Chicka Chicka Boom Boom

Transcription

Chick a Chick a
Boom Boom
™
Teacher Materials
CHICKA CHICKA BOOM BOOM™
TABLE OF CONTENTS
PROGRAM OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
UNIT 1: MY ABC’S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity 1 – Alphabet Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Activity 2 – Letter Pie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Activity 3 – Missing in Action!. . . . . . . . . . . . . . . . . . . . . . . . 14
Activity 4 – Letter Heads . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Activity 5 – My Alphabet Book . . . . . . . . . . . . . . . . . . . . . . . 18
UNIT 2: MUSIC, MATH, AND SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Activity 1 – Do You Hear What I Hear? . . . . . . . . . . . . . . . . . 24
Activity 2 – Homemade Instruments . . . . . . . . . . . . . . . . . . . 27
Activity 3 – Musical Patterns . . . . . . . . . . . . . . . . . . . . . . . . 31
UNIT 3: AROUND THE WORLD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Activity 1 – 101 Uses for a Coconut Tree. . . . . . . . . . . . . . . . 36
Activity 2 – Where Are the Coconut Trees? . . . . . . . . . . . . . . 38
Activity 3 – Composer Sticks. . . . . . . . . . . . . . . . . . . . . . . . . 40
UNIT 4: ART AND DRAMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Activity 1 – Letter Puppets . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Activity 2 – Coconut Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Activity 3 – Letter Plaque . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
1
AUTHOR
DEBORAH SHEPHERD HAYES
DESIGN AND LAYOUT
KELLY YEARY
EDITOR
JOE SKELLEY
PRODUCER
ERIN NAKASONE
Reproduction of these pages by the classroom teacher for use in the classroom is permissible. The reproduction of
any part of this book for an entire school or school system or for commercial use is strictly prohibited.
2
CHICKA CHICKA BOOM BOOM™
ACTIVITY COMPONENTS
Sing-Along – Listen and sing along
LEVELS
to the Chicka song.
Bang and Clang – Beat and shake
For ages
3–6
to the beat of the Chicka song.
Jump and Jingle – Record your
own jingle or listen to one of
the kids sing a jingle for each
letter of the alphabet.
Read-Along – Hear Ray Charles
read Chicka Chicka Boom
FEATURES
•
•
On-screen digitized video of the
Boom aloud.
Explore S’more – Explore the
Multimedia Players
alphabet by clicking a letter
Original lyrics from the book plus
and hearing either a simple or
new sing-along songs and silly
an alliterative sentence.
sentences from book co-author
Letter Line-up – Place the letters
•
Six modes of play
from A to Z or put the letters
•
Music plays on a portable or
back in random order.
home audio CD player
CURRICULUM SKILLS
•
Letter recognition
•
Letter sequencing
•
Letter writing
•
Alphabet mastery
•
Properties of sound (science)
•
Reading
Chicka Chicka Boom Boom Program Overview
© Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
3
INTRODUCTION
Welcome to the wonderful world of Chicka
symbol relationships. And students can make
Chicka Boom Boom, where excitable and ram-
homemade musical instruments too!
bunctious alphabet letters play and compete to
see who can reach the top of the coconut tree
first. Inspired by the best-selling children’s book,
this multimedia version incorporates music, video
and animation to bring the classic children’s book
to life.
This Teacher’s Guide features four distinct learning units. Each unit offers detailed cross-curricular lessons which supplement the CD-ROM as well
as your existing language arts program.
My ABC’s explores the alphabet in more depth,
focusing on letter recognition, letter sequencing,
Around the World brings the world to your classroom, where students understand what it means
to compose music and learn from the world’s
greatest composers. The coconut tree is also studied as a tree with many productive uses.
Art and Drama offers your students a chance to
explore and nurture their creative side in conjunction with alphabet-related content.
The bibliography at the end of the Teacher’s
Guide offers several references for alphabet books
as well as age-appropriate books about music.
and the sight/sound relationship of alphabet
Watch your students build confidence as they
letters.
effortlessly learn the alphabet through rhyme,
Music, Math, and Science offers discovery-based
learning activities with the properties of sound.
Math and music come together with patterns and
animation, music, and play-along learning. Enjoy
the fun, excitement, and adventure of Chicka
Chicka Boom Boom!
Chicka Chicka Boom Boom Introduction
4
UNIT 1 –
MY ABC’S
Unit 1 – My ABC’s focuses on letter recognition, the letter sound or symbol relationship, sequencing and predictability of letters, rhyme, and prereading skills. The activities in Unit 1 encourage students to master the
alphabet as well as reinforce prior knowledge and understanding of
letters.
LEARNING OBJECTIVES
•
To be able to recognize both upper- and lowercase letters.
•
To understand that the alphabet is predictable and sequential.
•
To understand that each letter has a different sound and shape.
•
To practice and further develop listening skills.
•
To recognize letters in words and understand that they work together
to produce unique sounds and meanings.
UNIT 1 ACTIVITIES
Activity 1: Alphabet Bingo – Letter recognition
Activity 2: Letter Pie – Letter recognition, letter sequencing
Activity 3: Missing in Action! – Letter sequencing
Activity 4: Letter Heads – Letter predictability, sight and sound
relationship
Activity 5: My Alphabet Book – Letter writing, letter recognition, letter
sequencing
Chicka Chicka Boom Boom Preview
© Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved..
5
UNIT 1 – MY ABC’S
ACTIVITY 1
ACTIVITY 1: ALPHABET BINGO
Summary
The traditional bingo game using alphabet letters for markers and
cards
Materials
•
Copies of Alphabet Bingo activity sheets
•
Cardstock paper (different colors optional)
•
Small envelopes
•
Scissors
Copy the ALPHABET BINGO activity sheets, pgs. 7–10, onto cardstock for
durability. For very young children, you may want to enlarge the
bingo letters and cards with the copy machine. An older child or adult
could cut out the letters for children who are not able.
Have students use envelopes to keep track of their letter chips. Students
can color and design their own envelopes.
When a letter is called, students place their letter tile on top of the corresponding letter on their game card. The palm tree in the middle
square is the “Free” square. The first person to fill an entire row with
letter tiles calls, “Bingo!” As a variation, students can create their own
bingo playing cards on the blank grids provided. Fun bingo prizes
could be coconut-flavored candy or letter stickers.
