Chick a Chick a Boom Boom ™
Teacher Materials
CHICKA CHICKA BOOM BOOM™ TABLE OF CONTENTS
PROGRAM OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 UNIT 1: MY ABC’S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Activity 1 – Alphabet Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Activity 2 – Letter Pie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Activity 3 – Missing in Action!. . . . . . . . . . . . . . . . . . . . . . . . 14 Activity 4 – Letter Heads . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Activity 5 – My Alphabet Book . . . . . . . . . . . . . . . . . . . . . . . 18
UNIT 2: MUSIC, MATH, AND SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Activity 1 – Do You Hear What I Hear? . . . . . . . . . . . . . . . . . 24 Activity 2 – Homemade Instruments . . . . . . . . . . . . . . . . . . . 27 Activity 3 – Musical Patterns . . . . . . . . . . . . . . . . . . . . . . . . 31
UNIT 3: AROUND THE WORLD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Activity 1 – 101 Uses for a Coconut Tree. . . . . . . . . . . . . . . . 36 Activity 2 – Where Are the Coconut Trees? . . . . . . . . . . . . . . 38 Activity 3 – Composer Sticks. . . . . . . . . . . . . . . . . . . . . . . . . 40
UNIT 4: ART AND DRAMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Activity 1 – Letter Puppets . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Activity 2 – Coconut Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Activity 3 – Letter Plaque . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Chicka Chicka Boom Boom © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
1
AUTHOR DEBORAH SHEPHERD HAYES
DESIGN AND LAYOUT KELLY YEARY
EDITOR JOE SKELLEY
PRODUCER ERIN NAKASONE
Reproduction of these pages by the classroom teacher for use in the classroom is permissible. The reproduction of any part of this book for an entire school or school system or for commercial use is strictly prohibited. Chicka Chicka Boom Boom
2
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CHICKA CHICKA BOOM BOOM™ ACTIVITY COMPONENTS Sing-Along – Listen and sing along
LEVELS
to the Chicka song. Bang and Clang – Beat and shake
For ages 3–6
to the beat of the Chicka song. Jump and Jingle – Record your own jingle or listen to one of the kids sing a jingle for each letter of the alphabet. Read-Along – Hear Ray Charles read Chicka Chicka Boom
FEATURES • •
On-screen digitized video of the
Boom aloud. Explore S’more – Explore the
Multimedia Players
alphabet by clicking a letter
Original lyrics from the book plus
and hearing either a simple or
new sing-along songs and silly
an alliterative sentence.
sentences from book co-author
Letter Line-up – Place the letters
•
Six modes of play
from A to Z or put the letters
•
Music plays on a portable or
back in random order.
home audio CD player
CURRICULUM SKILLS •
Letter recognition
•
Letter sequencing
•
Letter writing
•
Alphabet mastery
•
Properties of sound (science)
•
Reading
Chicka Chicka Boom Boom Program Overview © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
3
INTRODUCTION
Welcome to the wonderful world of Chicka
symbol relationships. And students can make
Chicka Boom Boom, where excitable and ram-
homemade musical instruments too!
bunctious alphabet letters play and compete to see who can reach the top of the coconut tree first. Inspired by the best-selling children’s book, this multimedia version incorporates music, video and animation to bring the classic children’s book to life. This Teacher’s Guide features four distinct learning units. Each unit offers detailed cross-curricular lessons which supplement the CD-ROM as well as your existing language arts program. My ABC’s explores the alphabet in more depth, focusing on letter recognition, letter sequencing,
Around the World brings the world to your classroom, where students understand what it means to compose music and learn from the world’s greatest composers. The coconut tree is also studied as a tree with many productive uses. Art and Drama offers your students a chance to explore and nurture their creative side in conjunction with alphabet-related content. The bibliography at the end of the Teacher’s Guide offers several references for alphabet books as well as age-appropriate books about music.
and the sight/sound relationship of alphabet
Watch your students build confidence as they
letters.
effortlessly learn the alphabet through rhyme,
Music, Math, and Science offers discovery-based learning activities with the properties of sound. Math and music come together with patterns and
animation, music, and play-along learning. Enjoy the fun, excitement, and adventure of Chicka
Chicka Boom Boom!
Chicka Chicka Boom Boom Introduction
4
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UNIT 1 –
MY ABC’S Unit 1 – My ABC’s focuses on letter recognition, the letter sound or symbol relationship, sequencing and predictability of letters, rhyme, and prereading skills. The activities in Unit 1 encourage students to master the alphabet as well as reinforce prior knowledge and understanding of letters.
LEARNING OBJECTIVES •
To be able to recognize both upper- and lowercase letters.
•
To understand that the alphabet is predictable and sequential.
•
To understand that each letter has a different sound and shape.
•
To practice and further develop listening skills.
•
To recognize letters in words and understand that they work together to produce unique sounds and meanings.
UNIT 1 ACTIVITIES Activity 1: Alphabet Bingo – Letter recognition Activity 2: Letter Pie – Letter recognition, letter sequencing Activity 3: Missing in Action! – Letter sequencing Activity 4: Letter Heads – Letter predictability, sight and sound relationship Activity 5: My Alphabet Book – Letter writing, letter recognition, letter sequencing
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UNIT 1 – MY ABC’S
ACTIVITY 1
ACTIVITY 1: ALPHABET BINGO Summary The traditional bingo game using alphabet letters for markers and cards
Materials •
Copies of Alphabet Bingo activity sheets
•
Cardstock paper (different colors optional)
•
Small envelopes
•
Scissors
Copy the ALPHABET BINGO activity sheets, pgs. 7–10, onto cardstock for durability. For very young children, you may want to enlarge the bingo letters and cards with the copy machine. An older child or adult could cut out the letters for children who are not able. Have students use envelopes to keep track of their letter chips. Students can color and design their own envelopes. When a letter is called, students place their letter tile on top of the corresponding letter on their game card. The palm tree in the middle square is the “Free” square. The first person to fill an entire row with letter tiles calls, “Bingo!” As a variation, students can create their own bingo playing cards on the blank grids provided. Fun bingo prizes could be coconut-flavored candy or letter stickers.
Chicka Chicka Boom Boom Teacher’s Instructions
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UNIT 1 – MY ABC’S
ACTIVITY 1
ALPHABET BINGO Cut out the alphabet letters for the Alphabet Bingo game. Put all of your letters in an envelope so they won’t get lost.
