Most of the kids really know this one already, I discovered when I taught it. But I had been tricky and used it as the closing song the week before to test the waters, and only about half the kids sang it then.
Here's what I did.
Materials: several pieces of chalk, chalkboard that rolls
Instructions: I wrote the first letter of each word to the song on the rolling chalk board down low, EXCEPT a key word from each line. Then I left a big box there. and wrote that word at the bottom.
The first line looked like this:
ILTLF (box with "rainbows" written in the bottom).
Then I asked for artists to come up and draw the key words (Rainbows, Rain, Ponder, Earth--that was for verse 1). I showed them how to read the first letters, and then we sang it through.
The Pros: This was easy and the kids liked to come up and draw on the board. Because they are chalk drawings, it encouraged kids to go fast.
The Cons: It was a "I'm going to choose a few people to participate while everyone else gets to watch" activity. Also, the first week I tried this I put it on the chalk board in the back and some of the boxes were too high for the kids to reach even on chairs. But putting it on the rolling chalkboard helps it be close enough to the kids that they can see the pictures even down low.
Another idea that I wish I did, but never found the materials:
I wanted to make a rain stick for this song! How cool would that have been? But I couldn't find a round heavy cardboard tube. But I keep my eyes peeled for one and I can always add it in later.
And, yes, the post office didn't have one. There's are all square. But thinking now, maybe a square rain stick would be cool too.
Directions to make one:
http://theimaginationtree.com/2011/02/diy-rain-stick.html
And while the directions look good, I probably would decorate it differently :) This woman let her 2 year old do it.
Saturday, July 13, 2013
Friday, July 12, 2013
Families Can Be Together Forever, week 2
Materials: Flip chart for this song (found here.) Ziplock bag of toys (I used props that I had just used for another activity), bean bag, picture of a temple
Object Lesson (no credit should go to me. I borrowed this)
Instructions: show that the Ziplock bag is open.
"If I turn this bag of (props) over, what will happen to them?"
(They'll fall on the floor)
"How can I make sure they stay together? Yes, I need to zip it up and SEAL the zipper."
Now turn the bag over and shake.
"Can you unseal the zipper? Yes, but I know a different kind of sealing that works to keep families together forever. Were does this SEALING happen? Yes, the temple. (Point to temple picture) And whose power is it that seals families together? (The priesthood power, God's power)
I am thankful for my family because:
After reviewing the words, tell the kids that as they sing, they have to watch me. As they sing the song, they are going to be passing a bean bag around, making sure it gets to everyone. Whenever I hold up the picture of the temple, they need to stop singing (make sure the pianist can see you so they can stop too). Then whoever is holding the bean bag gets to share 1 reason why they are thankful for their family.
Object Lesson (no credit should go to me. I borrowed this)
Instructions: show that the Ziplock bag is open.
"If I turn this bag of (props) over, what will happen to them?"
(They'll fall on the floor)
"How can I make sure they stay together? Yes, I need to zip it up and SEAL the zipper."
Now turn the bag over and shake.
"Can you unseal the zipper? Yes, but I know a different kind of sealing that works to keep families together forever. Were does this SEALING happen? Yes, the temple. (Point to temple picture) And whose power is it that seals families together? (The priesthood power, God's power)
I am thankful for my family because:
After reviewing the words, tell the kids that as they sing, they have to watch me. As they sing the song, they are going to be passing a bean bag around, making sure it gets to everyone. Whenever I hold up the picture of the temple, they need to stop singing (make sure the pianist can see you so they can stop too). Then whoever is holding the bean bag gets to share 1 reason why they are thankful for their family.
Tuesday, July 9, 2013
25 minutes and NO helpers
Today in primary singing time we did a lot. We sang the Pioneer Children Sang As They Walked, then we learned (went over, many kids know this song) "Families Can Be Together Forever." After that we sang a wiggle song.
The kids were involved, and yet after I sat down I realized that I didn't use any kids as helpers at ALL.
