[upbeat music] - [Announcer] Ready to learn?

- Hi!

- [Announcer] It's time to share a story.

- Shh!

- [Announcer] Read and write.

- Let's read it back.

- [Announcer] Discover science, sing.

♪ Somewhere Play and so much more.

- Cupcake!

- Very good.

- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

[upbeat music] - [Announcer] Funding for this program was provided by the JPB Foundation.

[upbeat music] - Hi, everybody.

My name is Maria.

- And I'm Miller.

- And this is sweet Hopper.

And Hopper just growled.

So I think he's a little cranky, which means he probably needs to take a nap or go to sleep.

- He always goes to sleep.

[laughs] - Goes to sleep.

He tends to go to sleep during all our stories.

So today we are going to read a special book to you, and the book is called- - [Miller] "Thinker My Puppy Poet and Me."

- So Miller, what do you think the book is about?

- A puppy named Poet.

- No, so it's a puppy named Thinker and he's a poet.

What does a poet do?

- Like make poems.

- Yeah, a poet writes poems.

So Thinker is a poet.

I wonder if Hopper could be a poet.

- How do dogs become poets?

- I wonder.

Let's see.

So the author, well, she is the poet because she actually is the one that writes the poems.

Her name is Eloise Greenfield.

And the pictures are by Ehsan Abdollahi.

Okay?

So "Thinker My Puppy Poet and Me."

So what I've noticed about this book is that there's a mom, there's a dad.

- A sister and a brother.

- Yeah, a sister and a brother.

And they all sort of writes a poem.

But what we're going to do is read mostly the poems written by Thinker, the puppy, okay?

So will you help me read some, Miller?

- Yes.

- So "Thinker My Puppy Poet and Me."

So, uh-oh, this is the first day they got him.

Naming me.

- [Miller] They brought me from the neighbors house and put me on the floor.

They talked about their love for me.

And I thought more, more, more.

- [Maria] Aww.

I kept my eyes from opening.

I kept my voice on mute until I heard somebody say, "Let's name him something cute."

- [Miller] My eyes popped open, and I said, uh-uh, no way, no way.

I'm deep, and I'm a poet.

No, a cute name's not okay.

- So he does not want a cute name.

He doesn't want a cute, silly name.

The boy called Jace said, "You're a poet.

I'm a poet too.

Well, we'll name you Thinker.

Yes, I think that's the name for you."

- [Miller] Wait, so the dog can talk?

- Well, it's a story.

[laughs] Okay, continue.

- They named me Thinker, and I knew this was the place to be, a place that named me Thinker was the perfect place for me.

- That is so sweet.

Miller, do you remember the first day we got Hopper?

Yeah, so we got Hopper.

We got Hopper about two and a half years ago.

And I remember when we brought him to the house, he was so nervous.

He sort of like would look at us, and you could tell that he was like, hmm, will I like this family?

And do you think he likes us?

- Yeah.

- Yeah, I think he loves us very much.

Let's read the next one called Jace Won't Let Me Go.

Okay, so Jace is going to school.

It's sort of like when you and Mia go to school and Hopper is left at home.

I want to go to school with him, but when I tried to get on the yellow bus, he says, "Mo, no, no, no, you can't go."

- [Miller] I whine in whine, but I know what he's thinking.

He thinks I might say a poem.

[Maria laughs] - And his friends will say, he's a weird kid with a weird pet.

But I won't talk.

I won't.

I'll just do some of the things he told me about.

- [Miller] I'll sit at a desk and raise my hand.

I mean, my paw.

Raise my paw and wave it at the teacher.

I'll eat puppy biscuits at the lunch table, and get in line, and go outside, and slide, and race and chase.

But Jace says, "No, no, no, no, no, you can't go."

- Okay, so he wants.

He's like, take me, take me.

I'm not gonna talk.

I'm not gonna do any poems.

I'm gonna do what you do.

I'm gonna raise my little paw.

You wanna raise Hopper's little paw?

Will he let you?

Raise his little paw.

He says, I'm gonna act just like you.

Just take me to school with you.

Okay, that's very, very cute.

