Sing a Book: There’s a Boy in the Girls’ Bathroom Song by Yvadne Bygrave
Sing a Book
14 Followers
Grade Levels
3rd - 5th
Subjects
Resource Type
Standards
CCSSRL.3.3
CCSSRL.3.5
CCSSRL.3.7
CCSSRL.4.3
CCSSRL.4.5
Formats Included
- Zip
Pages
4 pages
Sing a Book
14 Followers
Description
The song is based on the book ‘There’s a Boy in the Girls’ Bathroom’ by Louis Sachar and has an up tempo beat with catchy lyrics that are easy to learn.
As with all Sing a Book songs, it draw inferences, such as inferring a character’s feeling, thoughts and motives from their actions, which is reflected in the lyrics. The song requires no musical experience to teach, as the bundle includes the vocals, instrumental and lyrics.
The lesson plan demonstrates how the song can be used as a guided reading tool, while giving the pupils an opportunity to learn it within a structured and curriculum-led learning environment.
The song gives pupils a platform to showcase their comprehension of the book and the main characters, through a class assembly or end of term production, while developing their speaking and listening skills.
Ideas are provided to illustrate how the song support drama activities. Class performances gives pupils an opportunity to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances (National Curriculum in English: primary curriculum).
As with all Sing a Book songs, it draw inferences, such as inferring a character’s feeling, thoughts and motives from their actions, which is reflected in the lyrics. The song requires no musical experience to teach, as the bundle includes the vocals, instrumental and lyrics.
The lesson plan demonstrates how the song can be used as a guided reading tool, while giving the pupils an opportunity to learn it within a structured and curriculum-led learning environment.
The song gives pupils a platform to showcase their comprehension of the book and the main characters, through a class assembly or end of term production, while developing their speaking and listening skills.
Ideas are provided to illustrate how the song support drama activities. Class performances gives pupils an opportunity to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances (National Curriculum in English: primary curriculum).
Total Pages
4 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSSRL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
CCSSRL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSSRL.3.7
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
CCSSRL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
CCSSRL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Reviews
Questions & Answers
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