A I Q Y G O W
B J R Z H P X
C K S A I Q Y
D L T B J R Z
E M U C K S 1
F G N O V W D E L M T U 11
H P X F N V 1
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UNIT 1 – MY ABC’S
ACTIVITY 1
ALPHABET BINGO
L Z M S G
B V C X A
T N 1 U H
D O E Y J
W K I F P
F S B Z Y
J A X N C
V I 1 S O
D R P V H
G K W Q L
Chicka Chicka Boom Boom Activity Sheet
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UNIT 1 – MY ABC’S
ACTIVITY 1
ALPHABET BINGO
T G M H Y
B Z WQ E 1 A U R F
J D P V L
N K I S O
K C Y L M
X G N T Z
D J R V H
S A Q W B
F I 1 U E
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UNIT 1 – MY ABC’S
ACTIVITY 1
ALPHABET BINGO
1
1
Chicka Chicka Boom Boom Activity Sheet
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UNIT 1 – MY ABC’S
ACTIVITY 2
ACTIVITY 2: LETTER PIE Summary A hands-on manipulative for identifying letters
Materials •
Copies of Letter Pie activity sheets
•
White cardstock paper
•
Crayons, colored pencils, or fine-tip pens
•
Scissors
•
Brad fasteners
Reproduce the LETTER PIE activity sheets, pgs 12–13, on white cardstock paper. It is helpful if students color and decorate the circles before they are cut. Attach the circles with a brad. Another option is to reproduce the circles, then glue them to paper plates for a more durable letter pie. The teacher (or a student “caller”) calls out a letter, then students rotate their pies until that letter shows in the space. Students hold up their pies to show they have found the letter. As an extension, players can then find something in the room (or on their person) that begins with that letter and point to it.
Chicka Chicka Boom Boom Teacher’s Instructions © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
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UNIT 1 – MY ABC’S
ACTIVITY 2
LETTER PIE Trace over or color the letters in Circle A. You may want to use a crayon, marking pen, or colored pencil. Then cut out Circle A.
CIRCLE A Chicka Chicka Boom Boom Activity Sheet
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UNIT 1 – MY ABC’S
ACTIVITY 2
LETTER PIE Write your name on Circle B. Color the entire circle. Cut out the circle and Space 1. Hold Circles A and B together with Circle B on top. Insert a paper fastener through the center holes. Turn the Letter Pie around and look at each of the letters through the open space.
CIRCLE B Chicka Chicka Boom Boom Activity Sheet © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
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UNIT 1 – MY ABC’S
ACTIVITY 3
ACTIVITY 3: MISSING IN ACTION! Summary A fill-in-the-blanks alphabet exercise
Materials •
Copies of Missing in Action! activity sheet
•
Pencils
Distribute copies of the MISSING IN ACTION! activity sheet, pg. 15. Remind children that the alphabet has a predictable order for letters. Tell them that this activity will challenge them to find the missing letters and put them in the correct order in the letter strings. Missing in Action! is best used in conjunction with the “Letter Line-up” game of the software program. Answer Key for Missing in Action! 1. E
5. N, P
2. Y
6. Q
3. K
7. D, I, J
4. R, T
8. C, F
Chicka Chicka Boom Boom Teacher’s Instructions
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UNIT 1 – MY ABC’S MISSING IN ACTION!
ACTIVITY 3 NAME ____________________________
Write in the missing letter for each letter string.
1. A B C D ___ F G 2. U V W X ___ Z 3. H I J ___ L M 4. Q __ S ___ U V 5. L M ___ O ___ Q 6. N O P ___ R S T 7. ___ E F G H ___ ___ K 8. A B ___ D E ___ G
Chicka Chicka Boom Boom Activity Sheet © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
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UNIT 1 – MY ABC’S
ACTIVITY 4
ACTIVITY 4 – LETTER HEADS Summary Students create headbands with the alphabet letters and play a game.
Materials •
Assorted colors of construction paper strips (11⁄2 inches wide X 22 inches long)
•
1–2 copies of Letter Heads activity sheet (depending on the number of students in your class) copied onto cardstock paper
Use the construction paper strips to make a headband for each student. Depending on the size of each child’s head, you may need to cut off a bit of the headband before stapling together the ends. Copy the LETTER HEADS activity sheet, pg. 17, onto cardstock paper. Cut out the letter squares. Give each student a letter to color. Glue the letters to the center of each child’s headband. Have students put on their headbands, then form the students into a large circle. Play the Chicka Chicka Boom Boom music (either from the computer or an audio CD player). As each letter is called in the song, the student wearing that particular letter jumps into the middle of the circle, pretending to climb a coconut tree. At the end of the song, when the letters all tumble from the tree, students all come tumbling down to the floor. The game can also be played with students calling their letters as they jump into the circle, then pointing to something that begins with their letter. At the end of each game, challenge the students to line themselves up in alphabetical order wearing their letter headbands.
Chicka Chicka Boom Boom Teacher’s Instructions
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UNIT 1 – MY ABC’S
ACTIVITY 4
LETTER HEADS
A G M S Y E K Q W
B H N T Z F L R X
C I O U A G M S Y
D J P V B H N T Z
E K Q W C I O U
F L R X D J P V
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UNIT 1 – MY ABC’S
ACTIVITY 5
ACTIVITY 5 – MY ALPHABET BOOK Summary Miniature individualized alphabet books for each student
Materials •
Enough copies of My Alphabet Book activity sheets for each student to have a complete set
•
Stapler
•
Crayons
Tell students that they will be making their own alphabet books and have a chance to practice writing the letters. Distribute copies of the MY ALPHABET BOOK activity sheets, pgs. 19–21. The age and ability level of your students will determine how the booklets are put together. For very young students, it is advisable to have the books already cut, arranged and stapled. Older students may cut their own pages and put them in order. Students will then write the corresponding upper- and lowercase letters in the spaces provided in the booklet. They can also color and decorate the pages. When students are finished, encourage them to read their booklets aloud to each other.
