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

- Hi!

- Hi!

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

- Shh!

- Read and write.

- Let's read it back.

- Discover science, sing.

- Some- - Play.

- Play.

- [Woman] And so much more.

- Okay.

- Very good.

- [Woman] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

- Mm-hmm.

[upbeat music] - [Woman] Funding for this program was provided by The JPB Foundation.

[upbeat music] - Hi everybody, my name is Maria.

- And Miller.

- And this is Hopper, sweet little Hopper.

Oh my goodness, he is so cute.

So today we're going to read you a book.

Miller, what's the name of the book?

- The Little Box.

- The Little Box.

Okay, Miller, what do you see on the cover?

- [Miller] A girl in this tiny box with the sun, a flower and like a star.

- Yeah, so it's a box with all these designs on it, and the author of the book is Judy Goldman, and the illustrator is Cecilia Varela, Varela.

Okay, so, oh, and there's a star on the back.

That's lovely.

Okay, so let's get started.

The Little Box.

I wonder what's in the box?

- Maybe in there imagination.

- Oh, so maybe some things from her imagination.

Let's see.

- I squeezed Papa's hand as he walked to my new classroom.

- Okay, oh, so it's the first day of school.

What do you think she's feeling, Miller?

- Nervous or shy.

- Yeah, she does look a little nervous, right?

Why do you think she was nervous?

- Because friends like she might get shy.

- Yeah, new friends in her class.

Maybe it wasn't friends that she had in her class last year or maybe it's a new classroom.

Okay.

- It was the first day of school and all Papa could come up with was, "Everything will be okay."

- That was easy for him to say.

His belly wasn't fluttering and flipping all over the place.

When does our belly flutter and flip all over the place?

- When it's like the first day of school.

- And you're feeling what?

- Nervous and shy.

- Yes, she is- - She is really holding onto her belly?

- She is holding onto her belly.

Sometimes when we feel nervous, we get a tummy ache, and we think it's our tummy, but it's really our brain telling us we're nervous.

Okay.

- "Ohh!"

I said, holding my stomach as we walked into the classroom.

It was too bright and there were too many kids.

- Oh, I can... Ah, poor thing!

"What's wrong, Mariana?"

Papa bends on one knee.

- "What if I don't like this new school?"

I whispered.

"What if my teacher is mean and none of the other kids will play with me?"

- Oh, that's a natural thought when you're starting a new school or you're starting your new school year, sometimes you might feel that way because you don't know who is going to be in your class.

Right?

- Mm-hmm.

- "Everything will be okay, sweetie."

Papa said for the second time.

"That's why mama and I have this for you."

What does he have for her?

- "He handed me a small pink box."

- This is quite beautiful.

What a beautiful box?

- I loved gifts!

I had never felt such a soft box.

My fingers tingled and I lifted up.

- "Keep it closed tight."

Papa said, holding his hand over mine.

"Only open it when you absolutely, positively, really, really need it."

- "What's in it?

How will I know when I need it?"

- "It's a gift," said Papa, "Whenever you feel sad, scared, or worried, just open it, and you'll see."

And then... - [Miller] He left me standing in the middle of the classroom full of strangers.

- [Maria] "Welcome, Mariana!"

- [Miller] Oh no, the teacher was talking over to me.

I took a deep breath and looked at the box.

Only if you absolutely, positively, really, really need it, I heard Papa say.

- [Maria] I opened the box, and whooosh!

- [Miller] Air flew out of the box and something landed on the tip of my nose.

It felt like a kiss.

- "I'm Mr. Vargas," Mr. Vargas said.

He looked like he was happy to see me.

"Let's go meet some of the other kids."

So she must be new to the school.

- Mm-hmm.

- [Maria] "I think you'll like it here."

- [Miller] I felt a little better, but I wasn't sure if it was my teacher that made me feel better, or my little box.

I held on to it tight.

- Okay, I sat down, oh!

- I sat next to a boy named Diego.

At first, he looked friendly enough.

Then his face crumpled up like paper.

"What are you looking at?"

he said.

I squeezed my box.

Unless you absolutely positively- - Positively.

- Really, really need it.

- Really, really need it.

I whispered to myself, I opened the box.

- I opened the box.

Ah, whoosh!

More air flew out of the box and something landed on the tip of my nose.

This time it felt like a warm hug.

I took a deep breath.

- "I'm Mariana."

I said.

Diego just gave me another mean look.

- Why do [indistinct] for a mean look?

- He just doesn't like her.

- Oh, maybe he's nervous too.

- Hmm.

- Sometimes when someone is nervous, they may act like they're being mean, but they're not really mean, they're just nervous.

Soon Mr. Vargas gave us paper, crayons and paints.

I drew this way and that.

And I colored and painted this way and that.