Okay, oh, this one is really cute.

I like, I love this one a lot.

- My brother, my twin brother lives across the street.

Once in a while when we meet to eat- - [Both] He listens to me.

- [Miller] Let's me talk, doesn't complain, and doesn't bark.

Just waits and listens like a friend and barks period at the end.

- Okay, so Thinker has a twin brother that lives across the street.

So when we got Hopper, when we got Hopper, he had some brothers, and he had some sisters.

And I think his sister's name was Joyce, and his brother's name was- - Wheeler.

- Wheeler.

- I wanted to Wheeler.

- Yeah, Miller wanted Wheeler, but we got Hopper because Hopper kept coming up to us and playing with us.

And Wheeler was kind of ignoring us.

So we figured.

- He was just like really calm.

- He was really calm.

So Hopper kept bothering us.

So we got Hopper.

But isn't that so cool?

Thinker's twin brother lives across the street.

Wouldn't that be awesome if you had a puppy, and his brother or sister lived?

Oh, he's gone.

Okay, bye, Hopper.

- Bye.

- I think Hopper's going to take a nap.

Okay.

- Hopper come here.

- It's okay.

- You can take a nap here.

- Coming back?

Oh, you're coming back Hopper.

You like these poems, don't you?

I know you like them.

Okay, so let's continue.

You can go.

"Guess what, Thinker?

Tomorrow is pets day at school, and you can go.

You won't be the only one.

We're going to have a lot of fun.

You won't talk, will you?

[gasps] Wouldn't it be cool if you had pets day at school, all of you brought your pets to school?

Have you ever had a pet day at school?

- I don't think I have.

- Oh, that is awesome.

So let's figure, let's see.

Okay, so this is the pet day.

So we have some verses.

So let's take turns, okay?

Do you wanna start?

- Pets day.

All the pets are here.

The teacher is teaching.

The children are at their desk, and I am sitting on the floor besides Jace's feet.

- Jace's feet.

I remind myself of the rule.

Watch, think, bark.

Watch, think, bark.

No poems, no talk.

But I'm sad.

What am I?

What if I'm not myself?

Who am I?

- [Miller] And the next thing I know, I'm jumping and running, running to the front of the room, and I start reading a, reciting of a funny poem.

- He did it.

He's reciting a poem.

Oh no, let's see what happens.

Okay, I sneak a look at Jace, and I'm surprised he's laughing.

So I keep talking, and then the cat starts singing opera.

The frog is walking upside down.

- And the three goldfish are dancing in the fish tank, in the canary is fanning the teacher with his wings, and the children are laughing, the teacher is laughing, and best of all, Jace isn't mad at me.

- I would imagine, this is Jace's happiest, happiest day at school.

And look at the teacher with all the animals around her.

That is a pretty cool teacher.

I don't know.

I used to be a teacher.

I don't think I would have been allowed to bring, to ask all my students to bring their pets.

- Hopper's sleeping.

- He's fast asleep.

Oh, okay.

Oh, he's up, okay.

Okay, lets, we have so many more, but I wanna do a quick activity with everybody, but this is a great book.

It's called "Thinker."

And if you wanna get into poems you should get this because the poems are great.

They're funny, and they're easy to read.

Okay, so Miller and I are going to write our own poem.

Okay?

And why don't you get a piece of paper or a notebook and a marker, and we'll write a poem together.

So it's a poem about you, okay?

A poem about you.

So I'm going to start with I am.

I am, what are you?

- I'm a boy.

- A boy.

Okay, a boy.

I feel- - Happy.

- Happy.

Oh, show me that happy face.

[laughing] Happy.

Okay, I like this poem.

I love, what do you love?

- I love Hopper.

- Aw, you love Hopper.

What do you love?

I thought you were going to say popcorn cause you love popcorn.

I need, what do you need?

What do you need, Miller?

- I need...

I don't know.

- Food, air, oxygen, sleep.

You don't need much sleep.

- No.

[laughs] Should we say food?

[laughs] Food, he wrote food down.

Oh, you wanna do the writing, Miller?

I'm sorry.

Okay, so he wrote, I need food.

