KEYWORDS: strawberries, I’m hungry, one, two, three, four, five, six, seven, eight, nine, ten, go, stop, apple, avocado, orange, pear, plum, banana, lemon, eat

INTRO:

• Hello Wave
• Good Morning Chant
• Puppet: Myla Is Hungry

THEMED SECTION:

• Hello Song
• Magic Words: Go / Stop
• Fruit Salad
• Apples And Bananas
• Clean-up Song

MOVEMENT:

• Parachute
• Strawberries
• We Are Going To Sing

LULLABY:

• Lullaby: Listen

CONCLUSION

• Review: apple, eat
• Dance Party
• Goodbye Friends
• Stickers / Stamps

Keywords: apple, avocado, orange, pear, plum, banana, lemon

D—————–A7————————–D———————-G

Apple, apple, avocado, avocado, orange, orange, pear, pear

D—————–A7—————————–D——-A7—D

Plum, plum, banana, banana, and lemon, and lemon

D———————————–A7—————–D

I really like fruit, I like fruit with lemon

D———————————–A7—————–D

I really like fruit, I like fruit with lemon

A7————————D—–A

I love fruit, I love fruit, mmm

A7————————D—–A

I love fruit, I love fruit, mmm

D—————–A7————————D———————–G

Apple, apple, avocado, avocado, orange, orange, pear, pear

D—————–A7—————————–D——A7—D

Plum, plum, banana, banana, and lemon, and lemon

Keywords: apples, bananas, eat

————C———————————-G

I like to eat, eat, eat, apples and bananas

————G———————————-C

I like to eat, eat, eat, apples and bananas

————C———————————-G

I like to eat, eat, eat, apples and bananas

————G———————————-C

I like to eat, eat, eat, apples and bananas

Keywords: apples, we are planting

NO CHORDS

A. Fruit Salad

Keywords: apple, avocado, orange, pear, plum, banana, lemon

PREPARE:

• Hold a basket/bag with the fruits inside on your lap and take out the apple to show to the class
• Show the apple and say apple in a fun melody.
• Encourage class to repeat and sing in a melody “Apple, apple, apple”.
• You can give the apple to one of the students.
• Repeat this process for each fruit (avocado, orange, pear, plum, banana, lemon). Distribute the different fruits to different students in the class if possible.
• Sing through the melody of Fruit Salad once and then ask the children to join you.
• Explain you will cue the class when it is their part.

PERFORM

• Start a rhythm with the shakers.
• Cue class right before their part.
• Sing the entire Fruit Salad song at least twice with varying speeds.

CHALLENGE

• When preparing the song, ask students if they can identify the fruits that you take out of the basket/bag.
• The teacher can place the fruits on the floor or in the basket/bag and call out the names of fruits while kids run up to select the correct one.

B. Apples And Bananas

Keywords: apples, bananas, eat

PREPARE:

• Ring the bell and announce, I like to eat apples and bananas for breakfast.
• Repeat in a fun melody eat, and pretend you are eating something. Have the class do this with you.
• Take the apples and bananas in your possession and review the names of these fruits with their melodies.
• Encourage class to repeat, apples and bananas three times and explain that is their part of the song.
• Sing, “I like to eat, eat, eat apples and bananas”.
• Instruct class to begin clapping in a rhythm.

PERFORM

• Once everyone is clapping in unison rhythm, begin chanting and playing guitar.
• Physically cue class when it is their part.

CHALLENGE

• Teach new breakfast food items with the same melody, such as orange juice, cereal with milk.

C. Planting Apples

Keywords: we are planting, apples

PREPARE:

• Explain to the class that we are going to plant some apples seeds.
• Place one fruit in the center of the circle and explain, “We are planting apples”.
• Ask students to repeat we are planting apples three times.
• Let them know you plant apple seeds with your hands.
• Ask students to place their hands on the floor.
• Begin making a beat by patting the ground, until the entire class is mimicking you.
• Encourage class to repeat chanting “We are planting apples, apples, apples. We are planting apples, apples, apples”.

