Tin Whistle Series: Christmas Tunes

Often during the run up to Christmas, teachers spend so much time working on Christmas plays that formal music lessons are a rarity! If you ARE interested in teaching some tin whistle this festive season however, here are some ideas for your class.

Beginners
If your class have only begun learning the tin whistle, you might want to stick to something simple and repetitive. When I am teaching tin whistle to a class for the first time, I focus on the BAGFED notes until they know these very well. A tune like Jingle Bells is ideal for a beginner class as it only features the BAGFED notes.

Intermediate
If your class are familiar and comfortable with all of the notes (including C natural), they could play Oh Christmas Tree or Rudolph the Red-Nosed Reindeer. These tunes are a little more challenging than Jingle Bells, but are still quite repetitive and easy to learn. Away in a Manger is another short, repetitive piece that is quite easy once your class can play every note.

Advanced/Popular Christmas Songs
If your class have been playing the tin whistle for a few years, they may have played a lot of the more common Christmas tin whistle tunes. If this is the case, try teaching them It's Beginning to Look a Lot Like Christmas, Chestnuts Roasting on an Open Fire or Oh Come All Ye Faithful. This version of Silent Night features a harmony that can be taught to more able students for a class performance. You could also teach them Do You Want to Build a Snowman or Let it Go  (if you can bear it!) for something a little different!

These are just a few suggestions of Christmas tunes your class could learn on the tin whistle in the run up to Christmas. If you are interested in more, check out Nollaigshona.ie - you can find a huge bank of traditional Christmas Hymns and carols there too.

If you are interested in previous posts from my tin whistle series, you can find them by clicking on the following links:
Teaching Tin Whistle Tunes for a School Mass
Teaching Tin Whistle to Beginners

Merry Christmas!

The Multigrade Classroom Series: Gaeilge (3rd - 6th)

The following post explains how I go about organising the teaching of Irish in my multigrade classroom (4th and 5th) over the course of a fortnight.

Week 1: Monday Vocabulary Lesson

Before we begin a new theme (e.g. éadaí), I teach a vocabulary lesson based on words they will meet over the coming fortnight. We play Cluiche Kim and Biongó with the words and pictures on the board, they take them down into their dictionary copy and then draw a picture to match the word.

Week 1: Tuesday Reading Lesson

I work with each class separately as we read a story from their Bun go Barr. I go through new vocabulary in the story with one class, read it with them and go through the questions orally. As we are doing this, the other class are given words from their story to find in the foclóir and translate. They will be asked to test each other on these after this, as they will be quizzed on them the next day and given tickets for knowing them.

Week 1: Wednesday Reading Lesson

While the class who were working on dictionary work the previous day read their story as a class and then answer the questions following it, the class who have already read their story are given the questions we discussed orally the day before to answer in their copies. If they have these finished early, they are given cloze procedures to complete. This lesson is usually my longest Irish lesson of the fortnight.

Week 1: Thursday Grammar Lesson

I teach grammar lessons (e.g. using the Aimsir Chaite, An Aidiacht Shealbhach, etc.) to both classes together as much as possible. If a concept is particularly difficult, I will quiz them briefly on the concept using their whiteboards before every lesson during the remainder of the fortnight.

Week 1: Friday Verb Lesson

I teach verbs to the whole class as a group. I teach 2 verbs a week to the class. For more details on how I teach verbs in my classroom click here.

Week 2: Monday Verb Lesson

I teach another two verbs to the class in this lesson.

Week 2: Tuesday 'Comhrá Beirte' Lesson

I also teach this lesson as a class. This comhrá will be based on the theme we are covering for the month. I will demonstrate the phrases with a child, have two children model the comhrá and have the class practice the comhrá/drámaiocht in pairs. Sometimes I will differentiate the phrases, by giving the lower grade class fewer. 

Week 2: Wednesday and Thursday Creative Writing Lesson

We revise the comhrá beirte we had the previous day as an introduction to the lesson. Creative writing exercises may involve them writing out phrases they learned in the comhrá beirte (to tell a story about themselves/ describing their lunch and favourite food/etc.), writing a story to match a cartoon, writing a menu or a T.V. Schedule, etc. 

Week 2: Friday Poetry lesson

Both of my classes learn the same poems, however sometimes questions and response activities may be differentiated. 