I want, what do you want?

Hmm, what do you want?

Can I say what I want?

No, what do you want?

So think about what you want.

What is something you want?

- I want... - Hmm, what do you want?

So while Miller is thinking, think about what you want.

Okay?

Okay.

I'm gonna go onto the next one.

I fear.

What are you afraid of?

Okay.

Sometimes I'm afraid of thunder.

What are you afraid of?

Okay?

Okay.

I dream.

What do you dream of?

- I fear.

- I dream of, hmm.

I dream of, what do you dream of?

What do you dream of?

I dream of going on vacation.

[laughs] I think.

What do I think?

I think, I think about my family.

And the last one is I am.

What are you?

Are you a boy?

Are you a girl?

Are you you happy?

Are you joyful?

Are you a person?

So poems are so much fun to write.

Miller is still writing his, but if you get an opportunity, write a poem.

Think about what you are, I am, what you feel, I feel, I love, I need, I want, I fear, I dream, I think, I am.

You fill those things out, and you have a poem.

- Okay, mom, I finished mine.

- Okay, but so- - Can I say them?

- Okay, you wanna read it, okay.

- I am a boy.

I feel happy.

I love Hopper.

I need food.

I want art supplies.

I fear scary things.

I dream of being an artist.

I think about my family.

I am a boy.

- Oh my gosh!

While I was talking to you, Miller was writing an incredible poem by himself.

So- - Don't poems rhyme?

- They don't always have to rhyme.

- Oh.

- Yeah, they don't.

So have fun writing your own poem.

Thank you for joining us.

Have a great day.

- [Both] Bye!

- Hi, movers and shakers.

Are you gonna sing the song with me?

This time we're gonna do a kind of song that's called call and response.

And that's because I'm gonna sing a part of the song, and you're gonna repeat after me.

All right?

Maybe we could practice.

Hi.

- [Audio] Hi.

- How are you?

- [Audio] How are you?

- All right.

You ready to go?

♪ Down by the bay ♪ Where the watermelons grow ♪ Back to my home ♪ I dare not go ♪ Boy, if I do ♪ My mother will say ♪ Have you ever seen a duck driving a truck ♪ ♪ Down by the bay ♪ Down by the bay ♪ Where the watermelons grow ♪ Back to my home ♪ I dare not go ♪ For if I do ♪ My mother will say ♪ Have you ever seen a dog balancing on a log ♪ ♪ Down by the bay Thanks for doing a call and response song with me.

[upbeat music] - Hi, friends.

How are you today?

I'm Ms. Lauren, and today we are going to be working with words that have two syllables, right, two syllable words and are controlled vowels.

All right?

So we'll start by doing some warm up activities, and then we'll get right into our lesson.

You don't need anything to write with today.

I just need you to give me your attention, and when it's time to repeat me or say words along with me and do some reading, then that would be great.

Then I would love for you to do that with me, okay?

All right, let's get going.

So to begin, we are going to practice breaking words down into their individual sounds, all right?

And I know you know how to do this.

This is really just a review.

So let me give you an example.

Let's say the word is cheese.

I want us to break down the word cheese into each sound and then count the number of sounds that cheese has.

Are you ready?

You could do with me if you know.

Ready?

Cheese.

Ch-e-z.

How many?

Three, right?

Okay?

It's that simple.

Are you ready to do some?

All right, let's do the word stain.

How many?

Four, right?

There are four sounds in the word stain.

Good.

How about the word latch?

Three.

Did you get three?

Good job.

I'm trying to give you like a second or two to do it before I do it with you, okay?

How about the word flight?

Yeah, there's four, four sounds in the word flight.

Good job.

All right, and let's do one more.

You ready?

Lift.

Four again.

Great job, friends.

That was a really great warmup.

All right, let's move on.

Today we're gonna be working with longer words.

Let me give you an example of how to break apart a word into syllables.

All right, so the word is former.

Can you say that?

So if I wanted to break that into syllables I would say for-mer, right?

Do you hear it?

You hear the beat?

We can clap it out too.

Ready?

For-mer.

Yeah, so there's two syllables in that word.

Do you agree?