And I got so lost in my art... - Well, it looks like a paper boat.

- A paper boat!

- It's her drawing.

- Yes, it looks like she used, um... - [Miller] Spanish.

- It's in Spanish, right.

And it says [speaks in foreign language] I like lots of colors.

And she does like lots of colors.

Okay.

I didn't notice everyone crowding around me.

Would they like my art?

"I love your drawing," said Maria, touching the lines.

- [Miller] "What is it?"

asked Sebastian.

- "It doesn't look like anything to me," said Diego.

Hmm, Diego is not being very nice.

- [Miller] I looked at my little box.

Only if you absolutely, positively, really, really need it.

I took a deep breath.

"It's art," I said.

"And art can be anything you want it to be."

I felt good.

And I hadn't even opened my box!

I wondered if I needed it anymore.

- Ah, that's a great feeling!

Okay, so she is in the playground, the playground is the best.

You love the playground, don't you?

Yeah.

"Time for recess, kids!"

Mr. Vargas said.

As we ran to the playground, I stopped in my tracks.

There were more kids than in my classroom!

I would surely need my box now.

- [Miller] Then suddenly, Diego ran by me.

He gave me that mean look again.

He was so busy trying out his meanest faces, his legs tangled up, and... - [Maria] Oh, splat!!

"Ow!"

Diego shouted.

He howled and howled.

- I looked at the playground and back to Diego.

No one else saw him fall.

But what was I supposed to do about it?

After all, he had been mean to me twice.

- I know.

[Miller mumbles] Yeah, so he had been mean to her twice.

But would it be a good idea for her to be mean back to Diego?

- No.

- No.

So let's see how she reacts.

[Miller mumbles] Surprisingly, my legs started moving and when I reached him, he didn't look so mean anymore.

I told you, he wasn't mean.

I put the box next to his knee and opened it.

Oh, he's smiling.

And whoosh, we both felt a rush of air.

Diego looked surprised.

"It doesn't hurt anymore," he said, laughing.

"What's in that box?"

I shrugged.

I had never really looked in the box.

But I knew it was the best gift ever!

- I wonder what was in the box?

- I wonder.

How lovely, she made a friend.

That's awesome.

So Miller and I are going to make some things with paper because we noticed.

It seemed like her box is made of paper.

- Mm-hmm.

- And it seemed like... And do you remember the picture of her in the little boat?

- Mm-hmm.

- So- - You're gonna make paper airplanes.

- Yeah, so you could make a paper airplane.

Oh, Miller is getting that paper airplane.

Paper airplanes are really easy to make, but sometimes I mess up.

Okay, so I want you to get just a piece of paper.

It could be a paper that has writing on it, just make sure it's a paper you're allowed to use, piece of paper.

And what I want you to do.

- So if it has something on it, ask the person who gave it to you, if it's okay if you can use?

- Yeah, just ask first.

- Mm-hmm.

- So I want you to take your paper and I want you to fold it in half.

So we're holding it vertically, and we're holding it lengthwise and we're folding it in half, so that it's even, okay?

You got it, Milly?

- Mm-hmm.

- Okay.

I folded it in half, okay?

Now we open it up, okay?

Now I want to show you what I'm doing.

You're going to hold like a little triangle right here.

You wanna make sure it's touching the middle of the paper, and you're going to fold another triangle.

And you wanna make sure they're the same length, right, Miller?

- Mm-hmm.

- Like you see how they're touching, and look the same on both sides, okay?

Then you're going to fold it in again.

There you go.

And you wanna make sure, so you're almost, you're folding it in again.

You got it, Miller?

- Like that?

- Yeah, uh-huh.

Right, okay?

Okay.

Now this is what we're going to do.

We are going to fold the airplane in half.

Fold it in.

We fold the airplane in.

- Hmm.

- Okay?

Yeah, fold it in.

[Miller mumbles] Yeah, the point is, it's okay.

I bet you your airplane is still going to fly.

And then we're actually going to flick the wing back, okay?

Then flipping the wing back.

- All right.

- Okay.

You see.

- Like that?

- Yes, no, you see all the way up.

You're flipping the wing back.

One side here.

- [indistinct] wing is opening it again.

- Kind of, so you're flipping the wing back again.

- Like that?

- Yeah, yeah, yeah.

You got it.

Listen, yeah, there you go.

And do the other side.

[Miller mumbles] Do the other side.

Viola, here is my airplane.

You have yours ready?

- Like that?

- Yeah, yeah.

There is your airplane.

And hold mine, I'm just gonna fix yours for you.

And let's... Go, get it, so we can fly our airplane together.

You ready?

Right, you have your airplane ready?

Let's fly it.

One, two, three, whoo!

Bye, have a good day!

[laughs] - Mine didn't fly long.

