td fun for babes and tots wonderland...td adventure club – heather hildebrandt and tekeyla friday...
TRANSCRIPT
TD Fun For Babes and Tots
Wonderland
Subject: Rhymes, Songs and Literacy Stations
Age Group: 0 - 4
Topic: Wonderland
Content: Rhyme/Song booklets, wheat pail, I Spy Bag, Wonderland Book, Craft Station and Play
Dough
Lesson Preparation:
Book: Alice In Wonder Land
Story corner – Blanket cave
Bookmaking
Craft station
Creativity Station
Activity Station
Presentation:
Drape blankets over the puppet theatre, elephant shelf and chair to make a Storytime cave. Lay
extra blankets down in front of children’s furniture for parents with babies.
Circle time:
Gather parents, babies and children in a circle around the blankets on the floor.
Welcome parents and explain about the literacy stations for the older children (2-4)
Sing the welcome song from the Rhyme book
Read Alice In Wonder Land.
Let the older children go to the literacy activity stations (with an extra staff member if
possible or parents who only brought one child.) The rest remain in your circle. Continue
with the Rhyme Booklet.
Station 1
o Story corner ~ put books on table by story cave.
Station 2
o Bookmaking ~ Have the following message displayed:
Why make a book with your child?
Making books is a fun craft to do and it illustrates to the child that stories come from
somewhere and that language is important in both the spoken and written form. A child
begins to associate printed letters with spoken words when he or she is exposed to them
through reading, printing practice and watching adults make the letters or having the child
make the letters. A book craft is the perfect opportunity for your child to explore the written
word and spoken language. It can also be a great bedtime story that you can share again and
again.
You will need:
Alice print-outs
Have child select the print-outs they want.
Staff or parent helps the child put the book together
Let the child tell you a story and you write it down
Or let the child draw pictures.
Markers
Crayons
Staples
Station 3
o Craft Station ~
o Alice Book Mark
Card Stock Print Outs
Images
Ribbon
Markers
Stickers if desired
Hole Punch
Scissors
Glue
o Directions:
Have the child colour the bookmark outline or glue paper to it.
Select an image and colour it.
Cut the image out and glue it to the bookmark outline
Hole punch the top and thread ribbon threw.
Add stickers if desired
o Cheshire Cat Smile
Have child colour around the Cheshire Cat Template
Cut it out and glue to a popsicle stick. Now they have their own Cheshire
cat smile.
Station 4
o Creative Station
o Play dough
o Wheat Bucket – add toys that have to do with the theme if possible. Children love
to find hidden treasured. If you don’t want to use wheat you can use sand, rice or
a jelly like substance such as Metamucil slime. These are great sensory items and
a way for children to experience fun while learning.
Station 5
o Activity
o I Spy Bag
o Tweedle Toss
o In door hop scotch game
TD Adventure Club – Heather Hildebrandt and Tekeyla Friday
Week: Alice in Wonderland/Donkeys, July 7, 2015
Subject: Games, activities, Lego stop-motion, pompom creatures, card character craft
Topic: Alice in Wonderland/Donkeys
Content: Scavenger Hunt (find the donkey’s tail), games (deck of cards, partner up), balloon
animal making, obstacle course, Lego stop-motion, pompom creatures, card character craft
Lesson Preparation:
Donkey tails (multi coloured)
Large donkey picture
Card craft template
Glue
Scissors
Circular mats for sitting on (for games)
Large card figures
Book benches
Balloons (multi coloured)
Air pump
Yarn
Cardboard rings
Yarn measuring tools
Clothes pins
Foam (for ears)
Pre-made donkey parts
Mini pomp poms
Google eyes
Donkey pins
Bowling ball
Stickers
Door prize entry slips
Door Prize
Presentation: Circuit style
Station One: Find the donkey’s tail
**Station leader’s costume: Donkey sun visor from dollar store
This activity helps children build teamwork skills and helps them learn how to use the
library book coding system. The group assigned to the station will be assigned a colour of
tail they will be searching for. At the “home base” of the station the children will be
given one section of books within the library (fiction, resource, children’s) and must find
said section to find the next clue. The second clue will give them a book code that they
must find in order to find the donkey tail within the book. Once the children find the tail
they must bring it to home base and pin it on the donkey to stop the clock. This time is
recorded and placed on the chart. ** if we don’t want the tails hidden within the books
the children can find search with the station leader, show the leader that they have found
the correct book (while leaving the book on the shelf), and the station leader can then
give them the tail to bring back to home base.