Okay, so go ahead and you try.

How about the word harbor?

How many syllables are in the word harbor?

Har-bor, two, right?

Do you hear that beat?

Yeah, there are two syllables in the word harbor.

Okay, you ready?

How about ancestor?

Make sure you repeat the word, okay?

You say it.

Ancestor.

Let's clap it out.

An-ces-tor.

How many claps?

Three, there are three beats in that word.

Three syllables, okay?

And how about the word chart?

Make sure you say it.

Yeah, say it again.

Chart.

It's only one.

There's only one syllable in the word chart, okay?

And last word is alarm.

Make sure you say it.

Alarm.

Clap it out.

A-larm.

Good, there are two.

Okay, good job.

You did good listening.

We're listening very carefully for syllables and words.

Now I wanna show you a word.

Take a look at this word.

Let me write it this way.

And if you know it, you can say it.

All right, let's take a look carefully at this word.

Can you see this?

All right.

So this is the word carpet.

Can you say that?

Yeah.

And the way that I know I say it that way is because it's not just about sounding out words, right?

It's not just about sounding out.

We have to know certain things.

So if I wanna find the vowels, finding the vowels are very important, okay, cause this can help us to, to read some words.

So here we have a vowel and here we have a vowel.

So I'm gonna put a V there to represent vowel.

In between we have two consonants, right?

Letters that are not vowels.

And so when we say this word, we break the word in half.

Believe it or not, we break it right in between the two consonants, okay?

So when we pronounce and say the word, we say car-pet.

Carpet.

Because every syllable must have a vowel.

All right?

So if we were to clap out this word, clap it out with me, Car-pet, you would see there are two claps, and there are two vowels.

Two claps, two vowels, right?

And we can notice, right, that we have an R controlled vowel right here with A-R.

Right?

A-R is an R controlled vowel.

We don't hear the A.

We hear the R, but because it's a syllable, it needs a vowel, doesn't it?

Yep, cause that's the rule.

So it has an A next to it.

Carpet.

Let's do another word.

Right.

Let's take a look, all right.

This is going to be the word... Let's see if you know it.

Oops, okay, do you see it?

Yeah, so let's find the vowels.

Vowel is here.

Vowel is here.

So we can put a V and a V. In between, you'll notice, there are two continents, right?

VCCE.

Two consonants.

We're going to draw a line right down the middle, and then that's how we know how to say it cause that's where the syllable is, right?

This is breaking it into two syllables.

Ready?

For-got.

Did you know that?

Yeah, let's clap it out to be sure.

Ready?

For-got.

That's it.

All right.

So this is one way, it's a really smart way of reading words.

Okay, we look for the vowels.

We know that in between there are some consonants, and then we break it right down in between, and that's how we read the word, okay?

And let's see how we break this word into syllables, okay?

So again, what do we do?

We have to look for the vowels.

Here they are.

We have two vowels here.

We have two continents in the middle, and that's where we're gonna break it, right?

Or-bit.

Orbit.

This word is orbit, okay?

Does everyone see that?

Wonderful job.

Okay, my friends, the screen is now going to change.

You're going to hear my voice.

So just follow along and participate as much as you can.

Okay, friends, let's take a look and practice reading words that have more than one syllable.

As we know, we must look for the vowels.

In this word, the vowels are O and E. There are two consonants in the middle, and that's where we split the word to make two syllables.

How would you read this word?

The word is hornet.

This is a hornet.

Have you ever seen one?

Let's go ahead and read some more words together.

Do you know what this word is?

Ignore.

This word is ignore.

Let's keep going.

Do you know what this one is?

Look for the vowels.

This word is target.

Let's see more.

Do you know what this word is?

Look for the vowels.

Organ.

This word is Oregon.

Let's do one more.

Look for the vowels.

Support.

This word is support.

Do you know what this word is?

This word is garden.

Great job.

Read the sentence with me.

There is a beautiful rose bush in the garden.

Let's do one last word.

Are you ready?

What is this word?

The word is market.

Read the sentence with me.

I went to the market to buy fresh fruit.

Friends, you did a wonderful job today.