Chicka Chicka Boom Boom Teacher’s Instructions
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UNIT 1 – MY ABC’S
ACTIVITY 5
MY ALPHABET BOOK
My Alphabet Book by:______________________________ A
Z
H
K
B
Y
D
G
W
J
Aa
Bb
Cc
Dd
________
________
________
________
Ee
Ff
Gg
Hh
________
________
________
________
Chicka Chicka Boom Boom Activity Sheet © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
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UNIT 1 – MY ABC’S
ACTIVITY 5
MY ALPHABET BOOK
Ii
Jj
Kk
Ll
________
________
________
________
Mm
Nn
Oo
Pp
________
________
________
________
Qq
Rr
Ss
Tt
________
________
________
________
Chicka Chicka Boom Boom Activity Sheet
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UNIT 1 – MY ABC’S
ACTIVITY 5
MY ALPHABET BOOK
Uu
Vv
Ww
________
________
________
Xx
Yy
Zz
________
________
________
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Chicka Chicka Boom Boom
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UNIT 2 –
MUSIC, MATH, AND SCIENCE Unit 2 – Music, Math, and Science focuses on cross-curricular connections. Students gain appreciation for musical instruments by creating their own sound-generating tools. One of the N.C.T.M. (National Council of Teachers of Mathematics) standards involves “Patterns and Relationships.” By its very nature, music is full of both. And physical science comes into play when learning about the properties of sound. The activities in Unit 2 are designed to invite students to explore the many areas of life that music touches.
LEARNING OBJECTIVES •
To understand that sound is a force that is able to move in many directions, and move other objects as well.
•
To understand that musical instruments are objects made of many different parts.
•
To appreciate and understand that different musical instruments create unique sounds.
•
To identify and extend regularities in a set of patterns.
•
To represent patterns in different forms.
UNIT 2 ACTIVITIES Activity 1: Do You Hear What I Hear? – Physical Science/Properties of sound Activity 2: Homemade Instruments – Music/Instrument design and sound creation Activity 3: Musical Patterns – Math/Patterns and relationships
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UNIT 2 – MUSIC, MATH, AND SCIENCE
ACTIVITY 1
ACTIVITY 1 – DO YOU HEAR WHAT I HEAR?
back of the pan. Invite many students to bang
Summary
grains moving with each sound of the wooden
Exploring the different properties of sound
spoon. Sound waves from the pan cause the plas-
through a variety of hands-on explorations
tic to vibrate and the rice to move. Place the rice
the spoon on the saucepan. Observe the rice
in a variety of locations across the plastic top and Create the following sound experiences for your
observe how far and in what direction the rice
students. On copies of the DO YOU HEAR WHAT I
will travel. If your ears can stand it, have a stu-
HEAR? activity sheet, pg. 26, students can respond
dent bang the pot long enough for some of the
to their experience with the sound experiments. It
rice to fall off the plastic! Try this activity with
is often beneficial for students to observe you set-
beans too.
ting the experiment up, and to help when appropriate.
Part II. Sound Bouncing Materials
Part I. Sound Waves
•
Several textbooks
Materials
•
Two paper-towel tubes
•
Medium-sized plastic bowl
•
Minute timer
•
Sheet of plastic wrap (large enough to cover
•
Large paper plate
the top of the bowl) •
Wide rubber band
•
Tape
•
Handful of uncooked rice and beans
•
Saucepan
•
Wooden spoon
This activity illustrates that sound (a sound
This activity illustrates how sound waves bounce
wave) is an invisible force that can cause objects
off objects and can travel in many directions.
to vibrate. Wrap a piece of plastic over the top of
Make two stacks of books equally high (about
a plastic bowl. Use a wide rubber band to secure
three textbooks high). Place a paper-towel tube
the plastic in place. Tape the plas-
on top of each stack. Position the stacks and
tic along the sides of the bowl for
tubes so that they form a V shape. Place a
additional security. Place the bowl
minute timer with a loud ticking sound at the end
on a table, then sprinkle some
of one tube. Ask a child to listen at the end of the
grains of uncooked rice on the
other tube for the ticking sound. No sound will be
plastic top. Ask a student to
heard through the tube. Next, place a large paper
hold a saucepan close to
plate at the base of the V shape and try the pro-
the top of the bowl. Then
cedure again. The student should be able to hear
bang a wooden spoon on the Chicka Chicka Boom Boom Teacher’s Instructions
24
© Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
the ticking sound, because the sound waves bounce off the plate into the other tube.
Part III. Hello! Hello! Materials •
Two styrofoam cups
•
Kite string
This activity illustrates how sound can travel over different materials. Create a “cup phone” by using two plastic cups and about 30 feet of kite string. Poke a small hole in the bottom of each cup. Thread one end of the string into the hole of one cup and tie a large knot at the end so the string cannot be pulled through. Thread the other end of the string through the second cup and tie a large knot there. Have two students each hold a cup and stand far enough apart that the string is taut. One student holds the cup to his or her mouth and speaks a message while the other student holds the cup to his or her ear and listens.
Chicka Chicka Boom Boom Teacher’s Instructions © Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
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UNIT 2 – MUSIC, MATH, AND SCIENCE DO YOU HEAR WHAT I HEAR?
ACTIVITY 1
NAME ____________________________
Let’s have some fun experimenting with sound! Draw some pictures of what you learned about sound.
1. Sound Waves
2. Sound Bouncing
3. Hello! Hello!
Chicka Chicka Boom Boom Activity Sheet
26
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UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 2 – HOMEMADE INSTRUMENTS
ACTIVITY 2 •
Scissors
•
Drumming tool (wooden spoon, thick ruler,
Summary
etc.) optional
Children create their own instruments and explore the different types of sounds that can be
Directions:
created.
1. Cut the contact paper to a size that will completely wrap around the container.
Depending on the age and ability level of your
2. Have students decorate the contact paper.
students, you (or another adult) may need to
3. Peel the contact paper and affix it to the
help kids construct their instruments. Begin with each student making one instrument. When cre-
can or container. 4. Put a lid on the can. (If you are making your
ating an “orchestra,” students can share and
own lid with tape, create the lid
exchange their instruments with others to experi-
first, then attach the contact
ence different sounds. Group the students into
paper.
mini-orchestras of six musicians each. Let them
5. Use a wooden spoon or thick
choose a familiar song (“Row, Row, Row Your
wooden ruler for drumming (or
Boat,” “London Bridge,” “The Itsy Bitsy Spider,”
just use your hands!).
etc.) and “play” their instruments along with the recording for a concert. Save the instruments use
Violin
in the next lesson of the “Music, Math, and
Materials
Science” unit. Distribute copies of the HOMEMADE
•
Empty tissue box (rectangular shape)
INSTRUMENTS activity sheet, pg. 30.
•
Five wide rubber bands
•
Assortment of rubber bands of different widths
•
Unsharpened pencil
Follow these instructions to make some fun, sonorous instruments with your students! After each child has an instrument, form a parade, create an orchestra, and hold solo performances by your budding musicians.
