Simply Music Rhapsody

Transcription

Big Kids Make Music: Lessons 21-30
w w w.simplymusicrhapsody.com
Contents
Lesson 21:
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3
Lesson at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6
Lesson 22:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 11
Lesson 23:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 15
Lesson 24:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 19
Lesson 25:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 24
Lesson 26:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 30
Lesson 27:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 35
Lesson 28:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 40
Lesson 29:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 45
Lesson 30:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 50
Lessons 21-30: Song Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 52
(011713)
Simply Music Rhapsody: Big Kids Make Music: Lessons 21-30 | © Licensed to Simply Music. All rights reserved.
Page 2 of 74
21
Big Kids Make Music
Lesson Plan 21
Activity
Gathering
Drum
Title
Comments
Kangaroos
from Carnival
of the Animals
by Camille
Saint-Saëns
Tideo
Instrument
Kit –
Glockenspiel
Ocean Drum
What’s
Needed
Kangaroos: Find different ways to play the drum in response to
the music. Initiate response by suggesting everyone listen for the
kangaroos jumping and then stopping to look around.
Gathering Drum
Track
Tideo: Repeating from the last several weeks, while singing hello to a
child, everyone copies the way he plays or moves.
Guitar/Ukulele
The Ship Goes
Sailing
(New)
The Ship Goes Sailing:
• Practice first without the recording.
• “The ship … ”: Steady drum beat, stop on “me”
• “The waves go up, … down”: Raise arms, lower arms
• “The waves go rolling … ”: Circles on the drum
• “Lightning flash”: Clap hands
• “Thunder crash”: Tremolo on the drum
• “The ship”: Lean to one side, then the other
• “She sank”: Fall backwards on the ground
• Repeat with the recording.
The Ship Goes
Sailing
Keep all bars in the glockenspiel.
• Ask everyone to slowly tip their ocean drum to make the sounds of the
waves. This will be our introduction.
Track
Glockenspiels
Ocean Drums
[Track]
• “The ship … sails for me”: Play the beat on the low C, or play the two
•
•
•
•
•
•
notes that look like the water—the blue low and high Cs.
“The wave go up … down”: Glissandos up and down
“The waves go rolling ...”: Glissandos up and down the glockenspiel
“Lightning flash”: Tap the mallets together
“Thunder crash”: Drum roll on the ocean drum
“The ship”: Play low C or lean to one side, then the other
“She sank”: Tremolos using all the bars starting high and ending low
Movement
57 12/8 Blues
(SM Piano)
Reviewing from last week, explain that each child will be a leader with
their parent imitating their movement. When the song ends, we will
repeat it with parents as leaders.
Track
Solo Singing
Cock-aDoodle-Doo
• Present a rooster puppet or picture and sing the first verse, encouraging
Set of
Farm Animal
Pictures or
Puppets
[Track]
•
•
•
•
the children to sing and pat the beat for “cock-a-doodle-doo” as we did last
week. If children need more movement, have everyone dance on this refrain.
Pass out farm puppets or pictures to each child, and encourage each child
to sing for their animal.
Example: If the child has the duck, sing, “little duck sings, ‘quack, quack,
quack.” Encourage the child to solo on the “quacks.”
End with “little rooster sings, cock-a-doodle- doo” before repeating the
“cock-a-doodle, cock-a-doodle, cock-a-doodle-doo.”
With small classes you will have time to sing the entire phrase “Oh I love
my little duck and my duck loves me” before the solo.
TIP: For large classes, the teacher can have a puppet indicate who sings
the solo or use the Beginners Counting Felt Set, to have several cats, dogs,
ducks, frogs, etc.
Movement
(011713)
One Misty,
Moisty
Morning
• A section: Hide behind the scarves for the, pretending it is foggy weather.
Move smoothly, cautiously through the room.
• B section: Shake the scarves to the beat. On “How do you do,” they can
shake each other’s hands or bow to each other.
• You can surprise everyone by using a horn or other silly sound at the end.
Scarves
[Horn]
Track
Page 3 of 74
21
Big Kids Make Music
Lesson Plan 21, Cont.
Activity
Orff Rules
Orff
Instruments
in G (em)
Title
Comments
Vocabulary:
Xylophones
Metallophones
Glockenspiels
Before reviewing the rules, discuss the types and names of the
instruments. Explain that xylophones have wooden bars and
metallophones have metal bars. Ask which instrument has the longest
sounds and would be good for our legato, smooth A section for
“misty, moisty morning.”
One Misty,
Moisty Morning
One Misty Moisty Morning:
• Review the rules.
• Have everyone find an instrument and improvise as the teacher plays
What’s
Needed
Orff in G(em)
Sopranino
Track
the sopranino.
• Ask all those playing metal instruments to play very slowly and smoothly
•
•
•
•
•
•
for the A section, making mysterious “fog” music. They can choose which
bars to play.
Practice with the metals.
Ask all those playing wooden bars to play the beat for the B section on the
big G and small D. (Have the parents show them G and D and tap on their
back as they play to keep it steady).
Practice with the woods.
After practicing parts, perform with the recording.
Use the signals to indicate time to go to another instrument. First ring the
finger cymbals to lay the mallets to rest on the instrument. Play the ticktock block to walk to a different row.
Repeat with recording.
My Love for You:
If time, repeat from last week. Students enjoy guessing which animal
comes next.
• Review counting and playing on many different numbers.
• Use the phrase, “My Love for you is bigger than …” throughout the activity.
• Put up the ladybug felt and say, “My love for you is bigger than one
My Love for
You
ladybug” and count “one” as you play any two bars you like.
Finger
Cymbals
Tick-Tock
Block
Felt Board
10 Felt
Animals from
Beginner’s
Counting Set
[Track]
• Add the frog next to the ladybug and say, “My love for you is bigger than
two frogs” as you tap and count “one, two.”
• Put up the duckling and say, “My love for you is bigger than three
ducklings” and count 1, 2, 3, etc.
IF TIME
Echoes
Goodbye
Song
Come, My
Friends
(Parent Tip)
Echoes:
Using the cowbell, play a two-beat rhythm based on the visuals. For
example, “Ten Snow-men.” Ask the children to echo the language
while they play the rhythm.
Cowbell
Show pictures of the instruments that we hear at the beginning of the
piece: oboe, flute, clarinet and French horn.
Guitar/Ukulele
Track
Parent Tip: Our students will enjoy and understand music more because their
ears are being trained to listen! They are becoming discriminate listeners.
Next Week’s Fun
Announcements & Hand outs
(011713)
Page 4 of 74
21
Big Kids Make Music
Lesson Plan 21 - Lesson at a Glance
Kangaroos
Tideo
The Ship Goes Sailing
The Ship Goes Sailing (Glock/Drum)
57 12/8 Blues
Cock-a-Doodle-Doo
One Misty, Moisty Morning
One Misty, Moisty Morning (Orff)
My Love For You
Echoes
Come, My Friends (PT)
(011713)
Page 5 of 74
21
Big Kids Make Music
Lesson Plan 21 - Lyrics
Kangaroos
(No Lyrics)
Tideo
Time for music Tideo
Jingle at the window Tideo
Jingling, jingling, jingling Joe
The ship goes sailing on the sea
It sails for you, it sails for me
The waves go up
The waves go down
The waves go rolling all around
And the lightning flash
And the thunder crash
And the ship
The ship...(begin again)
57 12/8 Blues
(No Lyrics)
Cock-a-Doodle-Doo
Oh, I love my little rooster
And my rooster loves me
I’m gonna sing with my rooster
As he sings with me
Little rooster sings
Cock-a-doodle doo!
Cock-a-doodle, cock-a-doodle
Cock-a-doodle doo!
(011713)
Oh, I love my little piggy
And my piggy loves me
I’m gonna sing with my piggy
As he sings with me
Little piggy sings
Oink, oink, oink!
Cock-a-doodle doo!
Cock-a-doodle doo!
Oh, I love my little horsey
And my horsey loves me
I’m gonna sing with my horsey
As he sings with me
Little horsey sings
Neigh, neigh, neigh
Little piggy sings
Oink, oink, oink!
Cock-a-doodle doo!
Cock-a-doodle doo!
Oh, I love my little lamb
And my lamb loves me
I’m gonna sing with my lamb
As he sings with me
Little lamb sings
Baa, baa, baa
Little horsey sings
Neigh, neigh, neigh
Little piggy sings
Oink, oink, oink!
Cock-a-doodle doo!
Cock-a-doodle doo!
Page 6 of 74
21
Big Kids Make Music
Lesson Plan 21 - Lyrics, Cont.
One misty, moisty morning
When cloudy was the weather
I chanced to meet and old man
Clothed all in leather
He began to compliment
And I began to grin
How do you do?
And how do you do?
And how do you do again?
My Love For You
My love for you is bigger than one ladybug
My love for you is bigger than two frogs
…Three squirrels
…Four rabbits
…Five ducks
…Six cats
…Seven dogs
…Eight pumpkins
…Nine snowmen
…Ten panda bears
My love for you is huge!
Come, My Friends
Come, my friends
And gather ‘round
So we can sing goodbye
We’ll sing and dance
Another day
So long, farewell
Goodbye
(011713)
Page 7 of 74
22
Big Kids Make Music
Lesson Plan 22 - Complete lesson available.
Activity
Gathering
Drum
Title
Comments
Wipe Out
(Exploration)
(New)
Tideo
Ten Fish in the
Sea
(New)
Wipe Out:
Find different ways to play the drum in response to the music.
Tideo:
After singing “time for music,” sing “let’s play the big drum.” Sing
each child’s name in a verse. Sing a high “oh” and low “oh” at the end
of the last “ti-de-o.”
Ten Fish in the Sea:
• Explain that we are going to sing a song and only play when we sing the
numbers. Demonstrate while playing on the drum. Show how the hands
can make a “fish” when singing “fishes.”
• Sing again while playing the beat.
• Encourage each child to sing, “come out!” before giving them a little fish puppet.
• Practice the singing and movement for each verse before using the
recording.
-- Verse 1: jump fish up high on “high,” using a high voice
-- Verse 2: make circles on the drum
-- Verse 3: hide the animals down low behind or under the drum on “low,”
using a low voice.
What’s
Needed
Gathering Drum
Track
Guitar/Ukulele
Fish Finger
Puppets
Track
TIP: If you have a fish puppet, have the puppet help you introduce the song
and parts to play.
Movement
The Blue
Danube Waltz
(New)
(SM Piano)
The Blue Danube Waltz (by Strauss):
• Have the children stand in a circle with their parent.
• While everyone listens to this beautiful piano song by Strauss, the teacher
Track
Fish Finger
Puppets
walks around and lets her fish sing ”hello/goodbye” to the children’s fish.
Listen for the “hello/goodbye” cue in the music.
• Repeat, asking the children to move around and let their fish sing “hello,
goodbye” to each other.
If you do not have finger puppets, you can draw two eyes on a finger
tip and have that be the little fish.
Instrument
Kit –
Glockenspiel
Ocean Drum
The Ship
Goes Sailing
• Repeat activity from last week.
• Keep all bars in the glockenspiel.
• Ask everyone to slowly tip their ocean drum to make the sounds of the
waves. This will be our introduction.
• “The ship … sails for me”: Play the beat on the low C, or play the two
•
•
•
•
•
•
(011713)
Glocks all bars
Ocean Drums
Track
notes that look like the water—the blue low and high Cs.
“The wave go up … down”: Glissandos up and down
“The waves go rolling ...”: Glissandos up and down the glockenspiel
“Lightning flash”: Tap the mallets together
“Thunder crash”: Drum roll on the ocean drum
“The ship”: Play low C or lean to one side, then the other
“She sank”: Tremolos using all the bars starting high and ending low
Page 8 of 74
22
Big Kids Make Music
Lesson Plan 22, Cont. - Complete lesson available.
Activity
Title
Comments
What’s
Needed
Movement
with
Solo Singing
Down by the
Ocean
(New)
• Ask everyone to stand and pretend to fly and move like a seagull while
Guitar/Ukulele
Seagull Visual
[Track]
Orff Rules
Vocabulary:
Xylophones
Metallophones
Glockenspiels
Legato
Have everyone sit in a circle. Discuss the long, smooth words and
playing in the A section and which instruments would play legato.
(metallophones and glockenspiels). Explain that the woods or
xylophones will play the short, detached words of the B section.