Thank you so much for hanging in there, and participating, and reading those words when you can.

It was a lot of hard work.

I hope you learned something new today, and if you did, make sure that you tell someone whatever it is that you learned, okay?

I hope you have a wonderful day.

Please come back and join us again to continue learning all about letters and sounds.

All right, friends, see you soon.

Bye.

[upbeat music] - Hello, students.

This is Ms. Yasuko.

I'm here to teach you a math lesson today.

What are we going to do today?

We're actually going to add two numbers using open number line.

Did you see my learning target?

You can read it with me.

I can add using an open number line.

You might be thinking, what is an open number line?

Open number line is number line with the marks in place.

Did you see there's no marks on this number line?

This is called open number line.

[upbeat music] Okay, so let's look at the first problem.

It says 10 plus 8, right?

So I'm gonna underline 10 so that I know where to start.

So I'm gonna start 10.

Then I'm gonna circle plus 8 so that I know that I need to make eight marks on this open number line.

Okay, so let me show you.

One, two, three, four, five, six, seven, eight.

All right, you know what?

Let me make sure.

Let me get another marker.

Let me make sure I made eight marks.

So I wanna see how many jumps I can make.

Okay, can you count with me?

Ready?

One, two, three, four, five, six, seven, eight.

Okay, I did make eight marks because I made eight jumps.

Okay, now I can write the number under the marks.

So we started a 10.

Let's think about what number comes.

Yes, 11.

So 11, 12, 13, 14, 15, 16, 17, 18.

So 10 plus 8 equal?

Yes, 18.

All right, let's do one more problems.

Okay?

Let's talk about number two.

Let's look at the number two problems, 4 plus 7.

Okay, so I'm gonna underline the 4 so I know what number are we starting at.

We're starting at 4, okay?

Then I'm gonna circle the next number says plus 7.

So I know I need to make seven marks on this open number line, okay?

Count with me.

One, two, three, four, five, six, seven.

Okay, this is very important to double check.

So let's make jumps and see how many jumps we can make.

Okay?

Can you count with me?

Help me.

One, two, three, four, five, six, seven.

Yes, so we made seven jumps.

We are right.

Now, we're ready to write the number underneath the marks.

So we have four.

So what number comes after four?

Yes, five, okay?

And six, seven, eight, nine, 10, 11.

Okay, so 4 plus 7 equals 11.

Okay, now I showed you how to add two numbers using an open number line.

Now, it's your turn to practice.

Okay, let's look at number three.

Do you have a piece of paper or do you have a notebook and a pencil with you?

Okay, so number three says 11 plus 5.

Okay, let's underline the first number so we know where to start.

Let's make the first mark.

It's 11.

Okay, you have it?

Did you get the 11?

Okay, then we're going to circle plus 5.

So that means how many marks are we gonna make?

Five marks.

Okay, are you ready?

One, two, three, four, five.

Did you make five marks?

Yes?

You did it?

Okay, you know what you need to do next?

Yes, let's see how many hops or jumps we gonna make.

Just make sure we did make the five marks.

Okay, ready?

Are you counting yours?

Okay.

One, two, three, four, five.

So I made five jumps.

Did you make five jumps on your number line?

Yes.

Okay, so what do we do next?

That's right, we need to add the numbers from 11 to know what we're gonna land on.

Okay, what number comes after 11?

Okay, I know sometimes students, you get confused how to write 12.

Do you know how to write 12, what numbers?

One and 12.

Okay, what comes after 12?

13.

How do you write 13?

One and a three.

What comes after 13?

Yes, 14.

You know how to write 14?

One and a four.

What comes after 14?

15.

Yes, you said one and five.

And then 16.

Yes, one and six.

Okay, so we landed on 16.

So 11 plus 5 equals 16.

Looks like you got it.

All right, let's do one more problems.

Okay, let's just help you start.

We're starting at number five.

And we're adding?

Yes, plus six.

So how many marks are you gonna make on your number line?

Six marks.

Okay.

Do it.

Are you counting?

Make sure you're counting to make sure you have six marks.

Okay, let's see.

One, two, three, four, five, six.