Drum
Directions:
Materials
1. Wrap four rubber bands around the tissue
•
Large empty can or container with plastic lid
box over the opening. Space them about 1⁄2
(e.g., for coffee, raisins, oats); or use an
inch apart.
empty can or container and cover the open-
2. Create a bow by placing one rubber band
ing with masking or packaging tape
around an unsharpened pencil from one end
•
White contact paper
to the other. It is helpful if a straight pin is
•
Crayons and/or markers
inserted into the rubber band and then into the eraser for security. Chicka Chicka Boom Boom Teacher’s Instructions
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27
3. Rub the bow across the violin and observe
•
the sounds.
Scissors (single-edged razor blade knife optional for cutting)
4. For variety, try using rubber bands of differ-
•
Masking tape
ent widths.
Tambourine Materials •
Handful of dry beans or seeds
•
Two disposable pie tins
•
Stapler
•
Tempera paint
Directions:
•
Paintbrush
1. Cut slits on each end of the cereal box that
•
Streamers or ribbon (optional)
are the width of the ruler. 2. Cut a half circle out of one side of the cereal
Directions:
box. Pull back the half circle so that it bends
1. If students will be painting their tambourines,
up, and make three small slits in it.
this should be done first, allowing plenty of
3. Paint the cereal box and allow it to dry.
time to dry.
4. Gently push the ruler through the slits in the
2. Place the dry beans or seeds into one pie tin. (Add a few shoe bells to create a fun sound.)
ends of the box. Position the ruler so that three-fourths of its visible area shows on the
3. Place the other pie
side of the box away from the half-circle flap.
tin upside down on
Secure the ruler by placing tape over the slits.
top of the first pie
You may want to use some touch-up paint
tin.
over the tape.
4. Staple along the
5. Carefully place three thumbtacks into each
rims to join the pie
end of the ruler.
tins together.
6. Cut the fishing line to fit the guitar. Tie three
5. If streamers or ribbons will be used, these can be stapled to the pie tin edges as well.
strings to each respective thumbtack at the base of the guitar. 7. Thread the fishing line through the slits in the
Guitar
half circle. Then tie the ends of fishing line to
Materials
the thumbtacks at the other end of the ruler.
•
A small, rectangular, empty breakfast cerealbox
GUITAR NOTE: If students want to use a pick with
•
Wooden ruler
their guitar, some music stores carry promotional
•
Thumbtacks
guitar picks and offer them at no charge for non-
•
Nylon fishing line
profit causes (such as teaching in an elementary
•
Tempera paint
classroom!).
•
Paintbrush
Chicka Chicka Boom Boom Teacher’s Instructions
28
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Castanets
Directions:
Materials
1. To make large shakers, clean out the two-
•
Two metal bottle caps per set
liter bottle and fill it halfway with whatever
•
Hammer
small “noisemaker” objects you desire.
•
Small nail
•
String
2. Screw the top back on securely and secure it with tape. 3. Decorate the bottle with stickers if desired.
Directions: 1. Use the hammer and small nail to make two small holes in the center of each bottle cap.
4. To make small shakers, fill the film containers in the same fashion. Tape the lids on for security. Decorate as desired.
2. Thread a piece of string through the holes of each bottle cap so that the loop is facing the
SHAKER NOTE: Depending upon the quantity of
top of the cap. Tie off the ends to secure the
filler items put into each container, a variety of
string.
sounds can be created. Use three different film
3. Slip your middle finger and thumb into the
containers and fill them one-quarter, one-half,
loops. By pinching your finger and thumb
and three-quarters full, respectively. The percus-
together, you can make a neat sound!
sionist for your “orchestra” will then have three different sound options.
Shakers Materials •
Empty two-liter bottle
•
Empty plastic 35-mm. film containers with lids
•
Assortment of small “noisemakers” (e.g., pinto beans, seeds, popcorn kernels, shoe bells, pennies, pebbles, macaroni, etc.)
•
Tape
•
Decorational stickers (optional)
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29
UNIT 2 – MUSIC, MATH, AND SCIENCE HOMEMADE INSTRUMENTS
ACTIVITY 2
NAME ____________________________
Draw a picture of yourself playing your new instrument. Write the name of the instrument at the bottom of the page.
My instrument is a ______________________________________.
Chicka Chicka Boom Boom Activity Sheet
30
© Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
UNIT 2 – MUSIC, MATH, AND SCIENCE ACTIVITY 3 – MUSICAL PATTERNS Summary A cut-and-paste activity where students continue and extend patterns
ACTIVITY 3 INSTRUMENT PATTERNS: If you have homemade instruments (or other noisemakers) at your disposal, students can create auditory patterns with the following activity. Begin with a simple “A–B” pattern by first beating a drum (bang) and then shaking a shaker (shake).
Materials •
Copies of Musical Patterns activity sheets
•
Scissors
•
Glue or paste
Distribute copies of the Musical Patterns activity sheets, pgs. 32–33. Tell students that they will be looking at some patterns, then deciding which pictures should go next to complete the pattern. Discuss with students the different musical instruments used for this activity. Demonstrate how to continue a pattern by using actual or homemade instruments. Arrange the instruments in the order suggested on the student activity sheet for visual reinforcement. For example, place a guitar on a table, then a drum, then another guitar, and then ask students what instrument should go next. Place the drum in the proper position. If you don’t have musical instruments handy, use pasta shells, beans, or other small objects to create the same visual effect.
Demonstrate this pattern several times, then encourage students to repeat the pattern: “Bang – shake – bang – shake – bang – shake – bang – shake” When the students have mastered the “A–B” pattern, move to a more challenging “A–A–B–B” pattern. “Bang – bang – shake – shake – bang – bang – shake – shake” Students can create their own patterns and challenge their classmates to identify the patterns and repeat them.
After demonstrating how to continue patterns with the actual instruments, have students use the activity sheets for their pattern practice. Have them cut out the six instrument boxes on page 33, then glue the correct instruments in the appropriate spaces.
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31
UNIT 2 – MUSIC, MATH, AND SCIENCE MUSICAL PATTERNS
ACTIVITY 3
NAME ____________________________
Cut out the musical instruments on the next page. Paste each musical instrument in the correct space to continue the pattern in each row. 1.
2.
3.
4.
Chicka Chicka Boom Boom Activity Sheet
32
© Vivendi Universal Publishing and/or its subsidiaries and/or licensors. All Rights Reserved.