Explain that xylophones have wooden bars and metallophones have
metal bars.
Orff in G(em)
One Misty,
Moisty
Morning
One Misty Moisty Morning:
• Review the rules. Remind the children to bring their adult with them to
Orff
Instruments
in G(em)
you sing the verse about seagulls swooping.
• When you get to the chorus, have everyone echo back to you.
• Present a visual of a seagull. Explain if the seagull is in front of them, they
should echo your singing voice. Describe each response to indicate if it
was the same, higher or lower.
an instrument.
• Encourage improvisation by playing the sopranino. Use the cowbell to
give a four-beat rhythm and ask students to echo.
• Ask all those playing metal instruments to play very slowly and smoothly
•
•
•
•
•
•
•
•
•
•
•
•
Goodbye
Song
on for the A section, making mysterious “fog” music. They can choose
which bars to play.
Practice with the metals.
Ask all those playing wooden bars to play the beat for the B section on
the big G and small D. (Have the parents show them G and D and tap on
their back as they play to keep it steady.
Practice with the woods.
Perform entire rhyme.
Use the cowbell to play a four-beat rhythm and have everyone echo.
Perform with recording.
Use the finger cymbals and tick-tock block to indicate putting the mallets
to rest and walking to a new instrument.
Conductor Game:
• Explain that one hoop will have metal bars inside and one hoop will have
Conductor
Game
wooden bars (or just one bar in each).
When conductor jumps into both hoops everyone plays.
When he jumps out, everyone stops.
When he jumps into the hoop with wooden bars, only xylophones play.
When he jumps into the hoop with metal bars, only metallophones and
glockenspiels play.
The teacher demonstrates first. If time, invite a guest conductor.
Parent Tip: Thanks you so much for coming to music each week. Not only is
music fun, but it also promotes learning! Research shows that young children
exposed to music can later concentrate and learn more quickly, and show
advanced verbal skills and coordination!
Come, My
Friends
(Parent Tip)
Sopranino
Cowbell
Finger Cymbals
Tick-Tock Block
Track
Two Hula
Hoops
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
Page 9 of 74
22
Big Kids Make Music
Wipe Out
Tideo
Ten Fish in the Sea
The Blue Danube Waltz
The Ship Goes Sailing (Glock/Drum)
Down by the Ocean
One Misty, Moisty Morning (Orff)
Conductor Game
Come, My Friends (PT)
(011713)
Simply Music Rhapsody: Big Kids Make Music: Lessons 21-30 | © Licensed to Simply Music. All rights reserved. Page 10 of 74
22
Big Kids Make Music
Tideo
Down by the Ocean
Seagulls swooping down by the ocean
Down by the ocean
Seagulls swooping
Oh, how I love to go
Down by the ocean
Down by the ocean
Seagulls, (seagulls) Swooping (swooping)
Swooping, (swooping) Seagulls (seagulls)
Down by the ocean
Down by the ocean
Ten Fish in the Sea
One little, two little, three little fishes
Four little, five little, six little fishes
Seven little, eight little, nine little fishes
Ten fish in the sea!
They jumped up high to catch some bugs
They swam all around, all around in a circle....(repeat)
They swam down low to hide in the seaweed (repeat)
(No Lyrics)
The waves go up
The waves go down
And the ship
(011713)
Additional verses:
Sandcrabs hiding
Lobsters pinching
Dolphins diving
People swimming
One misty, moisty morning
When cloudy was the weather
I chanced to meet and old man
Clothed all in leather
He began to compliment
And I began to grin
How do you do?
And how do you do?
And how do you do again?
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
23
Big Kids Make Music
Lesson Plan 23
Activity
Gathering
Drum
Title
Comments
Wipe Out
(Exploration)
Wipe Out:
Find different ways to play the drum in response to the music. This is a
child-centered activity. Encourage their ideas.
Tideo
Tideo:
The children can take turns strumming the ukulele as their parent
fingers the C chord while we sing their name in the hello song.
The Snail and
the Mouse
(New)
The Snail And The Mouse:
• “Slowly, slowly, very slowly, creeps the garden snail “: Creep the index
•
•
•
•
finger slowly around the drum.
“Slowly, slowly, very slowly, up the garden rail”: Move the finger up the
child’s arm.
“Quickly, quickly, very quickly runs the little mouse”: Run two fingers
around the drum.
“Quickly, quickly, very quickly all around the house”: Run two fingers all
over the child’s back or tummy.
The second time, change the second line of the snail verse to “leaves a
silver trail.”
What’s
Needed
Gathering Drum
Track
Guitar/Ukulele
Snail/Mouse
Finger
Puppets
Track
If you do not have the finger puppets, pretend with fingers.
Instrument
Kit –
Glockenspiel
Ocean Drum
Free Play to
the Sopranino
Free Play:
• Remove the F and B. Play when the sopranino plays, stop when it stops.
• Take out the remaining bars leaving only the blue bars, the low C and the
Sopranino
Glocks in C
Ocean Drums
high C.
• Because we have a chord change in this song, we want them to play only
Ten Fish in
the Sea
(Parent Tip)
•
•
•
•
•
•
•
the common tone of the two chords, which in the key of F is C.
Tell the kids that we will only play the bars that have the color of water—blue.
Practice all the verses and the chorus before starting the recording.
Chorus: play the Cs when singing the numbers 1-10
Verse 1: play high C (light blue bar) when singing “high”
Verse 2: use the ocean drum for “swam all around”
Verse 3: play low C (dark blue bar) on “low”
Repeat with the recording.
Track
Parent Tip: It’s more challenging to play only on certain beats. We practice
playing on the beat and playing only on specific beats, which takes a lot of
focus and concentration.
Movement
Down by the
Ocean
• Repeat the activity from last week.
• Sing several verses after soliciting sea life and movement suggestions
Guitar/Ukulele
[Track]
from the children.
(011713)
23
Big Kids Make Music
Activity
Solo Singing
Title
Comments
Down by the
Ocean
Down by the Ocean:
• Pass out pictures or puppets of different ocean creatures. Explain that if
we sing their puppet’s verse, it is their turn to echo back to you.
• Encourage each child to match your singing. Make descriptive comments
What’s
Needed
Ocean
Puppets/
Visuals
to let them know if they were the same, higher or lower than you.
TIP: In a large class, only the teacher holds the picture or puppet which
indicates who sings the solo.
The Blue
Danube Waltz
(SM Piano)
Orff Rules
The Blue Danube Waltz (by Strauss):
• Review the “hello/goodbye” cue in the music.
• Holding their ocean friend, or using a finger as a little fish, ask the children
to walk around, while listening to this beautiful piano song by Strauss, and
sing “hello” and “goodbye” to each other’s fish.
• Repeat the activity. Remind them that this is one of our wonderful Simply
Music Piano pieces.
Remove the F and B bars. Before sending the students to the Orff
instruments, review when to stop playing the beat for “The Ship
Goes Sailing” (on the word “me”). Remind them of the other parts
we practiced last lesson with the glockenspiels from our kits. Quickly
demonstrate, review rules, and have students choose an instrument.
Orff
Instruments
in C
Free Play to
the Sopranino
Free Play to the Sopranino:
Play when the sopranino plays, stop when the sopranino stops.
The Ship
Goes Sailing
• “The ship …”: Steady beat on the low C (Some children may be able to
play C and G as the steady beat.)
Track
Orff in C
Sopranino
[Track]
• “The waves go up”: Play from low to high
• “The waves go down”: Play from high to low
• “The waves go rolling…”: Ask the students how they think they should
play for this part
• “Lightning flash”: Tap the mallets together
• “Thunder crash”: Tremolo with the mallets on the floor or the wood box of
the instrument
• “The ship”: Lean over to one side, then the other
• “She sank”: Play tremolos starting on the highest notes, ending on the lowest note.
Conductor Game:
• Explain that one hoop will have metal bars inside and one hoop will have
Conductor
Game
•
•
•
•
•
Goodbye
Song
wooden bars (or just one bar in each).
When conductor jumps into both hoops everyone plays.
When he jumps out, everyone stops.
For the hoop with wooden bars, only xylophones play.
For the hoop with metal bars, only metallophones and glockenspiels play.
The teacher demonstrates first. If time, invite a guest conductor.
Review names of instruments heard in the introduction: oboe, flute,
clarinet and French horn.
Come, My
Friends
Two Hula
Hoops
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
23
Big Kids Make Music
Wipe Out
Tideo
The Snail and the Mouse
Free Play to the Sopranino (Glock/Drum)
Ten Fish in the Sea (PT)
Down by the Ocean
Down by the Ocean
Free Play to the Sopranino (Orff)
Conductor Game
Come, My Friends
(011713)
23
Big Kids Make Music
Tideo
Down by the Ocean
Down by the ocean
Seagulls swooping
Down by the ocean
Down by the ocean
Down by the ocean
Down by the ocean
Slowly, slowly, very slowly, creeps the garden snail
Slowly slowly, very slowly, up the garden rail
Quickly, quickly, very quickly runs the little mouse
Quickly, quickly very quickly all around the house
Slowly slowly, very slowly, leaves a silver trail
Additional verses:
Sandcrabs hiding
Lobsters pinching
Dolphins diving
People swimming
Ten Fish in the Sea
(No Lyrics)
The waves go up
The waves go down
And the ship
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(011713)
24
Big Kids Make Music
Lesson Plan 24
Activity
Gathering
Drum
Title
Comments
Debka Kurdit
(Exploration)
(New)
Debka Kurdit:
Find different ways to play the drum in response to the music. This is a
child-centered activity. Encourage their ideas.
Tideo
Tideo:
Repeating from the last several weeks, when it is time to sing hello
using the child’s name, everyone copies the way he plays or moves.
The Snail And
The Mouse
Vocabulary:
Adagio/
Allegro
The Snail And The Mouse:
• “Slowly, slowly, very slowly, creeps the garden snail “: Creep the index
•
•
•
•
finger slowly around the drum.
“Slowly, slowly, very slowly, up the garden rail”: Move the finger up the
child’s arm. Introduce the term adagio.
“Quickly, quickly, very quickly runs the little mouse”: Run two fingers
around the drum.
“Quickly, quickly, very quickly all around the house”: Run two fingers all
over the child’s back or tummy. Introduce the term allegro.
The second time, change the second line of the snail verse to “leaves a
silver trail.”
What’s
Needed
Gathering Drum
Track
Guitar/Ukulele
Snail/Mouse
Puppets
[Track]
If you do not have the finger puppets, pretend with fingers.
Movement
Drivin’ to the
Mountains
• Tell the children we are going to pretend we are driving to the mountains.
Solo Singing
The Bear
Went over the
Mountain
• Use a bear puppet or hold The Bear Went over the Mountain book as you
Track
Have them pretend to hold the steering wheel and make the sounds of
the engine before we start singing. If the classroom has enough hand
drums or tambourines, these can be used for the steering wheels.
• Practice going over the bumps (jump) and curves (turning far right and
left), and stopping to see what’s on the road (move like an animal from the
mountains or stay in the “car” to watch).
• Use the recording, responding to the lyrics.
sing the song to the class.
• If you have the book, sing the song each time you turn the page. Have the
children sing what they see on the pages on the book: “I see a ____”.
Book or
Pictures/
Puppets
[Track]
TIP: If you don’t have the book, you can print out pictures of mountain
scenes and animals or use puppets to give the children ideas what to sing.
If you have a bear puppet, have the soloist hold the bear as if he’s
singing about what he sees.
Movement
Game
The Blue
Danube Waltz
(SM Piano)
• Pass out fish puppets.
• As last week, ask the children to move around the room, singing “hello/
Instrument
Kit –
Glockenspiel
Ocean Drum
Free Play to
the Sopranino
• Remove the F and B. Play when the sopranino plays, stop when it stops.
• Take out the remaining bars leaving only the low C and the high C.
(011713)
Fish Puppets
Track
goodbye” to each other.
Glocks in C
Ocean Drums
Track
24
Big Kids Make Music
Activity
Title
Comments
Instrument
Kit –
Glockenspiel
Ocean Drum
Ten Fish in the
Sea
• Because we have a chord change in this song, we want them to play only
the common tone of the two chords, which in the key of F is C.
• Tell the kids that we will only play the bars that have the color of the
•
•
•
•
•
•
Orff Rules
Orff
Instruments
in C
What’s
Needed
Glocks in C
Ocean Drums
Track
water—blue.