Chicka Chicka Boom Boom Teacher’s Instructions
6
ACTIVITY 1
ALPHABET BINGO
Cut out the alphabet letters for the Alphabet Bingo game. Put all
of your letters in an envelope so they won’t get lost.
A
I
Q
Y
G
O
W
B
J
R
Z
H
P
X
C
K
S
A
I
Q
Y
D
L
T
B
J
R
Z
E
M
U
C
K
S
1
F G
N O
V W
D E
L M
T U
11
H
P
X
F
N
V
1
Chicka Chicka Boom Boom Activity Sheet
7
ACTIVITY 1
ALPHABET BINGO
L
Z
M
S
G
B
V
C
X
A
T
N
1
U
H
D
O
E
Y
J
W
K
I
F
P
F
S
B
Z
Y
J
A
X
N
C
V
I
1
S
O
D
R
P
V
H
G
K
W
Q
L
8
ACTIVITY 1
ALPHABET BINGO
T
G
M
H
Y
B Z
WQ
E 1
A U
R F
J
D
P
V
L
N
K
I
S
O
K
C
Y
L
M
X
G
N
T
Z
D
J
R
V
H
S
A
Q
W
B
F
I
1
U
E
9
ACTIVITY 1
ALPHABET BINGO
1
1
10
ACTIVITY 2
ACTIVITY 2: LETTER PIE
Summary
A hands-on manipulative for identifying letters
Materials
•
Copies of Letter Pie activity sheets
•
White cardstock paper
•
Crayons, colored pencils, or fine-tip pens
•
Scissors
•
Brad fasteners
Reproduce the LETTER PIE activity sheets, pgs 12–13, on white cardstock
paper. It is helpful if students color and decorate the circles before they
are cut. Attach the circles with a brad. Another option is to reproduce
the circles, then glue them to paper plates for a more durable letter pie.
The teacher (or a student “caller”) calls out a letter, then students
rotate their pies until that letter shows in the space. Students hold up
their pies to show they have found the letter. As an extension, players
can then find something in the room (or on their person) that begins
with that letter and point to it.
11
ACTIVITY 2
LETTER PIE
Trace over or color the letters in Circle A. You may want to use a crayon,
marking pen, or colored pencil. Then cut out Circle A.
CIRCLE A
12
ACTIVITY 2
LETTER PIE
Write your name on Circle B. Color the entire circle. Cut out the circle and
Space 1. Hold Circles A and B together with Circle B on top. Insert a paper
fastener through the center holes. Turn the Letter Pie around and look at
each of the letters through the open space.
CIRCLE B
13
ACTIVITY 3
ACTIVITY 3: MISSING IN ACTION!
Summary
A fill-in-the-blanks alphabet exercise
Materials
•
Copies of Missing in Action! activity sheet
•
Pencils
Distribute copies of the MISSING IN ACTION! activity sheet, pg. 15. Remind
children that the alphabet has a predictable order for letters. Tell them
that this activity will challenge them to find the missing letters and put
them in the correct order in the letter strings. Missing in Action! is best
used in conjunction with the “Letter Line-up” game of the software
program.
Answer Key for Missing in Action!
1. E
5. N, P
2. Y
6. Q
3. K
7. D, I, J
4. R, T
8. C, F
14
MISSING IN ACTION!
ACTIVITY 3
NAME ____________________________
Write in the missing letter for each letter string.
1. A B C D ___ F G
2. U V W X ___ Z
3. H I J ___ L M
4. Q __ S ___ U V
5. L M ___ O ___ Q
6. N O P ___ R S T
7. ___ E F G H ___ ___ K
8. A B ___ D E ___ G
15
ACTIVITY 4
ACTIVITY 4 – LETTER HEADS
Summary
Students create headbands with the alphabet letters and play a game.
Materials
•
Assorted colors of construction paper strips (11⁄2 inches wide X 22
inches long)
•
1–2 copies of Letter Heads activity sheet (depending on the number
of students in your class) copied onto cardstock paper
Use the construction paper strips to make a headband for each student.
Depending on the size of each child’s head, you may need to cut off a
bit of the headband before stapling together the ends. Copy the LETTER
HEADS activity sheet, pg. 17, onto cardstock paper. Cut out the letter
squares. Give each student a letter to color. Glue the letters to the center of each child’s headband.
Have students put on their headbands, then form the students into a
large circle. Play the Chicka Chicka Boom Boom music (either from the
computer or an audio CD player). As each letter is called in the song,
the student wearing that particular letter jumps into the middle of the
circle, pretending to climb a coconut tree. At the end of the song, when
the letters all tumble from the tree, students all come tumbling down to
the floor.
The game can also be played with students calling their letters as they
jump into the circle, then pointing to something that begins with their
letter. At the end of each game, challenge the students to line themselves up in alphabetical order wearing their letter headbands.
16
ACTIVITY 4
LETTER HEADS
A
G
M
S
Y
E
K
Q
W
B
H
N
T
Z
F
L
R
X
C
I
O
U
A
G
M
S
Y
D
J
P
V
B
H
N
T
Z
E
K
Q
W
C
I
O
U
F
L
R
X
D
J
P
V
17
ACTIVITY 5
ACTIVITY 5 – MY ALPHABET BOOK
Summary
Miniature individualized alphabet books for each student
Materials
•
Enough copies of My Alphabet Book activity sheets for each student
to have a complete set
•
Stapler
•
Crayons
Tell students that they will be making their own alphabet books and
have a chance to practice writing the letters. Distribute copies of the MY
ALPHABET BOOK activity sheets, pgs. 19–21. The age and ability level of
your students will determine how the booklets are put together. For
very young students, it is advisable to have the books already cut,
arranged and stapled. Older students may cut their own pages and put
them in order. Students will then write the corresponding upper- and
lowercase letters in the spaces provided in the booklet. They can also
color and decorate the pages. When students are finished, encourage
them to read their booklets aloud to each other.