Mine flew.

Did your fly?

- No.

[Maria laughs] Mine did not fly.

- Okay, well, bye guys.

Miller, come say bye to our friends.

[laughs] Have a great day!

And we hope to see you again sometime soon.

[Miller mumbles] Hopper, say bye.

Say chom-chom, Hopper say bye.

[laughs] Bye.

- Hi, movers and shakers, this is Violet.

And I'm here with my friends, Casey and Jeremy.

And we're gonna sing a song with you.

It's called, "Row, Row your Boat."

Do you know that one?

I think some of you do.

So we're gonna sing this song in a special way today.

The first time we're gonna sing it altogether or in unison, the second time we're gonna do it as a round, which means we're gonna sing the exact same thing as each other and as the first time, but we're gonna start at different times.

So sing along with me.

♪ Row, row, row your boat ♪ ♪ Gently down the stream ♪ ♪ Merrily, merrily, merrily, merrily, ♪ ♪ Life is but a dream ♪ ♪ Row, row, row your boat ♪ ♪ Gently down the stream ♪ ♪ Merrily, merrily, merrily, merrily ♪ ♪ Life is but a dream ♪ ♪ Row, row, row your boat ♪ ♪ Gently down the stream ♪ ♪ Merrily, merrily, merrily, merrily ♪ ♪ Gently down the stream ♪ ♪ Row, row, row your boat ♪ ♪ Gently down the stream ♪ ♪ Merrily, merrily, merrily, merrily ♪ ♪ Life is but a dream ♪ ♪ Merrily, merrily, merrily, merrily ♪ ♪ Life is but a dream ♪ ♪ Merrily, merrily, merrily, merrily ♪ ♪ Life is but a dream ♪ - That was so much fun.

Thanks, Jeremy; thanks, Casey; thanks, everyone.

[upbeat music] - Well, hello learners.

My name is Renata, and we're gonna have a blast today.

We're gonna first blend sounds to say words and play a few games.

Then we're gonna learn all about a new vowel sound and spelling.

We'll get to read together and write a little bit.

If you can have a trusted adult find you something to write with now and put it close by, paper, a pencil, crayons, a whiteboard even.

[upbeat music] Okay learners, we're gonna play a quick game where I give you the sounds in a word and you blend them together to say a word.

Let's practice with this first word, boo-uh-ooh.

Can you blend those sounds?

Boo-uh-ooh.

Did you say boo?

Excellent, you're ready to go.

I'm gonna put six pictures on the screen and when you feel like you've blended the word, point to that picture.

Here we go.

Boo-ur-ed.

Did you say bread?

Awesome.

Next word, uhn-ife.

One more time, uhn-ife.

You said knife.

Here we go, duh-uck.

Yes, you said duck.

How about cu-ake?

Yes, cake.

Here we go, goo-ul-ass.

You got it, glass, that was a tricky one.

Last word, fu-ohn.

Yes, phone.

All right, our next game, you are gonna help crack the secret code in a sentence I give you.

So here's an example.

If I said put the du-ae-ssh in the sink, what was the secret word, du-ae-ssh?

Dish is the word.

Are you ready?

Here we go.

How high can you ju-uh-ump?

Did you say jump?

You got it.

Next sentence.

Please don't sp-err-ay me with the hose.

Did you say spray?

Wow, you got it.

That was tough.

Next one.

What's your favorite fu-ood?

Yes, food.

Next sentence.

Please throw the buh-all to me.

Yes, ball.

Here we go wth another one.

How many children are in our cuh-el-ass?

Yes, class.

Last secret sentence coming up.

I see a red boo-uh-ck on the shelf.

Yes, book.

You did a great job blending sounds together to say words.

Okay learners, we're gonna play one more quick game.

We're learning a new vowel team today and a new vowel sound.

Did you hear the word we just blended, book, boo-uh-ck?

Did you hear the middle sound, ooh?

So we are gonna play around with that sound.

Can you change the long A and take to oo?

Took, you made a new word.

Let's try it with a few more.

Change the A in cake to oo.

Cook.

Change the E in feet to oo.

Foot.

Change the eh in had to oo.

Hood.

Change the A in lake to oo.

Look.

Change the eh in hack to oo.

Hook.

Wow, awesome job, learners.

Before we read and write together with our new vowel team, let's talk about it.

The word "cook" has the vowel team O-O, which represents the sound, oh.

Let's take a look at the word.

Here we are, and we have our new vowel team in the middle, cu-ook.

Cook.

I can change it to a new word.

How about fu-uh-tt?

Both words have that vowel team and that new vowel sound in the middle, oo.

So let's get ready to read a little bit together and write.

Before you read and write, let's blend and read a few words together here.

Sh-ook.

Sh-ook.

Shook is the word.