Practice all the verses and the chorus before starting the recording.
Chorus: play the Cs when singing the numbers 1-10
Verse 1: play high C (light blue bar) when singing “high”
Verse 2: use the ocean drum for “swam all around”
Verse 3: play low C (dark blue bar) on “low”
Repeat with the recording.
Repeat these activities from last week. Play a new instrument after each verse.
Free Play to
the Sopranino
Play when the sopranino plays, stop when the sopranino stops.
The Ship
Goes Sailing
(Parent Tip)
• “The ship …”: Steady beat on the low C (Some children may be able to
Orff in C
Sopranino
[Track]
play C and G as the steady beat.)
• “The waves go up”: Play from low to high (ask children to find their lowest note)
• “The waves go down”: Play from high to low (ask children to find their
highest note)
• “The waves go rolling…”: Ask the students how they think they should
play for this part
• “Lightning flash”: Tap the mallets together
• “Thunder crash”: Tremolo with the mallets on the floor or the wood box of
the instrument
• “The ship”: Lean over to one side, then the other
• “She sank”: Play tremolos starting on the highest notes, ending on the
lowest note.
Parent Tip: We are reinforcing the musical concept low/high in this rhyme. Parents,
help children start with their low notes, the biggest bars, when the waves go up.
Start with the high notes, the smallest bars when the waves go down.
Conductor
Game
Conductor Game:
• One hoop with metal bars inside and one hoop with wooden bars inside.
• After the teacher quickly reviews the game, invite student conductors to lead.
• When conductor jumps into both hoops everyone plays.
• When he jumps out, everyone stops.
• For the hoop with wooden bars, only xylophones play.
• For the hoop with metal bars, only metallophones and glockenspiels play.
Sing-a-Long
IF TIME
Down by the
Ocean
Goodbye
Song
Come, My
Friends
Sing our favorite verses, add movement or create new verses if time.
Two Hula
Hoops
Guitar/Ukulele
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
24
Big Kids Make Music
Lesson Plan 24- Lesson at a Glance
Debka Kurdit
Tideo
Drivin’ to the Mountains
The Bear Went Over the Mountain
Ten Fish in the Sea
The Ship Goes Sailing (PT)
Conductor Game
Down by the Ocean
Come, My Friends
(011713)
24
Big Kids Make Music
Lesson Plan 24- Lyrics
Debka Kurdit
(No Lyrics)
Oh, the bear went over the mountain
The bear went over the mountain
To see what he could see
Tideo
I see a _______
Oh, the bear went into his cave
The bear went into his cave
And then he went to sleep
Ten Fish in the Sea
Drivin’ in my car to the mountains
To the mountains, to the mountains
Gotta long way to go
Watch out for the bumps! Watch out for the bumps!
(No Lyrics)
Watch out for the curves! Watch out for the curves!
What’s that on the road? What’s that on the road?
(011713)
24
Big Kids Make Music
Lesson Plan 24- Lyrics, Cont.
Down by the Ocean
Down by the ocean
Seagulls swooping
Down by the ocean
Down by the ocean
Down by the ocean
Down by the ocean
Additional verses:
Sandcrabs hiding
Lobsters pinching
Dolphins diving
People swimming
The waves go up
The waves go down
And the ship
The ship… (begin again)
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(011713)
25
Big Kids Make Music
Lesson Plan 25
Activity
Orff
Instruments
in C
Title
Comments
Bell Horses
(Exploration)
Tideo
What’s
Needed
Bell Horses:
Free play to the recording of “Bell Horses.” Encourage the students to
play the way they think will sound good with the music and follow the
words to the song and rhyme.
Orff in C
Gathering Drum
Track
Tideo:
Learning Two Parts
• Ask everyone to play the rhythm of all the “ti-de-os” on any bars they like
Sopranino
Finger
Cymbals
Tick-Tock
Block
Cowbell
as you sing the song.
• Then repeat the song while everyone keeps the steady beat on the
biggest C and G. Have a student set the tempo.
• Now split these two parts. The lowest instruments keep the beat on C and G,
while the others play the rhythm of “ti-de-o.” Ask the parents to help if needed.
TIP: Always set the tempo first using “1,2, the beat goes first” or “1,2, steady
beat.” You can also have a student set the tempo.
Vocabulary:
Xylophones
Metallophones
Glockenspiels
Woods & Metals Taking Turns
• Review the names of the instruments: xylophones, metallophones
and glockenspiels.
• Remind everyone that lows keep the beat on C and G while others play
the rhythm of “tideo.”
• Introduce the “time for wood sounds” and “time for metals” verses.
Before singing each verse, ask the children if they are playing metal or
wood bars.
Putting it All Together
• After each verse, create a B section by having them freely play as the
teacher plays the sopranino.
• Use the finger cymbals to signal laying the mallets to rest on top of the
instrument. Use the tick-tock block to signal walking to another instrument.
• Use the cowbell to play a four-beat rhythm pattern, having the students echo.
Movement
Drivin’ to the
Mountains
• Repeat activity from last week.
• Practice going over the bumps (jump), the curves (turning far right and
Track
left) and asking, “What’s that on the road?“ (Move like an animal from the
mountains.)
• Participate, using the recording.
Solo Singing
The Bear
Went over the
Mountain
• Review the song with everyone tapping the beat on their legs.
• Repeat the song clapping twice for each “moun-tain.”
• Repeat the song again keeping the beat on their legs except when
clapping on “moun-tain.”
Book or
Pictures/
Puppets
[Track]
• If you have the book, sing the song each time you turn the page to
something new. Have the children sing what they see on the pages on the
book; “I see a ____.”
TIP: If you don’t own the book, you can print out pictures of mountain scenes
and animals or use puppets to give the children ideas what to sing.
If you have a bear puppet, have the soloist hold the bear as if he’s singing
about what he sees.
(011713)
25
Big Kids Make Music
Activity
Title
Instrument
Kit –
Glockenspiel
Ocean Drum
Free Play to
the Sopranino
(Exploration)
• Remove the E, B and low C.
• Play when the sopranino plays, stop when the sopranino stops.
The Snail and
the Mouse
The Snail and the Mouse:
• Introduce a snail finger puppet and ask the children which instrument to
Gathering
Drum
Comments
Vocabulary:
Adagio/Allegro
play for the snail and how they think we should play it. Display a mouse
puppet and ask which instrument might represent it.
• Try several different ideas and review the vocabulary: Allegro (mouse) and
Adagio (snail).
• If it has not been suggested, play the ocean drum very slowly for the snail
and the glockenspiel very quickly for the mouse.
Debka Kurdit
(Exploration)
Debka Kurdit:
Find different ways to play the drum.
Jackson Blues
(Parent Tip)
(New)
Jackson Blues:
• Follow the teacher’s movements, which change whenever the chord changes.
• I closed fist
• IV hand open flat
• V flip hand over
What’s
Needed
Glocks in F
Ocean Drums
[Track]
Track
Track
Parent Tip: Our movement changes when the chord changes, so the children
learn the blues chord progression. This will make piano fun and more
successful since they are already building skills to play the blues.
Peanut Butter
(New)
Peanut Butter:
• Practice keeping the beat, playing louder on beat 3 after “peanut” and
on “jelly.”
Track
• Before starting the recording, go quickly over some of the verses and what to
•
•
•
•
do on the drum. Ask the students for suggestions. Here are some ideas:
“Smash’em”: hit the drum with your fist
“Squish’em”: scratch the drum
“Spread it”: swish side to side on the drum
For the last verse, pretend to eat the sandwich.
Sing-a-Long
with
Gathering
Drum
IF TIME
Sally Go ’Round
the Sun
Bring back this familiar song from the beginning of the school year.
Gathering Drum
[Track]
Goodbye
Song
Come, My
Friends
Ask how many symphonies Beethoven wrote (nine) and which
symphony our goodbye song is from (six). Sing with the recording.
Guitar/Ukulele
Track
Next Week’s Fun
Preparation for next week’s lesson:
• Make your own shaker eggs out of plastic Easter eggs that open. Put items such as pennies, rice, beans, beads, cotton balls,
toothpicks, etc. inside the eggs. Do not mix items, so that matching the sounds will be obvious to the children.
• Use colored masking tape around the center of each egg to keep it closed.
• If possible, set aside a few eggs that are not taped. Then in class you can open them and show the item that was making each sound.
(011713)
25
Big Kids Make Music
Bell Horses (Orff)
Tideo
Debka Kurdit
Jackson Blues (PT)
Peanut Butter
Sally Go ‘Round the Sun
Come, My Friends
(011713)
25
Big Kids Make Music
Bell Horses
Tideo
Bell horses
Bell horses
What’s the time of day?
One o’clock
Two o’clock
Time to run away
Mistress Mary, quite contrary
How does your garden grow?
With silver bells and cockle shells
And pretty maids all in a row
Bell horses
Bell horses
Watch out for the curves! Watch out for the curves!
What’s that on the road? What’s that on the road?
Run, little horse!
One, two, three, four
Jingle at the kitchen door
Five, six, seven, eight
Jingle at the garden gate
One o’clock
Two o’clock
Time to run away
Run, little horse!
(011713)
To the mountains, to the mountains
Watch out for the bumps! Watch out for the bumps!
One o’clock
Two o’clock
Time to run away
Bell horses
Bell horses
Oh, the bear went over the mountain
To see what he could see
I see a _______
Oh, the bear went into his cave
And then he went to sleep
25
Big Kids Make Music
Debka Kurdit
Peanut, peanut butter
Jelly
Jelly
Then you take the bread
And you spread it
You spread it
You spread it
You spread it
Spread it
Spread it
Then you take your sandwich
And you bite it
And you bite it
And you bite it
Bite it
Bite it
(No Lyrics)
Jackson Blues
(No Lyrics)
Peanut Butter
Jelly
Jelly
First you take the peanuts
And you smash ‘em
You smash ‘em
You smash ‘em
You smash ‘em
Smash ‘em
Smash ‘em
Jelly
Jelly
Then you chew it
You chew it
You chew it
Chew it
Chew it
Then you swallow
You swallow
You swallow
Swallow
Swallow
Jelly
Jelly
Then you take the grapes
And you squish ‘em
You squish ‘em
You squish ‘em
You squish ‘em
Squish ‘em
Squish ‘em
(011713)
25
Big Kids Make Music
Sally go round the sun
Sally go round the moon
Sally go round the chimney top
Every afternoon Boom!
Cows in the meadow
Eating yellow buttercups
Thunder, lightening we all stand UP!
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(011713)
26
Big Kids Make Music
Activity
Gathering
Drum
Title
Comments
Hungarian
Dance No. 5
(Exploration)
Jackson Blues
Tideo
(Ukulele)
Peanut Butter
Hungarian Dance No. 5
Find different ways to play the drum in response to the music.
Jackson Blues:
Follow the teacher’s movements which change whenever the
chord changes.
-- I closed fist
-- IV hand open flat
-- V flip hand over
Tideo:
Have each parent finger the C chord on the ukulele while their
child strums with their index finger and everyone sings their name.
Encourage the child to establish the tempo before we start singing.
Pluck the highest string as we sing the high “oh” of “ti-de-o.” If your
ukulele has a low string, do the same for the low note.
Peanut Butter:
• Use the recording as you keep the beat, playing louder on beat 3 after
•
•
•
•
•
Instrument
Kit –
Glockenspiel
Ocean Drum
Peanut Butter
Solo Singing
with
Movement
Colored Eggs
(New)
(Parent Tip)
“peanut” and on “jelly.”
Elicit suggestions from the children for each verse. Here are some ideas:
“Smash’em”: hit the drum with your fist
“Squish’em”: scratch the drum
“Spread it”: swish side to side on the drum
For the last verse, pretend to eat the sandwich.
• Remove the F and B bars from the glockenspiels and free play while
singing the song.
• Use the ocean drum for “smash it,” “squish’em” and “spread it.”
Colored Eggs:
• Adults stand in a circle. Children stand in front of the adult that brought
them. Adults tap the beat on the children’s shoulders and children tap the
beat on their legs while the teacher sings the first verse.
• Ask the children to sing the color they would like; then echo the child’s
singing voice and give them an egg.
• You can have several children sing their solo, and then sing the “Colored
Eggs” song again. Repeat with more solos until everyone has a shaker egg.
