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Old MacDonald had a Farm

EDUCATION PACK The People’s Theatre Company www.ptc.org.uk

The People’s Theatre Company Old MacDonald had a Farm Education Pack

TABLE OF CONTENTS

About The People’s Theatre Company III

More Stuff for Schools III

Introduction IV

Coverage of The National Curriculum (2014) V-VIII

Summary of the Story 1

English Lesson 1 2-4

English Lesson 2 (Speaking & Listening) 5-6

Mathematics 7-9

Science 10-11

Geography 12-14

Computing 15-17

Resources 18-49

Songs to Sing 50-60


The People’s Theatre Company was set up to

make quality theatre accessible to everyone.

Our award winning shows have played to

sell-out crowds up and down the country and

each year the company brings that same

standard of theatre into schools and youth groups to provide drama training, PPA

cover and specialised workshops. If you would like details of any of these

services please contact us at [email protected]

Find out more about: The People’s Theatre Company,

our past productions, workshops and ‘Old MacDonald had

a Farm’ by visiting our website at www.ptc.org.uk. You

can also email us directly at: [email protected]

About The People’s Theatre Company

More Stuff for Schools

The PTC is committed to its audience of young people

and as part of that commitment we want drama to be

available to everybody. To that end we are happy to

provide schools and youth groups with affordable,

quality drama training, PPA cover and specialised

workshops. If you would like details of any of these services

please visit us at www.ptc.org.uk/Education or contact us

at [email protected].

mailto:[email protected]

mailto:[email protected]

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III


Introduction Welcome to the education pack for ‘Old

MacDonald had a Farm,’ presented by the

People’s Theatre Company. This pack

is designed as a flexible resource for

teachers of Key Stage 1. It has been

prepared so that you can deliver lessons

across the curriculum that will link in with

the People’s Theatre Company’s show, ‘Old MacDonald had a Farm.’

You can use this free pack whether you

come to see the show or not (although

we’d love it if you did!) You are welcome

to use as much or as little of the pack as

you wish, choosing a one-off activity or using it

as the basis for a cross-curricular exploration of the themes in ‘Old

MacDonald had a Farm.’ Lessons are differentiated * clearly with

resources at the back of the pack.

The links to the new Key Stage 1 National

Curriculum are indicated at the start of each lesson

although many will also be relevant to early Key

Stage 2.

*Higher Ability (HA), Middle Ability (MA), Lower Ability (LA)

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Coverage of The National Curriculum KS1 Statutory Requirements English

Spoken Language:

Use relevant strategies to build their vocabulary

Give well-structured descriptions, explanations and narratives for

different purposes, including for expressing feelings

Use spoken language to develop understanding through

speculating, hypothesising, imagining and exploring ideas

Speak audibly and fluently with an increasing command of

Standard English

Participate in discussions, performances, role play, improvisations

Reading Comprehension:

Become very familiar with key stories

Recognise and join in with predictable phrases

Draw on what they already know and vocabulary provided by the

teacher.

Writing Composition:

Write for different purposes

Evaluate their writing with the teacher and other pupils

Mathematics

Number – Number and Place Value:

Count in multiples of twos, fives and tens

Identify and represent numbers using pictorial representations

Solve one-step problems

Count in steps of 2 and 5 from 0

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Statistics:

Interpret and construct simple pictograms and block diagrams

Ask and answer simple questions by counting the number of

objects in each category and sorting the categories by quantity

Ask and answer questions about totalling and comparing

categorical data

Science

Animals, including humans:

Identify and name a variety of common animals

Describe and compare the structure of a variety of animals

Identify and name a variety of animals in their habitats

Living things and their habitats:

Identify that most living things live in habitats to which they are

suited and describe how different habitats provide for the basic

needs of different kinds of animals


Find out about and describe the basic needs of animals for survival

Working scientifically:

Recording data and results of increasing complexity using bar

graphs

Geography

Human and Physical Geography:

Use basic geographical features to refer to key physical and

human features

Geographical skills and fieldwork:

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Devise a simple map and use and construct basic symbols in a

key

History

Changes within living memory. Where appropriate, these should

be used to reveal aspects of change in national life

Events beyond living memory that are significant nationally or

globally

Design and Technology

Design:

