Introduction 2. Curriculum objectives I love red! Wolfie blues Let s make a cake for Grandma Stay on the path 13
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2 Contents Introduction 2 Curriculum objectives 6 1. I love red! 7 2. Wolfie blues 9 3. Let s make a cake for Grandma Stay on the path Wolfie went a-walking What big eyes you ve got! The big bad Wolf has gone 19 Lyric sheets Credits: was first broadcast as part of the series The Song Tree. Writer and composer: Katherine Freeman Presenter: Sarah Jane Honeywell Music arranged by: David Chilton Story adapted by: Kate Stonham Story read by: David Holt Singers: The Frockettes Audio production: Katherine Freeman Animation: Catalyst Pictures BBC contact: Andrew Barnes 1
3 Introduction This website offers a collection of songs and music activities linking to the story of Little. The songs together with the story episodes tell what happens when ventures into the woods to visit to her Grandma. The songs, music activities and literacy links support a range of learning objectives at Years 1 and 2. They can also be used to make your own performance of the story. The Teacher s Notes The Teacher s Notes offer: A guide to using each online episode. Actions and simple performance ideas. Details of listening music with related activities. The lyrics of each song (these are also available as separate sheets in childfriendly lettering on the website). Rehearsing and presenting performances with an awareness of the audience. Listening with attention and recalling sounds with increasing aural memory. Rehearsal and performance tips. Using the website content The website has been arranged so that each song has its own individual page. Each song is supported by an episode of the story. It is up to you how you choose to use the resources, but we have arranged the material to allow this general approach: Learn each song using the tutorial video. Watch the relevant story episode. At the end of each tutorial sing the song all the way through, using the Sing along to full vocal video. Polish the performance of each by song by practising with the Sing to backing track video. Underake the follow-up activities indicated in these Notes, including listening to the Listening music video. Music skills Music skills appropriate to Years 1 and 2 include: Breathing, posture, articulation, sound projection. High/low/different paces/timbre/texture. Structure (phrase, chorus, verse). Context (venue, occasion, time and place, intended effect). Singing songs in unison, with clear diction, control of pitch, a sense of phrase and musical expression. Call and response. 2
4 The main body of content is the video players you will find on each page, which are supported by a range of downloadable material you will find on the right hand side of each page. The video players offer content as follows: Learn the song Join Sarah Jane Honeywell to learn the song which she teaches in short sections. There are various places within the song tutorial where you may wish to pause in order to revise and consolidate what has been learnt or, for example, to play the story episode. These videos do not include a sing through of the complete song. Story episode There is an episode of the story to accompany each of the songs. Clicking on the Play video link (or the picture) will launch the story video in a pop-out player. Each episode of the story is typically about 5 minutes long. Sing along to the song After learning the song the children can sing along to the full-vocal version using this video. The words appear on screen, changing in colour to red in time with the music, prompting the children when to join in. Sing to the backing track only Once the children have become familiar with each song they can use this video to really polish their timing. This video offers the backing track of each song only - no vocals. Again, the words appear on screen, promting the children when to join in. 3
5 Music activity The final video player on each page allows you to join Sarah Jane for a short music activity, about 2 or 3 minutes long. These activities draw upon the series material to explore a range of curriculum objectives, including identifying beat and rhythm, dynamics, singing in canon and in unison, etc. Download links In addition to the audio-visual files above, each page also has links offering: A link to a piece of listening music, which has been specially selected to demonstrate aspects of music relevant to KS1 - eg pitch, timbre, dynamics, rhythm, etc. These Notes include ideas for how to use the listening music with your class. A transcript of the programme. Print this out to follow the programme (for example if you prefer to use it as audio only) and to explore the full content of each programme. A transcript of the story episode. These can be printed out for additional literacy follow-up. The music for each song. The melody and chords for each song is offered in music notation, allowing you to create your own versions of each song using your own instrumentation. The words for each song. Print these out to use in conjunction with the programme and song players, above. These Teacher s Notes. In the download