Sing the song, keeping a steady beat with the actions:

Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Children: Yes I’ve got my… speaking/singing/thinking/loud/quiet/high/low whispering voice

This vocal warm-up should be delivered as call and response – children listen and then respond by copying the way the teacher has used their voice.
Repeat for high voice, low voice, whispering voice and finish on with singing voice each time.
Children can suggest other fun ways to use their voice e.g. a robot voice.

Differentiate between a speaking and singing voice

Experiment with the voice and create different sounds

Voice flashcards

Children walk round in a circle keeping a beat with their feet and repeating each line of the rhyme after the teacher.
The teacher could keep a beat with claves for support.

In the middle of the circle there are animal/object flashcards with pictures starting with different sounds.
At the end of the song, ask a child to find a card picturing an animal/object that starts with the given sound. E.g. ‘d’ – dog.
Each correct answer could be placed in a hat or hoop.

Alternative: Pairs of alliteration cards could be placed in the middle and then children have to identify 2 words starting with the same initial sound e.g. dog and dolphin.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Sing with some understanding of pitch (higher and lower)

Picture cards

Hat or hoop

Children stand in a circle holding the piece of lycra material. This acts as the frying pan.

Using a bean bag as a pancake, place it onto the “pan” on the rest (silent beat) at the end of the first line.
At the end of the second line toss the pancake into the air on the rest.

Five Crispy Pancakes (Chant)
One crispy pancake, in a frying pan.
Flip it, toss it, catch it if you can.

Two crispy pancakes in a frying pan
Flip them, toss them, catch them if you can

Three crispy pancakes…
Four crispy pancakes…
Five crispy pancakes…

Tell the children that the pancake isn’t crispy enough and say the rhyme whilst moving the lycra up and
down to a slow steady beat.
On the words “flip” and “toss”, flip the pancake into the air and catch it again on the lycra.
Add a pancake (beanbag) each time up to five pancakes.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Differentiate between a speaking and singing voice

Lycra/parachute
Beanbags

Everyone sings the song whilst keeping a steady beat on their knees.
At the end of the song, the teacher taps the drum (up to 8 times) and the children have to count how many drumbeats were played.
The children should then count out loud together as they tap the same number of drumbeats on their knees.

When the children have practised this a few times, they can take turns to play the beats on the drum at the end of the song.
Always encourage the child to keep the steady beat when they are tapping the drum.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Play the beat

Drum/beater

Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat.
Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end.
Perform the song all the way through along to the recorded track if you can.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Backing track

Repeat with same actions used for ‘Hello Everyone’.