'Cold Old House' is a rhyme where the text lends itself to expressive language.

The children are engaged immediately and they have a model to imitate.

Body percussion is used to learn the beat and the rhythm of target words in the rhyme.

Also focusing on the rhyming words it allows children to familiarise them-self with the unique sounds within the words.

Performing a repeated pattern at the same time of the rhyme teaches children to be able to work independently.

This is a very important skill when performing in ensembles.

Ok, I'm going to tell you a poem.

Listen carefully.

I know a house, a cold old house, a COLD old house by the sea.

If I were a mouse in that cold, cold house what a cold, cold mouse I would be.

Mmm, what do you think of that poem, tell me.

What do you think? Spooky! [The teacher says] It's a bit spooky.

Why? What makes it spooky? Because of the words.

[Teacher asks] Which words? Mouse.

And how you are being quiet and slow.

Quiet and slow, yep, it could be that.

Yeah.

Maddy? The word 'old'.

[teacher say] Old, that makes it spooky does it? [Teacher says] Yeah, Tenielle? And, you are speaking in a very low voice, and its weird.

Yeah, I'll say it to you again.

Have a listen.

Have a listen for words.

I know a house, a cold old house, a cold old house by the sea.

If I were a mouse in that cold old house, what a cold, cold mouse I would be.

What do you think Maddy? A mouse in a house.

There's a mouse in a house, very good.

What about old? Where's old.

? It rhymes with cold.

It does rhyme with cold.

Very good.

Willow? It's used every time after cold.

Yes so cold, old.

Tenielle? Anything else that you heard? I did hear something, but I forgot.

That's alright.

This time I want you to listen.

So Maddy has heard mouse.

House and mouse, yep? This time I want you to listen to where house is because in a minute I want you to say it with me.

Ready.

So listen to where all the 'HOUSE' words.

I know a house, a cold old house, a cold old house by the sea.

If I were a mouse in that cold old house, what a cold, cold mouse I would be.

Tenille? There would be four houses.

You think there are four houses? Four houses by the sea, with mice in them? Willow? The word house appears after cold and old.

Well OK, alright.

Do you think you can say all the houses with me this time? Sure! Are you ready? I know a 'HOUSE', a cold old 'HOUSE', a cold old 'HOUSE' by the sea.

If I were a mouse in that cold old 'HOUSE', what a cold, cold mouse I would be.

Alright.

So Willow's wanting to join in with a mouse as well.

Do you think do the house and the mouse? [all say] Yep.

Ready? I know a 'HOUSE', a cold old 'HOUSE', a cold old 'HOUSE' by the sea.

If I were a 'MOUSE' in that cold old 'HOUSE', what a cold, cold 'MOUSE' I would be.

Very Good! So this time, when you say the words 'house' and 'mouse' I want you to pat your legs.

And there is one more word that needs to be added.

[All say] Cold? Not yet! There's another one the needs to be added.

See if you if you can work it out as we do it.

Sea? So this time i want you to add.

Aww it's sea.

Well done Willow.

'SEA'.

[pat you legs] 'SEA'.

[pat you legs] OK let's do it.

So do you think that its OK to leave out 'house' and 'mouse' and 'sea' and you will fill it in? So I don't have to say those words and you will? Sure! OK! You ready? So, I will clap with you.

Are you ready? I know a 'HOUSE', a cold old 'HOUSE', a cold old 'HOUSE' by the 'SEA'.

If I were a 'MOUSE' in that cold old 'HOUSE', what a cold, cold 'MOUSE' I would be.

Oh, "be' is another one.

Very good! So we've got 'mouse', 'house', 'sea' and 'be'.

Yep? All those words.

Very good.

Yes Maddy? Old? Now we need to think.

Some other words.

So 'cold', 'old'.

So we've got this [pat your legs] for house and mouse.

Can you click? Can you do this? [cup your face] Can you, what else can we do? Shoulders? You are good with shoulders.

Can you do this? 'Cold' [touch your shoulders] 'old' [touch your head] 'Cold' [touch your shoulders] 'old' [touch your head] 'House' [pat your legs] Yeh? 'Cold' [touch your shoulders] 'old' [touch your head], 'House' [pat your legs] 'Cold', 'old' , 'house' 'Cold', 'old' , 'house' Sea! Alright, are you ready? See if you can do all of that.

I will do it with you.

Ready? And.

I know a house, a cold old house, a cold old house by the sea.

If I were a mouse in that cold old house, what a cold, cold mouse I would be.

Be! With 'be' we are going to go 'be' [hold your hands together an open them out] Very good.

OK.

See if we can do all of that one more time, because I am going to ask you something new in a minute.

[Practice this activity again].

Good.

Now, here is a challenge for you.

Do you think you could say those words in your head.

I know a —–, a —- — —–, So all the other words, other than those ones.

I think it will be a challenge for me too, don't worry.