Design purposeful, functional, appealing products for other users

based on design criteria

Generate, develop, model and communicate their ideas through

talking, drawing

Evaluate:

Evaluate their ideas and products against their own design criteria

and consider the views of others to improve their work

Computing

Use technology purposefully to create, organise, store, manipulate

and retrieve digital content

Recognise common uses of information technology beyond school

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Music

Use their voices expressively and creatively by singing songs and

speaking chants and rhymes

Non-Statutory Guidelines

PSHE & Citizenship:

2e: To realise that other living things have needs, and that they have

responsibilities to meet them

2g: What improves and harms natural and built environments

4b: To listen to other people, and play and work cooperatively

5g: Ask for help

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VIII

Summary of the Story

‘Old MacDonald had a Farm’ is our

delightful adaptation of the popular

nursery rhyme. This time, we discover

the well-known farmer’s animals have

disappeared!

A strange, hooded figure is suspected but

who is this mystery villain and why

would he steal Old MacDonald’s

animals? Luckily, a friendly Russian

Scientist appears with an amazing

invention that might just save the day.

It is a time machine!

Can the scientist and his marvellous machine help our

farm-yard hero piece the clues together or are the animals

lost forever?

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English –Lesson 1

Objective: To describe Old MacDonald’s lost animals.

National Curriculum POS:

English

Spoken Language:

Use relevant strategies to build their vocabulary

Give well-structured descriptions for different purposes

Reading Comprehension:

Become very familiar with key stories

Recognise and join in with predictable phrases

Draw on what they already know and vocabulary

provided by the teacher

Writing Composition:

Write for different purposes

Evaluate their writing with the teacher and other

pupils

Science



Living things and their habitats:

Identify that most living things live in habitats to

which they are suited and describe how different

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habitats provide for the basic needs of different kinds of

animals.

Non-Statutory Guidelines PSHE & Citizenship:

5g: Ask for help

“My animals are missing!” cried Old MacDonald!

Introduction

Explain to the children that animals from the farm have

gone missing and Old MacDonald needs help to find them.

Younger pupils - Sing ‘Old MacDonald had a Farm.’

http://www.youtube.com/watch?v=hDt_MhIKpLM

Older pupils - Learn about characteristics of farm animals.

http://www.youtube.com/watch?v=u-CuUnVsSOQ

Organise pupils into a circle. Place four hoops on the

ground labelled ‘Cow,’ ‘Sheep,’ ‘Pig’ and ‘Duck.’ (Resource 1)

Share key vocabulary with the class. (Resource 2) Can the

children place the descriptions in the correct hoop? Can they

add a description of their own? (Blank labels included in Resource 2)

Main Activity

As a class, discuss what people might do when a pet/animal

goes missing e.g put up posters, advertise in the local paper,

blog on social media. Inform pupils that they are going to

help Old Macdonald by either:

HA: Writing a letter to local residents. (Resource 3a)

http://www.youtube.com/watch?v=hDt_MhIKpLM

http://www.youtube.com/watch?v=u-CuUnVsSOQ

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MA: Designing a poster with detailed description of the

animals. (Resource 4a)

LA: Designing a poster, cut and pasting descriptions of one

animal. (Resource 5a)

Model writing (using Resources 3b, 4b and/or 5b as guides)

demonstrating good practise in handwriting and spelling.

Plenary

Choose a completed piece of work to read out. Encourage

pupils to think about what they consider effective and areas

for improvement. Possible focus might incorporate:

grammar, sense, inclusion of relevant detail or challenging

vocabulary.

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English –Lesson 2 (Speaking & Listening)

Objective: To act out the story of ‘Old MacDonald had a

Farm.’


English

Spoken Language:

Give well-structured descriptions, explanations and

narratives for different purposes, including for

expressing feelings

Use spoken language to develop understanding through

speculating, hypothesising, imagining and exploring

ideas

Speak audibly and fluently with an increasing

command of Standard English

Participate in discussions, performances, role play,

improvisations

Non-Statutory Guidelines PSHE & Citizenship:

4b: To listen to other people, and play and work

cooperatively

“I am sure at least a few of these animals will appear in our

story!” said the Russian Scientist, who had arrived with a

fantastic time machine to help Old MacDonald find his

animals.