What’s
Needed
Track
Track
Ukulele
Track
Glocks in C
Ocean Drum
Track
Basket
Eggs in
Assorted
Colors
[Track]
TIP: If you have enough eggs, adults will participate best if they have one too.
Parent Tip: Because this is in a minor key, our singing interval is different
than when we sing in a major key. (The teacher can demonstrate the
difference.)
• Once everyone has an egg, sing the B section, which gives the directions
of the listening game. Encourage everyone to group with others who have
the same sound.
(011713)
26
Big Kids Make Music
Activity
Title
Comments
Carnavalito:
• A Section: Using the recording and shaker eggs, ask the children to follow
Solo Singing
with
Movement
Carnavalito
(New)
Orff Rules
Free Play to
the Sopranino
(Exploration)
Before working on specific parts, play the sopranino, signaling a time
for free play.
The Snail and
the Mouse
• As you show the snail finger puppet, ask the children if the snail goes fast
Orff
Instruments
In F
(no low C)
What’s
Needed
Track
you as you move the egg to the beat on different places on your body,
changing only at the end of each phrase.
• B Section: Skip in a large circle.
• Ask if anyone would like to be the leader. Repeat the song until everyone
who wants a turn has had one.
Vocabulary:
Adagio/Allegro
•
•
•
•
or slow. See if they remember the music word for slow tempo (adagio).
As you show the mouse puppet, ask about the tempo for the mouse verse
and the music word for fast (allegro).
Invite suggestions for how to play and what instruments to use for each animal.
Sing the song as everyone plays. Use metals for snail and woods for the
mouse, or if a very young class, everyone should play both parts.
Play both parts on their instruments.
Orff in F
(no low C)
Sopranino
Snail & Mouse
Puppet/
Pictures
[Track]
Finger
Cymbals
Tick-Tock
Block
Switching Instruments
• Use the finger cymbals to signal laying the mallets to rest on the
instrument.
Goodbye
Song
• Use the tick-tock block to signal walking to another instrument.
IF TIME
Sally Go’
Round the Sun
Sally Go ’Round the Sun:
Using the recording, encourage the children to play in response to the song.
[Track]
Come, My
Friends
Encourage beautiful singing with the ukulele. Ask the children to sing
it without any adults. Repeat with the recording.
Guitar/Ukulele
Track
Next Week’s Fun
To prepare for upcoming lessons:
Purchase the book Five Little Monkeys Sitting in a Tree By Eileen Christelow
From www.musicrhapsody.com, a book store or borrow from a local library.
(011713)
26
Big Kids Make Music
Jackson Blues
Tideo
Peanut Butter
Peanut Butter (Glock/Drum)
Colored Eggs (PT)
Carnavalito
Come, My Friends
(011713)
26
Big Kids Make Music
(No Lyrics)
Jackson Blues
You squish ‘em
You squish ‘em
Squish ‘em
Squish ‘em
Jelly
Jelly
(No Lyrics)
Tideo
And you spread it
You spread it
You spread it
You spread it
Spread it
Spread it
Peanut Butter
And you bite it
And you bite it
And you bite it
Bite it
Bite it
Jelly
Jelly
And you smash ‘em
You smash ‘em
You smash ‘em
You smash ‘em
Smash ‘em
Smash ‘em
Jelly
Jelly
You squish ‘em
(011713)
Then you chew it
You chew it
You chew it
Chew it
Chew it
Then you swallow
You swallow
You swallow
Swallow
Swallow
Jelly
Jelly
26
Big Kids Make Music
Colored Eggs
Come, My Friends
Colored eggs, colored eggs
Pink and green and blue
Sing me a color
Then you’ll have one too!
Come, my friends
And gather ‘round
Shake and shake and shake and shake
Shake and listen, too
Find a sound like you!
Another day
So long, farewell
Goodbye
Carnavalito
(No Lyrics)
Quickly, quickly very quickly in his little house
Cows in the meadow
(011713)
27
Big Kids Make Music
Lesson Plan 27
Activity
Gathering
Drum
Title
Comments
High Five
(Exploration)
(SM Piano)
Jackson Blues
(SM Piano)
High Five
Find different ways to play on the drum.
Jackson Blues:
Follow the teacher’s movements which change whenever the
chord changes.
-- I closed fist
-- IV hand open flat
-- V flip hand over
Tideo:
Play the rhythm of all tideos on the drum.
Tideo
Five Little Monkeys:
• Practice playing a crescendo as you introduce this new vocabulary word.
Five Little
Monkeys
(New)
Vocabulary:
Crescendo
Accent
•
•
•
•
•
Instrument
Kit –
Glockenspiel
Ocean Drum
Peanut Butter
Solo Singing
with
Movement
Colored Eggs
(Parent Tip)
Review accent and explain that our story will have a time for us to play a
crescendo and an accent.
Show the picture on page 3 of the book and ask the children to count the
monkeys as they play on the drum.
Read pages 3-5 and have the children alternate their hands on the drum
for “walking” and swish their hands on the drum to “spread” the blanket.
Keep the beat as you sing each verse, from five monkeys to one.
Play a crescendo for each, “along comes Mister Crocodile” and accents for
each “SNAP!”
On page 25, we find out all the monkeys were just hiding. Have the
children laugh and move like monkeys and then “high five” each other.
What’s
Needed
Track
Track
Guitar/Ukulele
Book:
Five Little
Monkeys
Sitting in a
Tree By Eileen
Christelow
[Track]
• Take out F and B and practice playing after “peanut” and on “jelly” on any
Glocks in C
Ocean Drum
Track
Repeat this activity from last week. Let the parents know how easy it
is to make these at home. Explain what they can put inside to create
different sounds. It’s fun to decorate them with stickers.
Basket
Eggs in
Assorted
Colors
[Track]
bars they like.
• Play different ways on the ocean drum each time you say “smash,”
“squish” and “spread.”
Colored Eggs:
• Adults stand in a circle. Children stand in front of the adult that brought
them. Adults tap the beat on the children’s shoulders and children tap the
beat on their legs while the teacher sings the first verse.
• Ask the children to sing the color they would like; then echo the child’s
singing voice and give them an egg.
• You can have several children sing their solo, and then sing the “Colored
Eggs” song again. Repeat with more solos until everyone has a shaker egg.
TIP: If you have enough eggs, adults will participate best if they have one too.
Parent Tip: Because this is in a minor key, our singing interval is different
than when we sing in a major key. (The teacher can demonstrate the
difference.)
• Once everyone has an egg, sing the B section, which gives the directions
of the listening game. Encourage everyone to group with others who have
the same sound.
(011713)
27
Big Kids Make Music
Activity
Solo Singing
with
Movement
Title
Comments
Carnavalito:
• Practice having a leader as you did last week for the A section.
• Remind them that for the B section we will skip in a large circle and shake
Carnavalito
What’s
Needed
Track
our eggs.
• Use the recording and follow the form:
-- A: follow the leader
-- B: shake and dance
Orff Rules
Orff
Instruments
In F
(no low C)
Free Play to
the Sopranino
(Exploration)
Before working on specific parts, play the sopranino, signaling a time
for free play.
Sally Go’
Round the Sun
Sally Go ‘Round the Sun:
• Use the recording and encourage the children to play in response to the music.
• Sing the song and review playing on the phrase endings.
• Sing the song as everyone keeps the beat on F and the C above it.
• Put the parts together: Sing the song while the lowest instruments keep
the beat and the others play on the phrase endings.
Orff in F
(no low C)
Sopranino
Track
Finger Cymbals
Tick-Tock
Block
• If time, practice playing quickly from high to low as if you are falling on “Boom!”
• Rotate to a new instrument to play a new part.
IF TIME
The Snail and
the Mouse
• As you show the snail finger puppet, ask the children how we could play
Sing-A-Long
IF TIME
Favorite
If time ask them for one of their favorite songs to sing at the end of class.
Guitar/Ukulele
Goodbye
Song
Come, My
Friends
Listen for the orchestra playing forte when they play the melody of
our goodbye song the third time.
Guitar/Ukulele
Track
Vocabulary:
Forte
for the snail.
• As you show the mouse puppet, ask for suggestions on how to play for
the mouse.
• Sing the song as everyone plays. Use metals for snail and woods for the
mouse, or if a very young class, everyone should play both parts.
Snail & Mouse
Puppet/Pictures
[Track]
Next Week’s Fun
(011713)
27
Big Kids Make Music
High Five
Jackson Blues
Tideo
Five Little Monkeys
Peanut Butter (Glock/Drum)
Colored Eggs (PT)
Carnavalito
Sing-a-Long
Come, My Friends
(011713)
27
Big Kids Make Music
Jackson Blues
(No Lyrics)
Tideo
Five Little Monkeys
Five little monkeys
Sitting in a tree
Teasin’ mister crocodile
You can’t catch me
Jelly
Jelly
And you spread it
You spread it
You spread it
You spread it
Spread it
Spread it
And you bite it
And you bite it
And you bite it
Bite it
Bite it
Peanut Butter
Jelly
Jelly
And you smash ‘em
You smash ‘em
You smash ‘em
You smash ‘em
Smash ‘em
Smash ‘em
Jelly
Jelly
(011713)
You squish ‘em
You squish ‘em
You squish ‘em
Squish ‘em
Squish ‘em
Then you chew it
You chew it
You chew it
Chew it
Chew it
Then you swallow
You swallow
You swallow
Swallow
Swallow
Jelly
Jelly
27
Big Kids Make Music
Colored Eggs
Come, My Friends
Colored eggs, colored eggs
Pink and green and blue
Sing me a color
Then you’ll have one too!
Come, my friends
And gather ‘round
Shake and listen, too
Find a sound like you!
Another day
So long, farewell
Goodbye
Carnavalito
(No Lyrics)
Cows in the meadow
Quickly, quickly very quickly in his little house
(011713)
28
Big Kids Make Music
Lesson Plan 28
Activity
Gathering
Drum
Title
Comments
High Five
(Exploration)
(SM Piano)
Tideo
Five Little
Monkeys
High Five
Find different ways to play the drum.
What’s
Needed
Track
Tideo:
Play the rhythm of all the “ti-de-os” on the drum as you sing the
children’s names. Take turns with the child strumming the ukulele as
you sing their name.
Guitar/Ukulele
• Ask the children if they remember how many monkeys were in our story
[Track]
last week. Play the drum as you count to 5.
Vocabulary:
Crescendo
Accent
• Sing the first verse “Five Little Monkeys” while keeping the beat.
• Get ready to sing the verse again. This time ask the children to hit the
drum with you only when there is not singing (the 3 rests).
• Play with the recording, sometimes on the beat, sometimes on the rests.
Remind them of the vocabulary when playing the crescendo and accent.
Instrument
Kit –
Glockenspiel
Ocean Drum
•
•
•
•
Remove the F and B from the glockenspiels.
Play walking music by playing the beat with alternating hands.
“Spread” the picnic blanket as you slowly tip the ocean drum from side to side.
Tell the kids there are only three monkeys today and start with
that page in the book. Have them play the 3 beats after you ask
“How many monkeys?”
• Sing the song as you play the beat on C and G.
• Slowly tip the ocean drum from side to side to be the slow moving
sneaky crocodile.
• Ask the children how to play the “snap” (this could be a loud clap,
suddenly tipping the ocean drum, hitting both hands with the parent
hands, etc).
Five Little
Monkeys
(Parent Tip)
Glocks in C
Ocean Drums
Track
Book:
Five Little
Monkeys
Sitting in a
Tree
By Eileen
Christelow
[Track]
Parent Tip: In the past, we have played the beat with our hands together.
Today we try the next step, alternating hands to accompany the part of the
monkeys walking. This is more challenging.
Movement
(011713)
Grrumph
(Concert Song)
(New)
• Introduce a frog puppet or picture and say this song is about a silly frog
(Parent Tip)
Parent Tip: It is important to encourage the children to think of their own
musical ideas on moving, singing and playing. This is a precursor to playing
improvisations, arrangements and compositions in our future music classes.
and his friends.
• Encourage the children to listen to the song while they think of ways we
might move to the song the second time we hear it.
• Discuss movement possibilities having the children demonstrate their ideas.
• The children can decide how they want to move together or do their own
independent dance.