section you will also find links to the audio of each song in the following formats: The full vocal version of each song available to download as an mp3 file. This version has both lead vocals and backing vocals The backing tracks for each song, available to download as an mp3 file. This version of the songs has no vocals; it is just the instrumental backing track Both the full vocal and backing track versions of the songs as video files. All the audio and print files associated with each programme to download as a.zip file. Clicking on this link offers a convenient means to download all the files associated with a particular song. Clicking on the audio links will play the audio in your default media player (e.g. Windows Media Player). To download the audio using a PC: Right click on the link Select Save Target as... Save the file to your computer To download using a Mac right click on the link and select Download Linked File. 4
6 Some of the benefits of providing these resources online include: No need for pupils to share Pupils Pamphlets. Use the interactive tools on the website to display the words / music of each song on your IWB. This has the additional benefit of allowing pupils to maintain an upright, open posture. Less preparation time...no storage space required! All the resources you will need are included in the website, in simple to follow steps that mirror the organisation of the audio programmes. There s no need for preparation time...or for clearing away afterwards. The audio downloads of songs allow you to incorporate the music resources into other areas of ICT. The resources are available at any time, anywhere. Pupils can even log on at home if they wish to practice the songs and learn more about the music. In summary: Print or download these Notes as your guide to learning the songs. Use the vocal warm up if you wish or go straight into the main tutorial player to start learning the song. Refer to the notes for each song below to establish whether the class needs to be split into groups beforehand. Use the story player to listen to (and/ or read along to) the story. Each episode of the story links to the song you will be learning. Each episode of the story is approximately 5 minutes long. Use the song player to revise each song after you have learnt it, to keep each song fresh in pupils minds. To ensure pupils really polish their performance the song player offers the backing track only with the words appearing on screen in time. Download the audio files and / or the other available file to help with your own concert or performance. These files are in mp3 format and can be transferred onto any portable mp3 device (such as an ipod or other mp3 player). Alternatively you can burn the files onto CD as audio and use them with a CD player. The song versions on offer include the full vocal version. However, once your pupils have learnt each of the songs it is intended that you should use the backing track versions to sing to. Feedback We are always pleased to hear how you use our content and, in particular, how your own school performance has gone. Please send any letters, stories or pictures to: BBC School Radio 3rd Floor Bridge House MediaCityUK Manchester M50 2BH Or us at schoolradio@bbc.co.uk 5
7 - objectives from Music curriculum KS1 1. Controlling sounds through singing and playing performance skills a) Sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression b) Play tuned and untuned instruments with control and rhythmic accuracy c) Practise, rehearse and present performances with an awareness of the audience 2. Creating and developing musical ideas: composing skills a) Improvise, developing rhythmic and melodic material when performing b) Explore, choose, combine and organize musical ideas within musical structures 3. Responding and reviewing appraising skills a) Analyse and compare sounds b) Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary 4. Listening, and applying knowledge and understandings a) To listen with attention to detail and to internalize and recall sounds with increasing aural memory b) How the combined musical elements of pitch, duration, dynamics, tempo, texture and silence can be organized within musical structures and used to communicate different moods and effects 6
8 1 I love red! Focus: Long and short notes Jumpy rhythms Fast and slow Storyline: We meet and her Ma at home. Red Riding Hood goes to the village shop where Mrs Midgely the shopkeeper tells her that her nephew has heard a wolf howling in the woods. Before the programme Follow-up ideas Ask the children if they know the story of Little. This first song is all about her and a very special colour that she likes! Perhaps they can guess what it is! What we will be doing Learning the song: I love red! Learning verse 1 Learning verse 2 Learning verse 3 Learning verse 4 Activities: I love red! Identify the long and short notes when you sing the different reds in the chorus. Spot the jumpy, fast rhythms of the words in the verses. Identify in the verses, which words have slower rhythms - eg breeze in verse 2. Practise singing the whole song, I love red! using the full-vocal version of the song and the backing track version when you are ready to do so. Clap and say some of the jumpy, fast rhythms of individual words in the verses, such as flutter. Clap and say some of the slower rhythms of individual words, such as breeze. Practise singing the short red, then the very long red at the end of the final chorus. Practise the actions together in the chorus. Music activity Focus: rests The class divides into two groups. They sing the chorus of the song in canon (one after the other) with group A starting. Encourage the children to listen and work with their group and to come in together and in time. 7