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Introduction

Ask children to recap the story of ‘Old MacDonald had a

Farm.’ Who are the main characters? Can they describe

the setting? What important events happen and when?

Organise pupils into small mixed ability groups (approx. 6)

Main Activity

Children colour and cut out animal masks (Resources 6a, b, c & d)

Teacher/TA to assist with safely piercing eyeholes and

attaching string to sides ensuring masks sit comfortably on

children’s faces.

On completion, instruct pupils to re-enact the story or devise

their own version of ‘Old MacDonald had a Farm.’ Groups

may take it in turns to perform their work to the class at the

end of the lesson.

Plenary

‘Hot Seating’

Organise the children into a circle. Choose a child to sit on

a chair in the middle. Modelled by the teacher, each pupil

asks the child a question related to their character. The

‘Hot Seated’ child must answer in role.

e.g: Old MacDonald, how did you feel when you lost all your

animals? Bette the Sheep, why did you wander off into the

pasture?

Another character can then be chosen to take the ‘Hot Seat.’

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Mathematics

Objective: To produce statistics of animals kept at Old

MacDonald’s Farm.


Mathematics

Number – Number and Place Value:

Count in multiples of twos, fives and tens.

Identify and represent numbers using pictorial

representations

Solve one-step problems

Count in steps of 2 and 5 from 0

Statistics:

Interpret and construct simple pictograms

Ask-and-answer simple questions by counting the

number of objects in each category and sorting the

categories by quantity

Ask and answer questions about totalling and

comparing categorical data

Science:



Working scientifically:

Recording data and results of increasing complexity

using bar graphs

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“Tell me Mr Old MacDonald. So far we have cow, sheep and

pig. Do you have other animals on the farm?” asked the

Russian Scientist.

Introduction

Now that the animals have returned safely, Old MacDonald

wants to keep track of how many animals he has on the

farm. Farmer Giles and Mrs MacDonald helped by counting

them all but Old MacDonald needs to present this

information in a way that is easily accessible.

Warm up: Practise counting in 2’s, 5’s and 10’s

http://www.ictgames.com/whackAMole/index.html

Main Activity

Ask the pupils of ways you can present results. Establish

examples such as pictograms, bar charts etc. Using Mrs

MacDonald’s data (Resource 7) create:

HA: A bar chart (Resource 8a) demonstrating the numbers of

each animal on the farm (Y axis = Steps of 5.) Answer

questions (Resource 11) by interpreting the data

presented.

MA: A bar chart (Resource 9a) demonstrating the numbers of

each animal on the farm (Y axis = Steps of 2) Answer

questions (Resource 11) by interpreting the data

presented.

LA: A pictogram (Resource 10a & b) demonstrating the

http://www.ictgames.com/whackAMole/index.html

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numbers of each animal. Complete true or false

statements (Resource 11) by interpreting the data

presented.

Answers (Resource 8b, 9b, 10c)

Plenary

Write a factual sentence based on findings related to bar

chart/ pictogram e.g: There are ten more sheep than goats on

Old MacDonald’s Farm.

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Science

Objective: To classify animals found on farms.


Science


Describe and compare the structure of a variety of

animals


Find out about and describe the basic needs of animals

for survival

“So do you think you could help me? Will you teach me some

names of animals on the farm?” asked the Russian Scientist.

Introduction

Revisit the animals found on Old MacDonald’s farm. Can

the class suggest other animals/ creatures found on a farm

(prompt children to include insects, humans, pets etc.)

Point out that such a large list of creatures can be confusing.

If we organise them it is easier to learn more about them.

Main

Practise grouping animals according to their similarities and

differences. Introduce and explain key vocabulary.

http://youtu.be/PXSFP0Wp15E (Mammals & Fish)

http://youtu.be/PXSFP0Wp15E

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http://www.crickweb.co.uk/ks1science.html

(Animals & Plants, Legs & no Legs, How Animals Move)

http://www.sheppardsoftware.com/content/animals/kidscorner/games/

animalclassgame.htm

(Animal Characteristics)

HA: Research facts using books/ internet that define

characteristics of mammals, fish, insects and birds. (Record findings on Resource 12a)

MA: Cut and paste characteristic facts (Resource 13) onto

correct animal categories (Resource 12a)

LA: Cut and paste animal pictures (Resource 14) onto correct

categories (Resource 12a.)

