Beacon Lesson Plan Library

Hey Good Looking, What You Got Cooking?

Diane Weiner


Students perform a song and skit to illustrate how music can be used to communicate movement. .


The student sings songs within a five-to-seven note range alone and maintains the tonal center.

The student sings simple songs (e.g., folk, patriotic, nursery rhymes, rounds, and singing games) with appropriate tone, pitch, and rhythm, with and without accompaniment.

The student knows how to respond to selected characteristics of music (e.g., the melodic phrase is the same or different, the tempo is fast or slow, and the volume is loud or soft) through appropriate movement.


-“5 Fat Turkeys” (traditional, MacMillan Music and You, 1991, Gr. K, CD 6)
-Turkey cut-out or stuffed animal turkey
-Chef’s hat for the cook (borrow or make from paper)
-White paper to make feathers for the -chickens-
-Percussion instruments (drum-loud, triangle-soft)


Make cut-out turkey or obtain a stuffed animal turkey
Cut out chicken feathers for the students
Obtain or make a chef's hat


Authentic Context:
As part of the Thanksgiving Day program, your class will perform a song and skit that illustrates how music can be used to communicate movement.

1. Teach the class about volume by banging on a drum to demonstrate a loud sound and lightly tapping a triangle to demonstrate a soft sound. Ask the class for examples of sounds that are loud. Ask when loud sounds are appropriate (e.g., siren for a fire truck to warn traffic; train whistle to alert cars to a railroad crossing). Ask for examples of sounds that are soft. Ask when soft sounds are appropriate (e.g., lullaby music in a hospital nursery, organ playing in a church).
2. Explain that sometimes songs are sung loudly; sometimes they are sung softly.
3. Ask students to describe a scene from a movie, TV show, or commercial that uses appropriate dynamics of music to match the movements.
4. Teach the class the song “5 Fat Turkeys.” Practice singing the song loudly and softly.
5. Introduce the following skit to the class:
You are chickens living on a farm. You have a friend named Tom Turkey. It’s the day before Thanksgiving and Tom is hiding from the cook who is looking for him. In order to help your friend stay hidden from the cook, sing loudly and flap your wing feathers to alert Tom each time the cook approaches Tom’s hiding place. Your singing returns to a softer level and you become calm as the cook walks away from the hiding place.
6. Practice the skit and song. Assign one student to be the cook. Send the student out of the room briefly while the cut-out or stuffed animal representing Tom is being hidden somewhere in the room. Bring the cook back in the room. Sing the song as directed in the skit while the cook looks for Tom Turkey.
7. On the day of the program, one student should be assigned to tell the audience that Tom Turkey is hidden on the stage and that the cook is looking for Tom. At the end of the song, ask the audience if they can tell the cook where Tom is hidden based on the actions of the “Chickens”.


The teacher uses the following checklist to evaluate the class during the practice sessions and on the day of the skit: Tom Turkey Checklist
Students sing the song using the correct words, rhythm and melody.Y N
Students sing loudly and use appropriate movement
when the cook approaches Tom's hiding place. Y N
Students sing softly and act appropriately when the
cook is not near Tom’s hiding place. Y N
Describe other ways that the appropriate dynamics of music are used in daily routines.


The students increase or decrease the tempo of the song to alert “Tom Turkey” of the cook’s whereabouts
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