9 Extend the activity by dividing the class into three or perhaps even four groups and repeat the singing of the chorus in canon - this time without the music track to help. How many times can the children sing the chorus, while staying in time together? Listening music Cinderella s Waltz from Cinderella Suite by Sergey Prokofiev (1946) Focus: music played by an orchestra Listen to this extract of music. It is quite fast and lively, just like today s song. What is the style of the piece? What do the children imagine when they listen to it? Can they imagine Cinderella dancing with the prince at the ball? Listen out for the instruments which ones are playing the tune? (It is the violins - part of the string section of the orchestra. An orchestra is the name of a big collection of instruments that all play together.) Does the music start loudly or quietly? (It starts quietly and gradually gets louder.) Literacy links Reception / Year 1: Talk about all the red things that are mentioned in the song. What other red objects can the children think of? Draw some of them. Year 2: Talk about the different colours in the song. Do the children have a favourite colour of their own? Ask the children to write about some of their favourite colours and what things are this colour - eg yellow is the colour of the warm sun, green is the colour of the juicy grass. 8
10 2 Wolfie blues Focus: Rests The main beat - or pulse - in music Storyline: While sleeps the animals of the woods are scurrying to their homes to avoid an unwelcome arrival - the Wolf. When the Wolf tries to eat a hedgehog he gets his nose covered in spikes. The following morning he goes to the village where he sees playing in her garden. Before the programme Talk about what happened in the story last time and how we were introduced to Little. Now we re going to meet another character the Wolf! What we will be doing Learning the song: Wolfie blues Learning verse one singing with lots of energy. Learning verse two. Learning the middle section, dividing into two groups. Learning verse three. Follow-up ideas Practise singing the whole of the song through again using the full-vocal version and then the backing track only when you are feeling confident. Practice singing with the actions. Look again at the rests in each verse. Clap during the rests. Practice the very last line of the song, which is repeated. Clap along to the chorus making sure the tempo of the beat always stays the same, not faster or slower. Music activity - Wolfie blues Focus: different patterns of notes The children copy Sarah Jane as she sings different note patterns some high and some low all to the words of I m the wolfie! Later the children can work in pairs to make up some of their own different ways of singing I m the wolfie! Encourage them to think about using a variety of high notes and low notes sometimes they could begin their phrase high, and sometimes low. One of them sings first and then their partner tries to repeat accurately what they have sung. Then they swap and the other child has a turn at singing first. They could also practise singing their phrases at the same time as each other. It may help if both children clap together to establish a steady beat. 9
11 Listening music Overture from The Marriage of Figaro by Wolfgang Amadeus Mozart (1786) Focus: fast and slow; quiet and loud Listen to the music extract (which is 1 minute long). It is played by an orchestra. The piece is an overture that means it comes right at the beginning of an opera. An opera is a piece of music which is also a story sung by singers on a stage. Is it fast or slow? (It is fast!) The violins are very busy. The notes in the music start quietly. Ask the children to raise their hands when they hear the loud chords in the music. Literacy links Reception / Year 1: Talk about how hungry the poor Wolf is! What sort of things could the children suggest for him to eat? Encourage them to draw something that they think would be tasty for the Wolf Share their ideas with the rest of the class. Year 2: Talk about what the wolf looks like. Children think of words to describe his appearance - eg hairy, big teeth. Children write a passage to describe the Wolf and draw a picture to illustrate this. 10