Answers (Resource 12b)

Plenary

Play ‘Guess my animal!’

One pupil thinks of an animal. The others take it in turn to

ask questions requiring a ‘yes’ or ‘no’ answer e.g Does the

animal have legs? Is it warm blooded?

The game continues until the class guesses the animal

correctly or 20 questions have been asked.

http://www.crickweb.co.uk/ks1science.html

http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.htm

http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.htm

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Geography

Objective: To redesign Old MacDonald’s Farm ensuring his

animals are kept safe.


Geography

Human and Physical Geography

Use basic geographical features to refer to key physical

and human features

Geographical skills and fieldwork

Devise a simple map and use and construct basic

symbols in a key

Design and Technology

Design:

Design purposeful, functional, appealing products for

other users based on design criteria

Generate, develop, model and communicate their ideas

through talking, drawing

Evaluate:

Evaluate their ideas and products against their own

design criteria and consider the views of others to

improve their work

PSHE & Citizenship

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2e: To realise that other living things have needs, and that

they have responsibilities to meet them

2g: What improves and harms natural and built

environments

I’m afraid we’re in terrible trouble, you see it’s little Bo

Peep… She’s lost her sheep!

Introduction

Lots of animals are going missing! The class has been given

the task of designing a farm to ensure all animals are safe

and provided for.

http://www.youtube.com/watch?v=ULlnRZz69QE

Main

Discuss the needs of various farm animals and encourage

the children to consider these when designing a farm.

Share resource 15a and 15b and discuss strengths and

weaknesses in plans e.g Is there a barn for livestock to

shelter in bad weather? Is there enough space to allow

animals to be comfortable? Is there a fence surrounding the

fields?

HA: Using Design or Draw Software, design a farm

including space for free range cows, sheep, ducks and

pigs and at least one crop. Include a key representing

all features clearly.

MA: Design a farm (using Resource 16a) including

http://www.youtube.com/watch?v=ULlnRZz69QE

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space for free range cows, sheep, ducks and pigs and at

least one crop. Include a key (Resource 16b) representing

all features clearly.

LA: Cut and paste features (Resource 17) onto Resource 16a to

create a free range farm.

Plenary

Peer Assessment: Children present completed designs to

class. Was the Design Brief met? Are there areas for

improvement?

e.g: I made sure the animals had a barn to sleep in but next

time I’d keep the pigs and sheep separate so they don’t get

frightened.

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Computing

Objective: To research how farming has changed due to

new technologies.


Computing

Use technology purposefully to create, organise, store,

manipulate and retrieve digital content

Recognise common uses of information technology

beyond school

History

Changes within living memory. Where appropriate,

these should be used to reveal aspects of change in

national life

Events beyond living memory that are significant

nationally or globally

“Dear hubby, gone to the weekend market back Monday.

Remember to unpack and tidy up like you’ve been promising

and please put the animals into the barn, they say the

weather’s going to turn. “ Love Mrs MacDonald.

Introduction

Ask the class what jobs Old MacDonald and Mrs MacDonald

have to do on the farm e.g feeding animals, planting crops,

milking cows, preparing food etc. Establish how difficult it

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would be to all these jobs without any help. Explain that

farming long ago was very different.

http://www.mylearning.org/a-victorian-farm-in-action/

(Victorian Farming)

http://www.softwarecentral.ie/ictsligo/pg012.html

(Irish Farming Long Ago)

http://www.countrysideinvestigators.org.uk/farm/farmer.html

(Modern Farming)

Main

Explain to the children that they will be presenting

information on how farming has changed. Guide them

when completing their own online/ book research and model

Resource 18.

HA: Complete a booklet on how farming has changed using

own research on Powerpoint or Microsoft Word.

MA: In pairs, complete a poster illustrating how farming

has changed using software such as Microsoft Word.

