Page 21 - Level 1 Ukulele Lesson Plans

Sing the song holding your hand at forehead level for the higher pitches and just above belly button for the lower pitches. See video.
Up and down and, Up and down. This is the way to, London Town.
Sing the song again, asking the children to join in with the actions.
Sing the song again, asking the children to join in with the singing, as well as with the actions.
“Did anyone notice what we were doing with our hands?” Choose a volunteer to answer. This is a tricky question so make sure to congratulate the child even if their answer is not the one you’re after. “We are showing if the singing is higher (demonstrate hand at forehead) or lower (demonstrate hand just above belly button). We call the highness or lowness of a note its pitch.” Get the children to repeat the word “pitch” three times.
Next, ask the children to sing the song and do the actions without your help.
Ask a volunteer to think of another town to sing about. It can be a real place (e.g. Sydney Town, Canberra Town, China Town, Africa Town, Bristol Town, Singapore Town etc.) or it can be a made-up place (e.g. Ice Cream Town, Jelly Town, Rainbow Town, Princess Town, Pirate Town). Sing the song, replacing “London” with the suggested place. Repeat two or three times, asking a new volunteer each time.
7. Plucking the Ukulele (6 mins): ‘Pease Pudding Hot’ & ‘Bell Horses’ (traditional)
Pretend to hold a bowl of pease pudding in your hands. Sing the song making the appropriate noises and actions during the crotchet rests.
Pease pudding hot! (blow on pudding) Pease pudding cold! (shiver)
Pease pudding in the pot,
Nine days old! (whisper)Yuk!
Some like it hot! (blow on pudding) Some like it cold! (shiver)
Some like it in the pot,
Nine days old! (whisper)Yuk!
Sing the song again, asking the children to join in with the actions and sounds that take place during the “gaps” in the song. “Can anyone remember what we call the gaps in songs (rests)?”
Next, you sing the song on your own and a volunteer stands and does the sounds and actions during the rests in the song on their own.
Lastly, everyone sings the song and does the actions and sounds during the rests together.
“Can anyone remember another song we know with rests in it (‘Bell Horses’)?”
Ask the children to take their ukuleles out from under their chairs. “Let’s all sing ‘Bell Horses’ and pluck the 4th string during the rests in the song. What note does the 4th string play (G)?”
Bell horses, bell horses, what time of day (pluck)? One o’ clock, two o’ clock, three and away (pluck). Bell horses, bell horses, what time of day (pluck)? Four o’clock, five o’ clock, home for today (pluck).
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