18
ACTIVITY 5
MY ALPHABET BOOK
My Alphabet Book
by:______________________________
A
Z
H
K
B
Y
D
G
W
J
Aa
Bb
Cc
Dd
________
________
________
________
Ee
Ff
Gg
Hh
________
________
________
________
19
ACTIVITY 5
MY ALPHABET BOOK
Ii
Jj
Kk
Ll
________
________
________
________
Mm
Nn
Oo
Pp
________
________
________
________
Qq
Rr
Ss
Tt
________
________
________
________
20
ACTIVITY 5
MY ALPHABET BOOK
Uu
Vv
Ww
________
________
________
Xx
Yy
Zz
________
________
________
21
22
UNIT 2 –
MUSIC, MATH, AND SCIENCE
Unit 2 – Music, Math, and Science focuses on cross-curricular connections. Students gain appreciation for musical instruments by creating
their own sound-generating tools. One of the N.C.T.M. (National Council
of Teachers of Mathematics) standards involves “Patterns and Relationships.” By its very nature, music is full of both. And physical science
comes into play when learning about the properties of sound. The activities in Unit 2 are designed to invite students to explore the many areas
of life that music touches.
LEARNING OBJECTIVES
•
To understand that sound is a force that is able to move in many
directions, and move other objects as well.
•
To understand that musical instruments are objects made of many
different parts.
•
To appreciate and understand that different musical instruments
create unique sounds.
•
To identify and extend regularities in a set of patterns.
•
To represent patterns in different forms.
UNIT 2 ACTIVITIES
Activity 1: Do You Hear What I Hear? – Physical Science/Properties of
sound
Activity 2: Homemade Instruments – Music/Instrument design and sound
creation
Activity 3: Musical Patterns – Math/Patterns and relationships
23
UNIT 2 – MUSIC, MATH, AND SCIENCE
ACTIVITY 1
ACTIVITY 1 – DO YOU HEAR WHAT I HEAR?
back of the pan. Invite many students to bang
Summary
grains moving with each sound of the wooden
Exploring the different properties of sound
spoon. Sound waves from the pan cause the plas-
through a variety of hands-on explorations
tic to vibrate and the rice to move. Place the rice
the spoon on the saucepan. Observe the rice
in a variety of locations across the plastic top and
Create the following sound experiences for your
observe how far and in what direction the rice
students. On copies of the DO YOU HEAR WHAT I
will travel. If your ears can stand it, have a stu-
HEAR? activity sheet, pg. 26, students can respond
dent bang the pot long enough for some of the
to their experience with the sound experiments. It
rice to fall off the plastic! Try this activity with
is often beneficial for students to observe you set-
beans too.
ting the experiment up, and to help when
appropriate.
Part II. Sound Bouncing
Materials
Part I. Sound Waves
•
Several textbooks
Materials
•
Two paper-towel tubes
•
Medium-sized plastic bowl
•
Minute timer
•
Sheet of plastic wrap (large enough to cover
•
Large paper plate
the top of the bowl)
•
Wide rubber band
•
Tape
•
Handful of uncooked rice and beans
•
Saucepan
•
Wooden spoon
This activity illustrates that sound (a sound
This activity illustrates how sound waves bounce
wave) is an invisible force that can cause objects
off objects and can travel in many directions.
to vibrate. Wrap a piece of plastic over the top of
Make two stacks of books equally high (about
a plastic bowl. Use a wide rubber band to secure
three textbooks high). Place a paper-towel tube
the plastic in place. Tape the plas-
on top of each stack. Position the stacks and
tic along the sides of the bowl for
tubes so that they form a V shape. Place a
additional security. Place the bowl
minute timer with a loud ticking sound at the end
on a table, then sprinkle some
of one tube. Ask a child to listen at the end of the
grains of uncooked rice on the
other tube for the ticking sound. No sound will be
plastic top. Ask a student to
heard through the tube. Next, place a large paper
hold a saucepan close to
plate at the base of the V shape and try the pro-
the top of the bowl. Then
cedure again. The student should be able to hear
bang a wooden spoon on the
24
the ticking sound, because the sound waves
bounce off the plate into the other tube.
Part III. Hello! Hello!
Materials
•
Two styrofoam cups
•
Kite string
This activity illustrates how sound can travel over
different materials. Create a “cup phone” by
using two plastic cups and about 30 feet of kite
string. Poke a small hole in the bottom of each
cup. Thread one end of the string into the hole of
one cup and tie a large knot at the end so the
string cannot be pulled through. Thread the other
end of the string through the second cup and tie
a large knot there. Have two students each hold
a cup and stand far enough apart that the string
is taut. One student holds the cup to his or her
mouth and speaks a message while the other student holds the cup to his or her ear and listens.
25
DO YOU HEAR WHAT I HEAR?
ACTIVITY 1
NAME ____________________________
Let’s have some fun experimenting with sound! Draw some
pictures of what you learned about sound.
1. Sound Waves
2. Sound Bouncing
3. Hello! Hello!
26
ACTIVITY 2 – HOMEMADE INSTRUMENTS
ACTIVITY 2
•
Scissors
•
Drumming tool (wooden spoon, thick ruler,
Summary
etc.) optional
Children create their own instruments and
explore the different types of sounds that can be
Directions:
created.
1. Cut the contact paper to a size that will completely wrap around the container.
Depending on the age and ability level of your
2. Have students decorate the contact paper.
students, you (or another adult) may need to
3. Peel the contact paper and affix it to the
help kids construct their instruments. Begin with
each student making one instrument. When cre-
can or container.
4. Put a lid on the can. (If you are making your
ating an “orchestra,” students can share and
own lid with tape, create the lid
exchange their instruments with others to experi-
first, then attach the contact
ence different sounds. Group the students into
paper.
mini-orchestras of six musicians each. Let them
5. Use a wooden spoon or thick
choose a familiar song (“Row, Row, Row Your
wooden ruler for drumming (or
Boat,” “London Bridge,” “The Itsy Bitsy Spider,”
just use your hands!).
etc.) and “play” their instruments along with the
recording for a concert. Save the instruments use
Violin
in the next lesson of the “Music, Math, and
Materials
Science” unit. Distribute copies of the HOMEMADE
•
Empty tissue box (rectangular shape)
INSTRUMENTS activity sheet, pg. 30.
•
Five wide rubber bands
•
Assortment of rubber bands of different widths
•
Unsharpened pencil
Follow these instructions to make some fun,
sonorous instruments with your students! After
each child has an instrument, form a parade, create an orchestra, and hold solo performances by
your budding musicians.
