are my feet?
These are my feet, feet, feet,
This is my back.
(three times)
Where are my hands?
“Wash Your Hands” (no recording used)
 Hand-washing song requested by school nurse as part of the overall school goal
to improve student hand-washing skills.
 This version was created by a CHIPS classroom teacher, Abby Berry.
 Sung to the tune of “Row, Row, Row Your Boat”.
 Lyrics:
Wash, wash, wash your hands,
Make them nice and clean!
Rub the bottoms and the tops
And fingers in between.
Wash, wash, wash your hands,
Play our handy game.
Rub and scrub and scrub and rub,
Germs go down the drain!
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“What Are You Wearing?” – Hap Palmer
 Practices listening for attributes.
 On the verse for “skirt and blouse”, teacher may need to either preface the song
by explaining what a blouse is, or say “skirt and shirt” over it if the group is too
young to understand and retain that.
 Be aware that children in dresses and/or skirts will likely stand up on both the
separate verses for “dress” and “skirt and blouse”. Differentiate if appropriate.
 Lyrics:
Chorus:
What are you wearing?
What are you wearing?
What are you wearing today, today?
(repeat)
(sing each line two times)
If you're wearing a shirt, stand up!
If you're wearing a dress, stand up!
If you're wearing pants, stand up!
(Chorus)
(sing each line two times)
If you're wearing a sweater, stand up!
If you're wearing a skirt and blouse, stand up!
If you're wearing shoes, stand up!
(Chorus)
(sing each line two times)
If you're wearing a belt, stand up!
If you're wearing a coat, stand up!
If you're wearing socks, stand up!
(Chorus)
I usually fade out the recording as the chorus repeats many times.
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“Wiggleworm/Statue” – Teresa Jennings
 Practices listening and freezing along with musical cues.
 Teacher can use pre-made cards with poses for students to freeze.
o Another opportunity to play with using child yoga.
 Differentiating as appropriate, students can improvise poses on a theme or
students can simply be encouraged to freeze.
 Lyrics:
Wiggle like a wiggleworm.
Stand like a statue.
(repeat)
Wiggle worm.
Statue.
(repeat)
“Winter Wonderland” – Michael Bublé
 Movement and improvisational dance song for winter.
 Optional use of jingle bell sticks.
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Hello Song
“Hello There!” – Utah Valley Children’s Choir
•
Simplified American Sign Language is used throughout this piece.
o Hello!
o How are you?
o Good
o See
o Sing
o Happy
o Together
o Again
o One more time.
•
Lyrics:
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Hello there!
How are you?
It’s so good to see you.
We’ll sing and be happy that we’re all here together again.
(Repeat after saying and signing “one more time”.)
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Sing “Hello” Time
•
•
•
•
A stuffed animal – usually a stuffed schnauzer dog named Maia – is passed from
student to student.
The teacher cues the greeting by singing on sol mi-mi.
o Initially, the teacher sings “Sing ‘Hi Maia!’”. Student echoes and adds “My
name is Bella!”
 Teacher may need to cue the second part to induce the echo.
o In some classes, as social skills advance and develop, the teacher may be able
to switch to singing “Hi Aidan!” (student’s name) instead.
Basic response is for the student to respond with words in sol-mi.
o Proficiency is a sol-mi response on the same pitches as given.
o Exemplary students may improvise on the notes.
Adaptations as needed may include:
o …the student accepting the stuffed animal willingly and touching it nicely,
o …speaking “hello” to the teacher or their assigned paraprofessional,
o …word-by-word cuing from the teacher or paraprofessional without concern
for notes,
o …or other expectations that are reasonable for that student’s developmental
needs.
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Shake My Sillies Out
“Shake My Sillies Out” – Appletree Singers
• Students stand and respond with movements to the lyrics.
• For the “yawn my sleepies out” verse, students are cued to stretch their arms high
above their heads like tall trees, then near the end of the verse, slowly lower to touch
their toes.
• Students expect to sit back down on their picture at the end of the song, so if there is
a standing activity to follow, cue before the song and during the outro of the song.
• Lyrics:
I’m gonna shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
And wiggle my waggles away.
…clap, clap, clap my crazies out,
…jump, jump, jump my jiggles out,
…yawn, yawn, yawn my sleepies out,
…shake, shake, shake my sillies out,
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Goodbye Song
“So Long” – Kryste Andrews Singers
•
Simplified American Sign Language is used throughout this piece:
o Goodbye
o See
o Friend
o Meet
o Again
o Later
o One more time.
•
Lyrics:
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So long! Goodbye! See you soon, my friend.
So long! Goodbye! See you soon, my friend.
So long! Goodbye! ‘Til we meet again.
So long, ‘til later. So long! So long!
(Repeat after saying and signing “one more time”.)
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Stop And Go
“Stop And Go”
•
•
•
•
Whomever is the line leader leads the class, in the order they are already sitting,
around the carpet one time. Teacher then stands in the way to direct them to begin
moving towards the door to line up.
o The leader stands on “the red bunny” (one of the carpet pictures).
o Using a train theme appeals to many of the kids.
 The line leader is the “engine”.
 The child who was displaced by the line leader going ahead of them
is the “coal car”, which “helps the engine”.
 The last child in line is the “caboose”, whose job is to make sure that
all the “train cars” make it safely back to the “station” (classroom).
Students walk around the carpet, following the cues in the lyrics.
By using an organized dismissal, the students are already lined up and ready to go
back to class.
Lyrics:
Oh well you walk and you walk and you walk and you stop.
(Repeated for a total of twelve times.)
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Sign Language Glossary
Sign images used with permission from ASL University.
Most signs used in CHIPS Music are ASL, though some are variations on textbook ASL,
others are more natural movements that match the action of the lyrics. The use of signs
allows another layer of communication for the students who are verbally limited or delayed,
whether they have hearing impairment, communication disorders or are simply young
children learning and communicating at their own pace.
Again
Apple
 This is the A handshape variation (commonly used, but not true ASL – this variation
on the sign is considered to be “Signed English”)
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Ask (“request”)
Banana
 Imagine that one finger is the banana, the other is peeling it.
Children
 Patting small children on the head.
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Come (“come on”)
Eat