So, let's see if we can do it.

Let's have a practice.

'House' is that [pat your legs].

'Cold', 'old' is that [touch your shoulders, then your head].

'Sea' is there [hold your hands together an open them out] and 'be' is at the end.

'Cold' 'house', 'cold' 'old' and all the others there.

Maddy [shows a buzzing bee for 'be'].

That's a good idea.

'Be' will be a buzzing bee.

Alright.

So see if you can say all the other words, but not those ones.

You reckon? Can we do it? Ready? And.

I know a —–, a —- — —–, a —- — —– by the —.

If I were a —– in that —- — —–, what a —-, —- —– I would –.

Tricky ins't it? Well done.

Its good to be able to see we can put those words in our head instead of saying them, and it's good we can use our body percussion to do that.

OK can you say the whole rhyme for me? Yes.

You can use body percussion, but I want to listen.

[Practice the rhyme again] 'what a cold, cold, house I would be.

' Very good, so we've got 'cold' 'old' and 'cold' 'cold', but I think that works well.

OK so very good.

Very good at saying that rhyme.

Now a way that we can learn it.

The way we can explore it.

Is turn it in to a song? We could turn it in to a song.

Another thing we could do is to use different voices.

Now we have done, [whisper loudly] I know a house.

and I know a.

So think of a different type of voice you might use.

So we are not going to change the words.

We are just going to use a different sounding voice.

[The children suggest a new way of saying house.

The teacher guides them in their exploration.

] [She encourages them to look at other words in the rhyme, such as 'cold' 'old', will they chose the same voice, or different voices for some of the words in the rhyme] [The teacher encourages the children to explore together, by explaining she is just going to listen to them.

] [The teacher helps them to recap their ideas and make final decisions] So your ideas at the moment are? 'House' is going to be 'Howse'.

[whispered] 'Cold', 'old' is going to be [in a high squeaky voice] What about 'be' what are you going to do.

'Beeeeeeeeeeeeeeeeeee' What about 'sea'? 'Seaeaeaeaeaeaeaea' OK, are you ready to do it? Ready.

Go.

[using the new voices] I know a house, a cold old house, a cold.

[the students forget the voices get confused and stop] Let's start again.

[using the new voices] I know a house, a cold old house, a cold old house by the sea.

If I were a mouse in that cold old house, what a cold, old mouse I would be.

Beautiful.

Bit of a big 'be'.

A long 'be'.

OK, so another way that we can learn to do that rhyme, because we can do lots with that rhyme, We can play it on instruments.

We can have different patterns going on.

Who thinks they know it really well.

Yep, beautiful.

I want.

Tessa and Willow, do you think you can say it? Tenille and Maddy I want you to just say this.

Cold old house.

Cold old house.

Cold old house.

Just say that, that's it.

Cold old house.

[discussion on what happens if they forget.

teacher explains they should be able to work it out.

] Cold old house.

Cold old house.

So you are going to keep saying that.

[Recap on the movements for 'cold old house'] Cold old house.

[with movements] Cold old house.

Cold old house.

Alright, so they are going to start.

And then you are going to say the rhyme.

And you guys are going to keep going.

When they finish, you finish.

Ready? We are going to start, and then I will bring you guys in.

Ready, and.

Cold old house.

Cold old house.

Cold old house.

You guys ready? Cold old house.

[group 1]Cold old house.

[group 2] I know a house [group 1]Cold old house.

[group 2] a Cold old house [group 1]Cold old house.

[group 2] a Cold old house [group 1]Cold old house.

[group 2] by the sea [group 1]Cold old house.

[group 2] If I were a mouse [group 1]Cold old house.

[group 2] in the cold, cold, house [group 1]Cold old house.

[group 2] a cold old mouse [group 1]Cold old house.

[group 2] I would be.

Beautiful.

Alright, let's do a swap.

Cold old house.

Let's do a different one.

By the sea.

By the Sea.

So we are going to do this its a little bit trickier.

A little bit different.

By the sea.

By the sea.

Wait Willow.

By the sea.

By the sea.

Ah just wait because it has a gap.

Listen, By the sea.

By the sea.

By the sea.

Can you hear that one? give it a go you two.

Ready.

Go.

By the sea.

By the sea.

By the sea.

By the sea.

By the sea.

By the sea.

By the sea.

By the sea.

Are ready.

By the sea.

[Group 1]By the sea.

[Group 2] I know a house [Group 1]By the sea.

[Group 2] a cold old house [Group 1]By the sea.

[Group 2] a cold old house [Group 1]By the sea.

[Group 2] by the sea.

[Group 1]By the sea.

[Group 2] If I were a mouse [Group 1]By the sea.

[Group 2] in that cold old house [Group 1]By the sea.

[Group 2] a cold, cold, mouse [Group 1]By the sea.

[Group 2] would I be.

Beautiful, Fantastic.