g-g-g-good morning song

modifying this technique

  • This song can be challenging for English language learners- so feel free to slow it down for your class. You can also change the words and rhythm to something more simple like “it is a good morning!”
  • This technique- repeating words and phrases with varying speeds and volumes- is a tool that can be used in many contexts. Check out an example of how this supports vocab acquisition.

lyrics

G-g-g-g-good morning! (repeat 4 times)

skill breakdown

SCAFFOLDING
Remember, every activity in your class can be scaffolded, even songs. Make sure everyone understands each step before moving onto the next.

  • Notice: Dianna focuses on only one skill in each step. It's tempting to lump a couple steps together for the sake of time, but it can be confusing for students.
  • Why? Scaffolding activities is a way to make sure no one is left behind.

STEP ONE- REPEAT AFTER ME
Tell your students “this is a repeat after me song!” You can use “let’s all say that” to practice “repeating after me.”

STEP TWO- LYRICS AND RHYTHM
Model the lyrics and rhythm to your class. Using “let’s all say that,” ask the group to try the lyrics with you. Especially for young learners, you might need to try this step a few times.

  • Why? The rhythm of this song is complex, which is a great way to challenge your students and keep them engaged!

STEP THREE- INTRODUCE SPEED AND VOLUME
Introduce the four ways you can chant this song: normal, super loud and super fast, slow and quiet, and super fast but totally silent.

  • Notice: As always, Dianna uses “let’s all say that” to practice each of these instructions.
  • Notice: Dianna doesn’t just say these instructions, she models them. She is also modelling an appropriate way to take these instructions; when she is "super loud and super fast," she doesn’t lose control. She makes it very clear where her "loud and fast voice" beings and ends.
  • Why? This shows students an example of how to be expressive within reasonable boundaries; and it models exactly how and when the "craziness" ends.

STEP FOUR- TRY THE WHOLE SONG
Now that you’ve taught all the components of the song, you can put them together. You can remind the class one more time that this song is “repeat after me.”

  • Notice: Dianna doesn’t stop singing when the class is repeating after her; she sings with them.
  • Why? This is a great way to establish a supportive learning environment. You are showing that you are willing to play with them!

STEP FIVE- ENDING THE SONG
Dianna uses a non-verbal hand gesture to stop the song. She is using a gesture that orchestra conductors use, but you can pick your own gesture. Practice this gesture with your class a couple of times before integrating it into your songs.

  • Why? Non-verbal gestures are useful because they can be seen in a noisy environment.

USING THIS TO START THE DAY
This song is specifically structured to be an intentional way to start your day. It engages students’ voices, bodies, and minds in a gentle and fun way. Note how this song ends with “super fast but totally silent.”

  • Why? Ending with a silent and focused tone helps your students transition into a productive learning environment.