Jingle Bells Kiwi

Overview

In this 60-minute lesson, students in Years 0-3 will explore the song Jingle Bells Kiwi Style with a focus on listening, language patterns in lyrics, and fine motor skills. This lesson aligns with the New Zealand Curriculum Refresh, especially Level 1 English and The Arts (Music). It integrates phonemic awareness (phonemes), grapheme recognition, and digraph identification within a fun, culturally relevant context while embedding Norsewood and Districts School’s GREAT values—Give it a go, Respect, Excellence, Attitude, Teamwork.

---

Learning Objectives

By the end of this lesson, students will be able to:

• Listening & Responding: Listen attentively to Jingle Bells Kiwi Style, identifying specific lyrics and enjoying the musical style (The Arts Music Level 1, Listening and Responding strand).
• Phonemic Awareness: Identify phonemes (sounds), graphemes (letters), and some digraphs (e.g., sh, ch) within selected words from the lyrics (Level 1 English: Phoneme and Grapheme knowledge).
• Vocabulary Development: Recognise and form key vocabulary from the song and understand their meaning in context, building oral language and early literacy skills (Level 1 English Vocabulary Development).
• Fine Motor Skills: Develop pencil grip, letter formation, and handwriting skills by creating a word wall featuring key vocabulary, reinforcing spelling and grapheme-phoneme connections (Level 1 English Writing, transcription skills).
• School Values: Show ‘Give it a go’ and ‘Teamwork’ by participating actively and collaborating during discussions and activities.

---

Curriculum Links

• The New Zealand Curriculum: The Arts (Music) Level 1 Strand:
  Engage in informal music-making; explore and express ideas about musical pieces (sound, rhythm, and lyrics).

• English Level 1:

  • Phoneme and grapheme understanding: Recognise sounds and letters within words.
  • Vocabulary: Use and understand new words, including context-specific ones from the lyrics.
  • Writing: Practice letter and word formation in purposeful contexts.

• Key Competencies:

  • Managing self (focus and persistence)
  • Relating to others (collaborative discussion)
  • Using language, symbols, and texts (connecting sounds to symbols and texts).

• Norsewood GREAT Values:
  Emphasise trying, respecting each other’s ideas, working with excellence and a positive attitude in a team environment.

---

Materials Needed

• Audio recording of Jingle Bells Kiwi Style (Kiwi-themed version of Jingle Bells)
• Printed copies of selected lyrics with highlighted words (key vocabulary)
• Large poster or board for the word wall
• Word cards or sticky notes with phonemes, graphemes, and digraphs
• Writing/drawing materials: pencils, crayons, markers, glue sticks, scissors
• Phonics and alphabet charts displaying letter shapes and sounds (include common digraphs like sh, ch)
• Picture cards or props for vocabulary reinforcement

---

Lesson Sequence (60 minutes)

1. Warm-up and Context Setting (10 mins)

• Welcome and short discussion connecting to the Christmas theme and the pōhutukawa tree (local cultural relevance).
• Briefly introduce Jingle Bells Kiwi Style—explain it’s a fun twist on a traditional Christmas song with Kiwi flair.
• Play the song once or twice, encouraging students to listen carefully to words and sounds.

2. Focused Listening and Lyric Analysis (15 mins)

• Distribute copies of selected lyric lines, focusing on simple key vocabulary.
• Read the lyrics aloud together, pointing to words as spoken.
• Teacher models identifying some phonemes, graphemes, and digraphs in words (e.g., "bells" → /b/ /e/ /ll/ /s/ with digraph ‘ll’) using sound and phonics cards.
• Use oral blending and segmenting games: for example, segment “bells” into sounds and blend it back.
• Encourage students to do this with support, promoting phonemic awareness and linking sounds to letters.

3. Vocabulary and Word Wall Creation (20 mins)

• Introduce the ‘Word Wall’ activity: each group of students chooses or is assigned key words from the lyrics to analyse phonemes/graphemes.
• Students cut out or write letters/graphemes to build these words on sticky notes or cards.
• Guide students to place their word cards on a visible classroom wall or board, grouped by sound features like digraphs or vowels.
• Encourage talking about the letters and sounds as they work, reinforcing language and spelling skills.

4. Fine Motor and Handwriting Practice (10 mins)

• Students practise writing the selected words from the word wall individually or in pairs with guidance, focusing on letter formation, grip, and posture (referencing handwriting teaching considerations).
• Use consistent verbal instructions for stroke direction and letter formation, and offer immediate feedback to support mastery.

5. Reflection and Group Sharing (5 mins)

• Gather students to share their word wall contributions and talk about what they learnt about sounds and letters.
• Reinforce the importance of teamwork and trying their best aligned with GREAT values.
• Optionally, sing Jingle Bells Kiwi Style together, pointing to the word wall vocabulary as a prompt.

---

Assessment and Feedback

• Formative assessment through observation: Teacher listens to students’ participation during oral blending, phoneme identification, and word writing activities.
• Written sample: Collect a sample of student handwriting from the word wall activity to see grapheme formation and spelling attempts.
• Self and peer reflection: Informal sharing of what they found easy or fun about the sounds and words, fostering metacognitive skills.
• Teacher feedback: Offer positive, specific support aligned with students’ phoneme-grapheme knowledge and handwriting skills.

---

Differentiation and Inclusion

• Support emergent bilingual learners and those needing additional help with scaffolded phoneme segmentation and visual aids (phonics cards, letter charts).
• Use multi-sensory learning: saying, hearing, seeing, and writing sounds and words.
• Pair students strategically for peer modelling and cooperative learning.
• Incorporate students’ own cultural backgrounds where possible, honouring Te Tiriti principles.

---

This lesson encourages creativity, phonemic and literacy development, and music appreciation in a culturally relevant and inclusive manner. It not only builds foundational literacy linked to the New Zealand Curriculum Refresh but also empowers students within the positive learning environment and values of Norsewood and Districts School.

---

If you would like, I can also create accompanying sample printable materials for the word wall or phonics cards tailored for this lesson.