I kind of liked that since then no kids felt like they were dying for a turn. I'll tell you a bit about what I did.
For "Pioneer Children" I introduced it with the theme of pioneers, who they were, etc. I asked the kids what they knew about pioneers, and then we sang the song with a flip chart that I found in the closet which had all the words.
Just a side note, I usually don't like flip charts to have all the words. This makes kids rely on them too much. On the other hand, since I don't actually care if the kids get this one memorized, and the chart was already made up that way, I went with it. But normally, no way. Or I detach the words after the first few weeks.
We sang it through while walking in place. I had the boys and girls switch off singing every other line. We sang it twice.
Families Can Be Together Forever p. 188
After this I got out this month's July 2013 Ensign and showed them the picture of the Nauvoo saints leaving, heading West, and tragically leaving the temple behind. I got close to them,walking around, asking kids to tell me what they saw. It let all the kids participate a little. Then I asked about the building in the background. One boy identified it as the temple. I explained how the Saints worked to build it. I told them about how the saints were almost done when the Lord told them they needed to leave because people were being mean to them. I asked them why they finished the temple, when they knew they would have to leave it behind. (This got some really good answers. I love how thoughtful kids can be.) Then I asked what covenants and ordinances occur in the temple. We discussed how you can be with your family forever.
Yes, this was a lead in for Families Can Be Together Forever.
This song we just sang twice because they really seemed to know it. I'll show you the flip chart I made.
And then I colored them with colored pencils and put them in page protectors. At first I put clear contact paper over all my flip books, but that takes a long time. Then I found a pack of 15 page protectors at the dollar store. Also, I know lots of people print them off in color. I dislike this because ink can be expensive and coloring isn't hard.
I sometimes wonder if flip charts or these other methods are as necessary for the songs the kids are already familiar with, but then I realize that the younger kids really do need the confidence of being taught every word. It's the first time really learning these songs for them. Also, the very young sometimes don't sing in church, but their parents report that at home they know a lot of the words.
Head, Shoulders, Knees, and Toes p. 275
After this we did Head Shoulders, Knees and Toes, but with a twist. I had body part cards in a bag and picked 4 new body parts to sing instead of H, S, K, T. Then we sang it. Because we were a little in a hurry because my time was running short, I just picked them and posted them on the board. The kids were excited and one boy said we should do 8 new body parts (instead of doing the traditional eyes ears mouth and nose) I promised that for next week.
That was my singing time with no special volunteers, and it really worked well. Perhaps I would choose special volunteers to help me do the actions for the new Head Shoulders Knees and Toes song. But I think today's plans worked well because I got the kids up for the first song, told them a story for the lead in to the second, and then really got them moving and thinking for the third. It seems like the more involved I can get the entire group, the better.
No, I'm not against ever choosing volunteers. But it was a relief from last week. I had 2 volunteers each time we sang a song through last week and everyone wanted a turn.
The kids were involved, and yet after I sat down I realized that I didn't use any kids as helpers at ALL.
I kind of liked that since then no kids felt like they were dying for a turn. I'll tell you a bit about what I did.
For "Pioneer Children" I introduced it with the theme of pioneers, who they were, etc. I asked the kids what they knew about pioneers, and then we sang the song with a flip chart that I found in the closet which had all the words.
Just a side note, I usually don't like flip charts to have all the words. This makes kids rely on them too much. On the other hand, since I don't actually care if the kids get this one memorized, and the chart was already made up that way, I went with it. But normally, no way. Or I detach the words after the first few weeks.
We sang it through while walking in place. I had the boys and girls switch off singing every other line. We sang it twice.
Families Can Be Together Forever p. 188
After this I got out this month's July 2013 Ensign and showed them the picture of the Nauvoo saints leaving, heading West, and tragically leaving the temple behind. I got close to them,walking around, asking kids to tell me what they saw. It let all the kids participate a little. Then I asked about the building in the background. One boy identified it as the temple. I explained how the Saints worked to build it. I told them about how the saints were almost done when the Lord told them they needed to leave because people were being mean to them. I asked them why they finished the temple, when they knew they would have to leave it behind. (This got some really good answers. I love how thoughtful kids can be.) Then I asked what covenants and ordinances occur in the temple. We discussed how you can be with your family forever.