Outside of these formal Irish lessons, I spend about 5 minutes each morning going through Irish spellings and phonics with each class separately. The children are also given a frása na seachtaine to learn for homework each week and use in class as often as possible.

If you yourself have any tips for teachers teaching in a multi-grade classroom, don't forget to comment below and if you are looking for ideas on how to teach English to a multi-grade class, check out last week's post here. 

TT: Sight Word Games in Infants

It can be difficult to find creative, new ways to teach sight words to infants. For this reason, here are a few ideas I have collected from various places over the years. 

Note: These activities are suitable for whole class teaching, literacy center activities, group activities and pair activities.

1. Tic Tac Toe: 
Go through sight words on the word wall with the class. Then, using a pointer/feather to point to each word, chant the rhyme: 'Tic, tac, toe, here we go, where we stop, no one knows' (point to a different word for each word of the rhyme). When you land on the final word, the class call out the word they have landed on. I like to use quiet voices, loud voices, fast, slow, deep and high voices each time they repeat the rhyme in order to keep it interesting. You can also ask individual children to name the word after a couple of rounds as a group. Ask children to be the teacher for another variation on the game.

2. Bingo:

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Make out bingo cards for the class, (having about 6 different versions so they do not all have the same card). Pull the words out of a bag and get them to place counters on the correct words to make three in a row. 

3. Hide and Go Seek:
Hide a few words in different places in the room. Get the children to find and point to the word ___. 

4. Beat the Clock Flashcard Game: 
Get them to see how many words they can name in a minute.

5. Sight Word Songs:
Heidi's Songs on Youtube has some great songs with actions to teach sight words. These are great transitional activities too. 

6. Stepping Stones:
Get the children in groups to play a leap frog kind of game. In this game they must read the word before they can jump onto the flashcard.

7. Toss the Coin:
Using the same cards you used for bingo, get them to toss a counter and when it lands on a word, they must read it. Take in turns. 

8. Pick a Card:
Get them to play pick a card (using smaller word cards) with a partner or with you when you are hearing their reading. See who can win the most cards. If they cannot read a word, it goes back into the bunch and they can try again later. 

9. Roll the Dice:
In pairs/with the teacher place all of the flashcards upside down. Roll a die and count that many cards before you turn the one you land on over and read it. If you can read it, you can keep the card. If not, place it back where it was and play again.

10. Writing Words: 
Get children to practice writing words on sand, on whiteboards, on blackboards and with the look, see, cover, write, check strategy. Play beat the clock by getting them to see how many times they can write the word in a minute. See if they can beat their own record. They could also make the words out of play-dough.

11. I'm Thinking of a Word: 
While looking at your word wall, tell them you are thinking of a word that starts with/ends with/has the vowel _ in it/rhymes with etc. Get them to name the word and point to it.

Comment below if you know of any other interesting sight word games I haven't mentioned!

The Multi-grade Classroom Series: English (3rd-6th)

Today I am beginning a series of posts on how I organise my teaching in a multi-grade classroom.

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This year I am teaching the 4th and 5th class in my school (31 students in total). It is my second time teaching full time in a multi-grade classroom.

When I was in college, I remember feeling 'I could never do that!' and having never experienced being in a multi-grade class, I had no idea how teachers in these class situations could cope with the workload.

To my surprise, I found that I adapted quite easily to the situation. Considering S.E.S.E., the Arts subjects, P.E. and S.P.H.E. can be taught as a class (using some differentiation in the response activities/projects), this means that Irish, English and Maths are the only subjects which may cause some difficulty when teaching in a multi-grade classroom.

As many of you may be teaching in a multi-grade classroom for the first time this year, over the next few weeks I hope to share some strategies and methodologies I use to teach core subjects in my classroom. This week, I will be focusing on how I teach English.

Monday: Comprehension Lesson (Option 1)

I begin the lesson by assigning one class some independent work. These activities vary each week and include:

1. Without reading the text, write a paragraph predicting what you think the story will be about and name any other texts/movies/etc. it may remind you of.
2. Write a summary of the story you read in last week's lesson.
3. Write a character description about a character in last week's story using these posters for ideas. 
4. Write about the setting of last week's story (here are some setting related adjectives).
5. Read the story silently and complete one of the above activities using this story. 
6. Work on your monthly creative writing project. 