Yes, you made five marks, I mean, six marks too?

Now, what are you going to do?

Yes, we wanna jump.

So we're gonna make a hop to make sure we have same number, same value, okay?

One, two, three, four, five, six.

Okay, so we made, yeah, six jumps.

So that matches, right?

Six marks, six jumps.

This is important because sometimes students, I noticed that if you skip the part of jumps, you actually, instead of making six marks, you're making five marks, or you might be making the seven marks, but when you do the jumps to make sure that's the number of your writing, that helps you to get the right answer.

Okay, so now we made six jumps and six marks.

We're gonna write the number after five.

I'm gonna give you a couple seconds, about five seconds for you to do it yourself.

You got it?

Yeah, I think you got it.

You're ready.

Okay, so help me.

Count with me.

What comes after five?

Six.

Then?

Seven.

Yes?

Eight.

Yeah, nine.

10, 11.

Okay, so 5 plus 6 equals makes 11.

So students, today, we practiced how to add two numbers using an open number line.

Let's just recap what we learned today.

So when we have 5 plus 6, we did this problem together.

You actually worked on it yourself first.

We started at the first number.

It says five.

So we started on the number line five.

Then we circle plus six so that we know we need to add six.

We need to make six marks on the open number line, which we did, right?

One, two, three, four, five, six.

Then we made jumps to make sure that we did the six marks.

So we counted one, two, three, four, five, six.

We made six jumps.

That matches with plus six.

Then we counted on from five.

So we counted.

We know what numbers comes after five.

Yes, six.

So six, seven, eight, nine, 10, 11.

And then we got the total.

So 5 plus 6 is 11.

So students, I hope next time when you see addition problems, you can use open number line to figure out the total, the answer.

I hope you enjoyed today's lesson.

I'll see you next time.

Bye.

[upbeat music] - Hi, everybody.

It's good to be with you today.

I'm very excited about making music with you again.

I'd like to start off with a song that I love to sing.

It's called Open the Circle.

I love to teach in a circle.

If you were in my music room with me right now I would most likely be teaching you in a circle along with all the other children.

In the circle, everyone's welcome.

Song goes like this.

♪ Open the circle ♪ The time has come ♪ Open the circle ♪ To everyone ♪ Open the circle ♪ Without a doubt ♪ We'll keep it open so there's no one left out ♪ Do you know that song?

Have you heard it before?

Maybe you were able to pick up the tune.

I'm gonna speak the words of it for you in rhythm.

Listen to it one time.

♪ Open the circle ♪ The time has come ♪ Open the circle ♪ To everyone ♪ Open the circle ♪ Without a doubt ♪ We'll keep it open so there's no one left out ♪ ♪ Boom, boom, boom, boom Good, let's try singing it together, friends.

We'll do it two times.

And by the way, this instrument that I'm playing right here, it's a ukulele.

And if you have one at home, or a guitar, and you wanna pull it out and play along, the chords I'm playing are C major, F major, and G major.

Ready?

We'll sing it two times.

One, two, open.

♪ Open the circle ♪ The time has come ♪ Open the circle ♪ To everyone ♪ Open the circle ♪ Without a doubt ♪ We'll keep it open so there's no one left out ♪ Second time.

♪ Open the circle ♪ The time has come ♪ Open the circle ♪ To everyone ♪ Open the circle ♪ Without a doubt ♪ We'll keep it open so there's no one left out ♪ Good job, friends.

Let's make some music.

Today in Let's Learn, we are going to be learning about one of the most fantastic instruments in the world, and you don't even have to go outside of yourself to find it.

I think I should let you know though, I'm not talking about the voice.

Don't get me wrong, the voice is magnificent, and everyone's voice is uniquely their own.

But just like your voice is yours and yours alone, so is your body.

Your body is an instrument.

If I were to show you this right here, some of us might know that this is a hand drum.

It's a drum I hold and play with my hand, and I can make all different kinds of sounds on it.

Fast sounds.

[drumming] Slow sounds.

[drumming] The same goes for these right here.

Some of us might know these are claves.