PERFORM

• Get a rhythm going with the class tapping their hands.
• Begin chanting.
• After two rounds, change the speed, pitch, and volume.

CHALLENGE

• Switch to different fruits in the center of the circle. You can encourage the children, or choose one child, to select which fruit they are going to plant next. Have the class repeat the chant with the new fruit. For example, we are planting oranges.
• You can also have the children plant fruits with other parts of their bodies such as elbows and feet.

Myla Is Hungry

KEYWORDS: I’m hungry, one, two, three, four, five, six, seven, eight, nine, ten

PREPARE:

• Be sure that you can easily access Myla in your bag. Check before class to make sure the puppet is clean and review what you’ll be teaching.

PERFORM:

• Make a sound like a bird.
• Ask the class, “Did you hear something? I think I heard Myla! Can we call her out?”.
• Instruct the class to repeat Myla Birdie with a fun rhythm as you prepare your hand in the puppet inside of the Bilingual Birdies bag.
• Myla enters with an exciting melody or gesture.
• Instruct the children to repeat “Hello, Myla!”.
• Looking at the Myla, say, “Myla, how are you?”.
• Myla responds, “I am hungry!”.
• Invite the children to repeat I am hungry with Myla three times.
• Explain that the class is going to get some apples for Myla to eat. Look up and pretend to see an apple tree.
• Instruct the children to reach their hands up and repeat after you as you pick ten apples for Myla to eat.
• Count to ten in English saying each number twice and encouraging the children to count with you. “One, two, three, four, five, six, seven, eight, nine, ten”.
• Invite children to hold out their hand and pretend to feed Myla.
• Go up to each child and have Myla eat apples out of their hands.
• Explain that Myla is so full from all of the yummy apples she ate. Tell the children she is going to take a nap now.
• Encourage the children to repeat “See you later, Myla!”.
• Myla exits with the same melody or gesture.

CHALLENGE:

• Once the children are confident counting to ten, have them count to twenty.

Agenda 1

Go / Stop

KEYWORDS: go, stop

Prepare::

• Explain you have two magic words to teach everyone.
• Instruct the children to repeat the word go using a melody, or a rhythm.
• Instruct the children to repeat stop using call and response.
• Encourage the children to grab their instruments.
• Explain when you say go they will make as much noise as they can with their instruments.
• Explain when you say stop they must not make a sound.

Perform:

• With an enthusiastic tone you can say, “Okay class, when I say go you’re going to repeat go and shake your instruments and you can make as much noise as you can. But when you hear me say stop, you are going to stop playing your shakers and not make a sound”.
• Say, go and repeat go with them while you begin shaking your shakers.
• Say, stop, and freeze. Remind the class that when you say stop they must freeze and not make a sound, they could also make a funny face.
• Be sure to always repeat their part with them as well.
• Interchange words and alter your speed when commanding them.

Agenda 2

Slow / Fast

KEYWORDS: slow, fast

Prepare:

• Instruct the class to stand up.
• Explain you have two magic words to teach everyone.
• Teach the first magic word, slow, by slowing down your voice in a lethargic tone and instruct the class to practice saying the word with you.
• Explain when you say slow they will move very slowly.
• Teach the second magic word, fast, by using a fun melody to make the word sound quick and fun.
• Explain when you say fast they will jump and move their bodies very quickly.
• Explain that when you say slow they will move their bodies very slowly and repeat the word slow with you.
• Note: This can also be done with shakers and moving them slowly and quickly as you teach the keywords instead of instructing them to stand up and move their bodies.

Perform:

• Say with enthusiasm the first magic word and then move your body accordingly.
• Call out second word, repeat with class, and do the action.
• Interchange words and alter your speed when commanding them.
• When you are calling out slow be sure to make your voice not sound bored. You want to enunciate as best as possible and keep a high volume in your voice.
• Be careful to not say fast so quickly that they cannot understand how to say the word with you.
• Always say the word before you start making noise with the instrument or moving, so that the class can hear what you are saying.