![chicka boom chicka boom](https://i.ytimg.com/vi/XYhvn3yDGM4/maxresdefault.jpg)
Then, pass out small percussion instruments.Practice reading the rhythms with both the words and the rhythm syllables.I found it works best if you put paperclips across the top to hold the rhythms in place. Then I ask if that is ta or titi.īeat strips with the rhythm on top. We do this one beat at a time and I ask if there is one sound or two on the beat. Write the words to some of the lines that repeat themselves on the board with heartbeats on top (or use the cards that come in my TPT product, which will make this part much easier!) and have students help you figure out the rhythms. After reading the book, tell the students you are going to play the instruments– but first you have to figure out what to play.It helps if you keep the beat on a drum– I have this djembe and use it all of the time. Read the book and have students keep the beat (quietly) on their bodies.Next, say, “Great! That reminds me of a super fun book that we can read today! And we can keep the steady beat to it.”.Say, “I wonder who can keep the steady beat to this song” and start to sing the alphabet song.Go to the piano (or grab a guitar or ukulele) and play along with the students while reviewing a previous song.Prefer to watch or listen? You can see this lesson on YouTube! So without further ado, let’s get into the lesson! You can do this lesson without it, but it has a printable lesson plan, powerpoint, and a bunch of printables to go along with it! You can get it here!
![chicka boom chicka boom](https://i.ytimg.com/vi/XJv6MoR3d3Y/maxresdefault.jpg)
![chicka boom chicka boom](https://i.thenile.io/r1000/0767685107171.jpg)
I also have a Teachers Pay Teachers product that has some helpful resources in it. It includes beat, rhythm, instruments, and more! This lesson is based off of the book Chicka Chicka Boom Boom by Bill Martin Jr. These different ways are coming along (slowly but surely!) as I try to incorporate one to three books in each set of lessons. Even though both of those ideas are valid, I wanted more meaningful, musical ways to read books. You can also read a book that has a similar theme to a song that you are learning. Now, of course, you can read a book just to read it. Over the past few months, I have been working to remedy #1, and not I am working on #2– figuring out what to do with these books. Since I started teaching, I have wanted to incorporate more books into my lessons, but I had two problems: 1.
CHICKA BOOM FULL
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