I then work with the other class, having them make predictions about the story they are going to read (orally), as well as discussing what they know already about the topic. We will then read the story together. Once we have discussed the story during and after reading, I will assign and explain a written activity to them, similar to those I have mentioned above.

I will then return to the class who have been working on the written activity, have them share their work with the class, discuss it, and then read and discuss their own story with them.

Monday: Comprehension Lesson (Option 2)

I will occasionally (especially at the start of the year) focus on developing one specific comprehension skill at a time as a class. I will teach the skill (e.g. summarizing) using a PowerPoint and allow practice of the concept through whiteboard activities. 

I will then give each class their text to read silently. Once they have read the text, they can then fill in the template I have given them (see left for an online example).

Once they have completed this activity, they self assess their work using the WILF set of expectations I have laid out for them and read it to their partner for the purpose of peer assessment. 

Monday: Comprehension Lesson (Option 3)


Once skills like summarising, making links, choosing important passages, asking and answering questions about texts, etc. have been taught to both classes through lesson options 1 and 2, the class can be broken up into groups for cooperative group work during comprehension lessons.

In this type of lesson, I have both classes read their texts silently/in pairs/as a group.The group completes a Book Detectives activity as each member takes on a certain role in the group work (I use the roles of Summariser, Passage Picker, Word Finder, Illustrator, Question Master and Link Maker). Each group member is given a template to fill out (similar to the one I have shown on the right).

In a follow up lesson, I have them participate in a sharing session to share what they have written with their group and allow other group members to give their opinions (Summariser/Illustrator/Link Maker), answer the questions the Question Master has picked or see if they know the meaning of the Word Finder's chosen words.

Tuesday: Vocabulary

I write a set of 4/5 words from the text we have been working on for the week on the board for one class. They must complete a written activity where they will first guess what the word means, then look the words up in the dictionary and write down the meaning and finally, put the word into a sentence.

While they do this, I will give the other class their words of the week. They have to read the words for me as I point to them. They then quiz each other on the words on their whiteboards and finally, I will pull lollipop names out of a jar and ask them individually to name each word. They may then complete the same dictionary work the other half of the class began the lesson working upon.

When the first half of the class have finished their written work, I will practice reading their words with them. We may also play 'guess the word from the meaning' games if time allows.

Both classes learn these words during the week and will have to put them into a sentence in their test on Friday.

Tuesday: Oral Language

Oral language activities and games in my classroom are always completed together;
as a class.

Wednesday: Grammar

Grammar lessons begin with a whole class lesson to introduce the concept being taught, while written activities are differentiated so that they are suitable for each class (these written activities often come from their class textbooks).

Thursday: Creative Writing 

Preparations for creative writing are completed as a class e.g. reading samples, highlighting and discussing features of the genre, brainstorming etc. When they begin their first draft however, the WILF list of expectations is adapted to suit the class level (e.g. 5th class may be asked to show paragraphs in their writing, whereas 4th may not be). Templates for written work may also be differentiated. 

Friday: Poetry

In our school, each class level has been allocated three poems to learn off by heart during the course of the year. For this reason, I only have to teach separate poetry lessons for three months in the year. I do this by having one class working on their response to text activity while I teach and discuss the other class' poem with them.

During the other months of the year, I choose poems that can be taught to both classes. We read them as a class and I then differentiate my oral questions. Response to poetry activities will often involve drama activities, writing a similar poem or drawing activities, as these are suitable for both class levels. If I do give the children written questions, this will be the only differentiated response activity during a poetry lesson.

Three Days a Week: Reading and Literacy Station Teaching

The only way I can listen to the reading of all the children in the class is during the half hour I have allocated three days a week to literacy stations. The children enjoy participating in these activities and they are grouped based on their ability levels. I have 5 different stations:

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1. An oral language station
2. A grammar station (see here for the board game we use)
3. A creative writing station (see here for sample activities)
4. A vocabulary station (similar activity to the 'Who Am I' game)
5. A handwriting/touch typing station

Teaching in a multi-grade class involves a great deal more creativity and planning than a single stream class but it definitely gets easier with time. While there will inevitably be mornings where you spend the entire morning on an English lesson that you might plan for a 40 minute slot - try not to lose heart! Make it easier for yourself by finding common links in each curriculum and use group work and station teaching rather than teaching double English lessons everyday of the week!