Drum
Directions:
Materials
1. Wrap four rubber bands around the tissue
•
Large empty can or container with plastic lid
box over the opening. Space them about 1⁄2
(e.g., for coffee, raisins, oats); or use an
inch apart.
empty can or container and cover the open-
2. Create a bow by placing one rubber band
ing with masking or packaging tape
around an unsharpened pencil from one end
•
White contact paper
to the other. It is helpful if a straight pin is
•
Crayons and/or markers
inserted into the rubber band and then into
the eraser for security.
27
3. Rub the bow across the violin and observe
•
the sounds.
Scissors (single-edged razor blade knife
optional for cutting)
4. For variety, try using rubber bands of differ-
•
Masking tape
ent widths.
Tambourine
Materials
•
Handful of dry beans or seeds
•
Two disposable pie tins
•
Stapler
•
Tempera paint
Directions:
•
Paintbrush
1. Cut slits on each end of the cereal box that
•
Streamers or ribbon (optional)
are the width of the ruler.
2. Cut a half circle out of one side of the cereal
Directions:
box. Pull back the half circle so that it bends
1. If students will be painting their tambourines,
up, and make three small slits in it.
this should be done first, allowing plenty of
3. Paint the cereal box and allow it to dry.
time to dry.
4. Gently push the ruler through the slits in the
2. Place the dry beans or seeds into one pie tin.
(Add a few shoe bells to create a fun sound.)
ends of the box. Position the ruler so that
three-fourths of its visible area shows on the
3. Place the other pie
side of the box away from the half-circle flap.
tin upside down on
Secure the ruler by placing tape over the slits.
top of the first pie
You may want to use some touch-up paint
tin.
over the tape.
4. Staple along the
5. Carefully place three thumbtacks into each
rims to join the pie
end of the ruler.
tins together.
6. Cut the fishing line to fit the guitar. Tie three
5. If streamers or ribbons will be used, these can
be stapled to the pie tin edges as well.
strings to each respective thumbtack at the
base of the guitar.
7. Thread the fishing line through the slits in the
Guitar
half circle. Then tie the ends of fishing line to
Materials
the thumbtacks at the other end of the ruler.
•
A small, rectangular, empty breakfast cerealbox
GUITAR NOTE: If students want to use a pick with
•
Wooden ruler
their guitar, some music stores carry promotional
•
Thumbtacks
guitar picks and offer them at no charge for non-
•
Nylon fishing line
profit causes (such as teaching in an elementary
•
Tempera paint
classroom!).
•
Paintbrush
28
Castanets
Directions:
Materials
1. To make large shakers, clean out the two-
•
Two metal bottle caps per set
liter bottle and fill it halfway with whatever
•
Hammer
small “noisemaker” objects you desire.
•
Small nail
•
String
2. Screw the top back on securely and secure it
with tape.
3. Decorate the bottle with stickers if desired.
Directions:
1. Use the hammer and small nail to make two
small holes in the center of each bottle cap.
4. To make small shakers, fill the film containers
in the same fashion. Tape the lids on for
security. Decorate as desired.
2. Thread a piece of string through the holes of
each bottle cap so that the loop is facing the
SHAKER NOTE: Depending upon the quantity of
top of the cap. Tie off the ends to secure the
filler items put into each container, a variety of
string.
sounds can be created. Use three different film
3. Slip your middle finger and thumb into the
containers and fill them one-quarter, one-half,
loops. By pinching your finger and thumb
and three-quarters full, respectively. The percus-
together, you can make a neat sound!
sionist for your “orchestra” will then have three
different sound options.
Shakers
Materials
•
Empty two-liter bottle
•
Empty plastic 35-mm. film containers with
lids
•
Assortment of small “noisemakers” (e.g.,
pinto beans, seeds, popcorn kernels, shoe
bells, pennies, pebbles, macaroni, etc.)
•
Tape
•
Decorational stickers (optional)
29
HOMEMADE INSTRUMENTS
ACTIVITY 2
NAME ____________________________
Draw a picture of yourself playing your new instrument. Write the
name of the instrument at the bottom of the page.
My instrument is a ______________________________________.
30
ACTIVITY 3 – MUSICAL PATTERNS
Summary
A cut-and-paste activity where students continue
and extend patterns
ACTIVITY 3
INSTRUMENT PATTERNS: If you have homemade
instruments (or other noisemakers) at your disposal, students can create auditory patterns with
the following activity. Begin with a simple “A–B”
pattern by first beating a drum (bang) and then
shaking a shaker (shake).
Materials
•
Copies of Musical Patterns activity sheets
•
Scissors
•
Glue or paste
Distribute copies of the Musical Patterns activity
sheets, pgs. 32–33. Tell students that they will be
looking at some patterns, then deciding which pictures should go next to complete the pattern.
Discuss with students the different musical instruments used for this activity.
Demonstrate how to continue a pattern by using
actual or homemade instruments. Arrange the
instruments in the order suggested on the student
activity sheet for visual reinforcement. For example, place a guitar on a table, then a drum, then
another guitar, and then ask students what
instrument should go next. Place the drum in the
proper position. If you don’t have musical instruments handy, use pasta shells, beans, or other
small objects to create the same visual effect.
Demonstrate this pattern several times, then
encourage students to repeat the pattern:
“Bang – shake – bang – shake – bang – shake
– bang – shake”
When the students have mastered the “A–B”
pattern, move to a more challenging “A–A–B–B”
pattern.
“Bang – bang – shake – shake – bang – bang
– shake – shake”
Students can create their own patterns and challenge their classmates to identify the patterns
and repeat them.
After demonstrating how to continue patterns
with the actual instruments, have students use
the activity sheets for their pattern practice. Have
them cut out the six instrument boxes on page
33, then glue the correct instruments in the
appropriate spaces.
31
MUSICAL PATTERNS
ACTIVITY 3
NAME ____________________________
Cut out the musical instruments on the next page. Paste each musical instrument in the correct space to continue the pattern in each row.
1.
2.
3.
4.
