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Lesson Plan #: AELP-CHL0234

Down By the Bay

An Educator's Reference Desk Lesson Plan

Submitted by: Barbie N. TurnerEmail: tandbturner@aol.comSchools/University/Affiliation: Jacksonville State University, Jacksonville, Alabama

Date: May 26, 2003

Grade Level: Kindergarten, 1, 2

Subject(s):

Language Arts/Literature/Children's LiteratureArts/Music

Duration: 45 minutes

Description: Students love the repetition rhyming of, "Down By the Bay." While they learn the song,they will make simple props and instruments to go along with the lyrics.

Goals: Alabama Course of Study (English Language Arts) :

1st Grade: 6. Comprehend material read, heard, or viewed.2nd Grade: 13. Demonstrate appropriate listening and communicating behaviors.

Objectives:

After reading the book Down By the Bay , students will listen to the song on tape and begin toanticipate and then recite the rhyming words at the end of each line with 90% accuracy (nine outof 10 children get the rhyming words correct and work on memorizing them; or each student getsthe words right nine out of 10 times).

1.

Students will construct simple props and instruments to go with the song and perform it for theirother grade mates.

2.

Materials:

Down By the Bay , by Raffi, Illustrated by Nadine Bernard Westcott, Crown Publishing, March1990tape playerwatermelon jute or string dried beanspaper plates and napkins jingle bellscopies of the song's lyricstongue depressors or paint sticks from hardware storechart paper

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construction papercolors/markerstape

Procedure:

 Motivation: Begin the music lesson by offering watermelon slices to the students. As the students are munching, ask

the students about how they like to eat their watermelons. Give the students time to answer. Somesuggestions are: family outings, grandmother's house, summertime, etc.. Tell them that today they aregoing to listen to a story that mentions where watermelons grow. Inform students that it is a rhymingbook and that they should listen carefully for the rhyming words.

 Activities:

Read the book aloud as the students finish munching on their watermelon slices. Some of the studentsmay already be familiar with this book and know this is a song as well. Remember to read with greatexpression! Ask the students if they heard the rhyming words in the nonsense funny verses. On anotherread through of the story, pause in anticipation for the rhyming words to see if they can supply them.See if students have caught on to the repetitive pattern in the book.

Introduce the song, "Down by the Bay" on tape (or by singing it if you don't have the song on tape). Asthe verses are sung, write down words on chart paper that lend themselves to constructing a prop. Whenthe song is finished on tape, review these words and then play the tape over again pointing out thewords. Encourage students to sing along as they pick up the melody and words. (The teacher can do thiswithout the music as well.)

Divide the students into groups to share supplies and work on the props for each verse (Ex:watermelons, a mother, a home, a bear combing his hair). This can be adapted for very young studentsby having them all make watermelons. Students will tape their construction paper props on to largetongue depressors or paint sticks. Each student will have a part to play in the song, so after all theanimals or things have been assigned, the other students left can either make a jute bell ringer bracelet ora simple tambourine made out of paper plates and dried beans taped together.

Students will rehearse the song a few times until they seem comfortable with it. They can tape a copy of the song on the back of their props if needed. Seat students in order of the verse that corresponds withtheir props. When the word is sung that goes along with the prop, the student stands up and holds upthe prop.

 Lesson Extensions: Students can perform their skit for the other classes in their grade. This would also be ideal for PTOmeeting entertainment to encourage parents to attend.

Assessment: Assess the children by observing the recitation of the song to a 90% accuracy. Observethe students construct simple props and instruments to go along with the performance of the song.

Useful Internet Resource:

* Alabama Department of Education - Classroom Improvement Publications (English Language Arts)http://www.alsde.edu/html/sections/documents.asp?section=54&sort=5&footer=sections