Yes, this was a lead in for Families Can Be Together Forever.
This song we just sang twice because they really seemed to know it. I'll show you the flip chart I made.
 |
| example of the pages when colored |
And then I colored them with colored pencils and put them in page protectors. At first I put clear contact paper over all my flip books, but that takes a long time. Then I found a pack of 15 page protectors at the dollar store. Also, I know lots of people print them off in color. I dislike this because ink can be expensive and coloring isn't hard.
I sometimes wonder if flip charts or these other methods are as necessary for the songs the kids are already familiar with, but then I realize that the younger kids really do need the confidence of being taught every word. It's the first time really learning these songs for them. Also, the very young sometimes don't sing in church, but their parents report that at home they know a lot of the words.
Head, Shoulders, Knees, and Toes p. 275
After this we did Head Shoulders, Knees and Toes, but with a twist. I had body part cards in a bag and picked 4 new body parts to sing instead of H, S, K, T. Then we sang it. Because we were a little in a hurry because my time was running short, I just picked them and posted them on the board. The kids were excited and one boy said we should do 8 new body parts (instead of doing the traditional eyes ears mouth and nose) I promised that for next week.
 |
| I realized after making the below pictures that no one could read them, so I wrote the body parts big on the back and used a magnet to attach to the board. Yes, that's a fail on my part. |
 | ||
| I got the great page to color here. |
That was my singing time with no special volunteers, and it really worked well. Perhaps I would choose special volunteers to help me do the actions for the new Head Shoulders Knees and Toes song. But I think today's plans worked well because I got the kids up for the first song, told them a story for the lead in to the second, and then really got them moving and thinking for the third. It seems like the more involved I can get the entire group, the better.
No, I'm not against ever choosing volunteers. But it was a relief from last week. I had 2 volunteers each time we sang a song through last week and everyone wanted a turn.
Monday, July 1, 2013
All Find the Frog Singing Time, a reflection
We had a fifth Sunday and so the presidency generously gave to me all 45 minutes for singing time. We hadn't played their favorite game, hot and cold called Find the Frog, in a little while. I figured this would be a good thing to do to review all the songs we've learned so far for the program. Plus they love it.
I posted picture reminders for all the songs (that really took awhile to set up before primary), and then we dived right in.
The Pros: We covered most of our songs, even stopping to work on timing on the last line to If the Savior Stood Beside Me. The kids would sing out in hopes of being chosen next to either find or hide the frog next game. I could tell there were some words the kids really knew. Also, despite some rowdiness, I think the kids had a really good time.
The Cons: The kids got somewhat rowdy. Part of this was that there was a special 5th Sunday combined meeting for the adults, so we only had 3 adults in primary, since the bishop wanted all the adults possible to attend that meeting. Also, whenever I stopped to do something else not involving the frog, the kids got impatient. I did threaten to take away the game if the kids didn't shape up, and that got them really focused.
Next Time: I think I will start everything else, and then bring out the frog game, instead of bringing it out first. Also, I may want to use choosing sticks with the kids' names on them to pick to make it fair. I say "may" because at the beginning just choosing the good singers worked really well. But by the end I ended up having to ask, "Who hasn't gotten a turn with the frog yet?" And it's not like the younger ones could even remember correctly. Also, I would like to do some wiggle songs/activities before starting to make kids more tired since hot and cold actually requires little movement from the group.
So any ideas from your own experiences?
I posted picture reminders for all the songs (that really took awhile to set up before primary), and then we dived right in.
The Pros: We covered most of our songs, even stopping to work on timing on the last line to If the Savior Stood Beside Me. The kids would sing out in hopes of being chosen next to either find or hide the frog next game. I could tell there were some words the kids really knew. Also, despite some rowdiness, I think the kids had a really good time.