12 3 Let s make a cake for Grandma Focus: How music changes (though the words of the song can be the same) lower and higher notes Fast and slow rhythms Repetition of notes Storyline: wants to cheer her Grandma up by making her a cake. But when Ma falls and hurts her ankle realises she will have to walk through the woods on her own for the first time. Before the programme Talk about the events of the story and what has happened so far. We have met Little, whose favourite colour is red. We have also met the big bad Wolf who lives in the woods and is feeling very hungry! What we will be doing Learning the song: Let s make a cake for Grandma Learning verse one. Learning the chorus. Learning verse two. Learning verse three. Learning verse four. Activities Note how the words in each line of the chorus are repeated, but each time the music changes, getting higher and getting lower. Talk about the different ingredients, which are needed for the cake and how they appear in each verse. Notice how all the ingredients are mixed up in verse four! Follow-up ideas Sing all of Let s make a cake for Grandma! again using first the fullvocal version and then the backing track. Talk about the different rhythms of each ingredient and clap these together. Some are slower and steady and some are fast. Practise doing the actions for each verse, such as the stirring action for Stir it in. Practise singing the repeated notes in the verses, such as Take some flour and Stir it in. Music activity - Let s make a cake for Grandma Focus: fast and slow rhythms Led by the presenter, the children clap slowly in time to the music. They gradually clap faster and faster. Talk about different rhythms in music some can be slow and some can be fast. And some can be in between! Extend the activity by clapping some fast and slow rhythms and inviting the class to copy them. 11
13 Encourage the children to really listen carefully, then to work together as a class, to all clap at the same time. In pairs, the children can work together to create some fast and slow clapping rhythms. Listening music Symphony No. 5-2nd movement By Ludwig van Beethoven ( ) Focus: Tempo slow Listen to this extract. What does the music make the children think of? It could be describing a calm day, with the sun shining gently on a lake. What other images come to mind? What is the speed or tempo - of this piece? (It is slow). What is the dynamic? (It is quiet). Can the children spot the low instrument playing at the beginning? The instrument is called the cello. It is playing a lovely, slow tune. A little later, some higher instruments come in and play the same melody too. These instruments are flutes - they are played by blowing them. Literacy links Year One Talk about today s episode and how Red Riding Hood made a delicious cake for Grandma! Discuss what ingredients are needed to make a cake. Act out the things you need to do to make a cake - eg stir in the flour, beat the eggs. The children draw or write a list of the ingredients that are needed to make a cake. Year Two Talk about all the things that you need to do to make a really delicious cake - eg sieve the flour, beat the eggs, stir in the sugar. Children make up their own recipe to make a tasty cake. They can also draw a picture of the end result! 12
14 4 Stay on the path Focus Fast, bouncy rhythms Slower, smooth rhythms Short, quick notes Longer notes and phrases Loud and soft Storyline: Little sets out through the woods for her Grandma s house. She strays from the path to watch some fairies and when they disappear she finds herself face to face with an animal wearing a straw hat, who claims to be a large, hairy dog... Before the programme Discuss what s happened so far. Little has been getting ready to visit her Grandma who lives in the middle of the woods. Are the children able to remember the ingredients of the cake that she baked to take with her? What we will be doing Learning the song: Stay on the path Learning verse one. Learning the chorus. Learning verse two. Learning verse three. Learning verse four. Activities Recognising the jumpy rhythms of the verses. Noting how the rhythm of the chorus is smoother. Follow-up ideas Sing through Stay on the path again using the full-vocal version and then the backing track. Notice how the music of the verses has a fast, jumpy rhythm. By contrast, the notes of the chorus are slower and smoother. Practise singing verse four quietly, then singing louder again for the final chorus. Remember to take a good breath at the start of each line of the chorus and sing it as smoothly as you can. Practise the action of pointing forward on the line Or the wolf will be after you! Music activity Focus: clapping loudly and quietly Led by the presenter, the children clap loudly and quietly in time to the steady beat, or pulse of the music. Talk about how music often has quiet and loud passages in it. The quietness or loudness of music is its dynamics. Different dynamics help to make the music more interesting! 13
