Author:
KAREN FRANKS
Subject:
Music, Language, Grammar and Vocabulary, Physical Education, World Humanities
Material Type:
Lesson Plan
Level:
Lower Primary, Upper Primary
Grade:
K, 1, 2, 3, 4, 5
Tags:
  • #NCDLS
  • ncdls
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    Book and Music Lesson - One Day in the Eucalyptus, Eucalyptus Tree

    Overview

    This lesson uses the book, One Day in the Eucalyptus, Eucalyptus Tree, by Daniel Bernstrom and Brendon Wenzel, to incorporate music, reading/writing/language arts, visual art, social studies, and physical education into a lesson or unit of lessons. The resource lists 5 different ways the book can be used, from a 15 minute reading with instrumental accompaniment, to a weeks-long project of writing and illustrating a sequel to the book. 

    5 Ways to use this book, including PE, Social Studies, ELA, and Music

    One Day in the Eucalyptus, Eucalyptus Tree, by Daniel Bernstrom and Brendan Wenzel

     

    This book is rich in resources for music lessons and cross-curricular lessons. Here is a list of ways I have used the book:

     

    1. Sing the title as mi-sol, mi-sol, sol-sol-sol-sol, la-la-la-la, sol. Add the Curwen hand signs if this is how you teach. The title repeats as a chorus on nearly every page of the book, so it is fun for students to sing along. I add the chorus to the two or three pages that don’t have it already. 

    2. Each page has a new animal and a new onomatopoeia for that animal. Set out a selection of classroom rhythm instruments and have students select an instrument for each animal’s sound. They play the instrument on that sound as you are reading the book. This activity can be repeated many times to incorporate different instrument sounds and all of the students. I also add a vibraslap to the words “gobbled up” to describe the sound when the snake eats each animal. The vibraslap can be passed around to different students for each iteration, allowing for 8 more participants on each reading. Another instrument can be used in a similar manner to accompany “whirly-twirly toy.”

    3. Many of the animals in the story, including the snake, have descriptive onomatopoeia for their movements. Students can create and demonstrate a movement idea to accompany the reading. This is a great way to get them up out of their seats, and participating in the story!

    4. On the last page of the book, there is a picture of a crocodile eyeing the boy with the whirly-twirly toy. I end the book by saying, “The End…, or is it?” The students will then look carefully at the page to figure out what I mean. A whole other story can be created to tell the story of the boy and the crocodile. Students can create similar devices of onomatopoeia for sounds and movement. As a larger project, put students in groups to create a written story with their ideas, using rhyming words, illustrations, and musical ideas. The stories can be displayed on bulletin boards. This is a great collaborative project to do with ELA teachers!

    5. The book describes various animals (and eucalyptus trees) that are found in Australia. This is a good way to launch into a social studies discussion of Australia, and what flora and fauna can be found there.