Station Two: The Garden of Live Flowers
** Station leader’s costume: Alice
Pre-made flower petals that children get to make and attach stems to. Give them a balloon
donkey as well (have them pre-made).
Station Three: Deck of cards
** Station leader’s costume: Queen of Hearts
Spread round bum mats in a circle on the color. Assign a card suit to each child. Have all
players sit in their chairs in a circle, except for one who will be "it." The person who is
"it" calls out the name of a suit, and anyone who is assigned that suit has to run and find a
new chair. The "it" person in the middle also must find a chair quickly. Whoever is left
standing is now “it.” At any time the person who is “it” can say "deck of cards!" which
means everyone has to get up and find a new chair.
Station Four: Obstacle course
**Station leader’s costume: The White Rabbit
Set up big card characters, book benches, and maybe chairs and a blanket (for a bridge) to
make an obstacle course, children can go through it solo or in pairs.
Station Five: Donkey bowl
** Station leader’s costume: Cheshire cat
Put donkey heads on bowling pins and line them up on the floor, have the children bowl
and try to knock them over
Station Six: Mad Hatter’s Tea Party
** Station leader’s costume: Mad Hatter
Station worker will welcome children to “Mad Hatter’s tea party”, but in order to win a
prize, the children must find the ball hidden underneath one of three hats. Station worker
with move hats around and have the child guess where the ball is.
Read to a donkey
Jan Leoppky-Mackay owns certified therapy animals. She will bring a real miniature
donkey.
Children can read a story to a donkey and have their picture taken with it.
Adventure Club:
Pompom Donkey: Children can make a pompom creature designed to look like a donkey.
Card Character Craft: If the Children need or want another craft to do they can make a
card character (similar to the large characters Tekeyla has made but on a smaller scale)
Tab
le O
f C
on
tents
1.
Cla
p a
nd
Sin
g H
ello
2.
Paw
Paw
Pat
ch
3.
Pla
y R
hy
me
4.
It’s
A B
eauti
ful
Day
5.
Th
e Q
uee
n o
f H
eart
s
6.
B-I
-N-G
-O
7.
Ho
pp
ing
On
Me
8.
Let
’s P
lay
9.
Tw
eed
le-D
ee a
nd
Tw
eedle
-Du
m
10
. H
um
pty
Du
mp
ty
11
. N
ever
Sm
ile
at a
Cro
cod
ile
12
. R
each
Fo
r T
he
Cei
ling
13
. S
mo
oth
Ro
ad
14
. H
ors
ey H
ors
ey
15
. A
lice
In
Wo
nd
erla
nd
16
. D
add
y’s
Tak
ing
Us
To
Th
e Z
oo
To
mo
rro
w
17
. W
e W
ave
Go
odb
ye
Lik
e T
his
Tab
le O
f C
on
tents
1.
Cla
p a
nd
Sin
g H
ello
2.
Paw
Paw
Pat
ch
3.
Pla
y R
hy
me
4.
It’s
A B
eauti
ful
Day
5.
Th
e Q
uee
n o
f H
eart
s
6.
B-I
-N-G
-O
7.
Ho
pp
ing
On
Me
8.
Let
’s P
lay
9.
Tw
eed
le-D
ee a
nd
Tw
eedle
-Du
m
10
. H
um
pty
Du
mp
ty
11
. N
ever
Sm
ile
at a
Cro
cod
ile
12
. R
each
Fo
r T
he
Cei
ling
13
. S
mo
oth
Ro
ad
14
. H
ors
ey H
ors
ey
15
. A
lice
In
Wo
nd
erla
nd
16
. D
add
y’s
Tak
ing
Us
To
Th
e Z
oo
To
mo
rro
w
17
. W
e W
ave
Go
odb
ye
Lik
e T
his
Tab
le O
f C
on
tents
1.
