by Jeri Crosby ©
 

   

 
Singing Game
Have students form two concentric circles (one inside the other with 2/5 of the class as the inner ring,
and 3/5 as the outer). Model the song for students and ask them to listen carefully. Then ask them some
questions about the song and sing the answers. (For example, "What three things does the turkey need to
trot through?") Check student understanding of the meanings of "trot" and "dawdle."

Next, have children listen to and immediately echo each phrase you sing to them. Then combine two
phrases, and finally, sing the entire piece. Invite students to hold hands with their neighbors, sing, and
step to the beat, with the inner circle moving clockwise while the outer circle moves counter-clockwise.
Repeat singing and stepping, and this time, raise and lower held-hands in this pattern: first phrase - low,
second phrase - high above heads, third phrase - low, and fourth phrase - high. (This will create open-
ings for the farmer and turkey to move through.)

Select one student to be the 'farmer' and another to be the 'bird.' The bird/turkey will stand in the center
of the inside ring, and the farmer will stand outside the outer ring. When singing begins, the farmer will
move in after the turkey, while the turkey avoids the farmer and works to get 'free' (outside both circles
without getting tagged by the farmer). If the farmer tags the turkey, s/he becomes the new turkey, and
the former turkey selects a new farmer and takes his/her place in the circle. If the farmer doesn't tag the
turkey, both players will quickly select their replacements and take their places in the circle(s).

Concepts and Skills

(1) Have students sing the song, omitting the word/note on the fourth beat of each measure. Help them
discover/identify the s-s l-l s-m melody pattern which occurs on the first three beats of each measure.
Have students sing and sign the pattern four times, resting or clapping on the fourth beat, as you quickly
write it on the board (as if taking dictation). Put a question mark for each fourth beat. Guide students in
discovering and comparing the phrase endings (so, re, do). (2) Explore/identify the rhythms of “trot” /
“gobble.” Create a one-measure rhythm ostinato using these words, and accompany the song with it.

 
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 Jeri’s blog: http://www.mymusicalmagic.blogspot.com Web store: http://www.teacherspayteachers.com/Store/Musical‐Magic