Huh-ook.

Hook.

Hook is the word.

Here we go.

Ssht-ood.

Ssht-ood.

Stood is the word.

Now I think you're ready to read a few lines of words on your own, and then do some dictation.

- [Woman] Okay, learners, we're going to blend and read some words that are spelled using our new vowel team, O-O.

Remember that it represents the sound oo as in foot.

I'll point to the letters and you blend the sounds to read the words.

Let's go.

[upbeat music] Now let's read two sentences together.

You're gonna see words spelled with our new vowel team.

Here we go.

Read along with me.

It is too hot to cook.

Let's go down to the brook and look for a good spot to drop a hook.

You just read, it is too hot to cook.

Let's go down to the brook and look for a good spot to drop a hook.

Nice work, learners.

- Okay, learners, it's time for our last activity where you get to try using our new vowel team to spell words.

I hope you have something to write with.

And if not, that's okay, you can write in the air, and we'll check the words right on the screen.

First word coming.

Wood, stretch it out.

Woo-oo-ood, and write it down.

Let's check.

Woo-oo-ood.

Wood.

How did you do?

Great.

Next word.

Good.

Stretch it out.

Goo-oo-ood.

Let's check.

Goo-oo-ood.

Good.

Next word, foot.

Let's check it.

Foo-uh-ut.

Foot.

Next word, shook.

Stretch it out.

Shoo-ook.

Write it down.

Let's check.

Sh-oo-ook.

Shook.

Last word, brook.

Stretch it out.

Broo-oo-ook.

Write it down.

And let's check it.

Boo-ur-ook.

Brook.

You just wrote and spelled: wood, good, foot, shook and brook.

Awesome job today, learners.

Well, learners, we've gotten to the end of today's wonderful lesson.

You did a great job blending sounds to say words and learning all about this new vowel team spelling and the sound it represents.

Make sure you review all these activities and this new spelling and sound with a trusted adult.

Until next time, have a wonderful day and be sure to join us tomorrow.

Bye.

[upbeat music] - Hi, friends, it's Nicole from the Bronx Children's Museum.

I hope you're having an awesome day and that you're excited to learn some fun new things.

Today we're gonna be talking about how different animals have special body shapes and forms, which help them to survive in a particular environment or habitat.

So first, we're gonna read a book, then we're gonna take a look at some special Bronx animals, and then I'll show you how to do a clay activity where you get to build your own animal with its own cool forms and functions.

Let's get started.

Have you ever noticed how long an elephant's nose is or how hard a turtle shell is?

Why do you think some animals have different shaped bodies and body parts?

Well, each animal is specially adapted to live in a particular environment or habitat.

And adaptation is a feature of an animal's body or a behavior that helps them to survive in that particular environment or habitat.

For example, fish have long oval shaped bodies, which help them to swim quickly through the water.

And a red-tailed hawk has very light feathers and hollow bones, which help it to fly through the air.

Each animal has its own adaptation, which is just perfectly adapted for that environment.

Let's learn more about different animals from all over the world and their adaptations by reading a book called, "What Do You Do With a Tail Like This?"

by Steve Jenkins and Robin Page.

Animals use their noses, ears, tails, eye, mouths and feet in very different ways.

See if you can guess which animal each part belongs to and how it is used.

At the back of the book, you can find out more about these animals.

What do you do with a nose like this?

If you're a platypus, you use your nose to dig in the mud; if you're a hyena, you find your next meal with your nose; if you're an elephant, you use your to give yourself a bath; if you're a mole, you use your nose to find your way underground; if you're an alligator, you breathe through your nose while hiding in the water.

What do you do with ears like these?

If you're a jackrabbit, you use your ears to keep cool; if you're a bat, you see with your ears; if you're a cricket, you hear with ears that are on your knees; if you're a hippopotamus, you close your ears when you're under water; if you're a humpback whale, you hear sounds hundreds of miles away.

What do you do with a tail like this?

If you're a giraffe, you brush off pesky flies with your tail; if you're a skunk, you lift your tail to warn that a stinky spray is on the way; if you're a lizard, you break off your tail to get away; if you're a scorpion, your tail can give a nasty sting; if you're a monkey, you hang from a tree by your tail.

What do you do with eyes like these?

If you're an eagle, you spot tiny animals from high in the air; if you're a chameleon, you look two ways at once; if you're a four-eyed fish, you look above and below the water at the same time; if you're a horned lizard, you squirt blood out of your eyes; if you're a bush baby, you use your large eyes to see clearly at nights.

What do you do with feet like these?

If you're a chimpanzee, you feed yourself with your feet; if you're a blue-footed booby, you do a dance; if you're a water strider, you walk on water; if you're a gecko, you use your sticky feet to walk on the ceiling; if you're a mountain goat, you leap from ledge to ledge.