LA: With TA support, compose a video presentation of

how farming has changed.

http://www.mylearning.org/a-victorian-farm-in-action/

http://www.softwarecentral.ie/ictsligo/pg012.html

http://www.countrysideinvestigators.org.uk/farm/farmer.html

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Plenary

Discuss: Have the changes in farming all been positive? Can

you think of any issues? e.g increased pollution, less work for

people now that we have machines.

What will the future of farming be?

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(Resource 1)

Cow

Sheep

Pig

Duck

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(Resource 2)

Key Vocabulary

large muddy quack feathered

fish beak woolly wings

baa grass snout black

furry pink oink moo

pond webbed milk field

small white sty swim

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(Resource 3a)

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(Resource 3b)

C

Farmer MacDonald

Chestnut Farm

Breezy Fields

England

Dear Sir/Madam,

I am writing to request your help. Sadly, yesterday evening, many of

my animals went missing. I’m sure you can imagine how worried and upset I have been.

Firstly, my large cow disappeared. She should be easy to spot with her black and white

markings and long, swishy tail. If you should hear a deep “Moo!” it will probably be my

beloved cow, Daisy.

Next, I discovered that my woolly sheep had wandered out of the green field. I

imagine he is busy nibbling grass as that is his favourite hobby. To my horror, I then

realised my favourite pig had also gone! She loves wallowing around in mud and grunting

through her snout. She will surely be missing her sty.

Finally, my feathered ducks waddled away without so much as a “quack!” You might

recognise them by their webbed feet and yellow beaks. If you do see any of these lost

animals please do not hesitate to contact me. I really appreciate any support you are able to

offer at this difficult time and will happily reward any help with a slice of my wife’s delicious

homemade cake.

Yours sincerely,

Farmer MacDonald

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(Resource 4a)

MISSING!

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(Resource 4b)

One large black and white cow, last heard mooing!

One soft woolly sheep, likes to bleat and nibble fresh grass.

One grunting pig. Will be missing her muddy sty!

Two feathered ducks, suspected near a fish pond!

REWARD for safe return:

A slice of Mrs Mac Donald’s delicious homemade cake

MISSING!

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(Resource 5a)

MISSING!

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(Resource 5b)

MISSING!

One small feathered duck with a

yellow beak and webbed feet.

quack feathered

beak webbed

small

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(Resource 6a)

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(Resource 6b)

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(Resource 6c)

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(Resource 6d)

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(Resource 7)

Types of Animal

HA Mrs MacDonald’s List of Animals

10 cows 5 ducks

15 goats 18 horses

25 sheep 15 pigs

MA Mrs MacDonald’s List of Animals

4 cows 2 ducks

6 goats 7 horses

10 sheep 6 pigs

LA Mrs MacDonald’s List of Animals

4 cows 3 ducks

6 goats 1 horse

5 sheep 4 pigs

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(Resource 8a)

-

-

-

-

-

-

_________

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No

Of

Animals

(Resource 8b) Animals kept on Old Mac Donald’s Farm

30-

25-

20-

15-

10-

5-

COWS GOATS SHEEP DUCKS HORSES PIGS

Types of Animal

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(Resource 9a)

-

-

-

-

-

-

_________

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No

Of

Animals

(Resource 9b) Animals kept on Old Mac Donald’s Farm

12-

10-

8-

6-

4-

2-


Types of Animal

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No

Of

Animals

(Resource 10a) Animals kept on Old Mac Donald’s Farm

6-

5-

4-

3-

2-

1-


Types of Animal

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(Resource 10b)

)

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No

Of

Animals

(Resource 10c)

Animals kept on Old Mac Donald’s Farm

6-

5-

4-

3-

2-

1-


Types of Animal

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(Resource 11) HA Questions

How many horses does Old MacDonald have?

Which animal does Old MacDonald have the most of?

Which animal does Old MacDonald have the least of?

Which two animals does Old MacDonald have the same amount of?

How many animals are there in total?

How many animals would there be if one of each went missing?

MA

How many horses does Old MacDonald have?

Which animal does Old MacDonald have the most of?

Which animal does Old MacDonald have the least of?

Which two animals does Old MacDonald have the same amount of?