They're made of wood, they're round and long, and when I tap them together, [tapping] they make a beautiful sound.

Both the hands-on and the claves are part of the percussion family of instruments.

But there's another kind of percussion you can play though with your body, and we call it body percussion.

Body percussion includes all of the drum or percussion like sounds that we can make with our bodies.

So clapping, [clapping] stomping, [stomping] snapping, [snapping] patting.

[patting] One of my favorites is the tongue click.

[clicking tongue] We can use these sounds to accompany or play with our songs the same way that we would play with any other percussion instruments, like a hand drum or claves.

Today we're going to create a body percussion ostinato, or short repeated pattern, to play with one of our songs.

We'll create a pattern of clapping, [clapping] stomping, [stomping] and snapping [snapping] to play with our song, "I Don't Care if the Rain Comes Down."

Can you keep a beat with me?

Music has a beat just like your body has a heartbeat.

It keeps going and going even when the words don't.

Keep a beat with me.

Could be anywhere you like.

Could be your chest, your head, your shoulders.

You can clap the beat.

Up to you.

Keep the beat with me as I sing.

♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ Hey, hey, carry me away.

♪ I'm gonna dance all day ♪ Hey, hey, carry me away ♪ I'm gonna dance all day Good.

How did you do?

Were you able to keep the beat with me somewhere?

Good for you.

Now, friends, we're gonna play a four beat pattern with body percussion.

First of all, echo me.

It'll be my turn.

Then your turn.

Call, response.

Ready?

Here we go.

[clapping] [snapping] [stomping] [clapping] [snapping] One, two.

[clapping] Three, four.

[clapping and stomping] One, two, three, four.

Good.

Were you able to see those four beat patterns?

Sometime I clapping, stomping, snapping.

Good for you.

Now, we're going to do a four beat body percussion pattern, and we're gonna repeat it.

A repeated pattern is ostinato.

Here we go.

I'm gonna pat, clap [clapping] One, two, three, four.

Can you do it with me?

Good.

Now, as we're doing this body percussion ostinato, let's sing the song.

Ready?

I don't care.

♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ Hey, hey, carry me away ♪ I'm gonna dance all day ♪ Hey, hey, carry me away ♪ I'm gonna dance all day How did you do?

Were you able to keep this four beat pattern?

[clapping] One, two, three, four, pat, pat, clap, clap.

Now let's change the body percussion.

Let's make a pattern of how about stomp, clap, stomp, clap.

[clapping and stomping] One, two, three, four.

Now let's add the song.

♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day, hey, hey ♪ ♪ Hey, hey, carry me away ♪ I'm gonna dance all day ♪ Hey, hey, carry me away ♪ I'm gonna dance all day Good.

How did you do?

Were you able to keep the body percussion while you were singing?

Great job.

Now, friends, let's see how we might write a body percussion ostinato.

I don't know what the weather is like where you are, but where I am, it's been raining all day.

I like this song, "I Don't Care if the Rain Comes Down" because it reminds me to keep dancing and keep having a good time anyway.

Friends, take a look at my felt board here.

I have these hearts that we can think of as the beats of the music.

Remember friends, we read music the same way that we read words from left to right?

Let's sing "I Don't Care if the Rain Comes Down" following along with our finger and our eyes.

Here we go, one, two, finger up.

♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day Good, good.

Now, friends, we're going to discover one way that we could write a body percussion ostinato.

Let's have one sound, one movement for each beat, okay?

Let's say that when we see a hand, [claps] we're gonna clap.

And then here, I just wrote the word snap.

When we see a snap, [snaps] we're gonna snap.

And if you can't snap, that's okay.

Just touch your fingers together, okay?

So we'd clap, clap, snap, snap.

Let's try it together.

One, two.

Ready?

Here we go.

Clap, clap.

[clapping] Snap, snap.

[snapping] Can we take the second part of the song?

Hey, hey.

♪ Hey, hey, carry me away ♪ I'm gonna dance all day ♪ Hey, hey, carry me away ♪ I'm gonna dance all day Very good.

Remember with an ostinato, we keep repeating it when we add it to the song.

Now friends, we could even change the pattern, okay?