15 Working in pairs and using percussion instruments, clapping or their voices, the children can make up their own very loud or very quiet rhythms, then show these to the rest of the class. Listening music 'The Wolf's Theme' - from Peter and the Wolf By Sergey Prokofiev (1936) Focus: Tempo fast This is a piece of music which depicts a famous wolf! What do the children 'see' when they listen to the music? What words would the children use to describe the quality of the music? What do they think the composer is trying to tell us about this wolf? Can children identify the instruments playing (horns). The music is being played by French horns - a 'brass' instrument and part of the wind section of the orchestra. Can the children name any of the other instruments of the wind section (trumpet, trombone, bassoon, flute, oboe, clarinet, etc - all instruments that are blown to make sound)? Listen again. Can the children hear the crescendo - how the music gets louder and louder? Literacy links Reception / Year One Remind the children of the main events of the story so far and ask them to sequence them in the correct order. Ask the children to think of words that describe how feels when she sees the fairies. Year Two Each verse of the song links an animal with a verb - eg See the blackbirds singing in the woods today... Ask the children to make up some new lines for the song which include other animals that might be found in the woods. For example: See the badgers roaming in the woods today... etc. Do the children think this music would be good to describe the Wolf in our story about Little Red Riding Hood or not? 14
16 5 Wolfie went a-walking Focus: Fast and slow Storyline: Little walks through the woods while the Wolf runs ahead to Grandma s house. When he can t find a way in he digs under the house and comes up through the pantry. Before the programme Talk about what happened last time. The Wolf ran off through the woods to Grandma s house. It appears he is going to pay her a visit. She d better watch out! What we will be doing Learning the song: Wolfie went a- walking Learning verse one. Learning the chorus. Learning verse two. Learning verse three. Activities Talk about the strong beat or pulse that runs through the song. Notice how the music of the verses has a slow, steady beat, rather like the Wolf walking along. Notice the contrasting faster, more jazzy rhythm of the chorus. It makes you want to dance! Follow-up ideas Sing all the way through Wolfie went a-walking using the full-vocal version and then the backing track only. Clap along to the steady pulse in the verses. Clap along to the fast beat of the chorus. Talk about how these are different. Practise the clapping and different sounds and speech that happen in the pause in the singing near the end of each verse, such as Rat-a-tat, tat! and Oh dear me! and the Wolf s howl in verse three. Practise singing the chorus with lots of energy and swaying gently in time to the music. Music activity Focus: Singing in two parts The children divide into two groups. Group A speaks the words, Trip, trap, in time to the music. Group B sings verse one over the top of this. 15
17 Working in pairs and using percussion instruments, the children can make up their own two-part pieces of music. One of them could play a low, steady beat, while the other plays some faster notes over the top. Listening music The Four Seasons - 1st movement: Spring By Antonio Vivaldi (1725) Focus: Music showing mood and emotion Listen to the extract of music. What are the dynamics? The music starts loudly. When the tune repeats it gets quieter. Is it fast or slow? (It is fast and has a joyful feel! It is all about spring and new life.) What does it make the children think of? Ask them to listen again, then share their ideas. The music is played by a string orchestra. This is a group of violins, violas and cellos. Can the children spot when the music is being played by just two violins together, rather than the full orchestra? What do the two violins make the children think of when they play together? Literacy links Year One Talk about what you think Grandma s house and garden look like. What is the garden like and what could be living there? Draw a picture of the house and garden and, if children are able, they can label some things, such as roof, windows, roses etc. Year Two Talk about the conversation that Grandma and the Wolf have through the letterbox. In pairs, the children act this out one of them is the Wolf and the other is Grandma. Children could also write down their own made up conversation between Grandma and the Wolf. 16
18 6 What big eyes you ve got! Focus: Notes jumping from low to high Music conveying mood and emotion Music going down and up, step by step Storyline: The Wolf finds Grandma hiding in the attic, where he locks her up. Then he disguises himself by wearing one of her nightdresses, gets into her bed...and waits for the arrival of Little Red Riding Hood... Before the programme Discuss the events of the last episode of the story and how the Wolf paid a visit to Grandma. Can the children remember Grandma s reaction when the Wolf pretended to? What we will be doing Learning the song: What big eyes you ve got! Learning verse one. Learning verse two. Learning verse three. Activities Recognise the notes in the first and second lines of each verse, which jump from low to high. Talk about the jumpy rhythms in the lively chorus. Notice how the chorus sounds bright and happy it is in the major key. That is apart from the last line: To see you with my dear. Here the music changes and becomes scary, as we know that it is really the Wolf! Here the music is in the minor key. Follow-up