UNIT 2 – MUSIC, MATH, AND SCIENCE
ACTIVITY 3
MUSICAL PATTERNS
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33
Chicka Chicka Boom Boom
34
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
UNIT 3 –
AROUND THE WORLD Unit 3 – Around the World focuses on the coconut tree itself, as well as on famous composers of music from around the world. Students will discover the many wonderful uses for the coconut tree, and get to know some of the world’s most gifted and talented composers of music. The activities in Unit 3 bring the world to your classroom.
LEARNING OBJECTIVES •
To understand what a palm tree is and know there are many kinds of palm trees.
•
To learn about the different uses for a coconut tree.
•
To comprehend what a tropical environment is and be able to locate the tropics on a map.
•
To apply geography skills and identify locations where coconut trees grow.
•
To investigate the music and native lands of famous composers.
•
To appreciate different types of music.
UNIT 3 ACTIVITIES Activity 1: 101 Uses for a Coconut Tree – Life science and social studies Activity 2: Where Are the Coconut Trees? – Geography Activity 3: Composer Sticks – Social studies, geography, and music appreciation
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UNIT 3 – AROUND THE WORLD ACTIVITY 1 – 101 USES FOR A COCONUT TREE Summary A cut-and-paste activity where students learn about many different uses for a coconut tree
Materials • • • •
Copies of 101 Uses for a Coconut Tree Crayons Scissors Glue
Before passing out copies of the 101 USES FOR A COCONUT TREE activity sheet, pg. 37, spend some time with the students talking about and learning about coconut trees. Bring in a whole coconut and pass it around for the children to observe. Cut the coconut in half and save some of the coconut milk for tasting. (Hint: It is helpful to tap a small nail into the shell first to break the surface. There is not much milk inside most coconuts, so students will only get a little taste!) After students taste the raw, natural coconut meat, let them compare the taste to the sweetened coconut used in baking. Bring in books with pictures of palm trees and coconut trees for display, or use an electronic encyclopedia and locate pictures of palm and coconut trees. Your students will be amazed to learn that coconut trees offer much more than round fruit and a place for some pretty rambunctious letters to play! Read on to gather some information about palm trees, specifically the coconut palm tree:
The Palm Tree – What Is It? Among the most useful of all plants, palm trees furnish food, shelter, clothing, fuel, building materials, starch, oils, and a host of other products for people of the tropics as well as the rest of the
ACTIVITY 1 world. There are about 2,780 species of palm trees. They grow in the form of trees, shrubs and vines and are mostly found in tropical or subtropical climates. The largest number of palms are found in tropical America and Asia. Palms are characterized by a tall, unbranched, column-like trunk crowned by a tuft of large leaves. The leaves are firm, pleated, and fanlike. Palm leaves are often covered with hairs, spines and a coat of wax.
The Coconut Palm Tree There are a host of fruit-bearing palm trees. Perhaps the most popular image of a palm tree, however, is the coconut tree with its round, furry brown shells. The coconut fruit seed is actually the edible fleshy and liquid part inside the shell. This “meat” from the inside of the shell is known as copra and is generally eaten raw. When copra is dried, the oil is extracted and used for cooking. Coconut cream and butter are made from the copra and used in many suntan lotions and other skin products. The fiber from the husk of the coconut shell (called coir) is used to make ropes and mats. The hard inner layer is used as a fuel as well as for making cups, bottles and trinkets. The milk found inside the shell is used as a beverage and to cook with. The coconut palm tree truly is a useful plant!
More Fruit, More Uses Other types of fruit-bearing palms include the African oil palm, sugar palm, date palm, palmry palm, and rattan palm. Palm oil is the chief byproduct from the African oil palm. The sugar palm yields a sap from which sugar and wine are made. The date palm tree can produce as much as 550 pounds of fruit a year for over 100 years. Fibers from various parts of the palmyr palm are made into brooms and mats. The long stems of the rattan palm are a major source of the rattan cane used in furniture.
Chicka Chicka Boom Boom Teacher’s Instructions
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© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
UNIT 3 – AROUND THE WORLD 101 USES FOR A COCONUT TREE
ACTIVITY 1 NAME ____________________________
The coconut tree is more than a place for letters to climb! The coconut tree has many uses. Cut out the pictures along the bottom of the page, then match them to the boxes around the coconut tree. Paste the pictures into the correct boxes.
SUNTAN LOTION
SUNTAN LOTION
Chicka Chicka Boom Boom Activity Sheet © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
37
UNIT 3 – AROUND THE WORLD
ACTIVITY 2
ACTIVITY 2 – WHERE ARE THE COCONUT TREES?
activity sheet. Create your own coconut markers
Summary
large wall map, or use a brown overhead projec-
A geography lesson for students about the tropics
tor pen for a transparency). As you call out a
and where coconut trees can be found.
country name, show the students its location on
(use brown circles made from index cards for a
your map. Then have the students find the same
Materials
location on their maps and draw a line from a
•
Copies of Where Are the Coconut Trees?
coconut tree to the correct spot. Tell them that by
activity sheets
drawing a line to that location they are showing
•
Crayons
where coconut trees grow. Use the following
•
Large world map
countries: Brazil
Honduras
This activity is designed to be used as a directed
India
Indonesia
lesson. Using a large world map, point out the
Hawaii, USA
Sudan
tropical areas of the world. You may want to cre-
Madagascar (northern)
ate a transparency from the student activity sheet to use with an overhead projector instead.
When the students finish their maps, they should
Identify the Tropic of Cancer, Equator, and Tropic
observe that all the coconut tree lines go to places
of Capricorn. Explain to the students that the
in between the lines on the map. Point out that
area between these lines has a tropical climate.
this area is the tropics. Review the names of the three lines (Tropic of Cancer, Equator, Tropic of
Distribute copies of the WHERE ARE THE COCONUT
Capricorn) and share information about tropical
TREES? activity sheet, pg. 39. Have the students
climate.
color the coconut trees at the bottom of their
Chicka Chicka Boom Boom
38
Chicka Chicka Boom Boom Teacher’s Instructions © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
NAME ______________________________ WHERE ARE THE COCONUT TREES?
ACTIVITY 2 UNIT 3 – AROUND THE WORLD
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UNIT 3 – AROUND THE WORLD ACTIVITY 3 – COMPOSER STICKS
ACTIVITY 3 Distribute copies of the COMPOSER STICKS activity sheet, pg. 43. Students can color the composers
Summary
before cutting them out. When the students glue
Learn about six famous composers by listening to
the pictures to the tongue depressors, use a
their music and making a stick-like puppet repre-
marker to write down the names of each compos-
senting each composer.
er along the side of the depressor. When the composer sticks are finished, play some music com-
Materials
posed by one of the composers and let the stu-
•
6 tongue depressors per child
dents dance their composer sticks in time to the
•
Copies of Composer Sticks activity sheet
music. Alternatively, encourage “stick plays”
(option: run this page off on cardstock for
where the students can act out a story and create
more durable composer sticks)
their own music.