Let me know below if you have any other tips for teaching English in a multi-grade classroom! 

Life Drawing in Senior Classes

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Life drawing can be challenging to teach. Often we look on it as a skill someone either has or doesn't have. However, I believe that while being artistic is a trait only some children will have, drawing, like most skills, can be taught, practiced and improved on by the use of a few simple tricks and by teaching children to be more observant when drawing. 

A few years ago I found this excellent idea on how to draw figures in a very simple way. The children love participating in this lesson, it increases their 

confidence in their drawing skills and they will often feel very proud of their finished work. While there will be children who come out of the lesson with very realistic drawings, I also like how even lower ability students can show that they have observed the shape and positioning of the body and limbs and have become less hung up on creating 'perfect' faces (a common mistake in children's drawing of people). 

This method of drawing involves the following steps (while looking at a mannequin similar to those above):

       Step 1: Draw an egg shaped head and the spine, shoulder and hip lines. 

Step 2: Draw in joints (as circles) for the shoulders, elbows and hands and connect them together with lines. Add in hip joints also. 

Step 3: Add triangular shaped rounded blocks for the torso and pelvis.

Step 4: Add leg lines, knees and feet. 

Step 5: Join the round knees to the pelvis with curvy lines and then join the knees to the feet (you are thickening the legs on both sides).

 

Step 6: Join the shoulders to the elbows with curvy lines and then join the elbows to the hands (thickening the arms).

Step 7: Draw two lines down either side of the torso.

Step 7: Add in a neck, add detail to the feet and hands and rub out the initial lines you drew so you are only left with the outline. 

Step 8: This process can be repeated for a variety of different poses. Once the child can identify the positioning of the joints of the person/figure then they should be able to recreate most poses.

Step 9: Once they have mastered this skill, the class can they be asked to draw their classmates in various poses. 

I hope you found this technique useful. If you have any more tips on life drawing, leave a comment below!

TT: Thematic Unit: Let's Go Shopping

There is so much scope for integration when covering the theme of shopping with infants! Here are some of the shopping centered activities that were undertaken by me in my own senior infant classroom.

1) Oral Language Development: 
Add a play shop area to the classroom for use during structured play and put price tags on all the items in it (1c - 20c). Have real/plastic coins for them to use when paying.

2) Maths: Money (1c up to 20c) 

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• Talk about the different characteristics of various coins and play 'what's the mystery coin' games as a class and in pairs. Have them listen to the characteristics of the coins and name the coin me/their partner is talking about. 
• Play feely bag games to identify various coins (using size recognition mainly).
• Play bank and exchange 1c coins for a single coin (to make them aware of the value of each coin).
• Sort coins in terms of value.
• Use coins to buy items from a shopkeeper in their groups. 
• Add coins to solve problems and see how much money you have in a wallet (Put dots on coins to remind us of their value and aid counting of money).
• Have the children fill these laminated piggy banks with coins their group have been supplied with. Make quantities of 2c-10c using 1c, 2c, 5c and 10c coins. Use this as a class activity or add it to your daily/weekly Maths station activities to ensure repetition and frequent revision.
• Keep a class piggy bank as a reward scheme for a week and count the money at the end of each day to see if they have enough to buy a class 'prize'.

3) Creative/Functional Writing: Writing a Shopping List

Read the story 'Wallace's Lists' (see: Wallace's Lists book preview) and talk about all the things one can make lists about. Use words from a food word wall in conjunction with sounding out skills to write their own shopping lists to be used in the play shop.

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4) Gaeilge: Ag Siopadóireacht

• Hide food items for the class siopa in a mála draíochta. Ask them 'An maith leat ___?' after removing each item from the bag and placing it in the shop. 
• Teach the phrase 'cheannaigh tú' by trying to guess what each pupil has bought and hidden from us. They can also describe their actions by saying 'cheannaigh mé___' or 'níor cheannaigh mé ' when a guess has been given. 
• Sing and act out the song 'Cheannaigh mé ___, cheannaigh mé ____, cheannaigh mé ____agus d'ith mé é.' (To the tune of Polly Put the Kettle On). This can be changed to 'Cheannaigh mé ___, cheannaigh mé ____, cheannaigh mé ____agus chaith mé é' when discussing an siopa éadaigh.