ideas Practise singing What big eyes you ve got! using the full-vocal version and then the backing trrack. Encourage the children to listen carefully to the jumpy rhythm of the chorus and to sing this with lots of energy. Practise speaking the chorus slowly, before singing it, to make the words as clear as you can. Practise the spoken section in verse three. Practise the two-part section, at the end of verse three when the Wolf snarls at Grandma and she screams. Music activity Focus: rhythm The presenter sings different notes, in an ascending and descending scale. The children copy these. They lift their hands and lower them, to show them ascending and descending. Working together as a whole class, the children take it in turns to play their own repeated made up rhythm. The rest of the class can then copy these. 17
19 Working with the rest of the class, the children take it in turns to sing high notes and low notes. In pairs, the children work together to sing a short phrase of high notes, then a phrase of low notes. You could extend the activity by using percussion instruments instead of singing. Listening music The Arrival of the Queen of Sheba from the oratorio Solomon By George Freiderich Handel (1748) Focus: major key (happy), tempo What is the mood of this piece? (It is full of joy and very happy! It is about the arrival of a queen the Queen of Sheba.) What sort of a procession can the children imagine when they listen to this music? The instruments that are playing the main tune in this piece are violins. These instruments belong to the string family. Is this tempo of this fast or slow? It is fast! There are some other instruments that come in later and take it in turns to play with the string instruments. These are the clarinet and the oboe and they are ones which you blow. They belong to the woodwind family. Literacy links Reception / Year One Talk about what says to the Wolf: What big eyes you ve got etc. Draw a picture of the Wolf in bed, dressed up as Grandma. Pick a line from their conversation eg What big eyes you ve got! / All the better to see you with. Write this underneath. Year Two Talk about what happens next in the story. What do the children think the ending might be? Ask the children to write their own version of the ending of the story. Think about who might help and Grandma. What could they do to get rid of the Wolf? 18
20 7 The big bad wolf has gone Focus: Notes jumping from low to high Rests Accumulation song each verse gets longer and longer. Before the programme Storyline: Little and her Grandma escape from the cottage where they have locked the Wolf inside. They meet the woodcutter and he has a plan for how they can catch the Wolf... Follow-up ideas Talk about the events from the last episode of the story. Discuss how Grandma and ran away from the Wolf, into the woods. How are they going to get rid of him? What we will be doing Learning the song: The big bad wolf has gone Learning verse one. Learning verse two. Learning verse three. Activities Recognise the notes in the chorus which jump from low to high. Talk about how each verse gets longer, as you add a new action to it. Practise singing The big bad wolf has gone using the full-vocal version and then the backing track only when you are feeling confident to do so. Encourage the children to practise the actions in each verse and to try to think ahead about what happens next. Encourage the children to sing loudly with lots of energy this is a very happy song! Music activity Focus: rhythm Working together as a whole class, and led by the presenter, the children take it in turns to clap, stamp and tap in time to the music. They do this in time to the steady beat. In pairs, the children make up some clapping, tapping and stamping patterns of their own. They could even add some more actions, such as tapping their head, or wiggling their hips. 19
21 Listening music 'Vivace' from Four Cornish Dances By Malcolm Arnold (1966) Focus: major key (happy), tempo This is a very lively piece, played by brass instruments. The music is called a dance. What sort of dance do the children think would go with this piece of music - fast or slow? What is the 'mood' of the music? Is it suitable as music to celebrate the happy ending to the story? The music is played by brass instruments - just like the Wolf's theme that was the listening music for programme four. Listen to the Wolf's music again and then compare the speed ('tempo') and the mood of the music to this piece. How are they different? Can the children clap along in time to the fast beat, or pulse of the music? Literacy links Reception / Year One Talk about the character of the Wolf. Do the children think he is funny? Why? What does the Wolf mean when he says Oh the shame? What do the children think he will do next? Will he find another wood? Another village? Has he learnt a lesson? Or will he back? Year Two Make up the words for a new verse of the song which has different movements. Write a few lines describing what Wolfie does next. 20