32
ACTIVITY 3
MUSICAL PATTERNS
33
34
UNIT 3 –
AROUND THE WORLD
Unit 3 – Around the World focuses on the coconut tree itself, as well
as on famous composers of music from around the world. Students will
discover the many wonderful uses for the coconut tree, and get to know
some of the world’s most gifted and talented composers of music. The
activities in Unit 3 bring the world to your classroom.
LEARNING OBJECTIVES
•
To understand what a palm tree is and know there are many kinds
of palm trees.
•
To learn about the different uses for a coconut tree.
•
To comprehend what a tropical environment is and be able to locate
the tropics on a map.
•
To apply geography skills and identify locations where coconut
trees grow.
•
To investigate the music and native lands of famous composers.
•
To appreciate different types of music.
UNIT 3 ACTIVITIES
Activity 1: 101 Uses for a Coconut Tree – Life science and social studies
Activity 2: Where Are the Coconut Trees? – Geography
Activity 3: Composer Sticks – Social studies, geography, and music
appreciation
35
UNIT 3 – AROUND THE WORLD
ACTIVITY 1 – 101 USES FOR A COCONUT TREE
Summary
A cut-and-paste activity where students learn
about many different uses for a coconut tree
Materials
•
•
•
•
Copies of 101 Uses for a Coconut Tree
Crayons
Scissors
Glue
Before passing out copies of the 101 USES FOR A
COCONUT TREE activity sheet, pg. 37, spend some
time with the students talking about and learning
about coconut trees. Bring in a whole coconut
and pass it around for the children to observe.
Cut the coconut in half and save some of the
coconut milk for tasting. (Hint: It is helpful to tap
a small nail into the shell first to break the surface. There is not much milk inside most coconuts,
so students will only get a little taste!) After students taste the raw, natural coconut meat, let
them compare the taste to the sweetened coconut
used in baking. Bring in books with pictures of
palm trees and coconut trees for display, or use
an electronic encyclopedia and locate pictures of
palm and coconut trees.
Your students will be amazed to learn that
coconut trees offer much more than round fruit
and a place for some pretty rambunctious letters
to play! Read on to gather some information about
palm trees, specifically the coconut palm tree:
The Palm Tree – What Is It?
Among the most useful of all plants, palm trees
furnish food, shelter, clothing, fuel, building materials, starch, oils, and a host of other products for
people of the tropics as well as the rest of the
ACTIVITY 1
world. There are about 2,780 species of palm
trees. They grow in the form of trees, shrubs and
vines and are mostly found in tropical or subtropical climates. The largest number of palms are
found in tropical America and Asia. Palms are
characterized by a tall, unbranched, column-like
trunk crowned by a tuft of large leaves. The leaves
are firm, pleated, and fanlike. Palm leaves are
often covered with hairs, spines and a coat of wax.
The Coconut Palm Tree
There are a host of fruit-bearing palm trees.
Perhaps the most popular image of a palm tree,
however, is the coconut tree with its round, furry
brown shells. The coconut fruit seed is actually
the edible fleshy and liquid part inside the shell.
This “meat” from the inside of the shell is known
as copra and is generally eaten raw. When copra
is dried, the oil is extracted and used for cooking.
Coconut cream and butter are made from the
copra and used in many suntan lotions and other
skin products. The fiber from the husk of the
coconut shell (called coir) is used to make ropes
and mats. The hard inner layer is used as a fuel
as well as for making cups, bottles and trinkets.
The milk found inside the shell is used as a beverage and to cook with. The coconut palm tree truly
is a useful plant!
More Fruit, More Uses
Other types of fruit-bearing palms include the
African oil palm, sugar palm, date palm, palmry
palm, and rattan palm. Palm oil is the chief byproduct from the African oil palm. The sugar palm
yields a sap from which sugar and wine are
made. The date palm tree can produce as much
as 550 pounds of fruit a year for over 100 years.
Fibers from various parts of the palmyr palm are
made into brooms and mats. The long stems of
the rattan palm are a major source of the rattan
cane used in furniture.
36
101 USES FOR A COCONUT TREE
ACTIVITY 1
NAME ____________________________
The coconut tree is more than a place for letters to climb! The coconut tree
has many uses. Cut out the pictures along the bottom of the page, then
match them to the boxes around the coconut tree. Paste the pictures into the
correct boxes.
SUNTAN
LOTION
SUNTAN
LOTION
37
ACTIVITY 2
ACTIVITY 2 – WHERE ARE THE COCONUT TREES?
activity sheet. Create your own coconut markers
Summary
large wall map, or use a brown overhead projec-
A geography lesson for students about the tropics
tor pen for a transparency). As you call out a
and where coconut trees can be found.
country name, show the students its location on
(use brown circles made from index cards for a
your map. Then have the students find the same
Materials
location on their maps and draw a line from a
•
Copies of Where Are the Coconut Trees?
coconut tree to the correct spot. Tell them that by
activity sheets
drawing a line to that location they are showing
•
Crayons
where coconut trees grow. Use the following
•
Large world map
countries:
Brazil
Honduras
This activity is designed to be used as a directed
India
Indonesia
lesson. Using a large world map, point out the
Hawaii, USA
Sudan
tropical areas of the world. You may want to cre-
Madagascar (northern)
ate a transparency from the student activity
sheet to use with an overhead projector instead.
When the students finish their maps, they should
Identify the Tropic of Cancer, Equator, and Tropic
observe that all the coconut tree lines go to places
of Capricorn. Explain to the students that the
in between the lines on the map. Point out that
area between these lines has a tropical climate.
this area is the tropics. Review the names of the
three lines (Tropic of Cancer, Equator, Tropic of
Distribute copies of the WHERE ARE THE COCONUT
Capricorn) and share information about tropical
TREES? activity sheet, pg. 39. Have the students
climate.
color the coconut trees at the bottom of their
38
NAME ______________________________
WHERE ARE THE COCONUT TREES?
ACTIVITY 2
39
ACTIVITY 3 – COMPOSER STICKS
ACTIVITY 3
Distribute copies of the COMPOSER STICKS activity
sheet, pg. 43. Students can color the composers
Summary
before cutting them out. When the students glue
Learn about six famous composers by listening to
the pictures to the tongue depressors, use a
their music and making a stick-like puppet repre-
marker to write down the names of each compos-
senting each composer.
er along the side of the depressor. When the composer sticks are finished, play some music com-
Materials
posed by one of the composers and let the stu-
•
6 tongue depressors per child
dents dance their composer sticks in time to the
•
Copies of Composer Sticks activity sheet
music. Alternatively, encourage “stick plays”
(option: run this page off on cardstock for
where the students can act out a story and create
more durable composer sticks)
their own music.