•
Scissors
•
Glue
Wolfgang Amadeus Mozart (1756–1791): Mozart was born in Salzburg,
Introduce your students to world-famous com-
Austria. At an early age,
posers with this fun and easy-to-do activity. After
Wolfgang showed signs of
playing the Chicka Chicka Boom Boom song, ask
musical genius. When he was 4
the students what they know about making
years old, he learned to play
music. Write the word composer on the chalk-
the violin and started making
board. Explain that a composer is someone who
up his own music. When
writes music. Compare a composer to an author
Mozart’s sister, Nannerl, was 10 and he was 6,
for better understanding. If you have access to
they gave their first concert at the court of
musical recordings of some of the compositions
Munich, Bavaria, followed by a concert for the
created by the six composers studied in this activ-
Empress of Austria. At the age of 6, Wolfgang
ity, share them with the students. Hold up each
performed concerts all throughout Europe. Mozart
composer’s picture as the music is played.
composed his first comic opera, La Finta Semplice
Enlarge the illustrations to create a poster for ref-
(The False Simpleton), at the age of 11. Un-
erence, if you wish.
fortunately, he experienced poor health from the time he was a young boy to his early death at
Before students create their own “composer
the age of 35. Though he lived a short life,
sticks” representing the composers selected, you
Mozart composed many pieces of music, includ-
may want to share some background information
ing 41 symphonies and several quartets and can-
about each composer. Use a globe or map to
tatas. Compositions include Idomeneo, King of
point out where each composer’s country of ori-
Crete; The Rescue from Heaven; The Marriage of
gin is in relation to your community.
Figaro; Women Are Like That; and The Magic Flute.
Chicka Chicka Boom Boom Teacher’s Instructions
40
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
Ludwig van Beethoven (1770–1827): Beethoven was born in Bonn,
short and elegant compositions. For the last ten years of his life, he battled a lung condition, then
Germany. Ludwig showed an
died of tuberculosis at the age of 38.
interest in and talent for music
Compositions include Preludes and Nocturnes
at a very young age. His father
and Requiem.
saw this talent and began teaching him how to play
Peter Ilich Tchaikovsky (1840–1893):
the piano and violin at the
Peter Ilich Tchaikovsky was born
age of 4. His father wanted Beethoven to be a
in Votkinsk, Russia.
musical genius (like Mozart) and placed a great
Tchaikovsky’s mother introduced
deal of pressure on his son, so much so that
him to music at a young age and
whenever Ludwig made a mistake when playing
encouraged him because
music, he would beat him. Most of his greatest
she saw he had great tal-
compositions were created after he moved to
ent. His father, however,
Vienna, Austria at the age of 22. By the time he
wanted him to study law.
was 32, he began losing his hearing, and at 45
Peter became a lawyer for a short
years old Beethoven was almost completely deaf.
time but couldn’t stay away from his true love –
He began leading a life of isolation. He continued
music. He took a position at the Conservatory of
playing and composing music in spite of his dis-
Moscow where his cosmopolitan music was
ability. He heard music in his head, then wrote
admired. A rich widow (whom he never met)
the music on paper. Two years after his last pub-
gave him a salary so he could dedicate himself
lic appearance, he died. Compositions include
entirely to composing music. Tchaikovsky was
Symphony No. 5, Symphony No. 9, Concerto for
the originator of a new style, the symphonic bal-
Piano No. 5, and Fidelio (opera).
let, which was imitated in Russia as well as other countries. He is the most famous Russian musi-
Frederic Chopin (1810–1869): Chopin was born in Warsaw, Poland. He was a well-trained musician by the time he was
cian recognized outside of Russia. Compositions include Swan Lake, Sleeping Beauty, The
Nutcracker Suite, Eugene Onegin (opera), and The Queen of Spades (opera).
19, when he made his piano debut in Vienna. Frederic trav-
Louis “Satchmo” Armstrong (1900–1971):
eled all over Europe, but after
Louis “Satchmo” Armstrong was born in New
he visited Paris, France he
Orleans, Louisi-ana, USA. Louis
stayed there for the rest of
came from a poor family and
his life. Though he left
found himself in trouble at a
Poland forever, he never forgot his homeland, as
young age. By the time he was
reflected in some of the typical Polish dances he
13, he had already been to a
composed. Chopin is called “the poet of music”
reform school for some trou-
because he revealed his most intimate self in his
blemaking. However, it was
music by transposing passionate feelings into
there he began playing the corChicka Chicka Boom Boom
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
41
net, later switching to the trumpet. Music gave
Benny Goodman was born in Chicago, Illinois,
his life new meaning, and he never found trouble
USA. Benny, who came from a
again. At 18, he made his debut in the band of
modest family, began playing
Kid Ory as a substitute, soon making a name for
the clarinet in a synagogue
himself. He played on the Mississippi riverboats,
school at the age of 10. It was
then made his first record with the Creole Jazz
apparent even at this early
Band of King Oliver in Chicago. Armstrong soon
age that Benny had
became representative of all jazz music. He
tremendous talent. The
toured Europe, and after World War II toured the
1930s in America were known as the Jazz Age.
world over as a symbol of jazz. Jazz is an unwrit-
By the time Benny was an adult, jazz music
ten music, interpreted by the player, who thus
evolved from blues to swing, bringing in a unique
becomes the composer. Jazz tradition has it that
and exciting new rhythm. Benny made his first
the musician improvises and then returns to har-
record at the age of 17 with Ben Pollock’s band.
monize with the rest of the band. The trumpet is
For several years, Benny and this band played for
the instrument known as the King of Jazz, and
shows and radio. Creative differences between
Louis Armstrong was known as the King of
Benny and the band leader, however, led Benny
Trumpets. He was also well-known for his unique
to create his own band, bringing together some
vocal style. Compositions to use include any
of the country’s best jazz musicians. Goodman,
recordings of Louis Armstrong and his band Hot
known as the King of Swing, was sent by the
Seven.
government to present American music to the globe on two world tours. Not only a lover of swing music, Benny was also a classical clarinetist and appeared with the New York Philharmonic on several occasions. Compositions to use include any recordings of Benny Goodman and his band.
