One, 2, 3 4 5 ---Fish Alive!
clapping rhyme
origin unknown
c. LJC Creations 2011 copied with permission for classroom use
arr: LJ Clare 2011
One, two three, four, five, (clap) First I caught a fish a - live (clap)
Six, se - ven, eight, nine, ten, (clap) Then I threw it back a - gain! (clap)
Extra Word Set: Ten, nine, eight, seven, six * the fish began to do some tricks *
Five, four, three, two, one * it looked like it was having fun! *
The mp4 teaches this fishy chant using echoes in progressive steps emphasizing the connection between
words and rhythm. Once learned, try dividing the class --half taking the part of the leader, half doing
the echoes.
guiro, strings, cymbal, rhythm sticks
B New Chant/Song 1, 2, 3 4 5!
1, 2, 3 4 5 ---Fish Alive! clapping rhyme
origin unknown
arr: LJ Clare 2011
One, two three, four, five, (clap) First I caught a fish a - live (clap)
Six, se - ven, eight, nine, ten, (clap) Then I threw it back a - gain! (clap)
Extra Word Set: Ten, nine, eight, seven, six * the fish began to do some tricks *
Five, four, three, two, one * it looked like it was having fun! *
Since the theme this week is about sailing, students
may enjoy catching a fish while they're at it.
1. Put one hand in front of you, facing the students and say, "1 2 3,4,5"
Bring up the other hand to face the students, "First I caught a fish alive."
On the word "alive," throw hands up in surprise.
Put one hand facing the students and say, "6, 7, 8,9,10"
Bring up the other hand to face students, "Then I threw it back again."
On the word "again," throw the fish back.
2. Ask students to listen again, but to join in with the actions.
Third time through invite students to say the words and do the actions.
3. Use conducting cues to "play" with taking turns saying parts of the chant (a beginning
step to the same activity with songs).Begin with the class divided in half, which gives 3
parts ---teacher, half the class, other half of the class.
Teacher points to self: 1 2 345
Teacher points left: first I caught a fish alive
Teacher points right: 6 7 8 9 10
Teacher points to self: then I threw it back again ... etc.
When students are coming in easily on cue, try shorter
phrases e.g. Teacher: 1 2
Right: 345
Left: First I caught
Teacher: a fish alive ...
This is a simple exercise that encourages attention to the conductor and prepares students
for music that is done in parts within a group. And, of course, IT'S FUN!
Chants are songs without a melody. They have rhythm and beat.
CanDo Music 1 September 020 Lesley J Clare