Children whose parents used “baby signs” with them already know this one.
Friend
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Good
Goodbye
 No photo available.
 Also the sign for “So long.”
Sign for goodbye is a natural wave goodbye: right hand held up with palm forward, bending
all fingers at the lowest knuckle to wave.
Happy
Hello
 No photo available.
Sign for hello is simply the natural “hello” wave similar to a salute: right hand, flat, fingertips
start at right temple, hand waves outward and down.
“How are you?”
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Later
 We use the “later, dude!” variation on the sign.
Meet
“One more time.”
 One is exactly what you think it is.

More: Children whose parents used “baby signs” with them already know this one.
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
Time is the usual gesture for asking someone the time – tap wrist twice.
Play
See

Just imagine Robert DeNiro saying “I’m keepin’ my eye on you.”
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Sing

Actually the sign for “music” – there is no ASL sign specifically for “sing”.
Shine
 Sign is reversed and done with downward motion to represent lyric “shine down”.
So Long
 See “Goodbye”.
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Sun

When singing “Mr. Sun”, the ASL sign is not used. Instead, we use arms in an O
around our heads, as in fifth position arms for ballet.
Together
Tree
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List Of Sources And Resources
“Colors Around Us” is from Kids Make Music, Babies Make Music Too! by Lynn Kleiner
“Feierabend” is a category unto itself – the books, CDs, lectures and materials that fall under
their umbrella are invaluable resources. The first thing I did this school year to prepare for
my new role was to watch the “First Steps In Music: The Lectures” DVDs twice through. In
addition, I have consulted most of their books and CDs, attended as many of their sessions
as possible at the 2014 MMEA Conference and have enrolled in the “First Steps” graduate
course this summer.
“I Am A Pizza” video downloaded from
http://englishcornertime.blogspot.com/2012/01/i-am-pizza-new-original-pictures.html
“Pete The Cat” is the creation of James Dean. The songs for the three story song books are
performed by Eric “Mr. Eric” Litwin. These books are:
“Pete The Cat And His Four Groovy Buttons”
“Pete The Cat And His School Shoes”
“Pete The Cat And His White Shoes”
Sign language photos downloaded with permission from ASLUniversity.com
Songs used are listed separately. Most are digital mp3s, though some were downloaded to
digital form from physical CDs. These CDs are listed below.
Country Goes Raffi
Learning Basic Skills Through Music, Volumes 1 & 2 – Hap Palmer
The Music Connection Sampler
Share The Music: Grade K
Share The Music: Grade 1
And last but definitely not least, the time spent observing and substituting for my
Chelmsford Music Department colleagues, particularly Lynn Rubin who gave me my first
dose of Feierabend’s work.
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