Benny (Benjamin) Goodman (1909–1986):
Chicka Chicka Boom Boom Teacher’s Instructions
42
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
UNIT 3 – AROUND THE WORLD
ACTIVITY 3
COMPOSER STICKS Cut out the composer squares, then glue them onto the sticks your teacher gives you. Pretend your composers are playing an instrument or composing music!
Mozart
Beethoven
Chopin
Tchaikovsky
Armstrong
Goodman Chicka Chicka Boom Boom Activity Sheet
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
43
Chicka Chicka Boom Boom
44
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
UNIT 4 –
ART AND DRAMA Unit 4 – Art and Drama focuses on arts-and-crafts activities and the opportunity for students to express themselves in a dramatic fashion.
LEARNING OBJECTIVES •
To utilize and cultivate dramatic interpretation skills.
•
To express knowledge of the alphabet in an artistic manner.
•
To follow instructions in a systematic way.
•
To appreciate and value one’s own work and the creative interpretations of others.
UNIT 4 ACTIVITIES Activity 1: Letter Puppets – Drama Activity 2: Coconut Tree – Arts and crafts Activity 3: Letter Plaque – Arts and crafts
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45
UNIT 4 – ART AND DRAMA
ACTIVITY 1
ACTIVITY 1 – LETTER PUPPETS
Students will then take one strip and wrap it
Summary
excess paper from the band after a good fit has
Create finger puppets for the alphabet and host a
been made. With the band of paper still around
puppet show.
the child’s finger, the partner then glues the band
around a finger. A partner (or adult) will cut the
together. The child wearing the band carefully removes it and sets it aside to dry. Repeat the
Materials •
One piece of 8 1⁄2" x 11" construction paper per student
•
process for each team member. Do this until each member has eight or nine bands.
Copies of Letter Puppets activity sheet (preferably copied onto cardstock)
Adding the Letter to the Finger Puppet
•
Scissors
Once the finger bands have dried, the next step is
•
Crayons
to glue on the letters. Distribute copies of the
•
Glue
LETTER PUPPETS activity sheet, pg. 48. Students should color their letters on the activity sheet first
Children love to play with puppets and host pup-
before cutting them out. After the letters have
pet shows. In this activity, your students will cre-
been colored and cut, they should be glued to the
ate miniature puppets for their fingers to use with
bands. One letter should be glued to each band.
the Chicka Chicka Boom Boom story. A little time
Allow time for the letters to dry.
and preparation will be necessary to create the letter finger puppets before the show can begin!
Read Along Once students have created their puppets invite
Making the Base of the Finger Puppet
them to act out the story. Have the student
Divide students into groups of three. Each stu-
groups sit at a table facing each other, with their
dent will make eight or nine finger puppets.
letter puppets positioned on their fingers. Read
Student #1 will make letters A–H, student #2 will
the printed version of Chicka Chicka Boom Boom
make letters I–Q and student #3 will make letters
aloud. When the students hear their letters being
R–Z. If a student wants an entire alphabet set of
read, they can hold up their respective letter pup-
finger puppets, he or she can make the rest of the
pets and pretend the puppets are climbing a
puppets later.
coconut tree. (If kids have made the coconut tree from Activity 2 in this section, they can use this
Students will need to work together to create
as a prop.)
their puppets. Strips 1 inch wide and 3 inches long should be cut from the construction paper.
As a variation instead of reading the book, try
Each child will need eight or nine strips.
selecting the “Read Along” activity in the program for the class.
Chicka Chicka Boom Boom Teacher’s Instructions
46
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
Students can put the letters on their fingers in alphabetical order or mix them up. Watch the excitement as kids try to locate their fingers with the appropriate letters in time with the story! Encourage students to say the alphabet using their letter puppets and to make up puppet shows.
Chicka Chicka Boom Boom Teacher’s Instructions © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
47
UNIT 4 – ART AND DRAMA
ACTIVITY 1
LETTER PUPPETS
Color and cut out your letters.
A G M S Y
B C D E F H I J K L N O P Q R T U V W X Z
Chicka Chicka Boom Boom Activity Sheet
48
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
UNIT 4 – ART AND DRAMA
ACTIVITY 2
ACTIVITY 2 – COCONUT TREE
Paint the paper-towel rolls with brown tempura
Summary
paper to let them dry evenly.
paint. Set them upright on paper towels or news-
Create a miniature coconut tree from a papertowel roll and other materials.
Making the Coconut Leaves and Letters Trace and/or cut out eight coconut leaves from
Materials
green construction paper and set them aside.
•
One paper-towel roll per child
•
Brown tempera paint
Color the letters the letter boxes on the white
•
Green and white construction paper
paper. Use many vibrant colors as in the book
•
Copies of Coconut Tree activity sheets
Chicka Chicka Boom Boom. Then cut out the
•
Glue
boxes and set them aside.
•
Tape
•
Yarn
Attaching the Coconut Leaves
•
Stapler
Before attaching the leaves to the paper-towel rolls, fold each leaf lengthwise along the middle
Students can create
of the leaf. Place some glue on the stem part of
their own coconut tree
the leaf. Attach the stem to the
complete with dancing letters!
inside of the paper-towel roll
Follow the instructions below to
and gently bend the
grow your own coconut tree plantation!
palm portion of the leaf over the top
When making the patterns for the coconut palm
Repeat this
leaves, you may want to try one of these two
process for all of
options. Reproduce page 51 of the COCONUT TREE
the leaves.
activity sheets and cut the patterns out. Trace them onto a manila folder and cut the manila
Attaching Yarn to the Letters
folder shapes out. Use these as more sturdy pat-
Cut eight lengths of yarn approximately three
terns for your students. Or, if you have access to
inches long. Staple one end of a yarn length to
a copy machine, make a copy of the pattern page
the top of a letter box in the middle. Do this for
and run the patterns off onto green construction
the remaining letter boxes.
paper. Do the same for page 52 of the Coconut Tree activity sheets, but run the letter blocks off
Attaching the Letters to the Coconut Tree
onto white construction paper.
Allow the coconut tree and leaves plenty of time to dry before
Making the Base of the Coconut Tree
Chicka Chicka Boom Boom Teacher’s Instructions © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
49
attaching the letter squares. Take a letter box with yarn stapled to it. Hold the other end of the yarn beneath one of the coconut leaves. Carefully staple the letter box to the top of the coconut leaf. Repeat this for each of the letter boxes.