Cla
p a
nd
Sin
g H
ello
2.
Paw
Paw
Pat
ch
3.
Pla
y R
hy
me
4.
It’s
A B
eauti
ful
Day
5.
Th
e Q
uee
n o
f H
eart
s
6.
B-I
-N-G
-O
7.
Ho
pp
ing
On
Me
8.
Let
’s P
lay
9.
Tw
eed
le-D
ee a
nd
Tw
eedle
-Du
m
10
. H
um
pty
Du
mp
ty
11
. N
ever
Sm
ile
at a
Cro
cod
ile
12
. R
each
Fo
r T
he
Cei
ling
13
. S
mo
oth
Ro
ad
14
. H
ors
ey H
ors
ey
15
. A
lice
In
Wo
nd
erla
nd
16
. D
add
y’s
Tak
ing
Us
To
Th
e Z
oo
To
mo
rro
w
17
. W
e W
ave
Go
odb
ye
Lik
e T
his
Tab
le O
f C
on
tents
1.
Cla
p a
nd
Sin
g H
ello
2.
Paw
Paw
Pat
ch
3.
Pla
y R
hy
me
4.
It’s
A B
eauti
ful
Day
5.
Th
e Q
uee
n o
f H
eart
s
6.
B-I
-N-G
-O
7.
Ho
pp
ing
On
Me
8.
Let
’s P
lay
9.
Tw
eed
le-D
ee a
nd
Tw
eedle
-Du
m
10
. H
um
pty
Du
mp
ty
11
. N
ever
Sm
ile
at a
Cro
cod
ile
12
. R
each
Fo
r T
he
Cei
ling
13
. S
mo
oth
Ro
ad
14
. H
ors
ey H
ors
ey
15
. A
lice
In
Wo
nd
erla
nd
16
. D
add
y’s
Tak
ing
Us
To
Th
e Z
oo
To
mo
rro
w
17
. W
e W
ave
Go
odb
ye
Lik
e T
his
We
Wa
ve
Go
od
by
e L
ike
Th
is
(Tun
e: “
Fa
rmer
in
the
Del
l”)
We
wav
e good
bye
like
this
.
We
wav
e good
bye
like
this
.
We
clap
ou
r h
ands
for
all
ou
r fr
iend
s.
We
wav
e good
bye
like
this
.
Cla
p a
nd
Sin
g H
ello
!
(T
un
e: F
arm
er i
n t
he
Del
l)
We
clap
an
d s
ing
hel
lo,
We
clap
an
d s
ing
hel
lo,
Wit
h o
ur
frie
nds
at s
tory
tim
e,
We
clap
an
d s
ing
hel
lo!
(Wav
e an
d s
ing
hel
lo;
stom
p a
nd
sin
g h
ello
.)
Let
’s P
lay
Let
’s p
lay o
n t
his
bea
uti
ful
day
Let
’s p
lay a
ll o
ur
worr
ies
away
It’s
a w
onder
ful,
bea
uti
ful
day
to p
lay!
Let
’s p
lay i
n t
he
par
k b
efore
dar
k
Let
’s p
lay w
ith t
he
tree
bar
k
It’s
a w
onder
ful,
bea
uti
ful
day
to p
lay!
Let
’s p
lay i
n t
he
sun
Let
’s p
lay a
nd h
ave
fun
Let
’s p
lay.
It’s
a w
onder
ful,
bea
uti
ful
day
to p
lay!
Yay!
It’s
a b
eau
tifu
l d
ay,
It’s
bea
uti
ful
day
,
It’s
a b
eau
tifu
l fo
r pla
yin
g, fo
r p
layin
g
It’s
a b
eau
tifu
l d
ay f
or
pla
yin
g.
It’s
a b
eau
tifu
l d
ay,
It’s
a b
eau
tifu
l d
ay,
It’s
a b
eau
tifu
l d
ay, fo
r si
ngin
g, fo
r si
ngin
g
It’s
a b
eau
tifu
l d
ay f
or
sin
gin
g.