How many animals are there in total?

LA

Old MacDonald has 1 horse. TRUE/ FALSE

Old MacDonald has more goats than pigs. TRUE/ FALSE

Old MacDonald has less sheep than any other animal. TRUE/ FALSE

Old MacDonald has an equal number of cows and sheep. TRUE/FALSE

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(Resource 12a – Enlarge to A3)

Mammal Fish

Insect Bird

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(Resource 12b)

Mammal Fish

Insect Bird

Has fur/hair

Warm-blooded

Mother gives birth to ‘live young’

Breathe through gills Babies drinks

milk

Has scales

Lives in water

Mostly cold-blooded

Bodies in 3 parts

6 legs

Cold-blooded

2 antennae

Have wings

Feathered

Lay eggs

Some fly

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(Resource 13)

Lays eggs

Mother gives birth to

‘live young’

Has scales

Feathered

Warm-blooded

Six legs

Have wings

Bodies in 3 parts

Breathes through gills

Some fly

2 antennae

Has fur/hair

Babies drink milk

Mostly cold-blooded

Cold-blooded

Lives in water

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(Resource 14)

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(Resource 15a)

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(Resource 15b) KEY

Old MacDonald’s House Mud

Stream Field

Fence Animal Shelter

Barn Crop

Gate

Hay

Pond

Animal Feed Trough

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(Resource 16a) Free Range Farm Design

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(Resource 16b) Key

=

=

= =

= =

=

= =

= =

= =

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(Resource 17)

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(Resource 18) How has Farming Changed?

In the 1900’s animal power was used to pull farmer’s tools.

In the 1910’s the Engine

Powered Tractor was invented.

In the 1930’s the Rubber Tire

Tractor was invented.

In the 1940’s new pesticides

and artificial preservatives

were used to protect crops and

keep food fresh.

In the 1950’s Combine

Harvesters were introduced.

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In the 1960’s Washing Machines

and Refrigerators became available

to the average family.

In the 1970’s improved

farming methods were

introduced e.g ‘No-till’ and

‘Sustainable Farming.’

Mobile phones and computers

were widely used from the 1980’s.

From the 1990’s

Gentetically Engineered

Crops were mass produced.

Growing popularity of Organic and

Local Produce from 2000.

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Heads, Shoulders, Knees and Toes

Head, shoulders, knees and toes, knees and toes

Head, shoulders, knees and toes, knees and toes

And eyes and ears and mouth and nose

Head, shoulders, knees and toes, knees and toes.

Poly Put The Kettle On

Polly put the kettle on,



We'll all have tea.

Sukey take it off again,



They've all gone away.

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Daisy Bell

There is a flower within my heart,

Daisy, Daisy,

Planted one day by a glancing dart,

Planted by Daisy Bell.

Whether she loves me or loves me not

Sometimes it's hard to tell,

And yet I am longing to share the lot

Of beautiful Daisy Bell.

Daisy, Daisy, give me your answer, do,

I'm half crazy all for the love of you.

It won't be a stylish marriage -

I can't afford a carriage,

But you'll look sweet upon the seat

Of a bicycle made for two.

We will go tandem as man and wife,

Daisy, Daisy,

Ped'ling away down the road of life,

I and my Daisy Bell.

When the road's dark, we can both despise

P'licemen and lamps as well.

There are bright lights in the dazzling eyes

Of beautiful Daisy Bell.

http://en.wikipedia.org/wiki/Carriage

http://en.wikipedia.org/wiki/Tandem

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Daisy, Daisy, give me your answer, do,

I'm half crazy all for the love of you.

It won't be a stylish marriage -

I can't afford a carriage,

But you'll look sweet upon the seat

Of a bicycle made for two.

If You’re Happy And You Know It

If you're happy and you know it, clap your hands.