What do you do with a mouth like this?

If you're a pelican, you use your mouth as a net to scoop up fish; if you're a mosquito, you use your mouth to suck blood; if you're an egg-eating snake, you use your mouth to swallow eggs larger than your head; if you're an anteater, you capture termites with your long tongue; if you're an archerfish, you catch insects by shooting them down with a stream of water.

Did you know that here in the Bronx, we have many different animals that have special body shapes, which help them to live right here in our neighborhoods.

Let's take a look at a few.

The first animal I wanna talk about is the harbor seal.

Take a look at this picture of the harbor seal.

What do you notice about its body?

Harbor seals have oval or bottle-shaped bodies, which means that it starts out sort of narrow at the top, and it gets wider toward the bottom of their body.

Now this helps the harbor seal to live in their environment, which is the ocean.

Their narrow body helps them to swim quickly through the water, and they can use their wide flippers in order to help them swim and chase after fish.

We have harbor seals right here in the Bronx at Orchard Beach.

And if you go in the winter time, you can see them out on the rocks.

The next Bronx animal I wanna talk about is one that you've probably seen in your own neighborhood, the raccoon.

Now raccoons have a very special adaptation that not many other animals have, they have five fingers on their paws.

This is pretty unusual, and it helps them to survive in their environment, which is a wooded or forested area or here in New York City that actually includes part of our neighborhoods too.

Their five fingers on their paws help them to climb trees, to dig in the ground for bugs and other things that they like to eat.

To even open things like our doors and our trash can lids.

The last Bronx animal that I wanna talk about is the box turtle.

Box turtles are native to New York and we can find them in our forests and near our freshwater streams and rivers.

To tell us a little bit more about box turtles, we have a special guest.

This is Elanor, The Animal Expert; and Pelham, the Chinese box turtle, who is a part of our collection.

So Elanor, what can you tell us about box turtles and the shape of their body and how that helps them to survive in their environment?

- [indistinct] all turtles have hard shells, which helps them be safe from predators, but box turtles can hide completely in their shells.

- Yeah, that's really important for a turtle, right?

- Mm-hmm.

- To be able to tuck inside their shell for protection.

Mm-hmm.

- Mm-hmm.

And so box turtles also have legs, and believe it or not scales.

- [Nicole] Hmm.

- These legs help them swim in the water.

And they also have claws that are important for digging and hiding in the dirt.

- Yeah, our turtle loves to dig in her enclosure, right?

She's got a lot of dirt in there, and she likes to dig in there and burrow herself inside, both to find food and to stay warm and safe.

- Mm-hmm.

- And Elanor, what about the turtle's face?

I noticed something a little unusual about its mouth.

- Yes, Pelham has a little beak, but even just a little beak is very sharp.

She uses her beak for catching worms and holding them in her mouth.

- Hmm, yeah.

So most turtles are actually carnivorous, meaning that they like to eat meat.

And Pelham, our turtle really loves worms, crickets, other bugs, sometimes even little mice.

And she uses her strong beak to catch those animals, right?

Well, thank you Elanor so much for coming and teaching us all about box turtles.

- Goodbye.

- Now that we've learned about some different animals from around the world, and from even here in the Bronx that have really cool body adaptations, we're gonna sculpt our own animal out of clay.

For this activity, you're gonna need a clay sculpting tool, you can also use a fork, a straw, a toothpick, anything really you have around the house, and some clay.

If you don't have the materials, just follow along.

Before you get started, you may want to cover your workspace or use a cutting board because clay can be a little messy.

You can use any type of clay for this activity: Play-Doh, Model Magic, Air-Dry Clay or modelling clay.

I'm going to use modelling clay because I like that it stays soft and I can reuse it after this project.

No matter what type of clay you use, you want to first warm up your clay and get it nice and soft.

Use your fingers and hands to squish, pull, flatten and pinch the clay.

Use your hands to roll it into a nice even ball.

Today I'm going to make a model of Pelham, the box turtle.

You can choose any animal you'd like.

Just focus on which adaptations make it unique.

First, I'm going to mix green and brown together because those are the colors I see on Pelham, but you can choose any color for your animal.

Once your clay is nice and soft, use your fingers to shape the main part of your animal.

I'm working on Pelham's shell first, which has a rounded dome shape to it.

Next, I'm using smaller pieces of clay to create the legs, head and tail of my animal.

Sometimes it can be hard to stick those pieces onto the larger part of the body.

In that case, you can use a pointed object like a toothpick to score or add lines to the parts you're going to attach.

Those little lines help give your clay something to hold onto.

Pelham's beak is a really important adaptation because it allows her to catch and eat her favorite food: worms.

So I'm using my fingers to pinch out a little beak shape on her head.