Frog Puppet
Track
28
Big Kids Make Music
Activity
Solo Singing
Title
Comments
Going to the
Jungle, Sing
What We
Should Bring
(Concert
Song)
(New)
Orff Rules
Orff
Instruments
In C
• Pat the beat on legs and clap on the rests.
• If this is successful, have the students sit across from the adult, keep the
beat on the legs and raise hands to clap with adult’s hands on each rest.
• Have pictures or a backpack full of items they might need in the jungle
(bug spray, water, food, umbrella, hat, raincoat, camera, sunglasses, etc).
What’s
Needed
Jungle Visuals
or Backpack
with
Jungle Items
[Track]
• Have each child sing one of the items as their solo.
• After a few soloists, repeat the song.
Remove the F and B bars from the instruments.
Rhymes in
the Rain
(Exploration)
Rhymes in the Rain:
Start the recording and ask the children to play in response to the music.
Ring the finger cymbals to signal laying the mallets down and play the
tick-tock block to signal moving to a new instrument.
After switching instruments and before working on specific parts, play
the sopranino, signaling a time for free play.
Orff in C
Track
Finger
Cymbals
Tick-Tock
Block
Sopranino
Tideo
Tideo:
Sing “time for instruments” and encourage children to play only on
the ti-de-o.
Guitar/Ukulele
Peanut Butter
Peanut Butter:
• Practice playing any bars after “peanut” and on “jelly.”
• Ask for ideas how to play each time you say “smash,” “squish” and
Track
“spread.” One way could be tapping the mallet sticks together.
Sing-a-Long
Goodbye
Song
Matilda
(Concert Song)
(New)
• Introduce Matilda and tell the students that she loves to sing.
• Start with the chorus, having the students perform monkey-like gestures
Come, My
Friends
Vocabulary:
Forte
Listen for the orchestra playing forte when they play the melody of
our goodbye song the third time.
in rhythm; bend at the elbow with hands under arms for “ooh, ooh, ooh,
ooh” and wave arms above head for “ah-ah-ah,” just like a gorilla.
• For the verses, ask the students to imitate Matilda’s movement. She can
clap her hands, tap her head, wave her arms, roll her arms, etc.
• If a puppet is unavailable, show a picture of a gorilla and explain that you
will be Matilda and the students will copy your motions.
Gorilla
Puppet
or Picture
Track
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
28
Big Kids Make Music
High Five
Tideo
Five Little Monkeys
Five Little Monkeys (Kit)
Grrumph (PT)
Going to the Jungle, Sing What We
Should Bring
Rhymes in the Rain (Orff)
Tideo
Peanut Butter
Matilda
Come, My Friends
(011713)
28
Big Kids Make Music
Tideo
Rhymes in the Rain
Rain, rain go away
Come again another day (repeat)
Rain on the green grass
Rain on the trees
Rain on the housetops
But not on me!
It’s raining, it’s pouring, the old man is snoring
Went to bed and he bumped his head
And he couldn’t get up in the morning
Five Little Monkeys
Five little monkeys
Sitting in a tree
Grrumph
Grr-umph went the little green frog one day
Grr-umph went the little green frog
And his friends went, “bloop, bloop, bloop”
Oh we all know frogs go
La-di-da-di-da
La-di-da-di-da
La-di-da-di-da
We all know frogs go
La-di-da-di-da
They don’t go, “bloop, bloop, bloop!”
It rained on Ann
It rained on Fran
It rained on Arabella
It did not rain on Mary Jane
She had a big umbrella!
Doctor Foster went to Gloucester in a shower of rain
He stepped in a puddle right up to his middle
And he never went there again
No, he never went there again
Going to the Jungle, Sing What We Should Bring
Going to the jungle
Don’t forget a thing
Safari time is here now
Sing what we should bring
We should bring binoculars
That’s what we will bring, Yeah!
(011713)
28
Big Kids Make Music
Peanut Butter
Jelly
Jelly
And you smash ‘em
You smash ‘em
You smash ‘em
You smash ‘em
Smash ‘em
Smash ‘em
Jelly
Jelly
Then you chew it
You chew it
You chew it
Chew it
Chew it
Then you swallow
You swallow
You swallow
Swallow
Swallow
Jelly
Jelly
Matilda
You squish ‘em
You squish ‘em
You squish ‘em
Squish ‘em
Squish ‘em
Jelly
Jelly
In the jungle I saw a gorilla
And her name was Matilda
Matilda loved to sing songs everyday
And this is what Matilda the gorilla would say
Ah-ooh, ooh, ooh, ooh
Ah, ah, ah, ah-ooh, ooh, ooh, ooh
Ah, ah, ah, ah-ooh, ooh, ah-ooh, ooh, ah, ah ah!
Come, My Friends
Come, my friends
And gather ‘round
And you spread it
You spread it
You spread it
You spread it
Spread it
Spread it
Another day
So long, farewell
Goodbye
And you bite it
And you bite it
And you bite it
Bite it
Bite it
(011713)
29
Big Kids Make Music
Activity
Gathering
Drum
Title
Comments
High Five
(Exploration)
(SM Piano)
High Five:
Find different ways to play the drum. Mention that this happy piece is
from our Simply Music Piano program.
Tideo
Tideo:
Have each parent finger the C chord on the ukulele as their child
strums with their index while we sing their name. Encourage the child
to establish the tempo before we start singing.
What’s
Needed
Track
Guitar/Ukulele
Play the rhythm of “ti-de-o” on the drum as you sing the children’s names.
Pluck the highest string as we sing the high “oh” of “ti-de-o.” Do the
same for the low note if you have one.
Matilda
(Concert Song)
Matilda:
• Use the recording to lead the song. During the instrumental sections, play
Jungle Beat
Chant
(New)
(Concert Song)
Jungle Beat Chant:
• Say the rhyme, playing twice after each time saying, “jungle beat.”
• Encourage them to join you in playing two sounds after each “jungle
Vocabulary:
Piano/Forte
Movement
Instrument
Kit –
Ocean Drum
a variety of ways on the gathering drum.
• To act like a gorilla, perform last week’s monkey-like gestures in rhythm
when she sings “ooh” and “aah.”
• For the verses (ones with and without singing) ask the students to imitate
Matilda’s movement. She likes to tap the floor, clap her hands, tap her
head, wave her arms, roll her arms, raise the roof, etc.
• If a puppet is unavailable, you can be Matilda. You can ask the children for
ideas too.
Gorilla
Puppet
or Picture
Track
[Track]
beat” and to think of new ways to play.
• Ask them to share their idea and ask everyone to copy it.
• See if they remember the word for soft in music and ask them to play
piano this time. Repeat, asking them to play forte.
Grrumph
(Concert
Song)
• Repeat activity from last week using the children’s ideas for movement.
• The children can decide how they want to move together or do their own
Grrumph
(Concert Song)
Grumph:
• Practice scraping the rhythm sticks on the word “grrumph.”
• Tap 3x on “blop, blop, blop.”
• Shake the ocean drums for the B section (the little frog can dance while
Frog Puppet
Track
independent dance.
Ocean Drums
Rhythm Sticks
Track
everyone shakes their ocean drums. Repeat with the recording.
Five Little
Monkeys
(011713)
To prepare for the Orff activity later in this lesson, have the children
high five with their adult after singing each phrase. Repeat with both
hands hitting their adult’s hands. Discuss playing the beat throughout
the song on C and G.
29
Big Kids Make Music
Activity
Title
Comments
Solo Singing
Going to the
Jungle, Sing
What We
Should Bring
(Concert Song)
• Pat the beat on legs and clap on the rests.
• If this is successful, have the students sit across from the adult, keep the
beat on the legs and raise hands to clap with adult’s hands on each rest.
• Have pictures or a backpack full of items they might need in the jungle
(bug spray, water, food, umbrella, hat, raincoat, camera, sunglasses, etc).
What’s
Needed
Jungle Visuals
or Backpack
with Jungle
Items
[Track]
• Have each child sing one of the items as their solo.
• After a few soloists (or for a small class, between each one) repeat the song.
Orff Rules
Orff
Instruments
In C
Rhymes in
the Rain
(Exploration)
Free Play to
the Sopranino
Remove the F and B bars from the instruments.
Rhymes in the Rain:
Start the recording and ask the children to play in response to
the music.
Ring the finger cymbals to signal laying the mallets down and play the
tick-tock block to signal moving to a new instrument.
After switching instruments and before working on specific parts, play
the sopranino, signaling a time for free play.
• Remind the children of the high fives we did with the adults earlier in
Five Little
Monkeys
(Parent Tip)
•
•
•
Vocabulary:
Crescendo
•
•
•
•
•
•
the lesson.
Have the children play “walking music” by alternating their hands, left,
right, left, right, as if walking to the river bank for a picnic.
Ask for ideas how to play for spreading out the blanket and climbing the tree.
Tell the kids there are only three monkeys today. Have them play the 3
beats after you ask “How many monkeys?”
Sing the song as you play the beat on C and G.
Encourage playing a crescendo for the sneaky crocodile.
Show the children how to play the “snap” by tapping the mallets together.
After the “snap,” switch instruments, signaling with the finger cymbals.
Continue performing the song with two monkeys, then one, switching
instruments after the verse. Practice playing at the end of each phrase.
End with monkeys spreading out the blanket and laying down for a nap.
Orff in C
Track
Finger
Cymbals
Tick-Tock
Block
Sopranino
[Track]
Parent Tip: Last week on our glockenspiels we introduced a new challenge:
alternating our hands to the beat. This is more difficult than hands together.
Today we’ll try alternating hands on the Orff instruments. We’ll play the beat
on C and G while the monkeys walk.
Goodbye
Song
Come, My
Friends
Sing with the recording. Sing forte so they will all sing!
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
29
Big Kids Make Music
High Five
Tideo
Matilda
Jungle Beat Chant
Grrumph
Grrumph (Drum)
Five Little Monkeys
Going to the Jungle, Sing What We
Should Bring
Rhymes in the Rain (Orff)
Free Play to the Sopranino
Five Little Monkeys (PT)
Come, My Friends
(011713)
29
Big Kids Make Music
Tideo
Grrumph
Grr-umph went the little green frog
And his friends went, “bloop, bloop, bloop”
Oh we all know frogs go
La-di-da-di-da
La-di-da-di-da
La-di-da-di-da
We all know frogs go
La-di-da-di-da
They don’t go, “bloop, bloop, bloop!”
Matilda
Five Little Monkeys
Five little monkeys
Sitting in a tree
Jungle Beat Chant
Two little monkeys silly and neat
Said, “Let’s find the jungle beat!”
They found some sticks
and they tapped the ground and said
“Hey! That’s a mighty cool sound!”
Said,“Let’s find the jungle beat!”
They found some skins
and they tapped ‘em with their hands
And said, “Hey! That’s a mighty cool band!”
Going to the jungle
They found some metals that were left by a king
And said, “Hey! That’s a mighty cool ring!”
All the little monkeys at the end of the week
Get together for the jungle beat
They play all the instruments that they have found
And say, “Hey! That’s the coolest sound around!”
(011713)
29
Big Kids Make Music
Rhymes in the Rain
Rain, rain go away
Come again another day (repeat)
Rain on the green grass
Rain on the trees
Rain on the housetops
But not on me!
It’s raining, it’s pouring, the old man is snoring
Went to bed and he bumped his head
And he couldn’t get up in the morning
It rained on Ann
It rained on Fran
It rained on Arabella
It did not rain on Mary Jane
She had a big umbrella!
Doctor Foster went to Gloucester in a shower of rain
He stepped in a puddle right up to his middle
And he never went there again
No, he never went there again
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(011713)
30
Big Kids Make Music
Lesson Plan 30
Activity
Gathering
Drum
Title
Comments
Ballade
(Exploration)
Ballade:
Play any way you like to the Simply Music Piano piece by Burgmüller.
What’s
Needed
Track
Think of a new way to play for the B section.
The Lion
Sleeps Tonight
(New)
The Lion Sleeps Tonight:
Play to the beat and sing this popular jungle song.
Tideo:
Play the rhythm of all “tideos” on the drum as you sing the
children’s names.
Tideo
Jungle Beat
Chant
(Concert Song)
Jungle Beat Chant:
• Say the rhyme and play two times at the end of each phrase. Ask the
Sing-a-Long
Matilda
(Concert
Song)
• For the chorus, have the students perform the monkey-like gestures
Movement
Silly Sam
(New)
(Concert Song)
• Introduce the word fermata. Explain that the long hold will be decided
by Silly Sam. He will hide behind the rock (quietly hold the snake puppet
behind your back), until he shakes up high and everyone copies him.