If you're happy and you know it,

And you really want to show it,


If you're happy and you know it, stamp your feet





If you're happy and you know it, Shout hoorah!





http://en.wikipedia.org/wiki/Carriage

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She’ll be Coming Round The Mountain

She'll be coming round the mountain when she comes

(yee-ha)


(yee-ha)

She'll be coming round the mountain, she'll be coming

round the mountain


(yee-ha)

Singing aye aye yipee yippee aye

Singing aye aye yippee yippe aye

Singing aye aye yippee

Aye aye yippie

Singing aye aye yippie yippie aye

She'll be driving six white horses when she comes (yee-ha)


She'll be driving six white horses, she'll be driving six white

horses





Aye aye yippie


Vicki

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She'll be wearing pink pajamas when she comes (yee-ha)


She'll be wearing pink pajamas, she'll be wearing pink

pajamas





Aye aye yippie



(yee-ha)


(yee-ha)

She'll be coming round the mountain, she'll be coming round

the mountain


(yee-ha)




Aye aye yippie


Vicki

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Sing a Song of Sixpence.

Sing a song of sixpence a pocket full of rye,

Four and twenty blackbirds baked in a pie.

When the pie was opened the birds began to sing,

And wasn't that a dainty dish to set before the king?

The king was in his counting house counting out his

money,

The queen was in the parlour eating bread and honey

The maid was in the garden hanging out the clothes,

When down came a blackbird and pecked off her nose!

Teddy Bears Picnic

If you go down in the woods today you're sure of a big

surprise

If you go down in the woods today you'd better go in

disguise

For every bear that ever there was will gather there for

certain

Vicki

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Because today's the day the Teddy Bears have their

picnic

Every Teddy Bear who's been good is sure of a treat

today

There's lots of marvellous things to eat and wonderful

games to play

Beneath the trees where nobody sees they'll hide and

seek as long as they please

Cos that's the way the Teddy Bears have their picnic.

Picnic time for Teddy Bears

The little Teddy Bears are having a lovely time today

Watch them, catch them unawares and see them picnic

on their holiday

See them gaily gad about

They love to play and shout

They never have any cares

At six o'clock their Mummies and Daddies will take

them home to bed

'Cause they're tired little Teddy Bears

Vicki

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Five Little Ducks.

Five little ducks went out one day

Over the hills and far away

Mother duck said quack, quack, quack, quack

But only four little ducks came back

Four little ducks went out one day



But only three little ducks came back

Three little ducks went out one day



But only two little ducks came back

Two little ducks went out one day



But only one little duck came back

One little duck went out one day



But none of those little ducks came back.

Vicki

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Mother duck she went out one day



And all of those little ducks came back!

Here We Go Round The Mulberry Bush

Here we go 'round the mulberry bush,

The mulberry bush, the mulberry bush.

Here we go 'round the mulberry bush,

On a cold and frosty morning.

This is the way we wash our clothes,

Wash our clothes, wash our clothes.

this is the way we wash our clothes,


This is the way we sweep the floor,

Sweep the floor, sweep the floor.

This is the way we sweep the floor,


Vicki

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Old MacDonald Had A Farm

Old MacDonald had a farm ee-eye,ee-eye-oh.

And on that farm he had a cow ee-eye,ee-eye-oh.

With a moo, moo here and a moo, moo there.

Here a moo, there a moo, everywhere a moo, moo.

Old MacDonald had a farm, ee-eye,ee-eye-oh.


And on that farm he had a sheep ee-eye,ee-eye-oh.

With a baa-baa here, and a a baa-baa there.

Here a baa, there a baa, everywhere a baa.

And a Moo, moo here and a moo, moo there.



Old MacDonald had a farm ee-eye, ee-eye oh.

And on that farm he had a pig ee-eye, ee-eye oh.

With an oink, oink here and an oink, oink there.

Here an oink, there an oink, everywhere an oink.

And a baa-baa here and a baa-baa there.


And a moo, moo here and a moo, moo there.



Vicki

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Old MacDonald had a farm ee-eye, ee-eye oh.

And on that farm he had some ducks ee-eye, ee-eye oh.

With a quack quack here and a quack quack there.

Here a quack, there a quack everywhere a quack

And oink, oink here and an oink, oink there.

Here an oink, there an oink, everywhere an oink.

And a baa-baa here and a baa-baa there.


And a moo, moo here and a moo, moo there.

Here a moo, there a moo, everywhere a moo, moo..


Vicki

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old macdonald had a farm education pack · the people’s theatre company old macdonald had a farm...

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