KEYWORDS: fraises (strawberries), j’ai faim (I’m hungry), un (one), deux (two), trois (three), quatre (four), cinq (five), six (six), sept (seven), huit (eight), neuf (nine), dix (ten), allez (go), arrête (stop), pomme (apple), avocat (avocado), poire (pear), prune (plum), orange (orange), banane (banana), citron (lemon), j’adore manger (I love to eat)

INTRO:

• Bonjour Wave (Hello Wave)
• Bonjour Chant (Good Morning Chant)
• Puppet: Myla a Faim (Myla Is Hungry)

THEMED SECTION:

• Bonjour Song (Hello Song)
• Magic Words: Allez / Arrête (Go / Stop)
• Salade de Fruits (Fruit Salad)
• Les Pommes et les Bananes (Apples And Bananas)
• C’est l’heure de Ranger (Clean-up Song)

MOVEMENT:

• Parachute
• Fraises (Strawberries)
• Nous Allons Chanter (We Are Going To Sing)

LULLABY:

• Lullaby: Écoute (Listen)

CONCLUSION

• Review: pomme (apple), j’adore manger (I love to eat)
• Dance Party
• Au Revoir mes Amis (Goodbye Friends)
• Stickers / Stamps

Keywords: pomme (apple), avocat (avocado), poire (pear), prune (plum), orange (orange), banane (banana), citron (lemon)

D———————————–A7———–D——————G

Pomme, pomme, avocat, avocat, poire, poire, prune, prune

—D————————-A7—————–D—A7—D——A7—D

Orange, orange, banane, banane, et citron, et citron

D———————————G————D

J’aime les fruits, je les aime beaucoup

A7——————–D—————————-G——————D

J’aime les fruits, j’aime les fruits, je les aime beaucoup

D———————————-A7————D—————–G

Pomme, pomme, avocat, avocat, poire, poire, prune, prune

—D————————–A7—————–D–A7–D—-A7—D

Orange, orange, banane, banane, et citron, et citron

Keywords: j’adore manger (I love to eat), pomme (apple), banane (banana)

——————-D———————————————————–A7

J’adore manger, manger, manger, les pommes et les bananes

——————-A7———————————————————-D

J’adore manger, manger, manger, les pommes et les bananes

——————-D———————————————————–A7

J’adore manger, manger, manger, les pommes et les bananes

——————-A7———————————————————-D

J’adore manger, manger, manger, les pommes et les bananes

——————-D———————————————————–A7

J’adore manger, manger, manger, les pommes et les bananes

——————-A7———————————————————-D

J’adore manger, manger, manger, les pommes et les bananes

Keywords: savez-vous planter (do you know how to plant), pommes (apples), poires (pears)

————C————————————–G7———C————G7——-C

Savez-vous planter les pommes, pommes, pommes, pommes, pommes

————C————————————–G7———C————G7——-C

Savez-vous planter les pommes, pommes, pommes, pommes, pommes

———–D———————————A7——-D——-A7——-D

Savez-vous planter les poires, poires, poires, poires, poires

———-D———————————–A7——D——-A7——-D

Savez-vous planter les poires, poires, poires, poires, poires

A. Salade de Fruits (Fruit Salad)

Keywords: pomme (apple), avocat (avocado), poire (pear), prune (plum), orange (orange), banane (banana), citron (lemon)

PREPARE:

• Hold a basket/bag with the fruit inside on your lap and take out the apple to show to the class.
• Show the apple and translate by saying pomme, apple.
• Encourage class to repeat and sing in a melody “Pomme, pomme”. You can give the apple to one of the students.
• Repeat this process for each fruit (avocat, orange, poire, prune, citron). Distribute the different fruits to different students in the class if possible.
• Sing through the melody of Salade de Fruits once and then ask the children to join you.
• Sing through the same melody again and explain that is their part of the song.
• 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 Salade de Fruits three times 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 fruit on the floor or in the basket/bag and call out the names of fruit while kids run up to select the correct one.

B. Les Pommes et les Bananes (Apples And Bananas)

Keywords: j’adore manger (I love to eat), pomme (apple), banane (banana)

PREPARE:

• Ring the bell and announce that you like to eat apples and bananas for breakfast.
• Explain to the class that manger means to eat. Repeat in a fun melody j’adore manger, I love to eat, and pretend you are eating something. Have the class do this with you.
• Take the pomme and banane in your possession and review the names of these fruits in French with their melodies.
• Encourage class to repeat, les pommes et les bananes three times and explain that is their part of the song.
• Sing in French, “J’adore manger, manger, manger, les pommes et les bananes, j’adore manger, manger, manger, les pommes et les bananes”. I love to 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

• Change the names of the fruit each week.
• Sing the song only in French and have the class guess the fruit you are mentioning.
• Teach new breakfast food items with the same melody, such as jus d’orange (orange juice), céréales avec du lait (cereal with milk).

C. Savez-vous Planter (Do You Know How to Plant)

Keywords: savez-vous planter (do you know how to plant), pommes (apples), poires (pears)

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 in French, “Savez-vous planter les pommes?, means, do you know how to plant apples?”.
• Ask students to repeat savez-vous planter les pommes three times.
• Let them know you plant apple seeds with your hands, mains. Have them repeat the word mains.
• 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 “Savez-vous planter les pommes, pommes, pommes, pommes, pommes”.
• Repeat the same routine with a different fruit, poires (pears).

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, savez-vous planter les oranges (do you know how to plant oranges).
• You can also have the children plant fruits with other parts of their bodies such as elbows and feet.

Myla a Faim (Myla Is Hungry)

KEYWORDS: j’ai faim (I’m hungry), un (one), deux (two), trois (three), quatre (four), cinq (five), six (six), sept (seven), huit (eight), neuf (nine), dix (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, “Bonjour Myla!”.
• Looking at Myla say, “Myla, comment ça va?”.
• Myla responds, “J’ai faim!”.
• Explain to the children that Myla is hungry. Invite the children to repeat j’ai faim 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 French saying each number twice and encouraging the children to count with you. “Un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix”.
• 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 and she is going to take a nap now.
• Encourage the children to repeat “Au revoir Myla!”.
• Myla exits with the same melody or gesture.

CHALLENGE:

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

Agenda 1

Allez / Arrête (Go / Stop)

KEYWORDS: allez (go), arrête (stop)

Prepare:

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

Perform:

• With an enthusiastic tone you can say, “Okay class, when I say go you say allez, go (pause and say allez with them), you are going to shake your instruments and make a lot of noise! Go (pause, and say allez with them). But when you hear me say arrête, you are going to stop playing your shakers and not make a sound”.
• When you do the pause is where you leave space for the children to say the keyword, allez, in French. But be sure to always repeat their part with them as well.
• Say allez, and encourage the children to shake their shakers and repeat the word allez.
• Say arrête, and encourage the children to freeze and stop playing their shakers.
• Interchange words and alter your speed when commanding them.

Agenda 2

Lentement / Vite (Slowly / Fast)

KEYWORDS: lentement (slowly), vite (fast)

Prepare:

• Instruct the class to stand up.
• Explain you have two magic words to teach everyone.
• Teach the first magic word, lentement, by slowing down your voice in a lethargic tone and instruct the class to practice saying the word with you.
• Explain when you say lentement they will move very slowly.
• Teach the second magic word, vite, by using a fun melody to make the word sound quick and bouncy.
• Explain when you say vite they will jump and move their bodies very quickly.
• 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.
• Even when you are calling out lentement 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 vite so fast 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.