22 1. I like red! Red! Red! I love red! From the tips of my fingers, To the top of my head, From my knees, to my toes, To the end of my nose, I love red! I love red! Verse 1 Yellow is the colour of golden corn, And a cute little chick, all fluffy and warm, But there is a colour that I love best, It s so much better than the rest! Verse 2 Green is the colour of garden peas, And leaves that flutter in the breeze, But there is a colour that s lots of fun, This is the colour that s my number one! Verse 3 Blue is the colour of the summer sky, And blueberries sitting in a blueberry pie, But there is a colour, I ll never miss, And this one s right at the top of my list! Verse 4 (To the tune of the chorus) Ladybird is red, Tomatoes too, Strawberries are red, for me and you. Lipstick is red and crayons are bright, All this red is a wonderful sight! 21
23 2. Wolfie blues Verse 1 I m feeling sad! I m feeling blue! The cupboard s bare, Oh, what shall I do? I m the wolfie! The hungry wolfie! And I ve got the rumbly, Rumbly, rumbly, Rumbly, rumbly tummy blues. Verse 2 I ve got sharp teeth! I ve got sharp claws! But I can t even find a bone to gnaw! Verse 3 I love to jump! I love to creep! As I search for something good to eat! Final I m the wolfie! The hungry wolfie! And I ve got the rumbly, Rumbly, rumbly, Rumbly, rumbly tummy blues. And I ve got the rumbly, Rumbly, rumbly, Rumbly, rumbly tummy blues. I m hungry! / I m hungry! My tummy! / My tummy! Is rumbly! / Is rumbly! And I ve got the rumbly tummy blues. 22
24 3. Let s make a cake for Grandma Let s make a cake for Grandma, Let s make a cake for Grandma, Let s make a cake for Grandma, A yummy cake for tea! Verse 1 Take some flour and stir it in, Take some flour and stir it in, Take some flour and stir it in, And make a cake for tea! Verse 2 Take some butter and rub it in, Take some butter and rub it in, Take some butter and rub it in, And make a cake for tea! Verse 3 Take some eggs and beat them in, Take some eggs and beat them in, Take some eggs and beat them in, And make a cake for tea! Verse 4 Take some flour and stir it in, Take some butter and rub it in, Take some eggs and beat them in, And make a cake for tea! 23
25 4. Stay on the path Verse 1 See the rabbits hopping in the woods today, The woods today, The woods today, See the rabbits hopping in the woods today, The green, green woods today. Stay on the path, Follow the way that s true. Stay on the path, Or the wolf will be after you. Verse 2 See the squirrels scampering in the woods today, The woods today, The woods today, See the squirrels scampering in the woods today, The green, green woods today. Verse 3 Hear the blackbirds singing in the woods today, The woods today, The woods today, Hear the blackbirds singing in the woods today, The green, green woods today. Verse 4 See the fairies playing in the woods today, The woods today, The woods today, See the fairies playing in the woods today, The green, green woods today. Final Stay on the path, Follow the way that s true. Stay on the path, Or the wolf will be after you. Stay on the path today. 24
26 5. Wolfie went a-walking Verse 1 Wolfie went a-walking in his big straw hat, His big straw hat, his big straw hat, And he knocked on the door with a rat-a-tat-tat, Oh, Grandma, let me in! Grandma dear, won t you let me in? Grandma dear, won t you let me in? Grandma dear, won t you let me in? It s cold outside! Grandma dear, won t you let me in? Grandma dear, won t you let me in? Grandma dear, won t you let me in? It s cold outside! Verse 2 Grandma heard the knocking and she went to the door, Went to the door, went to the door, She peeped through the letterbox, And saw a hairy paw, Oh, dear me! A very hairy paw! Verse 3 Little, You don t look right, Don t look right, don t look right, You re much too hairy and you ve given me a fright, I will not let you in! 25
27 6. What big eyes you ve got! Verse 1 Grandma! Grandma! What big eyes you ve got! Grandma! Grandma! Oh, how strange you look! All the better to see you with! All the better to see you with! All the better to see you with! To see you with, my dear! Verse 2 Grandma! Grandma! What big ears you ve got! Grandma! Grandma! Oh, how strange you look! All the better to hear you with! All the better to hear you with! All the better to hear you with! To hear you with my dear! Verse 3 Grandma! Grandma! What big teeth you ve got! Grandma! Grandma! Oh dear, what a shock! All the better to eat you with! All the better to eat you with! All the better to eat you with! To eat you with, my dear! 26
28 7. The big bad wolf is gone Oh happy day! The wolf has gone away! Come on now, let s have some fun, Now the big bad wolf has gone. Verse 1 Clap your hands! Stamp your feet! Swing your hips! To the wolfie beat! Verse 2 Wave your arms! Crouch down low! Jump up high! And off we go! Clap your hands! Stamp your feet! Swing your hips! To the wolfie beat! Verse 3 Show your teeth! Rah! Tap your toes! Shout hooray! (shout) Hooray! And wiggle your nose! Wave your arms! Crouch down low! Jump up high! And off we go! Clap your hands! Stamp your feet! Swing your hips! To the wolfie beat! Final Oh happy day! The wolf has gone away! Come on now, let s have some fun, Now the big bad wolf, The big bad wolf, The big bad wolf has gone! 27
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