Pag
e 2 o
f 2
Bea
uti
ful
day
It’s
A B
eau
tifu
l D
ay
Kat
hy R
eid
-Nai
man
It’s
a b
eau
tifu
l d
ay,
It’s
a b
eau
tifu
l d
ay,
It’s
a b
eau
tifu
l d
ay, fo
r re
adin
g t
o a
donk
ey,
a d
onk
ey,
It’s
a b
eau
tifu
l d
ay f
or
read
ing t
o a
donk
ey.
It’s
a b
eau
tifu
l d
ay,
It’s
a b
eau
tifu
l d
ay,
It’s
a b
eau
tifu
l d
ay f
or
vis
itin
g t
he
lib
rary
, th
e li
bra
ry
It’s
a b
eau
tifu
l d
ay f
or
vis
itin
g t
he
lib
rary
.
Pag
e 1 o
f 2
Bea
uti
ful
day
The
Qu
een
of
Hea
rts
Th
e Q
uee
n o
f H
eart
s, s
he
mad
e so
me
tart
s,
All
on
a s
um
mer
’s d
ay;
Th
e kn
ave
of
Hea
rts,
he
sto
le t
he
tart
s,
An
d t
oo
k t
hem
cle
an a
way
.
Th
e K
ing
of
Hea
rts
Cal
led
fo
r th
e ta
rts,
An
d t
ickle
d t
he
Kn
ave
full
so
re;
Th
e K
nav
e of
Hea
rts
Bro
ught
bac
k t
he
tart
s,
An
d v
ow
ed h
e’d
ste
al n
o m
ore
.
Rea
ch F
or
Th
e C
eili
ng
Rea
ch f
or
the
ceil
ing
, to
uch
th
e fl
oo
r
Sta
nd
up
ag
ain
, le
t’s
do
so
me
mo
re.
To
uch
yo
ur
hea
d, th
en y
ou
r kn
ee,
Up
to
yo
ur
shou
lder
s, l
ike
this
, yo
u s
ee.
Rea
ch f
or
the
ceil
ing
, to
uch
th
e fl
oo
r.
Th
at’s
all
fo
r no
w, th
ere
isn
’t a
nym
ore
.
Gal
lopin
g, G
allo
pin
g, G
allo
pin
g, G
allo
pin
g
(b
ig b
oun
ce h
an
ds)
Lo
ok
ing
to
see
. W
hat
can
it
be?
(l
oo
kin
g-
hand
on
fore
hea
d)
Gal
lopin
g, G
allo
pin
g, G
allo
pin
g, G
allo
pin
g,
DO
NK
EY
S!
Gal
lopin
g o
n m
e!
Scu
rryin
g, S
curr
yin
g, S
curr
yin
g, S
curr
yin
g,
(s
crabb
ling
fin
ger
s)
Lo
ok
ing
to
see
. W
hat
can
it
be?
(l
oo
kin
g-
hand
on
fore
hea
d)
Scu
rryin
g, S
curr
yin
g, S
curr
yin
g, S
curr
yin
g,
MO
US
E!
Scu
rryin
g o
n m
e!
Pag
e 2 o
f 2
Hoppin
g o
n m
e
Ho
pp
ing
On
Me
Ori
gin
al R
hym
e b
y K
evin
McK
enzi
e
Ad
apta
tion
by T
ekey
la F
rid
ay
Ho
pin
g, H
op
pin
g, H
op
pin
g, H
opp
ing
(b
oun
ce h
and
s o
n k
nee
s)
Lo
ok
ing
to
see
, w
hat
can
it
be?
(loo
kin
g-
hand
fore
hea
d)
Ho
pp
ing
, H
oppin
g, H
oppin
g, H
op
pin
g
WH
ITE
RA
BB
IT!
Ho
ppin
g o
n m
e!
Scr
atch
ing
, S
crat
chin
g, S
crat
chin
g, S
crat
chin
g,
(S
cratc
hin
g f
ing
ers)
Lo
ok
ing
to
see
. W
hat
can
it
be?
(l
oo
kin
g-
hand
on
fore
hea
d)
Scr
atch
ing
, S
crat
chin
g, S
crat
chin
g, S
crat
chin
g,
CH
ES
IRE
CA
T!
Scr
atch
ing
on
me!