•
Scissors
•
Glue
Wolfgang Amadeus Mozart (1756–1791):
Mozart was born in Salzburg,
Introduce your students to world-famous com-
Austria. At an early age,
posers with this fun and easy-to-do activity. After
Wolfgang showed signs of
playing the Chicka Chicka Boom Boom song, ask
musical genius. When he was 4
the students what they know about making
years old, he learned to play
music. Write the word composer on the chalk-
the violin and started making
board. Explain that a composer is someone who
up his own music. When
writes music. Compare a composer to an author
Mozart’s sister, Nannerl, was 10 and he was 6,
for better understanding. If you have access to
they gave their first concert at the court of
musical recordings of some of the compositions
Munich, Bavaria, followed by a concert for the
created by the six composers studied in this activ-
Empress of Austria. At the age of 6, Wolfgang
ity, share them with the students. Hold up each
performed concerts all throughout Europe. Mozart
composer’s picture as the music is played.
composed his first comic opera, La Finta Semplice
Enlarge the illustrations to create a poster for ref-
(The False Simpleton), at the age of 11. Un-
erence, if you wish.
fortunately, he experienced poor health from the
time he was a young boy to his early death at
Before students create their own “composer
the age of 35. Though he lived a short life,
sticks” representing the composers selected, you
Mozart composed many pieces of music, includ-
may want to share some background information
ing 41 symphonies and several quartets and can-
about each composer. Use a globe or map to
tatas. Compositions include Idomeneo, King of
point out where each composer’s country of ori-
Crete; The Rescue from Heaven; The Marriage of
gin is in relation to your community.
Figaro; Women Are Like That; and The Magic
Flute.
40
Ludwig van Beethoven (1770–1827):
Beethoven was born in Bonn,
short and elegant compositions. For the last ten
years of his life, he battled a lung condition, then
Germany. Ludwig showed an
died of tuberculosis at the age of 38.
interest in and talent for music
Compositions include Preludes and Nocturnes
at a very young age. His father
and Requiem.
saw this talent and began
teaching him how to play
Peter Ilich Tchaikovsky (1840–1893):
the piano and violin at the
Peter Ilich Tchaikovsky was born
age of 4. His father wanted Beethoven to be a
in Votkinsk, Russia.
musical genius (like Mozart) and placed a great
Tchaikovsky’s mother introduced
deal of pressure on his son, so much so that
him to music at a young age and
whenever Ludwig made a mistake when playing
encouraged him because
music, he would beat him. Most of his greatest
she saw he had great tal-
compositions were created after he moved to
ent. His father, however,
Vienna, Austria at the age of 22. By the time he
wanted him to study law.
was 32, he began losing his hearing, and at 45
Peter became a lawyer for a short
years old Beethoven was almost completely deaf.
time but couldn’t stay away from his true love –
He began leading a life of isolation. He continued
music. He took a position at the Conservatory of
playing and composing music in spite of his dis-
Moscow where his cosmopolitan music was
ability. He heard music in his head, then wrote
admired. A rich widow (whom he never met)
the music on paper. Two years after his last pub-
gave him a salary so he could dedicate himself
lic appearance, he died. Compositions include
entirely to composing music. Tchaikovsky was
Symphony No. 5, Symphony No. 9, Concerto for
the originator of a new style, the symphonic bal-
Piano No. 5, and Fidelio (opera).
let, which was imitated in Russia as well as other
countries. He is the most famous Russian musi-
Frederic Chopin (1810–1869):
Chopin was born in Warsaw,
Poland. He was a well-trained
musician by the time he was
cian recognized outside of Russia. Compositions
include Swan Lake, Sleeping Beauty, The
Nutcracker Suite, Eugene Onegin (opera), and
The Queen of Spades (opera).
19, when he made his piano
debut in Vienna. Frederic trav-
Louis “Satchmo” Armstrong (1900–1971):
eled all over Europe, but after
Louis “Satchmo” Armstrong was born in New
he visited Paris, France he
Orleans, Louisi-ana, USA. Louis
stayed there for the rest of
came from a poor family and
his life. Though he left
found himself in trouble at a
Poland forever, he never forgot his homeland, as
young age. By the time he was
reflected in some of the typical Polish dances he
13, he had already been to a
composed. Chopin is called “the poet of music”
reform school for some trou-
because he revealed his most intimate self in his
blemaking. However, it was
music by transposing passionate feelings into
there he began playing the corChicka Chicka Boom Boom
41
net, later switching to the trumpet. Music gave
Benny Goodman was born in Chicago, Illinois,
his life new meaning, and he never found trouble
USA. Benny, who came from a
again. At 18, he made his debut in the band of
modest family, began playing
Kid Ory as a substitute, soon making a name for
the clarinet in a synagogue
himself. He played on the Mississippi riverboats,
school at the age of 10. It was
then made his first record with the Creole Jazz
apparent even at this early
Band of King Oliver in Chicago. Armstrong soon
age that Benny had
became representative of all jazz music. He
tremendous talent. The
toured Europe, and after World War II toured the
1930s in America were known as the Jazz Age.
world over as a symbol of jazz. Jazz is an unwrit-
By the time Benny was an adult, jazz music
ten music, interpreted by the player, who thus
evolved from blues to swing, bringing in a unique
becomes the composer. Jazz tradition has it that
and exciting new rhythm. Benny made his first
the musician improvises and then returns to har-
record at the age of 17 with Ben Pollock’s band.
monize with the rest of the band. The trumpet is
For several years, Benny and this band played for
the instrument known as the King of Jazz, and
shows and radio. Creative differences between
Louis Armstrong was known as the King of
Benny and the band leader, however, led Benny
Trumpets. He was also well-known for his unique
to create his own band, bringing together some
vocal style. Compositions to use include any
of the country’s best jazz musicians. Goodman,
recordings of Louis Armstrong and his band Hot
known as the King of Swing, was sent by the
Seven.
government to present American music to the
globe on two world tours. Not only a lover of
swing music, Benny was also a classical clarinetist and appeared with the New York Philharmonic on several occasions. Compositions to use
include any recordings of Benny Goodman and
his band.
