Welcome song: Hello everyone
Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

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)

Voices
Teacher: Have you got your… speaking/singing/thinking/loud/quiet/high/low/whispering voice?

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

Sammy the snake
Sammy the snake,
The slithery snake was searching for his tea.
Sammy the snake,
The slithery snake “You won’t catch me”!

Teach the rhyme using call and response – children echo the teacher one line at a time.
Sitting in a circle the children chant the rhyme while one child, chosen to be the ‘snake’, walks round the circle.
If you have a soft toy snake, this can be held by the child.

At the end of the rhyme the child taps someone who then chases them round the circle to their safe place in the centre of the circle (they could hide under a blanket or piece of lycra material when they reach the middle of the circle) – the child who was the chaser becomes the new snake.

Keep the beat with actions

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

Experiment with the voice and create different sounds

Lycra/blanket (optional)

Snake soft toy (optional)

Walking Through the Jungle
Teacher: Walking in the jungle
Pupils: Walking in the jungle
Teacher: What do you see?
Pupil: What do you see?
Teacher: I see an “el-e-phant” (clap syllables)
Pupil: I see an “el-e-phant” (clap syllables)
Teacher: Chasing after me
Pupil: Chasing after me

The rhyming book ‘Rumble in the Jungle’ by Giles Andreae could be read to the children to provide a context for this activity.

Standing in a circle with jungle animal flashcards or props in the middle of the circle.
One child should choose an animal, e.g. elephant, everyone should say the word, clap and count the syllables.

Then the children should march to the beat and, using a speaking voice, repeat each line of the rhyme after the teacher (call and response).
When the teacher chants “I see an…” they should clap the syllables of the animal word and then the children copy. For example:

Teacher: I see an el-e-phant (3 claps)
Class: I see an el-e-phant (3 claps)

Children should take turns to choose a different jungle animal from the middle of the circle each time and the animal word substituted in the rhyme.

This rhyme can be adapted to suit other contexts with different animals e.g. Swimming in the Ocean, Marching in the Forest

Keep the beat with actions

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

Tap back a simple rhythm

Jungle animal picture cards/props

Rumble in the Jungle book (optional)

On a log
On a log Mr Frog
Sang his song the whole day long
GLUMPF – GLUMPF – GLUMPF – GLUMPF

In the lake, mister snake
Sang his song until daybreak.
Ssss sssss sssss sssss

In a tree, mister bee
Buzzed his song for you and me.
Buzz buzz buzz buzz

On a boat, mister goat
Sang his song to keep afloat
Aaa aaa aaa aaa

Sitting in a circle, the children sing the song, keeping a beat on their knees.
At the end of each verse a small group of children play the sounds (e.g. glumf glumf glumf glumf) to the beat on an instrument.
Each verse can be a different group of children.

Two or more children could also be chosen to do four frog jumps to the beat into the middle of the circle and then four jumps back again at the end of each verse.

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

Experiment with the voice and create different sounds

Play the beat

Experiment with sounds of different percussion instruments (shake/tap/ting/boom)

Instruments to represent frog, snake, goat, bee, etc. E.g. shaker, drum, guiros.

Go Bananas
Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!

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