Pag
e 1 o
f 2
Hoppin
g o
n m
e
Dad
dy’s
Tak
ing
Us
To
Th
e Z
oo
To
mo
rro
w
Kid
’s B
ox
Dad
dy’s
tak
ing
us
to t
he
zoo
to
mo
rro
w
Th
e Z
oo
to
mo
rro
w, th
e zo
o t
om
orr
ow
, th
e zo
o t
om
orr
ow
Dad
dy’s
tak
ing
us
to t
he
zoo
to
mo
rro
w
wh
ere
we
can
pla
y a
ll d
ay.
We’
re g
oin
g t
o t
he
zoo
, zo
o, zo
o
Ho
w a
bo
ut
yo
u, yo
u, yo
u
Yo
u c
an c
om
e to
, to
, to
We’
re g
oin
g t
o t
he
zoo
, zo
o, zo
o.
Dad
dy’s
tak
ing
us
to t
he
zoo
to
mo
rro
w
Th
e Z
oo
to
mo
rro
w, th
e zo
o t
om
orr
ow
, th
e zo
o t
om
orr
ow
Dad
dy’s
tak
ing
us
to t
he
zoo
to
mo
rro
w
wh
ere
we
can
pla
y a
ll d
ay.
Pag
e 1 o
f 2
Dad
dy z
oo
We’
re g
oin
g t
o t
he
zoo
, zo
o, zo
o
Ho
w a
bo
ut
yo
u, yo
u, yo
u
Yo
u c
an c
om
e to
, to
, to
We’
re g
oin
g t
o t
he
zoo
, zo
o, zo
o.
We’
re g
oin
g t
o t
he
zoo
, zo
o, zo
o
Ho
w a
bo
ut
yo
u, yo
u, yo
u
Yo
u c
an c
om
e to
, to
, to
We’
re g
oin
g t
o t
he
zoo
, zo
o, zo
o.
Pag
e 2 o
f 2
Dad
dy Z
oo
Ali
ce i
n W
ond
erla
nd
has
2 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
2 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
2 f
rien
ds
So
go
Ali
ce g
o!
Bo
om
! B
oo
m!
Boo
m!
Ali
ce i
n W
ond
erla
nd
has
1 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
1 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
1 f
rien
ds
So
go
Ali
ce g
o!
Bo
om
! B
oo
m!
Bo
om
!
Ali
ce i
n W
ond
erla
nd
has
no
fri
end
s
Ali
ce i
n W
ond
erla
nd
has
no
fri
end
s
Ali
ce i
n W
ond
erla
nd
has
no
fri
end
s
Bec
ause
they
wer
e im
agin
ary!
Pag
e 2 o
f 2
Ali
ce W
onder
land
Ali
ce I
n W
ond
erla
nd
Ali
ce i
n W
ond
erla
nd
has
5 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
5 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
5 f
rien
ds
So
go
Ali
ce g
o!
Bo
om
! B
oo
m!
Boo
m!
Ali
ce i
n W
ond
erla
nd
has
4 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
4 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
4 f
rien
ds
So
go
Ali
ce g
o!
Bo
om
! B
oo
m!
Boo
m!
Ali
ce i
n W
ond
erla
nd
has
3 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
3 f
rien
ds
Ali
ce i
n W
ond
erla
nd
has
3 f
rien
ds
So
go
Ali
ce g
o!
Bo
om
! B
oo
m!
Boo
m!
Pag
e 1 o
f 2
Ali
ce W
onder
land
Ho
rsey
Ho
rsey
Kid
’s B
ox
Ho
rsey
, h
ors
ey d
on
’t y
ou
sto
p
Just
let
yo
ur
feet
go
cli
pit
y-c
lop
.
Yo
ur
tail
go
es s
wis
h a
nd
th
e w
hee
ls g
o r
ou
nd
Gid
dy u
p w
e’re
ho
mew
ard
bou
nd
.
We’
re n
ot
in a
hust
le, w
e’re
no
t in
a b
ust
le
So
don
’t g
o t
arri
ng
up
th
e ro
ad.
