Chapters 7 and 8 Matthew Hulse Chapter Seven: Where We Live After learning about themselves children next have

e the task of learning about their environment, their neighborhood, city, town, the helpers who make life workable, machines that help, and transportation Oats, Peas, Beans, and Barley Grow !ats, peas, beans, and barley grow, !ats, peas, beans, and barley grow "or you, nor #, nor anyone knows, How oats, peas, beans, and barley grow Change the words to include many kinds of fruit and vegetables as possible $ome examples are lettuce, corn, peppers, potatoes, s%uash, celery, carrots, onions, and spinach &o add movement to this song have everyone skip around in a circle for the verses Another action for this song would for the children to act out the planting of the oats, peas, beans, and barley Ding, Ding, Ding, Ding 'ing ding ding ding someone is ringing the door bell 'ing ding ding ding someone is ringing the bell 'ing ding ding ding see who is ringing the door bell 'ing ding ding ding see who is ringing the bell Choose one student to be the sound effects person and stand to one side and play a triangle every time the word ding is sung Choose another student to be the person who rings the bell and another one who opens the door to see who is ringing &hese students can have a little conversation saying hello or what do you want &o practice social skills have the person who is ringing be a friend &he friend could be invited in and asked to sit down and be made welcome

$et out two tone bells or use a xylophone with (ust two notes left on C and ) Have one play these notes on the ball all through the song

The Truck *ook at the truck, its going to town )oing to town, going to town *ook at the truck, its going to town $o early in the morning + &he truck is filled with carrots and corn , &he truck is filled with bottles of pop - &he truck is filled with turnips and peas . &he truck is filled with the bottles of milk / &he truck is filled with gravel and sand Have the children suggest other items that might be in the truck &he ideas will keep out of children &he tune of Mulberry 0ush will already be familiar to the children #f it is not practice the song ahead of time &his will make the learning of the song much easier #f there are no instruments available have the children clap the beat to the song as they sing it &he beat could also be played on a drum or claves if those instruments are available 0oys are notorious for loving trucks so they will instantly get into the song

Chapter 8: Holidays and Special Days Children of all ages look forward to the special days of the year with great glee $ome of the holidays that have many songs written about them are1 &hanksgiving, Halloween, Christmas, )roundhog 'ay, 2alentine3s 'ay, $t 4atrick3s 'ay, and 5aster Colors1 Have a day or a week built around a certain color pertaining to the holiday &o get children involved have them wear something or bring ob(ects from home that have that certain color

Create word phrases from the words typically associated with each special day Another great idea is to incorporate body percussion and instruments !ne extremely important idea is to reali6e that students in schools come from many different backgrounds and as a result celebrate a wide variety of holidays in your classroom $ome of these cultural holidays include1 Chinese "ew 7ear, 8apanese )irls3 'ay, 8apanese 0oys3 'ay, 'iwali, and Hanukah

Chanukah1 &his is the 8ewish festival of lights and is celebrated in 'ecember &here are 8 nights of Chanukah and on each night candles are lit with each day adding one candle &he candles are in a candlestick called a Menorah Chanukah is Here at Last 'reydel spin spin so fast Chanukah is here at last 'reydel spin spin so fast Chanukah is here at last Clap the rhythm pattern of the words and play it on a drum or tambourine 9se this rhythm pattern as an introduction and ending to the song Have students link their arms with someone next to them and turn in a circle one time, then stand still and clap the rhythm pattern "ext repeat the turn and clap for the second part of the song, going in the opposite direction if possible 9se a tambourine as a possible instrument for this song

4laying a *istening )ame Children sit on the floor in scatter formation, hiding their eyes !ne person stands holding a set of (ingle bells very carefully so that they do not sound "ext the words :$anta is trying to find his reindeer so they can pull his sleigh Can you help him; <hen you hear the sound of the bells, keep your eyes closed and point to where the sound is coming from = 'uring the song the child with the bells moves silently around the room, pausing occasionally to shake them a bit <hen this is happening the children will point to where they believe the sound is coming from *et each child have a chance to be the lost reindeer so as to give each child a fair opportunity

Groundhog: )roundhog )roundhog come on out and play #t3s a beautiful beautiful >ebruary day, the sun is shining and the sky is blue, <ont you come on out; # want to play with you Have one person be the groundhog At the end of the song have the child who is playing the groundhog play with the other children in the group !r you could have the groundhog go away so it looks like he isn3t casting a shadow Theres A Little Bunny &here3s a little bunny, $itting on a hill, <ith his 5ars standing up he sits very still, <ill he come to your house, <ill he come to mine; Hop over bunny at 5aster time Have the children imitate bunnies sitting %uietly on a hill Make bunny ears with the hands while sitting very still 4oint to everyone on your house 4oint to self on my house Clap the rhythm pattern of the last line or hop away like bunny rabbits