Her feet are also important adaptations, her back feet are wider, which allow her to swim, while her front feet have little claws to help her dig.

I'm using a toothpick to make her claws and a straw to make little scales all over her legs.

Her legs are very scaly.

Finally, I'm going to add her cute little tail.

Now I can use a toothpick or other pointed material to draw in her scutes, those really big scales you see on her shell.

And, of course, she needs little eyes and lots more scales because reptiles like Pelham are covered in scales.

Which animal are you going to create?

What are its adaptations?

We can't wait to see.

We hope you had a really great time learning all about the different animals and their body adaptations.

See you next time.

Bye.

[upbeat music] - Hi, I'm Ashley, and I'm a music teacher at Third Street Music School, and today we're going to tell a musical story together.

We're going to tell the story of the three little pigs and the big hangry wolf.

Do you know what that word "hangry" means?

Well, in case you don't, I'm going to tell you, it's a combination of hungry and angry.

Like when someone is so hungry that they get really grumpy and cranky.

Have you ever felt that way?

When I feel hangry, usually I notice that I'm grumpy first, and then I ask myself, why am I so cranky?

And I realize, oh, I forgot to eat something, and then I eat a snack.

Maybe you can notice if you're feeling hangry.

Anyways, we need to get ready to tell our story, and we're gonna warm up our bodies and our voices.

We're gonna start with our hands, get all 10 fingers out and wiggle them, bul-lo-lo-lo-lo-lo-lo-lo, and close them.

Now we're going to pretend these two fists are sausages.

I'm gonna teach you a rhyme and I want you to bounce your fists to the beat, okay?

You bounce your fist and I'll say the rhyme.

Two little sausages frying in a pan, one went pop, the other went bam!

Great.

Now I'm gonna show you the moves, and you can just watch and listen, okay?

Here it goes.

Two little sausages frying in a pan, one went pop, the other went bam!

All right, now you can try the moves with me.

You can see how many you can do, maybe you've got all of them, maybe you just know the first one.

Just give it a try, okay?

Let's go.

Two little sausages frying and a pan, one went pop, the other went bam!

Awesome, all right.

Now we're gonna play a game where I say most of the words, but I'm gonna leave out two.

I'm gonna leave out pop and bam.

I want you to say, pop and bam, okay?

We can do the moves together, and when it's time to say pop, I'm not gonna say anything, you say it, okay?

And when it's time to say, bam, I'm gonna be quiet then too.

All right, let's go.

Two little sausages frying in a pan, one went...

The other went... Did you do it?

Okay.

Now let's try the whole thing together.

You try to say as many of the words as you can remember, and do as many of the moves as you can remember.

All right, let's go.

Two little sausages frying in a pan, one went pop, the other went bam!

All right, great job.

Now my favorite part is this.

We're gonna pretend to be the sausages.

We're gonna curl up like little sausages and lie on the floor.

The floor is our pan and we're gonna sizzle, we're gonna wiggle.

And when it's time to pop, we're gonna pop our arms and legs out like this, pop!

And when it's time to bam, we're gonna get ready and jump right out of the pan, bam!

Okay, let's go, sausages.

Curl up in the pan and sizzle.

Two little sausages frying in a pan, one went pop, the other went bam!

All right, great job.

We are ready to tell our story.

Let's count the pigs, let's just make sure everyone is here.

We've got one, two, three.

And do you remember each one of these pigs was going out to build their house, right?

Do you remember what the first pig made their house out of?

That's right, straw.

Why did you make a house out of straw?

It's just not very sturdy.

I don't know, I was just in a hurry.

That's what I did.

Okay.

And the next pig made their house out of... Do you remember?

Sticks.

Why did you make your house out of sticks?

That's not very sturdy either.

Ah, well, there were just a lot of them lying around, it was easy.

Okay.

Easy!

And the third pig made their house out of strong and sturdy bricks.

I'm gonna use a red scarf for the brick house.

And why did you make your house out of bricks, little pig?

I wanted it to last, I wanted it to hold up.

Okay.

Well, let's tell the story.

Oh, we need to know what the big hangry wolf says.

I'll teach you the hangry wolf song, it goes like this.

"Little pigs, little pigs, let me in."

Can you try that with me?

We can use a wolf voice.

Let's use like a ehh, growly voice, okay?

"Little pigs, little pigs, let me in."

Okay.

I think you've got it.

Let's start the story.

Right when the wolf comes to the first pig's house, the house made out of straw, all right.

And we'll sing the wolf song together.

Ready?

"Little pig, little pig, let me in."

And the pig says, "Not by the hair on my chinny chin chin."

Will you try that with me?

And when we get to the chin part, let's touch our chins.

Ready?

"Not by the hair on my chinny chin chin."

Great.