The Cons: The kids got somewhat rowdy. Part of this was that there was a special 5th Sunday combined meeting for the adults, so we only had 3 adults in primary, since the bishop wanted all the adults possible to attend that meeting. Also, whenever I stopped to do something else not involving the frog, the kids got impatient. I did threaten to take away the game if the kids didn't shape up, and that got them really focused.
Next Time: I think I will start everything else, and then bring out the frog game, instead of bringing it out first. Also, I may want to use choosing sticks with the kids' names on them to pick to make it fair. I say "may" because at the beginning just choosing the good singers worked really well. But by the end I ended up having to ask, "Who hasn't gotten a turn with the frog yet?" And it's not like the younger ones could even remember correctly. Also, I would like to do some wiggle songs/activities before starting to make kids more tired since hot and cold actually requires little movement from the group.
So any ideas from your own experiences?
Wednesday, June 26, 2013
"Jesus Has Risen" p. 70 Teaching a Song in Just a Few Weeks
I became the singing time leader in mid February this year. I realized the kids didn't yet know the song they were supposed to have learned that month--some didn't know it at all. So I was focused on that. Then I turned the calendar a few weeks later and realized just how close Easter was--at the end of March. So I asked around about what the kids already might know for them to sing for Easter in Sacrament. (I had moved in recently. I still struggle with knowing what songs to pick so the kids will know them.)
I was told, "Jesus Has Risen" p. 70. I stole an idea from a chorister in Provo.
Materials: a printout of the words of "Jesus Has Risen," with each phrase cut separately
Instructions: Explain that in order to learn a great song really fast, we were going to create our own motions. I handed a phrase of the song to each class and had their teachers help them plan an action for each. I also explained that while we were doing actions to help us learn, we would not be doing them in Sacrament meeting. After a few minutes, with me walking around and asking if we were all doing okay? and if anyone needed help, I asked for the phrases in order. We did the first phrase, singing and actions, and then I asked for the second, and we did them together. Repeat until you're singing the entire song.
Note: I only had 1 paper for the line "Jesus has risen" even though you sing it 3 times and we did the same action each time.
Pros: This really helped the kids learn the song quickly. By week 2 they were confident, while I think flip charts and pictures can make kids rely on them and more fearful of memorizing (and we didn't have time for that)
Cons: When I set each class off by themselves, things got crazy. I had only been there 3 weeks and was still trying to earn their respect, and this didn't help. In retrospect, small group work is harder to control than having the entire class doing one thing. When management is already a bit hairy, this can be hard to do. However, I saw it work fine in another primary, and the next week things were a lot better. I can probably repeat this if I want now since the kids know me better.
I was told, "Jesus Has Risen" p. 70. I stole an idea from a chorister in Provo.
Materials: a printout of the words of "Jesus Has Risen," with each phrase cut separately
Instructions: Explain that in order to learn a great song really fast, we were going to create our own motions. I handed a phrase of the song to each class and had their teachers help them plan an action for each. I also explained that while we were doing actions to help us learn, we would not be doing them in Sacrament meeting. After a few minutes, with me walking around and asking if we were all doing okay? and if anyone needed help, I asked for the phrases in order. We did the first phrase, singing and actions, and then I asked for the second, and we did them together. Repeat until you're singing the entire song.
Note: I only had 1 paper for the line "Jesus has risen" even though you sing it 3 times and we did the same action each time.
Pros: This really helped the kids learn the song quickly. By week 2 they were confident, while I think flip charts and pictures can make kids rely on them and more fearful of memorizing (and we didn't have time for that)
Cons: When I set each class off by themselves, things got crazy. I had only been there 3 weeks and was still trying to earn their respect, and this didn't help. In retrospect, small group work is harder to control than having the entire class doing one thing. When management is already a bit hairy, this can be hard to do. However, I saw it work fine in another primary, and the next week things were a lot better. I can probably repeat this if I want now since the kids know me better.