Benny (Benjamin) Goodman (1909–1986):
42
ACTIVITY 3
COMPOSER STICKS
Cut out the composer squares, then glue them onto the sticks your teacher
gives you. Pretend your composers are playing an instrument or composing
music!
Mozart
Beethoven
Chopin
Tchaikovsky
Armstrong
Goodman
43
44
UNIT 4 –
ART AND DRAMA
Unit 4 – Art and Drama focuses on arts-and-crafts activities and the
opportunity for students to express themselves in a dramatic
fashion.
LEARNING OBJECTIVES
•
To utilize and cultivate dramatic interpretation skills.
•
To express knowledge of the alphabet in an artistic manner.
•
To follow instructions in a systematic way.
•
To appreciate and value one’s own work and the creative interpretations of others.
UNIT 4 ACTIVITIES
Activity 1: Letter Puppets – Drama
Activity 2: Coconut Tree – Arts and crafts
Activity 3: Letter Plaque – Arts and crafts
45
UNIT 4 – ART AND DRAMA
ACTIVITY 1
ACTIVITY 1 – LETTER PUPPETS
Students will then take one strip and wrap it
Summary
excess paper from the band after a good fit has
Create finger puppets for the alphabet and host a
been made. With the band of paper still around
puppet show.
the child’s finger, the partner then glues the band
around a finger. A partner (or adult) will cut the
together. The child wearing the band carefully
removes it and sets it aside to dry. Repeat the
Materials
•
One piece of 8 1⁄2" x 11" construction paper
per student
•
process for each team member. Do this until each
member has eight or nine bands.
Copies of Letter Puppets activity sheet
(preferably copied onto cardstock)
Adding the Letter to the Finger Puppet
•
Scissors
Once the finger bands have dried, the next step is
•
Crayons
to glue on the letters. Distribute copies of the
•
Glue
LETTER PUPPETS activity sheet, pg. 48. Students
should color their letters on the activity sheet first
Children love to play with puppets and host pup-
before cutting them out. After the letters have
pet shows. In this activity, your students will cre-
been colored and cut, they should be glued to the
ate miniature puppets for their fingers to use with
bands. One letter should be glued to each band.
the Chicka Chicka Boom Boom story. A little time
Allow time for the letters to dry.
and preparation will be necessary to create the
letter finger puppets before the show can begin!
Read Along
Once students have created their puppets invite
Making the Base of the Finger Puppet
them to act out the story. Have the student
Divide students into groups of three. Each stu-
groups sit at a table facing each other, with their
dent will make eight or nine finger puppets.
letter puppets positioned on their fingers. Read
Student #1 will make letters A–H, student #2 will
the printed version of Chicka Chicka Boom Boom
make letters I–Q and student #3 will make letters
aloud. When the students hear their letters being
R–Z. If a student wants an entire alphabet set of
read, they can hold up their respective letter pup-
finger puppets, he or she can make the rest of the
pets and pretend the puppets are climbing a
puppets later.
coconut tree. (If kids have made the coconut tree
from Activity 2 in this section, they can use this
Students will need to work together to create
as a prop.)
their puppets. Strips 1 inch wide and 3 inches
long should be cut from the construction paper.
As a variation instead of reading the book, try
Each child will need eight or nine strips.
selecting the “Read Along” activity in the program for the class.
46
Students can put the letters on their fingers in
alphabetical order or mix them up. Watch the
excitement as kids try to locate their fingers with
the appropriate letters in time with the story!
Encourage students to say the alphabet using
their letter puppets and to make up puppet
shows.
47
ACTIVITY 1
LETTER PUPPETS
Color and cut out your letters.
A
G
M
S
Y
B C D E F
H I J K L
N O P Q R
T U V W X
Z
48
ACTIVITY 2
ACTIVITY 2 – COCONUT TREE
Paint the paper-towel rolls with brown tempura
Summary
paper to let them dry evenly.
paint. Set them upright on paper towels or news-
Create a miniature coconut tree from a papertowel roll and other materials.
Making the Coconut Leaves and Letters
Trace and/or cut out eight coconut leaves from
Materials
green construction paper and set them aside.
•
One paper-towel roll per child
•
Brown tempera paint
Color the letters the letter boxes on the white
•
Green and white construction paper
paper. Use many vibrant colors as in the book
•
Copies of Coconut Tree activity sheets
Chicka Chicka Boom Boom. Then cut out the
•
Glue
boxes and set them aside.
•
Tape
•
Yarn
Attaching the Coconut Leaves
•
Stapler
Before attaching the leaves to the paper-towel
rolls, fold each leaf lengthwise along the middle
Students can create
of the leaf. Place some glue on the stem part of
their own coconut tree
the leaf. Attach the stem to the
complete with dancing letters!
inside of the paper-towel roll
Follow the instructions below to
and gently bend the
grow your own coconut tree plantation!
palm portion of the
leaf over the top
When making the patterns for the coconut palm
Repeat this
leaves, you may want to try one of these two
process for all of
options. Reproduce page 51 of the COCONUT TREE
the leaves.
activity sheets and cut the patterns out. Trace
them onto a manila folder and cut the manila
Attaching Yarn to the Letters
folder shapes out. Use these as more sturdy pat-
Cut eight lengths of yarn approximately three
terns for your students. Or, if you have access to
inches long. Staple one end of a yarn length to
a copy machine, make a copy of the pattern page
the top of a letter box in the middle. Do this for
and run the patterns off onto green construction
the remaining letter boxes.
paper. Do the same for page 52 of the Coconut
Tree activity sheets, but run the letter blocks off
Attaching the Letters to the Coconut
Tree
onto white construction paper.
Allow the coconut
tree and leaves
plenty of time to dry before
Making the Base of the Coconut Tree
49
attaching the letter squares. Take a letter box
with yarn stapled to it. Hold the
other end of the yarn beneath
one of the coconut leaves.
Carefully staple the letter
box to the top of the coconut
leaf. Repeat this for each of
the letter boxes.