Then the wolf says, "Then I'll huff, and I'll puff, and I'll blow your house down."

Let's blow together.

Ready?

Deep breath in.

[Ashley inhales deeply] [Ashley exhales heavily] Ah, my house blew down, I gotta get outta here.

Oh, I'm too tired and hangry to run, come back here.

All right.

So that little pig ran to their brother's house, the house made of sticks.

Let me in, brother, let me in.

Okay, come on in.

Now as soon as those two pigs were in the house made of sticks, along came the tired and hangry wolf.

Do you remember what they say?

Let's say it together.

"Little pigs, little pigs, let me in."

And they say, "Not by the hairs on a chinny chin chins."

"Then I'll huff, and I'll puff, and I'll blow your house down."

All right, let's all blow together.

Deep breath in.

[Ashley inhales deeply] [Ashley exhales heavily] Ah, my house blew down, we gotta get out of here.

Oh, not again, I'm so tired.

All right, so those two pigs went to their sister's house, the house made of bricks.

Oh, let's put them all three in the house.

One, two, three.

All three are inside the house made of bricks.

And here comes, you know who.

Let's help them sing.

Ready?

"Little pigs, little pigs, let me in."

And let's help the pig sing.

"Not by the hairs on a chinny chin chins."

"Then I'll huff, and I'll puff, and I'll blow your house down."

All right, let's help them blow.

Ready?

Deep breath in.

[Ashley inhales deeply] [Ashley exhales heavily] Huh, must need to take a bigger breath.

Help me take a bigger breath.

[Ashley inhales deeply] [Ashley exhales heavily] Oh, I'm gonna take the biggest breath of all.

Will you take a really deep breath with me?

[Ashley inhales deeply] [Ashley exhales heavily] Well, no matter how hard the wolf blew, that just couldn't blow the house down.

It was too strong, but they noticed there was a chimney on top.

So they climbed up high on the roof.

Let's climb up with the wolf.

Ready?

Up, up, up, up, up, all the way.

Now when the pigs heard the wolf up on the roof, they decided to build a fire in the fireplace.

Let's help them.

Let's pretend we have some sticks.

Let's build the fire.

Build, build the fire.

Build the fire.

Build, build the fire.

Now let's help them light the fire.

Let's make the little flames.

Light the fire.

Light, light the fire.

Light the fire; light, light the fire.

Now when the wolf climbed down the chimney, that fire had been getting hotter and hotter.

And when they reached the bottom, yeaow!

They burned their buns on the fire and shot right out of the chimney.

They went running to the pond and jumped in.

Tsssh!

That's the sound of the water cooling off the wolf's burning bottom.

[laughs] So let's make that sound together.

Tsssh!

Nice.

Now the pigs were safe inside and lived happily ever after, but the wolf, the wolf was still hangry, hungry especially.

Maybe, hmm, maybe we have something we can feed this wolf.

Hey, we were frying up some sausages earlier, I'm gonna feed them my sausages.

Hum-yum-yum-yum-yum.

Hum-yum-yum-yum-yum, well, oh, that's delicious, I'm feeling so much better, thank you.

You're welcome.

Do you have any sausages there that you wanna feed the wolf through the screen?

You can just put them right up and the wolf will eat them, okay?

Go ahead.

Hum-yum-yum-yum-yum-yum.

Oh, hum-yum-yum-yum-yum.

Thank you, thank you.

More?

Okay, sure.

Hum-yum-yum-yum-yum.

Thank you, thank you very much.

I'm feeling a little drowsy now.

I'm gonna go take a nap.

All right.

There goes our not-so hangry wolf.

Thanks for feeding them with me.

Now let's pretend we are like the wolf.

We are the wolves and we've had a nice snack, and we're ready to lie down and take a little nap.

All right, you lie down like a sleeping wolf, and I'll use my ukulele to play the sleeping wolf song for you.

All right?

You lie down.

♪ See the little wolfie sleeping until noon, ♪ ♪ Shall we go and wake them with this merry tune.

♪ ♪ They're oh so still, are they ill?

♪ They are not ill, let's wake them up.

♪ Wake up!

♪ All right, wolfies, let's wake up and go running, but wolves don't have two legs.

How many legs does a wolf have?

One, two, three, four.

Four legs.

So you could use two legs and two hands to go crawling and run like a wolf that way.

Make sure it's safe in your space or you can sit with me and just run with your hands on your knees.

Let's go wolves, let's run and howl.

♪ Run, run little wolfies ♪ ♪ Then you howl, awoo!

♪ ♪ Run little wolfies, then you howl, awoo!

♪ ♪ Run little wolfies, then you howl, aw-aw-awoo!

♪ ♪ Go back to sleep.

♪ All right, wolfies, lie back down, and we're gonna transform into piggies.