We’
re n
ot
in a
hu
rry,
we’
re n
ot
in a
flu
rry
An
d w
e don
’t h
ave
a v
ery h
eav
y l
oad
.
Ho
rsey
, h
ors
ey d
on
’t y
ou
sto
p
Just
let
yo
ur
feet
go
cli
pit
y-c
lop
.
Yo
ur
tail
go
es s
wis
h a
nd
th
e w
hee
ls g
o r
ou
nd
Gid
dy u
p w
e’re
ho
mew
ard
bou
nd
.
Pag
e 1 o
f 2
Hors
ey
Ho
rsey
, h
ors
ey d
on
’t y
ou
sto
p
Just
let
yo
ur
feet
go
cli
pit
y-c
lop
.
Yo
ur
tail
go
es s
wis
h a
nd
th
e w
hee
ls g
o r
ou
nd
Gid
dy u
p w
e’re
ho
mew
ard
bou
nd
.
We’
re n
ot
in a
hust
le, w
e’re
no
t in
a b
ust
le
So
don
’t g
o t
arri
ng
up
th
e ro
ad.
We’
re n
ot
in a
hu
rry,
we’
re n
ot
in a
flu
rry
An
d w
e don
’t h
ave
a v
ery h
eav
y l
oad
.
Pag
e 2 o
f 2
Hors
ey
Paw
Paw
Pat
ch
Wh
ere,
oh
wher
e is
__
___
___
___
___
(nam
e ch
ild
)
Wh
ere,
oh
wher
e is
__
___
___
___
___
(nam
e ch
ild
)
Wh
ere,
oh
wher
e is
__
___
___
___
___
(nam
e ch
ild
)
Way
do
wn
yo
nd
er i
n t
he
paw
paw
pat
ch.
Pic
kin
g u
p p
aw p
aws,
Pu
ttin
g t
hem
in
his
/her
po
cket
.
Pic
kin
g u
p p
aw p
aws,
Pu
ttin
g t
hem
in
his
/her
po
cket
.
Pic
kin
g u
p p
aw p
aws,
Pu
ttin
g t
hem
in
his
/her
po
cket
.
Way
do
wn
yo
nd
er i
n t
he
paw
paw
pat
ch.
Pla
y R
hym
e
Th
e m
ore
we
pla
y—
Th
e m
ore
we
say.
Th
e m
ore
we
say b
righ
ter
we
gro
w.
Th
e bri
ghte
r w
e gro
w t
he
mo
re w
e know
Th
e bet
ter
dec
isio
ns
we
wil
l m
ake
A w
ond
erfu
l w
orl
d w
e’ll
cre
ate.
Nev
er S
mil
e A
t A
Cro
codil
e
Cla
ssic
Chil
dre
n’s
Son
gs
Nev
er s
mil
e at
a c
roco
dil
e.
No
yo
u c
an’t
get
fri
endly
wit
h a
cro
codil
e.
Do
n’t
be
tak
en i
n b
y h
is w
elco
me
gri
n.
He’
s im
agin
ing
ho
w w
ell
yo
u’d
fit
wit
hin
his
sk
in.
Nev
er s
mil
e at
a c
roco
dil
e.
Nev
er t
ip y
ou
r hat
and
sta
rt t
o t
alk
aw
hil
e.
Nev
er r
un
, w
alk
aw
ay. S
ay g
oodn
igh
t, n
ot
good
day
.
Cle
ar t
he
aisl
e an
d n
ever
sm
ile
at M
r. C
roco
dil
e.
(Rep
eat
1st
Ver
se)
Pag
e 1 o
f 2
Cro
codil
e
Nev
er s
mil
e at
a c
roco
dil
e.
Nev
er t
ip y
ou
r hat
and
sta
rt t
o t
alk
wh
ile.
Do
n’t
be
rud
e, n
ever
mo
ck.
Th
row
a k
iss,
not
a ro
ck.
Cle
ar t
he
aisl
e an
d n
ever
sm
ile
At
Mr.
Cro
codil
e.
Yo
u m
ay v
ery w
ell
be
wel
l b
red
.
Lo
ts o
f et
iqu
ette
in
yo
ur
hea
d.