• Practice singing and moving high and low. Practice wigglin’
and grinning.
• Take turns with the children holding Silly Sam, deciding how long to hide
behind the rock.
Instrument
Kit –
Ocean Drum
Glockenspiel
Who’s That
Hatching?
(New)
• Remove the instruments from the kit and ask the children to remove the
Movement
Chimes of
Dunkirk
(New)
•
•
•
•
(011713)
Guitar/Ukulele
[Track]
children to join in the playing.
• Ask them to join you in drumming after “Jungle Beat.”
in rhythm.
• Encourage someone to be the leader (Matilda) when there are no lyrics.
Give suggestions if needed—tap floor, clap hands, tap head, tap chest,
wave arms, roll arms, etc.
• Have other children take turns being Matilda.
Vocabulary:
Fermata
Track
green and pink bars (F and B) from their glockenspiel.
• Ask for ideas on how to keep the beat for the hatching song.
• Encourage everyone to try ideas for the sounds of the babies trying to get
out of their eggs.
• Echo sing after the baby visual is displayed. Teacher sings: “I’m a baby
____.” Children echo with “Hello baby _____.”
Gorilla
Puppet/
Picture
Track
Shaker Eggs
Snake Puppet
[Track]
Hatching Egg
Visuals
Ocean Drums
Rhythm Sticks
Track
Introduce the movement for each verse.
Pat legs for 4 beats, clap 4 times, Stamp for 8 beats.
Move around the room like the little babies that hatched.
Using the recording, repeat the movement moving like a different animal
each time.
30
Big Kids Make Music
Activity
Title
Solo Singing
Going to the
Jungle, Sing
What We
Should Bring
(Concert Song)
Orff Rules
Orff
Instruments
In C
Comments
Repeat the activity from previous weeks.
Free Play to
the Sopranino
Play with the sopranino. Ring the finger cymbals to lay the mallets
down and use the tick-tock block to signal a switch to a new instrument.
Five Little
Monkeys
(Parent Tip)
• Have the children play “walking music” by alternating their hands.
• Ask for ideas for spreading the blanket and climbing the tree.
• Tell the kids there are only three monkeys today. Have them play the 3
Vocabulary:
Tremolo
•
•
•
•
•
•
beats after you ask “How many monkeys?”
Sing the song as you play the beat on C and G.
Encourage ideas how to play for the sneaky crocodile. Discuss a tremolo
on the lowest notes as a possibility.
Ask the children how to play the “snap” (could be a loud clap, hitting the
floor, tapping the mallets together, high five with parents, etc.).
After the “snap,” switch instruments.
Continue with two monkeys, then one, switching instruments after each verse.
End with monkeys laughing and high five (like the recording).
What’s
Needed
Jungle Visuals
or Backpack
with Jungle
Items
Orff in C
Finger
Cymbals
Tick-Tock
Block
Sopranino
[Track]
Parent Tip: The last two weeks we’ve challenged the children to keep the
beat with alternating hands, instead of hands together. Today they can also
alternate hands to play tremolo. By adding just one new technique at a time,
we build the children’s skills in a natural, comfortable way.
Goodbye
Song
Come, My
Friends
Sing with the recording. Sing forte so they will all sing!
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
30
Big Kids Make Music
Ballade
The Lion Sleeps Tonight
Tideo
Jungle Beat Chant
Matilda
Silly Sam
Who’s That Hatching? (Glock/Drum)
Chimes of Dunkirk
Five Little Monkeys (PT)
Come, My Friends
(011713)
30
Big Kids Make Music
Ballade
(No Lyrics)
Wi-mo weh a wi-mo weh
A wi-mo weh, a wi-mo weh
In the jungle
The mighty jungle
The lion sleeps tonight
In the jungle
The mighty jungle
The lion sleeps tonight
Wee-ee, ee um, um away
Wee-ee, ee um, um away
Tideo
Jungle Beat Chant
They found some sticks
and they tapped the ground and said
“Hey! That’s a mighty cool sound!”
Said,“Let’s find the jungle beat!”
They found some skins
and they tapped ‘em with their hands
And said, “Hey! That’s a mighty cool band!”
(011713)
They found some metals that were left by a king
And said, “Hey! That’s a mighty cool ring!”
All the little monkeys at the end of the week
Get together for the jungle beat
They play all the instruments that they have found
And say, “Hey! That’s the coolest sound around!”
Matilda
Silly Sam
Silly Sam, the sneaky snake
Hides behind a rock and he starts to wait
Then he shakes up high
And he shakes down low
Wigglin’ and a grinnin’ and away he goes
Who’s That Hatching?
Who’s that hatching?
Who’s that hatching?
Who’s that hatching in the egg?
I’m a baby birdie
Hello baby birdie
And that’s who’s hatching
That’s who’s hatching
That’s who’s hatching in the egg
30
Big Kids Make Music
Chimes of Dunkirk
(No Lyrics)
Going to the jungle
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(011713)
Big Kids Make Music: Lessons 21-30
Notation, A-Z
w w w.simplymusicrhapsody.com
21-30
Big Kids Make Music
Notation
Bell Horses
2
&4 œ
C
F
œ
Bell
œ
œ
hors - es,
œ
Bell
œ
œ
hors - es,
œ
What's the
œ
œ
time
of
F
& œ
One
œ
œ
œ
œ
œ
œ
œ
œ
œ
o'
clock,
Two
o'
clock,
Time
to
run
a
C
˙
day?
C
˙
-
way.
MISTRESS MARY, QUITE CONTRARY.
HOW DOES YOUR GARDEN GROW?
WITH SILVER BELLS AND COCKLE SHELLS,
AND PRETTY MAIDS ALL IN A ROW.
C
F
& œ
œ
Bell
œ
hors - es,
œ
œ
Bell
œ
œ
hors - es,
œ
œ
time
of
œ
What's the
F
& œ
One
œ
œ
œ
œ
œ
œ
œ
œ
œ
o'
clock,
Two
o'
clock,
Time
to
run
a
C
˙
day?
C
˙
-
way.
ONE, TWO, THREE, FOUR.
JINGLE AT THE KITHEN DOOR.
FIVE, SIX, SEVEN, EIGHT.
JINGLE AT THE GARDEN GATE.
C
F
& œ
œ
Bell
œ
hors - es,
œ
œ
Bell
œ
œ
hors - es,
œ
What's the
F
& œ
One
(011713)
œ
œ
time
of
œ
œ
œ
œ
œ
œ
œ
œ
œ
o'
clock,
Two
o'
clock,
Time
to
run
a
C
˙
day?
C
˙
-
way.
21-30
Big Kids Make Music
Notation, Cont.
Cock-A-Doodle
Doo!
Cock-A-Doodle Doo!
Traditional
Music by Lynn Kleiner
ALL or TEACHER:
G7
C
4U
& 4 œ™
1. Oh,
& œ
sing
œ œ™
I
œ œ™
love
my lit
œ œ™
-
œ œ™
tle roos - ter and
G7
my roos - ter as
SOLO:
& œ™ œ œ™ œ
"Cock - a - doo - dle
œ
Œ
doo!"
he sings
œ
with
œ œ™
my roos - ter loves
C
œ™ œ œ ™ œ œ ™ œ
œ
with
œ œ™
œ
Œ
me.
ALL:
œ œ™
me.
œ œ™
œ
I'm gon
- na
œ™ œ œ™ œ œ
Œ
Lit - tle roos - ter sings,
G7
C
™™ œ ™ œ ™
œ œ œ ™ œ œ ™ œ œ ™ œ œ™ œ œ
Œ
™™
Cock - a - doo - dle, cock - a - doo - dle, cock - a - doo - dle doo!
2. Oh, I love my little piggy and my piggy loves me.
I'm gonna sing with my piggy as he sings with me.
Little piggy sings,
SOLO: Oink, oink, oink!
Little rooster sings,
SOLO: Cock-a-doo-dle doo!
ALL: Cock-a-doo-dle, cock-a-doo-dle, cock-a-doo-dle, doo!
3. Oh, I love my little horsey and my horsey loves me.
I'm gonna sing with my horsey as he sings with me.
Little horsey sings,
SOLO: Neigh, neigh, neigh!
Little piggy sings,
SOLO: Oink, oink, oink!
Little rooster sings,
SOLO: Cock-a-doodle-doo!
ALL: Cock-a-doo-dle, cock-a-doo-dle, cock-a-doo-dle, doo!
4. Oh, I love my little lamb and my lamb loves me.
I'm gonna sing with my lamb as he sings with me.
Little lamb sings... Little horsey sings... Little piggy sings... (etc.)
*Verses can be added or deleted based on puppets or visuals available.
(011713)
21-30
Big Kids Make Music
Notation, Cont.
Colored Eggs
Lynn Kleiner
A
b4
& b b4 œ
œ
1. Co - lored
b
&b b œ
Sing
B
b
&b b œ
2. Shake
b
&b b œ
Shake
(011713)
œ
œ
œ
eggs,
Co - lored
œ
œ
œ
me
a
co
œ
œ
œ
-
œ
eggs,
œ
œ
œ
œ
˙
Pink
and
green
and
blue,
œ
œ
œ
œ
œ
lor,
Then
you'll
have
one
œ
œ
œ
shake,
œ
œ
œ
Shake
and
lis
˙
too.
œ
˙
ten
too.
˙
and
shake
and
shake
and
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
and
shake
and
shake
and
shake,
Find
a
sound
like
-
you.
21-30
Big Kids Make Music
Notation, Cont.
Come, My Friends
Melody by Ludwig Van Beethoven
Lyrics by Lynn Kleiner
#6
& #8
D
œ
Come,
#
&# œ
sing
(011713)
j
œ
œ
my friends,
j
œ
A
œ
and dance
j
œ
œ
and
gath
j
œ
j
œ œ
-
D
œ
a - noth
-
j
œ
er 'round
so
œ
j
œ œ
we
can sing
j
œ œ
j
œ
G
A
œ
j
œ œ
er day.
So
long,
fare - well,
j
œ
G
œ™
œ
good - bye.
j
œ
We'll
D
j
œ
j
œ œ
œ™
good - bye.
21-30
Big Kids Make Music
Notation, Cont.
Down By the Ocean
Peter and Ellen Allard
A
(Capo I)
E¨
(D)
A¨
(G)
b4
& b b4 œ
œ
œ
œ
Sea - gulls swoop - ing
œ
œ
œ
œ
down
by
the
E¨
(D)
b
&b b œ
B¨
(A)
œ
œ
œ
œ
ocean,
down
by
the
A¨
(G)
œ
œ
œ
sea - gulls swoop - ing.
œ
œ œ œ œ œ
Oh,
how I love to go
œ
œ œ œ
down by the
œ
œ
ocean,
B¨
(A)
œ
˙
ocean, down
œ™
j
œ
by
the
B
E¨
(D)
b
&b b œ
(optional) Leader:
Œ
˙
o - cean.
E¨
(D)
b
&b b œ
œ
A¨
(G)
œ
œ
Child soloist:
œ
œ
E¨
(D)
œ
œ
œ
B¨
(A)
œ
œ
œ
œ
œ
Sea - gulls, (Sea - gulls,) swoop - ing, (swoop - ing,) swoop - ing, (swoop - ing,)
œ
œ
A¨
(G)
œ
œ œ œ œ œ
œ
œ œ œ œ
sea - gulls, (sea - gulls), Oh, how I love to go down by the
B¨
(A)
˙
ocean, down
E¨
(D)
j
œ™ œ œ ˙
by
the
Œ
o - cean.
Additional verses:
2.
3.
4.
5.
(011713)
Sandcrabs hiding
Lobsters pinching
Dolphins diving
People swimming
21-30
Big Kids Make Music
Notation, Cont.
Lynn Kleiner
Swing
4
& b4 œ
Chorus
œ
Driv - in’
j
œ œ
& b œ™
moun
& b œ™
moun Verses
-
tains,
œ
œ
œ
œ
œ
œ™
in
my
car
to
the
moun
#œ
œ
œ™
to
the
moun
-
j
œ œ
œ œ
˙
œ
tains,
got - ta
long
way
&b œ
œ œ œ
&b Ó
œ
J
1. Watch out for
2. Watch out for
3. What’s that on
Œ
tains.
