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

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 a tiger
Pupil: I see a tiger
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 cards face down in the middle of the circle.
First choose one child to turn over a card, e.g. tiger, say the word and the sound that it starts with.
Then the child (and the wider group) can try to think of a noun or adjective beginning with the same sound to create alliteration e.g. Tony tiger, terrible tiger.
Then the card can be placed in a hoop.

A jungle animal soft toy should then be passed around the circle to the beat as the rhyme is chanted (children repeating each line after the teacher), with the animal from the card (e.g. tiger) inserted into the rhyme. Whoever has the soft toy at the end of the rhyme gets to turn over the next animal card and the game is repeated.

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

Jungle animal picture cards

Hoop

Rumble in the Jungle book (optional)

A Little Frog In A Pond Am I
A little frog in a pond am I
Hippety, hippety hop
And I can jump in the air so high
Hippety, hippety hop

Children make a circle holding a large piece of lycra material. Place a frog puppet/soft toy on the lycra and in the first part of the song move the lycra from side to side with the steady beat. When you get to hippety hippety hop move the lycra up and down to make the frog jump.

Experiment with tempo by singing the song to a faster or slower beat.

Additional game
Play a musical statues game by singing ‘hippety hoppety’ over and over as above but extending as you wish.
The children can hop, march, stomp etc. to the beat until they hear the word HOP at which point the children should freeze.

Keep the beat with actions

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

Sing with some understanding of pitch (higher and lower)

Sing/chant at a faster or slower tempo

See-Saw, See-Saw
See-saw, up and down
Which is the way to (Glasgow) town
One foot up and one down
That is the way to (Glasgow) town

Stand in a circle holding hands. One child stands in the middle and moves their arms up and down like a see-saw (one up, one down) to the beat as everyone sings the first two lines.
During the last two lines, the child in the middle chooses someone to join them as another see-saw. Repeat until the whole class become see-saws.

Alternative:
When a child in the middle chooses a partner, they can become a joint see-saw by holding hands and taking turns to squat in a see saw motion.

Keep the beat with actions

Play the beat

Sing with some understanding of pitch (higher and lower)

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