Right now we have clap, clap, snap, snap.

We could do clap, snap, clap, snap.

Can we try that?

Clap, snap, clap, snap.

♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day Good.

We could even change the body percussion.

So we said body percussion is clapping, snapping, and also stomping.

Why don't we say when we see a foot, we're gonna stomp.

So what if we had stomp, clap, stomp, and then another clap.

Let's see how that would sound.

One, two.

Here we go.

♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day ♪ I don't care if the rain comes down ♪ ♪ I'm gonna dance all day Very good, friends.

Now, one of the things that I've been hearing is that these are all long sounds that take up the entire beat.

But what if we wanted to hear more than one sound or more than one body percussion move for each beat or for some of the beats?

What if we had clap, clap, snap, clap, clap, snap?

What would that sound like?

Snap here, snap here.

And then clap, clap.

And then we said, clap, clap here too.

Clap.

Clap.

Could we do that?

Clap, clap, snap, clap, clap, snap.

[clapping and snapping] You see, I've added this here, friends, because I'm hearing two sounds there.

It's short, short, long, short, short, long.

clap, clap, snap.

Let's try it from hey, hey.

♪ Hey, hey, carry me away ♪ I'm gonna dance all day ♪ Hey, hey, carry me away ♪ I'm gonna dance all day Good job, friends, in discovering one way of writing a body percussion ostinato.

Here's a little song I like to end with.

It's called "I'll See You Again."

♪ I'll see you again ♪ I'll see you again One of these days.

♪ One of these days ♪ I'll see you again ♪ We're singing and dancing ♪ And having more fun ♪ I'll see you again ♪ I'll see you again One, two, ready, stop.

Thank you for making music with me today, friends.

I'll see you next time.

Bye now.

[upbeat music] - Hi, my name is David Barrone, and I am with the Department of Education's Office of School Wellness Programs right here in New York City.

I know that physical activity is very important both for our bodies and for our minds.

And I am here to do some fun physical activity with you.

Today we will be doing an activity called listen up Looking for words that start with the letter P. and doing a movement called the overhead press.

Did you just hear a word with P?

That's right, press starts with the letter P. First, let's review some words that start with P. Words that start with P make a puh sound.

Puh.

After I say the word the first time, repeat it with me.

Penny.

Penny.

Pencil.

Pencil.

Parrot.

Parrot.

Peach.

Peach.

Pretzel.

Pretzel.

Now let's get moving.

We will be working on finding P words in a sentence while doing an overhead press.

To do an overhead press, let's stand up straight, make a T with our arms, and then bend our elbows to make a 90 degree angle.

Then to do the press, we reach toward the ceiling and return back to the starting position.

Let's do five together.

One, two, three, four, five.

Awesome.

We are going to read a few sentences together.

And when you hear a word that starts with the letter P, we will do three overhead presses together.

We will read each sentence twice to make sure we can find our P words.

Are you ready?

Our first sentence: Theresa found a shiny penny.

Did you hear your P word?

And do your presses?

Let's try that sentence again.

Theresa found a shiny penny.

Great job!

Let's continue with our sentences.

Hanna used her favorite pencil.

Hanna used her favorite pencil.

Mateo has two parrots.

Mateo has two parrots.

Parrots are my favorite bird.

Isabella's favorite fruit is a peach.

Isabella's favorite food is a peach.

And let's do our last sentence.

Olivia loves to snack on pretzels.

Olivia loves to snack on pretzels.

Three, two, one.

Great job identifying your P words while being physically active.

Now, let's do a cool-down called balloon breath.

First, pretend like you are holding an empty balloon.

Take a big inhale of breath, and as you exhale through your lips, blow up the balloon.

Inhale, and the balloon gets smaller.

Exhale and make it even bigger.

As you breathe the air back in, your balloon shrinks, and our last big breath out Thanks for taking the time to get some physical activity while we found our P words today.

Remember, when your body is moving, your brain is too.

Take some time to get some physical activity throughout the day while learning and having fun.

[upbeat music] - [Announcer] Funding for this program was provided by the JPB Foundation.

[upbeat music] [chimes]