œ œ
tains,
-
œ
œ
Driv - in’
œ œ
to
long
long
long
way
way
way
œ
to
the
œ
œ
œ
œ
œ
in
my
car
to
the
go.
Verses
œ
Watch
Watch
What’s
œ
#œ
Œ
˙™
3
˙
œ
last time Fine
Œ
œ
Œ
the bumps!
the curves!
the road?
Got - ta
We got - ta
Got - ta
(011713)
j
œ œ
j
œ
œ œ
to
to
to
go.
go.
go.
˙™
Œ
œ œ œ
out for
out for
that on
œ
Œ
the bumps!
the curves!
the road?
™™
21-30
Big Kids Make Music
Notation, Cont.
Five Little Monkeys
Arranged by Lynn Kleiner
Inspired by Anna Song
Leader: How many monkeys? Group: One, two, three, four; five!
4
&4 œ
Five
& œ
teas
-
œ
œ
lit
œ
œ
in’
mis
-
tle
œ
- ter
j
œ
œ™
mon - keys
œ
croc
œ
-
o
-
œ
dile
œ
œ
œ
sitt
- ing
in
œ
a
œ
œ
œ
you
can’t
catch
Œ
œ
tree,
œ
Œ
me.
Speech (crescendo):"" Along comes Mister Crocodile…….and SNAP!
Leader: How many monkeys? Group: One, two, three, four!
(Repeat verse with "four" little monkeys)
(011713)
21-30
Big Kids Make Music
Notation, Cont.
Going to the Jungle,
Sing What We Should Bring
Lynn Kleiner
Swing it!
2
& b4 œ
œ
Go - ing
&b
œ
far
-
œ
i
œ
œ
to
the
œ
Œ
jun - gle
X
œ
œ
œ
œ
œ
Œ
time
is
here
now
X
œ
Don't
for - get
œ
œ
œ
Sing
what
we
we
Last time: That's what
solo
& b ™™ œ
œ
We should
œ
œ
bring
bi
œ
-
œ
œ
no - cu - lars.
œ
œ
echo
œ
œ
œ
We should bring
œ
œ
‰
j
œ
a
thing
X
Sa -
œ
should
will
bi
œ
-
™™
X
Yeah!
bring.
bring.
œ
œ
Œ
¿
œ
(repeat ad lib.
from beginning)
œ
™™
no - cu - lars.
Going to the jungle (hit), Don't forget a thing (hit),
Safari time is here now (hit), Sing what we should bring (hit).
We should bring (a)_______________________________.
(Use your jungle cards for examples, or make up your own supplies!)
We should bring (a)_______________________________.
(011713)
21-30
Big Kids Make Music
Notation, Cont.
“Grr-umph!” Went the
Little Green Frog
Traditional
Slowly
b4
&b 4 œ
“Grr
b
&b œ
-
œ™
umph!” went
b
&b œ
#
& œ
œ
œ™
umph!”
went
the
lit
œ œ™
œ œ
œ
œ
one
day
and
œ
œ
œ
know
frogs
go,
his
Faster
all
#
& Œ
œ™
la
#
& Œ
œ #œ
- di
-
(011713)
œ
“Grr -
œ
œ #œ
œ
frog
Œ
œ
Œ
œ
da
-
nœ
œ™
-
di -
da.”
œ™
œ
œ
da.” They don’t
We
œ
go.
œ™
œ œ™
bloop.”
“Grr
œ œ
‰
≈
Oh
Œ
r
œ
#
we
œ™ #œ œ™ nœ œ
la - di - da - di - da,
œ
œ
œ
œ
all
know
frogs
go,
œ
-
the lit - tle green
U
œ
Œ
œ
œ
day.
umph” went
œ ™ nœ œ
œ
œ
one
œ
“La - di - da - di - da,
œ nœ
“La - di - da - di
tle green
friends went, “bloop, bloop,
œ™
#œ
-
œ
œ
frog.
œ
œ
œ
˙
the lit - tle green
œ
frog
œ™
œ
œ
‘’bloop, bloop,
œ
Œ
Ó
bloop!”
21-30
Big Kids Make Music
Notation, Cont.
Matilda the Gorilla
Mary Rice Hopkins
Not too Fast
mf
& bc œ
œ
1. In
2.
&b œ
the
Ma
œ
œ
œ
œ
œ
œ
œ
jun - gle
til - da
I
is
as
saw
ha
a
-
go
py
œ
-
œ
œ
œ
œ
œ
œ
œ Œ
œ
her name, she was a Ma - til
eats her
ba - nan - nas and swings from the
ev - er - y
you will
œ
j
œ
œ
j
œ
ooh,
ooh,
ooh,
ah,
ah,
ah,
ah,
& b œJ
ah,
œ
j
œ
ah,
ah,
œ
œ
J
ah,
ah,
can
j
œ
Œ
œ
œ
‰
j
œ
a,
be.
j œ
œ
œ
and
She
œ
Ma - til - da loved to
with her
Now
œ œ
œ œ
sing
songs
friends
j
œ
œ œ œ™
and this is what Ma - til - da. the go - ril - Ia would say.
the sing - ing Ma
til
da
fam - i
ly.
-
œ
& b œJ
ril
as
œ œ œ œ œ
œ
&b œ
ooh,
day
see,
œ
‰
da.
trees.
‰ œj œ œ œ
&b œ œ œ œ Œ
-
j
œ
œ
j
œ
œ™
ah
œ
œ
œ
ah - ooh,
-
œ
œ
œ
ooh,
ooh,
ooh,
œ
œ
œ
œ
ooh,
ooh,
ooh,
ooh,
œ
œ
j
œ œ
j
œ
ooh,
ooh,
ah - ah,
ah!”
œ
ooh - ooh - ah
j
œ
œ™
“Ah -
˙
Ó
© 1980 BIG STEPS 4 U, Administered by MUSIC SERVICES, INC.
All Rights Reserved. Used by Permission.
(011713)
21-30
Big Kids Make Music
Notation, Cont.
Peanut Butter,
Butter, Jelly
Peanut
Jelly
Swing q = 100
Spoken
∑ / 44
∑
™™
4
&4
∑
™™ œ ˙
J
Voice
Chorus
∑
‰ bœ œ
Pea - nut
SG, AG, SM
° 4
&4
∑
™™ Ó
4
&4
∑
™™
AX, AM
BX
4
¢& 4 œ
œ
œ
œ
™™
∑
Pea - nut
œ
œ
œ
œ
but - ter,
œ œ
Œ
Jel - ly.
Œ
∑
œœœ
œœœ
Ó
∑
œ
bœ œ Œ
œ
œ
œ
œœœ Œ
œœœ
œ
œ
=
Verses 1-3
Speech
/
∑
œ
∑
œ
œ
œ
1. First you take the
2. Then you take the
3. Then you take the
Voice
& œJ
˙
‰ bœ
Pea - nut,
Glock.
AX. AM
BX
Pea - nut
œ
œ
° Ó
&
œ
œ
bœ
œ
Œ
but - ter,
œ
Œ
∑
œ
∑
∑
œœœ œœœ Œ
œœœ œœœ
Ó
œ
œ
Jel - ly.
Œ
∑
&
¢& œ
œ
œ
œ
œ
∑
∑
Continued on next page
(011713)
21-30
Big Kids Make Music
Notation, Cont.
3
Speech
/ œœJ
œ
‰
pea - nuts
grapes
bread
œœ
œœ
œ
œ
and
and
and
you
you
you
smash
squish
spread
’em
’em
it,
Glock.
°
&
∑
œ
œ
AX. AM
&
∑
œœœ
œœœ
BX
¢&
∑
œ
œ
=
œœœ
œœœ
1.2.
Speech
/ œ
œ
smash ’em
squish ’em
Glock.
AX. AM
BX
° œ
& œ
œ
smash ’em
squish ’em
œ
œœœ
œœœ
œ
¢& œ
œœœ
œœœ
Œ
œ
œ
œ
œœœ
œœœ
œœœ
œœœ
œ
œ
œœœ
œœœ
œ
œ
œ
œ
you
you
You
smash
squish
spread
’em
’em
it,
Œ
œ
œ
Œ
œœœ
œœœ
Œ
œ
œ
/ œ
œ
4. Then
you
œ
œ
œ
œ
take your sand - wich
you
you
you
Œ
œœœ
œœœ
Œ
Œ
™™ œ
œ
œ
œ
œ
œ
3. spread
it,
spread
it,
spread
it.
Œ
™™ œ
œ
Œ
™™ œœœ
œœœ
Œ
™™ œ
œ
œ
œ
œœœ
œœœ
œ
œ
œ
œ
and
you
bite
it,
Glock.
°
&
∑
œ
œ
AX. AM
&
∑
œœœ
œœœ
BX
¢&
∑
œ
œ
œœœ
œœœ
‰
Œ
œœœ Œ
œœœ
Œ
Œ
œ
œ
œœœ
œœœ
Œ
œœœ
œœœ
œ
œ
Verse 4
Speech
j
œ
‰
3.
smash ’em
squish ’em
œ
œ
& œœœœœ
œ
=
œ
j
œ
‰
œœœ
œœœ
Œ
œ
œ
Œ
j
œ
œ
œ
You
bite
it,
œ
œ
œœœ
œœœ
œ
œ
‰
j
œ
You
Œ
œœœ Œ
œœœ
Œ
(011713)
21-30
Big Kids Make Music
Notation, Cont.
4
Speech
/ œ
bite
Glock.
AX. AM
œ
œ
œ
œ
œ
œ
œ
œ
œ
it
bite
it
bite
it.
Then
you
chew
it,
° œ
& œ
&
œ
œ
œœœ
œœœ
BX
œ
¢& œ
Speech
/ œ
œœœ
œœœ
œœœ
œœœ
œ
œ
œœœ
œœœ
œ
œ
œœœ
œœœ
œ
œ
Œ
œœœ Œ
œœœ
œ
œ
œœœ
œœœ
j
œ
œ
you chew
œ
œœœ Œ
œœœ
œœœ
œœœ
j
œ
you
Œ
œœœ Œ
œœœ
œ
œ
Œ
‰
it,
œ
œ
Œ
œ
œ
Œ
‰
Œ
=
chew
Glock.
AX. AM
BX
œ
œ
œ
œ
œ
œ
œ
it,
chew
it,
chew
it
Then
you
° œ
&
œ
&
œ
œ
œœœ
œœœ
œ
¢& œ
œœœ
œœœ
œœœ
œœœ
œ
œ
œ
œ
œœœ
œœœ
œœœ
œœœ
œ
œ
Œ
œœœ Œ
œœœ
Œ
œ
œ
‰
swal - low,
œ
œ
œœœ
œœœ
œ
œ
j
œ
you
Œ
œœœ Œ
œœœ
Œ
œ
œ
‰
swal - low,
œ
œ
œœœ
œœœ
œ
œ
j
œ
you
Œ
œœœ Œ
œœœ
Œ
(011713)
21-30
Big Kids Make Music
Notation, Cont.
5
Speech
/ œ
œ
œ
œ
œ
Œ
œ
∑
swal - low, swal - low, swal - low.
Voice
Chorus
œ
J
∑
&
˙
‰
bœ
Pea - nut
Glock.
AX. AM
BX
° œ
&
œ
&
œ
œ
œœœ
œœœ
œœœ
œœœ
œ
œ
œœœ
œœœ
œ
¢& œ
œœœ
œœœ
œ
œ
œœœ
œœœ
Œ
œœœ
œœœ
Pea - nut
œ
œ
Ó
Œ
œ
œ
Œ
Œ
œ ˙
J
œ
Œ
∑
œ
œ
œ
œ
=
Voice
& bœ œ Œ
but - ter,
Glock.
œ œ
Jel - ly.
Pea - nut,
œœœ
œœœ
AX. AM
& Ó
BX
¢& œ
œ
œ
œœœ Œ
œœœ
œ
Pea - nut
œ
œ
Ó
∑
°
&
‰ bœ œ
Œ
∑
œ
œ
œ
œ
bœ œ Œ
but - ter,
œ œ
Œ
Jel - ly.
Ó
œ œ Œ
œ œ
Ó
œœœ
œœœ
œ
œ
œœœ Œ
œœœ
œ œ
Œ
(011713)
21-30
Big Kids Make Music
Notation, Cont.