The Blindfolded Listener
Blindfolds are always fun.
Materials: Blindfold (I used a scarf, but it got really hot. I'll have to use something else next time), pictures that go with the song you're singing.
Instructions: I explained to the kids that I was going to do an activity with a blindfold. We needed someone who thought they knew all the words to a song. They would go out of the room and we would secretly pick 1 picture (that corresponds to a line of the song). Then they would come back in and be blindfolded. We would sing every line of the song through EXCEPT the line for the picture we had picked. Our pianist during this line added to it by playing just the melody and no accompaniment. (I didn't ask for this, but it was a great idea)
Then was the challenge. Without taking off the blindfold to see the pictures, could the Blindfolded Listener tell us the words we skipped?
We decided to trick some older kids when it was their turns by picking more than one picture and seeing how they fared.
Pros: It made the one blindfolded (and even the others) think really hard about the words. Also, we sang the same song lots of times, but it was still fun.
Cons: The blindfold was hot. I'll have to use something different next time. Also, the instructions are a little complicated, but the kids understood after we got started.
Materials: Blindfold (I used a scarf, but it got really hot. I'll have to use something else next time), pictures that go with the song you're singing.
Instructions: I explained to the kids that I was going to do an activity with a blindfold. We needed someone who thought they knew all the words to a song. They would go out of the room and we would secretly pick 1 picture (that corresponds to a line of the song). Then they would come back in and be blindfolded. We would sing every line of the song through EXCEPT the line for the picture we had picked. Our pianist during this line added to it by playing just the melody and no accompaniment. (I didn't ask for this, but it was a great idea)
Then was the challenge. Without taking off the blindfold to see the pictures, could the Blindfolded Listener tell us the words we skipped?
We decided to trick some older kids when it was their turns by picking more than one picture and seeing how they fared.
Pros: It made the one blindfolded (and even the others) think really hard about the words. Also, we sang the same song lots of times, but it was still fun.
Cons: The blindfold was hot. I'll have to use something different next time. Also, the instructions are a little complicated, but the kids understood after we got started.
Mother, I Love You
This activity can be used for any song that has a word that repeats several times. I used it for "Mother, I Love You" p. 207
Materials: extra chairs on the ends of each row (theoretically you only need them on 1 side of each row, but it was simpler to be on both sides)
Instructions: Have the kids sing "Mother, I Love You" and tell them before hand to count how many times you sing the word "I." Write the number on the board. We'll get back to that.
Ask the kids to make sure that there is an extra chair on the ends of their rows. Explain to teachers that the kids are going to be moving from chair to chair and if the teachers don't want to participate, they need to move to the aisles. (And, yes, it's lots of fun to see which teachers are game for this).
Then explain that every time every time you sing the word "I," you're going to move 1 chair over, first left, then right, then left, then right. (I pointed each time to help).
Pros: This one really had the kids' attention. Also, it was surprisingly reverent. The kids have singing time after individual classes which is after Sacrament meeting, so they always have energy. In fact, they behaved well after because it wore them out a little.
Cons: I didn't have any problems with this one.
Materials: extra chairs on the ends of each row (theoretically you only need them on 1 side of each row, but it was simpler to be on both sides)
Instructions: Have the kids sing "Mother, I Love You" and tell them before hand to count how many times you sing the word "I." Write the number on the board. We'll get back to that.
Ask the kids to make sure that there is an extra chair on the ends of their rows. Explain to teachers that the kids are going to be moving from chair to chair and if the teachers don't want to participate, they need to move to the aisles. (And, yes, it's lots of fun to see which teachers are game for this).
Then explain that every time every time you sing the word "I," you're going to move 1 chair over, first left, then right, then left, then right. (I pointed each time to help).
Pros: This one really had the kids' attention. Also, it was surprisingly reverent. The kids have singing time after individual classes which is after Sacrament meeting, so they always have energy. In fact, they behaved well after because it wore them out a little.
Cons: I didn't have any problems with this one.
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