Chicka Chicka Boom Boom Teacher’s Instructions
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© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
UNIT 4 – ART AND DRAMA
ACTIVITY 2
COCONUT TREE
Chicka Chicka Boom Boom Activity Sheet © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
51
UNIT 4 – ART AND DRAMA
ACTIVITY 2
COCONUT TREE
A BC
DEF
GHI
JKL
MNO PQR STU YZ
VWX
Chicka Chicka Boom Boom Activity Sheet
52
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
UNIT 4 – ART AND DRAMA
ACTIVITY 3
ACTIVITY 3 – LETTER PLAQUE
Press enough clay into the bottom of a mar-
Summary
Press a letter (smooth side down) into the clay.
Using plaster of Paris, students create a decora-
Press very firmly to create a definite indentation.
tive plaque of one or more of the alphabet letters.
Then remove the letter and rinse it off.
Materials
Mixing the Plaster of Paris
•
Set of plastic block letters approximately 2
Follow the instructions on the plaster of Paris
inches in height (magnetic letters work well)
package. Pour the mixture into a large bowl.
•
Molding clay
Hint: Mix only enough plaster for a few students
•
Plastic margarine or butter tub for each
at a time; otherwise, the mixture begins to
student
harden.
garine tub so that it sits about 1 inch thick.
•
Plaster of Paris
•
Water
Pouring the Plaster
•
Large bowl and plastic stirrer
Make a mental note of which direction the letter
•
Jumbo-size paper clips
indentation faces. (This will be important when
•
Tempera paint
placing the paper clip hanger!) Pour the plaster of Paris mixture into the margarine tub directly
Students can decorate their
over the clay. Pour enough plaster so that it sits
bedroom wall or make a gift
about 11⁄2 inches thick. Stretch open the paper
for mom, dad, or grandma
clip. Use one end of the paper clip to write the
with this plaster of Paris plaque!
student’s initials in the plastered Paris for identification purposes. Let the plaster set for a few
When students are choosing the letter they will
minutes, then press the stretched jumbo paper
use for their plaque, encourage them to choose a
clip into the mixture to be used for a hanger.
letter with special meaning for them; for exam-
Place it between the middle and top of the bowl.
ple, the first initial of their name or the name of someone special to them (like their mom, dad, or grandparent). If smaller plastic letters are used, students may be able to write out their entire name or create a collage of letters.
Making the Mold
Let It Dry Let the letter molds dry overnight. Encourage students not to disturb the molds while they are drying.
Chicka Chicka Boom Boom Teacher’s Instructions © Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
53
Opening the Mold Pulling the dried plaster of Paris away from the clay mold can be tricky! Before removing the plaque, lightly press around the sides of the margarine bowl. Continue pressing until you begin to feel the material inside the bowl “give.” Then gently pull the sides of the margarine bowl away from the plaster. When you can feel the plaque become loose, carefully pull up the plaque with the paper clip hanger. You may need to use a butter knife to help lift out the plaque.
Painting the Plaque Use different colors of tempera paint to decorate the letter plaques. Give them time to dry, then hang them around the classroom or send them home with the students.
Chicka Chicka Boom Boom Teacher’s Instructions
54
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
BIBLIOGRAPHY BOOKS ABOUT THE ALPHABET
BOOKS ABOUT MUSIC
Anno, Mitsumasa. Anno’s Alphabet: An
Clary, Linday and Larry Harms. Music for Little
Adventure in Imagination. Harper and Row, 1975. Bond, Jean Carey. A Is for Alphabet. Watts, 1969. Bourke, Linda. Handmade ABC: A Manual
Alphabet. Addison, 1981. Calmenson, Stephanie. It Begins with A. Hyperion, 1993. De Brunhoff, Laurent. Babar’s ABC. Random, 1983. Ehlert, Lois. Eating the Alphabet: Fruits and
Vegetables from A to Z. HBJ, 1989. Feelings, Muriel. Jamco Means Hello: Swahili
Alphabet Book. Dial, 1974. Gardner, Beau. Have You Ever Seen?...An ABC
Book. Dodd, 1986. Lalicki, Barbara. If There Were Dreams to Sell. Lothrop, 1984. Lobel, Arnold. On Market Street. Greenwillow, 1977. Mayers, Cassen Florence. ABC: A Museum of Fine
Arts. Abrams, 1986. McMillian, Bruce. The Alphabet Symphony. Greenwillow, 1977.
People. Bradley, 1985. Feierabend, John. Music for Very Little People. Boosey and Hawkes, 1989. Grimm, Jacob. Bremen Town Musicians. North South, 1992. Hart, Avery and Paul Mantell. Kids Make Music! Williamson, 1993. Hausherr, Rosmarie. What Instrument Is This? Scholastic, 1992. Hayes, Ann. Meet the Orchestra. HBJ, 1991. Krementz, Jill. Very Young Musician. Little Simon, 1991. Tames, Richard. Giuseppe Verdi. Watts, 1991. Tames, Richard. Peter Ilyich Tchaikovsky. Watts, 1991. Tames, Richard. Wolfgang Amadeus Mozart. Watts, 1991. Turner, Barrie Carson. I Like Music. Warwick Press, 1989. Van Kampen, Vlasta. Orchestranimals. Scholastic, 1989. Ventura, Piero. Great Composers. G.P. Putnam’s Sons, 1989. Weil, Lisl. The Magic of Music. Holiday, 1989.
Musgrove, Margaret. Ashanti to Zulu. Dial, 1976. Pallotta, Jerry. The Icky Bug Book. Charlies Bridge, 1986. Rice, James. Cajun Alphabet. Pelican, 1991. Sendak, Maurice. Alligators All Around. Harper and Row, 1962. Van Allsburg, Chris. The Z Was Zapped. Houghton, 1987. Yolen, Jane. All in the Woodland Early: An ABC
Book. Putnam, 1983.
Published jointly by Davidson & Associates, Inc. and Simon & Schuster, the publishing operation of Viacom, Inc. © 1995 Simon & Schuster, the publishing operation of Viacom, Inc., and Davidson & Associates, Inc. Based upon the work CHICKA CHICKA BOOM BOOM. Text © 1989 by Bill Martin Jr. and John Archambault. Illustrations © 1989 by Lois Ehlert. Published under license from Simon & Schuster, Inc. Audio recording performed by Ray Charles and produced and directed by Bernice Chardiet, Chardiet Unlimited, Inc. Audio production by Mike Lobel. Portions © 1991 Simon & Schuster, Inc. Chicka Chicka Boom Boom Bibliography
© Vivendi Universal Publishing and/or its subsidiaries and/or its licensors. All Rights Reserved.
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