Sally Go 'Round The Sun
Traditional
AF
6
& b8 œ œ œ
Sal - ly
Cows
& b œ™
Thun
(011713)
-
the
sun,
Sal - ly
j
œ
œ
œ œ™
J
C7
the
chim
- ney top
ev
go 'round
œ
go 'round
B
& b œ™
œ™
œ
&b œ œ œ
Sal - ly
j
œ
œ
œ
J
œ™
in
the
mead
œ™
œ™
der,
light
Œ™
-
-
œ œ œ
œ
œ™
œ
ow,
eat
go 'round
the
moon,
j
œ
'ry
af
-
œ œ
J
-
œ™
œ
œ œ
J
-
j
œ
ing yel
œ
œ
J
C
œ™
œ™
ning,
we
all
stand
-
Œ™
F
Œ™
œ™
ter - noon.
œ
J
œ
low
but
¿
BOOM!
œ œ™
J
-
ter - cups.
¿
UP!
21-30
Big Kids Make Music
Notation, Cont.
Silly Sam
Lynn Kleiner
#4
& #4 œ
D
œ
1. Sil - ly
2. Lai lai
# œ
&# J
œ
œ
Sam, the
lai
lai
‰ œ
œ
J œ
snea - ky snake,
lai
lai lai,
œ œœ œ œ j
J
œ
j Œ
œ œ œ
shakes up high and he shakes down low,
lai
lai lai
lai lai lai
lai lai,
(011713)
Œ
A7
œ œ œ œ œ
U
Œ œ œ
œ
œ
D
œ œ œ
hides be - hind a rock and he starts to wait.
lai lai lai lai lai
lai lai lai
lai lai.
A7
Then he
Lai lai
D
j
j
Œ ™™
œ œ œ œ œ œ œ œ œ œ œ œ
wig - glin' and a grin - nin' and a - way he goes.
lai lai lai lai lai lai lai lai lai lai lai.
21-30
Big Kids Make Music
Notation, Cont.
TenFish
Fish in
in the
Ten
theSea
Sea
Arr. Dan Plaster & Lynn Kleiner
4
& b4 œ
(Capo 3) F(D)
One
œ œ œ
œ œ œ
œ œ œ
lit - tle, two
lit - tle, three
lit - tle
F(D)
&b œ œ œ œ œ
sev - en
lit - tle, eight
¿™
F(D)
&b œ
jumped
œ
up
high
¿™
F(D)
&b œ
jumped
œ
up
high
C(A)
œ
fish - es,
œ
œ œ œ
œ œ œ
œ œ œ
four
lit - tle, five
lit - tle, six
lit - tle
1.,4.
C(A)
œ œ œ
œ œ œ
œ
lit - tle, nine
lit - tle
es,
fish -
œ
œ
œ
œ
ten
fish
in
the
C(A)
¿™
œ
œ
œ
œ
œ
œ
œ
to
catch
some
bugs.
They
jumped
up
high
œ
C(A)
œ
œ
œ
œ
œ
to
catch
some
Ten
fish
in
œ
œ
bugs.
œ
fish - es,
F(D)
‰
œ
j
œ
sea!
They
œ
œ
œ
œ
œ
to
catch
some
bugs.
They
œ
j
œ
‰
Œ
the
sea!
™™
2.
C(A)
&b œ
Ten
C(A)
&b œ
Swam
C(A)
&b œ
Ten
œ
œ
œ
fish
in
the
œ œ
all
œ
a - round
F(D)
œ
œ œ
all
œ
œ
fish
in
the
swam
down
¿™
low
Swam
(011713)
œ
down
¿™
low
œ œ œ
œ
a - round
in
œ
œ
to
hide
œ œ
œ
œ
to
hide
all
œ
Swam
3.
C(A)
™™ œ
Œ
sea!
œ
œ
Ten
œ œ
in
the
œ œ
in
the
œ
C(A)
œ
sea - weed.
œ
œ
a - round
all
sea - weed.
all
œ
a - round
a - round
all
œ
œ
fish
in
the
œ
Swam
down
¿™
low
Ten
fish
in
the
a
F(D)
œ
-
cir -
sea!
hide
œ
cir
cle.
œ
cle.
‰™
œ
to
œ
in
F(D)
œ
œ
a
œ
œ œ œ
a - round
œ
œ
in
œ
œ œ
œ
œ
C(A)
œ
œ œ
œ œ œ
œ
œ œ
F(D)
cir - cle.
a
œ
F(D)
&b œ
F(D)
They swam
F(D)
œ
œ
r
œ
sea!
F(D)
&b œ
‰™
r
œ
They
œ œ
in
the
œ
œ
sea - weed.
Œ
™™
sea!
21-30
Big Kids Make Music
Notation, Cont.
The Bear Went over the Mountain
Traditional
#6
& # 8 œj
D
œ
The
##
&
j
œ œ œ œ
bear
went
o - ver
the
G
D
œ™
moun
œ
bear
went
œ
œ
o - ver
#
& # œ™
D
I
œ
œ™
the
moun
œ
j
œ
see
a
tain,
The
bear
U
œ
G
j
œ
-
A7
œ
j
œ
-
œ™
tain,
œ
j
œ œ œ œ
went
A
œ
j
œ
see
what
he
D
œ
J
to
o - ver
œ
D
œ™
the
moun
j
œ
D
I
#
& # œ™
I
#
& # œ™
I
(011713)
œ
j
œ
œ™
see
an
ea
œ
j
œ
œ™
see
a
lunch.
œ
see
œ
could
a
Se
-
quoi
j
œ
The
Œ
see.
œ™
-
œ™
œ
tain,
œ™
Sample solos based on the some of the songs from “On My Trip to the Mountains.”
#
& # œ™
-
œ
œ™
œ™
œ
gle.
I
see
œ™
œ™
I
œ
J
j
œ
œ™
zly
bear.
j
œ
œ™
- ing
bag.
œ
a
griz
œ
j
œ
œ
see
my
sleep
-
œ™
-
a.
21-30
Big Kids Make Music
Notation, Cont.
Arranged by Paul Cummings
Words and Music by George David Weiss,
Hugo Peretti, and Luigi Creatore
&
#C
œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ œ™ œ
Wi - mo weh - a wi - mo weh - a
Freely
#
mf
œ
& œ™ œ œ™ œ œ™ œ œ™ œ ™™ œ
#
& w
night!
#
& w
night!
œ
œ
In
the
™™ w
the
3
œ
œ
œ
jun - gle
œ
Wee
In
œ œ œ
ee
3
œ
œ
œ
migh - ty
œ
œ
jun - gle the
3
œ
œ
œ
the
Ii
œ
jun - gle
œ
œ
œ œ œ
jun - gle the migh - ty
the
œ
œ
3
um
a
œ
œ
Ii - on sleeps to -
-
œ
œ
œ
on
sleeps
to
œ œ œ œ œ
ee - um
œ
U
w
D.C.
™™
way
© 1961 FOLKWAYS MUSIC PUBLISHING, INC.
© Renewed 1989 by GEORGE DAVID WEISS, HUGO PERETTI, and JUNIE CREATORE
© Assigned to ABILENE MUSIC INC, c/o THE SONGWRITERS GUILD OF AMERICA
All Rights Reserved
(011713)
21-30
Big Kids Make Music
Notation, Cont.
Arr. Lynn Kleiner
Slowly
4
& b4 œ
œ
œ
Slow - ly
&b œ
œ
1. Slow - ly
2. Slow - ly
œ
slow - ly
œ
œ
slow - ly,
slow - ly,
œ
œ
ver
- y
œ
ver
ver
œ
-
y
y
œ
œ
slow - ly
œ
œ
slow - ly
slow - ly
œ
œ
creeps
the
œ
œ
œ
œ
gar - den
œ
œ
up
leaves
the
a
gar - den
sil - ver
œ
œ
œ
runs
the
lit
Quickly
&b œ
œ
Quick - ly
&b œ
œ
Quick - ly
(011713)
œ
œ
quick - ly,
œ
œ
quick - ly
œ
ver
œ
-
œ
ver
y
œ
-
y
œ
œ
quick - ly
œ
œ
quick - ly
œ
in
-
w
snail.
w
rail.
trail.
œ
w
tle
mouse.
œ
œ
œ
his
lit
- tle
last time Fine
w
™™
house.
21-30
Big Kids Make Music
Notation, Cont.
Tideo
Tideo
Traditional
Arr. Lynn Kleiner
C
(G7)*
2
&4 œ
œ
œ
œ
œ
œ
Time for
mu - sic
Hel - lo (child's name)
œ
œ
œ
Ti - de - o,
Ti - de - o,
œ
œ
Time for
mu - sic
œ
& œ
œ
œ
œ
œ
œ
œ
œ
C
œ œ œ
œ
Jing - a - lin'
Joe.
U
œ
œ
Ti - de - o.
U
œ
œ
œ œ œ
œ
Ti - de - o,
Ti - de - o,
Optional Ending:
œ
œ
F
œ
Jing - lin', Jing - lin',
& œ
œ
(G7)
Time for
mu - sic
C
œ
Ti - de - o.
Ti - de - o.
C
& œ
C
Jin - gle
the
œ
win - dow,
œ
œ œ œ œ
Jin - gle
at
the
œ œ œ
Jin - gle
at
œ
win - dow,
C
œ
win - dow,
œ
the
œ
œ
œ
Ti - de - o.
(G7))
œ
Ti - de - o.
at
œ
œ
C
œ
œ
Ti - de - o.
œ
œ
œ
™™
Ti - de - o.
Suggestions for Instrument Verses:
& œ
Time
Time
Time
Time
Time
(011713)
œ
œ
œ
for
for
for
for
for
sha woods
drums
me instru -
kers
now
now
tals
ments
œ
œ
Ti
Ti
Ti
Ti
Ti
-
de
de
de
de
de
-
œ
œ
œ
o,
o,
o,
o,
o,
Time
Time
Time
Time
Time
for
for
for
for
for
œ
œ
sha - kers
woods
now
drums now
me - tals
instru - ments
œ
ti
ti
ti
ti
ti
œ
-
de
de
de
de
de
œ
-
o.
o.
o.
o.
o.
21-30
Big Kids Make Music
Notation, Cont.
Who’s That Hatching?
Lynn Kleiner
C
4
&4 œ
œ
œ
œ
¿
œ
œ
œ
œ
Who’s that hatch - ing
in
the
œ
Solo:
& ™™ œ
œ
1. I’m
2. I’m
3. I’m
a
a
a
œ
ba
ba
ba
¿
œ
¿
(play steady beat)
Who’s that hatch - ing?
& œ
¿
- by
- by
- by
¿
˙
bird
tur
cock - a -
¿
¿
¿
¿
¿
¿
(play steady beat)
¿
¿
¿
Œ
¿
(improvise on instruments, varying rhythms and tempos)
egg?
œ
œ
Who’s that hatch - ing?
All:
œœ
œ
œ
œ
œ
œ
ie.
tle
too.
Hel
Hel
Hel
œ
œ
- lo
- lo
- lo
œœ
œ
ba
ba
ba
- by
- by
- by
j
œ
œ
bird
tur
cock - a -
™™
ie.
tle
too.
(add other verses using babies that hatch!)
Uj
& œ œ
œ
œ
œ
¿
And that’s who’s hatch - ing.
& œ
œ
œ
That’s who’s hatch - ing
in
the
(011713)
¿
œ
¿
(play steady beat)
œ
œ
œ
¿
˙
egg.
œ
œ
œ
¿
That’s who’s hatch - ing.
¿
¿
¿
¿
¿
¿
¿
¿
(play steady beat)
¿
¿
Œ
(improvise on instruments, varying rhythms and tempos)

Simply Music Rhapsody

Transcription

Similar documents

Help the Silly Bus kids get to school!

Drop off the kids...JUST FUN! GUESS WHO? Your Host Beetlejuice

Read - Outset Media

Motivate Unmotivated Kids - Nysmith School for the Gifted

School`s Out for

Lake Heritage Newsletter August 2015 Issue 8

HARLANDALE KSHAC WALKATHON H.H.S. WALKATHON

review: ecoware- an eco friendly tableware

BK Block Party - Downtown Brooklyn Partnership