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I know, I know, as elementary music teachers, we can stay in sol mi land for what seems like FOREVER. So long that you may find yourself running out of sol mi songs to use. If you’re running low on new content, then you should use the folk song Frog in the Meadow.
This is one of my second grade students’ favorite songs. It has a fun singing game, includes sol and mi, and uses rest.
I use it to introduce sol and mi, and then bring it back a few months later for rest.
Note: Some version have this song for do re mi, but this is the version I learned and have always used.
If you need more resources for this song, you should purchase the Frog in the Meadow song pack in my TPT store! It includes Google Slides lessons to introduce sol and mi or rest, game directions, printable worksheets, frog sol mi composing, and more. You can do the lesson without it, but having the visuals (ready for you!) makes it so much easier.
Frog in the Meadow Folk Song
Frog in the Meadow Singing Game Directions
First off, let’s talk about the singing game!
- Students stand in a circle
- The “frog” is in the middle of the circle
- The frog closes their eyes and spin around, pointing out.
- The student stops when the song stops.
- Wherever the frog is point, they walk over to that point in the circle. The frog taps the two closest students on the shoulder.
- The two students walk in OPPOSITE directions around the circle. The first person to high five the frog is the winner, and new frog.
Note: I like to control the chaos, so I have students sit instead of stand. I also have students stop when they meet each other on the opposite side of the circle and shake hands 3 times (we all count). This way they are less likely to bump heads.
Frog in the Meadow for Teaching Sol and Mi
So… how do you actually teach it? We’ll go over the process for sol and mi, and then for rest.
- Have students make their hands into a “frog”. I sing the song, and students make the frog “jump” as you sing (to match the solfa).
- Next up, play the game so that students hear the song a million times.
- On another day, bring the song back out. Ask: What happens when my frog jumps up? (Your voice goes up) What happens when my frog jumps down? (Your voice goes down)
- Say: Great! When my frog jumps high, we’ll call it “high”. When he jumps low, we’ll call it “low”.
- Echo sing some sol mi patterns on high and low.
- Next, have students use the frog manipulatives to make high low patterns. I like to start by singing a pattern that they make (you can use the ones from the song), then have them make up their own. They can even do this is partners!
- On another day, bring the song back out. Have students show the highs and lows with their hands. Then, put the notes on the board and have students track the notes on the screen.
- Ask: What happens when the notes are up top? (They sound high) What happens when the notes are at the bottom? (They sound low).
- Say: Great! In music, we have special names for these two notes. The high one we can sol, and the low one we call mi. Let’s sing the song on sol and mi.
- Show students the hand signs for sol and mi, and echo sing some sol mi patterns. Then sing the song with the hand signs.
- Next class, have students glue or draw frogs onto a paper to show the sol and mi patterns in the song!
Frog in the Meadow for Teaching Quarter Rest
If you’re using this song to work on rest, the process is very similar, but with rhythm.
- Start by singing the song and “hopping” to the beat (with hands or with whole bodies).
- Have students tap the beat along with the song.
- Show the rhythm (without the rest). Review the ta and titi, and have students read the rhythm. When you get to the frog representing the rest, stop. Look at the kids, look at the frog, and look confused.
- Ask: What is this?! (The will probably say a frog) Is that a rhythm? (No) Then what do you think it means? (You may have to sing the song again while pointing to the rhythms, but someone will usually say that it is quiet there.)
- Say: Yes! This frog means that we are going to be super quiet there! Don’t make any noise. (I have my students put their finger to their mouth quietly, or you could have them pretend to sleep, or put their hands up in a question shrug). Sing the song again.
- Have students notate the song with quarter notes, eighth notes, and question mark cards. Alternatively, you can have students write the rhythm.
- On another day, go through the rhythm of the song again. Ask: What happens here on the frog? (They will say it’s quiet)
- Ask: Does the frog get a beat? (yes) Does it get any sound? (no)
- Next, show students the rhythms they know so far. Review that quarter note is one sound on one beat, eighth notes are two sounds on one beat.
- Ask: Do either of these have no sounds on one beat? (no)
- Show the students the rest. Say: This is a rest. It has a beat of silence.
- Practice reading 5-10 rhythms with rests. I like to do three or four echoing after me, then I’ll ask the kids who thinks they could read the next ones. They pick it up really quickly!
- Finish up (I like to do this on another day) with having students fill in the missing rhythms or fill in all the rhythms of the frog song.
- Bonus: Have students do a frog themed color by note worksheets from the printables part of the lesson pack!
That’s a lot of content out of a 16 beat folk song.
All of these activities and more are available in the lesson pack in my TPT shop. It includes:
- Sheet music
- Google Slides for rest
- Google Slides for sol and mi
- Frog high low composing and task cards
- Printable worksheets for rhythm and melody
- Everything in regular and stick notation