Bu
t th
ere’
s al
way
s one
spec
ial
case
,
Tim
e o
r p
lace
to
fo
rget
eti
quet
te.
Fo
r in
stan
ce, yo
u c
an b
e hob
-nob
by
Wit
h a
lar
ge
dog
.
Or
shar
e yo
u l
ap w
ith t
he
nei
ghb
ou
rs’ ca
t.
Bu
t if
yo
u s
ho
uld
hap
pen
to
com
e ac
ross
a
Lo
ng
, sc
aly c
reat
ure
wit
h a
n e
no
rmo
us
jaw
,
I su
gg
est
yo
u s
tay a
s fa
r aw
ay a
s p
oss
ible
.
(Rep
eat
1st
an
d 2
)
Pag
e 1 o
f 2
Cro
codil
e
Pag
e 2 o
f 2
Cro
codil
e
Tw
eed
le-D
ee a
nd
Tw
eedle
-Du
m
Tw
eed
le-d
ee a
nd
Tw
eed
le-d
um
Bit
my p
oo
r w
ee t
hum
b.
I sa
id t
o t
hem
, “T
hat
’s n
ot
nic
e!”
Bu
t an
ap
olo
gy t
hey
wo
uld
not
suff
ice
So
I b
ou
nce
her
e an
d I
boun
ced
th
em t
her
e
I b
oun
ced
th
em r
ight
up
into
th
e ai
r.
Tw
eedle
-du
m an
d T
wee
dle
-dee
Tw
eed
le-d
um
and
Tw
eedle
-dee
Res
olv
ed t
o h
ave
a bat
tle,
Tw
eed
le-d
um
sai
d t
o T
wee
dle
-dee
Yo
u h
ave
spoil
ed m
y n
ew r
attl
e
Just
th
en f
lew
by a
mo
nst
rous
crow
,
As
big
as
a ta
r-b
arre
l,
Wh
ich
fri
ghte
ned
bo
th t
he
her
oes
so
,
Th
ey q
uit
e fo
rgot
thei
r quar
rel.
Sm
oo
th R
oad
A s
mo
oth
ro
ad, a
smo
oth
ro
ad, a
smo
oth
road
.
A b
um
py r
oad
, a
bu
mp
y r
oad
, a
bu
mp
y r
oad
.
A r
ou
gh
road
, a
rough
road
, a
rough
road
.
A G
RE
AT
BIG
HO
LE
!
B-I
-N-G
-O
Cla
ssic
Chil
dre
n’s
Son
g
Th
ere
was
a f
arm
er h
ad a
dog
An
d B
ingo
was
his
nam
e-o
;
B-I
-N-G
-O, B
-I-N
-G-O
,B-I
-N-G
-O
An
d B
ING
O w
as h
is n
ame-o
.
Th
ere
was
a f
arm
er h
ad a
co
w
An
d D
aisy
was
her
nam
e-o
;
D-A
-I-S
-Y, D
-A-I
-S-Y
, D
-A-I
-S-Y
,
An
d D
aisy
was
her
nam
e-o
,
Th
ere
was
a f
arm
er h
ad a
ho
rse
An
d S
usi
e w
as h
er n
ame-o
S-U
-S-I
-E, S
-U-S
-I-E
, S
-U-S
-I-E
An
d S
usi
e w
as h
er n
ame-o
.
(Rep
eat
1st
Ver
se)
Hu
mp
ty D
um
pty
Hu
mp
ty D
um
pty
sat
on
a w
all
(B
oun
ce c
hil
d o
n k
nee
s)
Hu
mp
ty D
um
pty
had
a g
reat
fal
l.
(T
ipp
chil
d t
o t
he
sid
e.)
All
th
e k
ing
’s h
ors
es a
nd
all
th
e k
ing
’s m
en
(B
oun
ce c
hil
d o
n k
nee
s li
ke a
ho
rse.
)
Cou
ldn
’t p
ut
Hu
mp
ty t
og
eth
er a
gai
n.
(Shru
g s
hou
lder
s.)
Bu
t M
om
my m
end
ed e
ach
pie
ce w
ith
a k
iss
An
d p
ut
him
to
get
her
lik
e th
is (
kis
s)