Let's be the piggies now, sleepy.

♪ See the little piggies sleeping in their house, ♪ ♪ Sleeping all day as quiet as a mouse.

♪ ♪ They're oh so still, ♪ ♪ Are they ill?

♪ ♪ They're not ill, let's wake them up.

♪ ♪ Wake up!

♪ Wake up, piggies, how are you going to move?

Well, you've got four legs too.

Maybe you'll go crawling, and let's see how fast you can go, piggies Crawl, nice and fast.

♪ Crawl little piggies, then you... ♪ Oh, you don't howl.

What sound does a piggy make?

Ooork!

Oink?

What sound are you gonna make?

Let's go again.

♪ Crawl little piggies, then you go oink.

♪ Ooork-ooork!

♪ Crawl little piggies, then you go oink.

♪ Ooork-ooork-ooork!

♪ Go back to sleep.

♪ All right piggies, go to sleep.

Now if you've got someone there at home with you, a grownup or another, another child, anyone in your house that you'd like to play the story of the three little pigs with, it is great to play with a sibling or a parent or anybody who will play with you.

So you just have to remember the wolf voice, "Little pigs, little pigs, let me in."

And the pigs say, "Not by the hair on our chinny chin chins."

And the wolf says, "Then I'll huff, and I'll puff, and I'll blow your house down."

And the person pretending to be the wolf can, [Ashley exhales heavily] blow and all the pigs can run, run, run, run, run to a new house.

All right, I hope you enjoyed that game, and now it's time to say goodbye.

And for a goodbye song, we need two claps.

Ready?

[claps] One, two.

♪ We gotta go now.

[claps] ♪ ♪ Bye-bye.

♪ ♪ We gotta go now.

[claps] ♪ ♪ Bye-Bye.

♪ ♪ We gotta go now.

[claps] ♪ ♪ Bye-Bye.

♪ Big stomp, boom, see you later.

Boom!

Alligator.

Boom!

See you later.

See you next time.

See you soon.

[upbeat music] - Hi everyone, my name is Jacqueline Raymond Wagman, and I am an actor and a teaching artist.

Today we are going to use our imagination and our bodies to explore different movements, but first we need to be really careful that we have enough space around us to be safe with our bodies.

So we need to move slow and be really careful that we don't hurt ourselves or anyone around us.

So join me in welcoming in our magical fairies.

Do you see them?

Ah!

So many little tiny fairies have joined us for today, so go ahead and catch them.

I've got one.

I got one.

I'll let this one go.

Oh, I'm gonna listen to my fairy, and our fairy is gonna tell us how to move our bodies.

Okay.

Huh!

My fairy says, to move our bodies like little tiny birds.

So on the count of three, go ahead and release your fairy and move your body like a little tiny bird and catch more fairies.

Here we go.

One, two, three, shoo!

Ah, tweet-tweet-tweet-tweet-tweet!

Show me how a bird moves.

Great job.

And remember catch your fairies.

Oh, got one.

Oh, got one, huh.

You keep tweeting like a little bird, tweet-tweet-tweet-tweet-tweet, around your space.

Oh, got another fairy.

Let's go back to the center and let's listen to our fairies.

How our fairy is telling us to move this time?

Huh, my fairy is telling us the move like sneaky, sneaky snakes.

So on the count of three, let's release our fairies like sneaky, sneaky snakes.

Here we go.

One, two, three.

Shh!

Shh-shh-shh!

Now go catch your fairies.

Shoo, got one.

Shoo, got another one.

Shh-shh-shh-shh, how does a snake move?

You can get on the floor if it's safe to do so when you have enough space or you can do up here just like me and stay standing.

Shh-shh-shh-shh-shh-shh.

All right, you got your fairy, let's come back to our center.

How is our fairy going to tell us to move this time?

Huh, I know.

How about we each do something different?

My fairy is telling me to move in a certain way, and you can guess what my fairy told me to move like, and you can choose your own movement.

Okay, I got it.

Do you have it?

Huh, here we go.

Let's release our fairy on the count of three.

One, two, three.

Burr-rrr-rrr.

Meoww!

Burr-rrr-rrr!

Meoww!

Huh, can you guess what my fairy told me?

Yeah, she said to move like a little kitty-cat.

Meoww!

Huh, so make sure you catch another fairy.

Huh, get another one.

Okay, let's go back to our center.

I love what you chose to move like, and what your ferry told you.

It was so, so cool, and exciting.

Okay, on the count of three this time, we're gonna let our ferries go and thank them for playing with us today.

Here we go.

One, two, three.

Sshhh!

Bye fairies.

Thanks so much for playing.

See you next time.

And I'll see you next time too.

[upbeat music] - [Woman] Funding for this program was provided by The JPB Foundation.

[upbeat music]