50
ACTIVITY 2
COCONUT TREE
51
ACTIVITY 2
COCONUT TREE
A BC
DEF
GHI
JKL
MNO PQR
STU
YZ
VWX
52
ACTIVITY 3
ACTIVITY 3 – LETTER PLAQUE
Press enough clay into the bottom of a mar-
Summary
Press a letter (smooth side down) into the clay.
Using plaster of Paris, students create a decora-
Press very firmly to create a definite indentation.
tive plaque of one or more of the alphabet letters.
Then remove the letter and rinse it off.
Materials
Mixing the Plaster of Paris
•
Set of plastic block letters approximately 2
Follow the instructions on the plaster of Paris
inches in height (magnetic letters work well)
package. Pour the mixture into a large bowl.
•
Molding clay
Hint: Mix only enough plaster for a few students
•
Plastic margarine or butter tub for each
at a time; otherwise, the mixture begins to
student
harden.
garine tub so that it sits about 1 inch thick.
•
Plaster of Paris
•
Water
Pouring the Plaster
•
Large bowl and plastic stirrer
Make a mental note of which direction the letter
•
Jumbo-size paper clips
indentation faces. (This will be important when
•
Tempera paint
placing the paper clip hanger!) Pour the plaster
of Paris mixture into the margarine tub directly
Students can decorate their
over the clay. Pour enough plaster so that it sits
bedroom wall or make a gift
about 11⁄2 inches thick. Stretch open the paper
for mom, dad, or grandma
clip. Use one end of the paper clip to write the
with this plaster of Paris plaque!
student’s initials in the plastered Paris for identification purposes. Let the plaster set for a few
When students are choosing the letter they will
minutes, then press the stretched jumbo paper
use for their plaque, encourage them to choose a
clip into the mixture to be used for a hanger.
letter with special meaning for them; for exam-
Place it between the middle and top of the bowl.
ple, the first initial of their name or the name of
someone special to them (like their mom, dad, or
grandparent). If smaller plastic letters are used,
students may be able to write out their entire
name or create a collage of letters.
Making the Mold
Let It Dry
Let the letter molds dry overnight. Encourage students not to disturb the molds while they are
drying.
53
Opening the Mold
Pulling the dried plaster of Paris away from the
clay mold can be tricky! Before removing the
plaque, lightly press around the sides of the margarine bowl. Continue pressing until you begin to
feel the material inside the bowl “give.” Then
gently pull the sides of the margarine bowl away
from the plaster. When you can feel the plaque
become loose, carefully pull up the plaque with
the paper clip hanger. You may need to use a
butter knife to help lift out the plaque.
Painting the Plaque
Use different colors of tempera paint to decorate
the letter plaques. Give them time to dry, then
hang them around the classroom or send them
home with the students.
54
BIBLIOGRAPHY
BOOKS ABOUT THE ALPHABET
BOOKS ABOUT MUSIC
Anno, Mitsumasa. Anno’s Alphabet: An
Clary, Linday and Larry Harms. Music for Little
Adventure in Imagination. Harper and Row,
1975.
Bond, Jean Carey. A Is for Alphabet. Watts,
1969.
Bourke, Linda. Handmade ABC: A Manual
Alphabet. Addison, 1981.
Calmenson, Stephanie. It Begins with A.
Hyperion, 1993.
De Brunhoff, Laurent. Babar’s ABC. Random,
1983.
Ehlert, Lois. Eating the Alphabet: Fruits and
Vegetables from A to Z. HBJ, 1989.
Feelings, Muriel. Jamco Means Hello: Swahili
Alphabet Book. Dial, 1974.
Gardner, Beau. Have You Ever Seen?...An ABC
Book. Dodd, 1986.
Lalicki, Barbara. If There Were Dreams to Sell.
Lothrop, 1984.
Lobel, Arnold. On Market Street. Greenwillow,
1977.
Mayers, Cassen Florence. ABC: A Museum of Fine
Arts. Abrams, 1986.
McMillian, Bruce. The Alphabet Symphony.
Greenwillow, 1977.
People. Bradley, 1985.
Feierabend, John. Music for Very Little People.
Boosey and Hawkes, 1989.
Grimm, Jacob. Bremen Town Musicians. North
South, 1992.
Hart, Avery and Paul Mantell. Kids Make Music!
Williamson, 1993.
Hausherr, Rosmarie. What Instrument Is This?
Scholastic, 1992.
Hayes, Ann. Meet the Orchestra. HBJ, 1991.
Krementz, Jill. Very Young Musician. Little Simon,
1991.
Tames, Richard. Giuseppe Verdi. Watts, 1991.
Tames, Richard. Peter Ilyich Tchaikovsky. Watts,
1991.
Tames, Richard. Wolfgang Amadeus Mozart.
Watts, 1991.
Turner, Barrie Carson. I Like Music. Warwick
Press, 1989.
Van Kampen, Vlasta. Orchestranimals. Scholastic,
1989.
Ventura, Piero. Great Composers. G.P. Putnam’s
Sons, 1989.
Weil, Lisl. The Magic of Music. Holiday, 1989.
Musgrove, Margaret. Ashanti to Zulu. Dial, 1976.
Pallotta, Jerry. The Icky Bug Book. Charlies
Bridge, 1986.
Rice, James. Cajun Alphabet. Pelican, 1991.
Sendak, Maurice. Alligators All Around. Harper
and Row, 1962.
Van Allsburg, Chris. The Z Was Zapped.
Houghton, 1987.
Yolen, Jane. All in the Woodland Early: An ABC
Book. Putnam, 1983.
Published jointly by Davidson & Associates, Inc. and Simon &
Schuster, the publishing operation of Viacom, Inc. © 1995
Simon & Schuster, the publishing operation of Viacom, Inc.,
and Davidson & Associates, Inc. Based upon the work
CHICKA CHICKA BOOM BOOM. Text © 1989 by Bill Martin Jr.
and John Archambault. Illustrations © 1989 by Lois Ehlert.
Published under license from Simon & Schuster, Inc. Audio
recording performed by Ray Charles and produced and directed by Bernice Chardiet, Chardiet Unlimited, Inc. Audio production by Mike Lobel. Portions © 1991 Simon & Schuster, Inc.
Chicka Chicka Boom Boom Bibliography
55

Chicka Chicka Boom Boom

Transcription

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