5) History: Shops in the Past

Name and discuss grocery shops, pharmacies and sweet shops. Match items sold in each to the correct shop. Look at pictures of what these shops looked like in the past, guess which type of shop it is and note the differences and similarities between the old version and the new version. 

Images do not belong to me. They are used for educational purposes. 

6) Geography: Mapping the Monster's Shopping Trip
Discuss places and things you would see if you took a walk through a town. Listen to the Monster's Shopping Trip on the British Council Website.
Discuss the journey the monsters took, the shops they visited and how you would go about making a map of this journey. Show them how to start by drawing the monster's house and then the road. Discuss things that might be around the road: buildings, bridges, lakes, trees, signs etc. and add the shops mentioned in the story. Then, you can have them create their own map of the Monster's Shopping Trip.

7) Art: Class Bakery
Talk about things you might buy to eat in a bakery. Show them pictures of these foods (cakes, buns, croissants, pies, doughnuts, biscuits, pastries) and discuss different cake designs. Have them create their cakes and pastries from clay. When they have dried, cover them in PVA glue to harden them a little before painting them. Make sure all of the decorations they have added are properly stuck. These pastries/cakes could also be made from homemade playdough in various colours and then baked in the oven to harden them, meaning they wouldn't have to be painted. 

8) Music: 'Let's Go Shopping' Song

"Let’s Go Shopping,

Put on your coat and hat,

Carry your little bas-ket,

Over your arm like that,

And we’ll go walking, walking, walking, walking,

Walking down the street.

Shopping, shopping, shopping, shopping

Shopping for things to eat!

Good morning Mr. Grocer man and how do you do?

(Talking) A very good morning Madam

      What can I do for you?

Id like a dozen new laid eggs,

a pound of butter too,

A nice jar of honey (Doe, doe doe, doe, doe-me)

Here is my money (Doe, doe doe, doe, doe-me)

Good day, (me-doe) (pause)

good day

to you

And we’ll go walking, walking, walking, walking,

Walking down the street,

Shopping, shopping, shopping, shopping,

Shopping for things to eat!"

Thematic Unit: Food (Senior Classes)

For the past two weeks I have been teaching lessons based around the theme of 'Food' with my 4th and 5th class. If you have considered covering this topic with your senior class, you may find some of the following lesson ideas useful.
 
Science: The Food Pyramid

HSE/Safefood.eu

Begin the lesson with a short quiz on food and nutrition. I used one in the children's S.E.S.E. books, but something like this may also suit. Then, having printed and laminated these cards, have the class play a food pyramid matching game. They can either do this in pairs or as a class (by giving each child a few cards to add to the class pyramid as each food group is called out). If you do this as a class, discuss whether they agree with the choices their classmates have made e.g. should butter/ice cream be in the dairy category? Would it also fit anywhere else? Discuss how many portions of each food group they should be having each day and what nutrients each contain (in pairs and as a class). Finally, have the children complete a quiz here. They could also complete this Irish soccer team related worksheet (in pairs) as an extension or follow up activity.

SPHE: Healthy Lunches/Making Decisions

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Discuss with their partner an item of their lunch which they felt was healthy and one which was unhealthy. Discuss which food group each belongs to.
Have the class work in pairs to sort food cards (which can be found on pages 24-29 in this document) into three groups: 'Healthy', 'Unhealthy' and 'Unsure'. Discuss these cards as a class following the activity, naming their food group, why they are unhealthy or why they may be both healthy and unhealthy. Following this activity, they must create a 5 day lunch menu including an item from the fruit/vegetable group, a protein, a carbohydrate, a dairy food and a healthy drink each day. Put images of some lunch items (see pages 30-32 in this document) on the board to give them some new ideas. Share ideas with the class and have them self assess their menus by ticking off each nutrient they have included.

Gaeilge: Bia

Along with covering the verbs 'ith' and 'ól', whatever scéal they have in their textbook on the topic of 'Bia' and covering vocabulary associated with the topic (using games such as biongó, cluiche mím, cluiche kim, etc.), the children can take part in a comhrá beirte:

• Céard a d’ith tú ag am lóin?
• An raibh sé blasta?
• Céard a d’ith do chara inniú?
• Céard ba mhaith leat don lón amárach?
• Cén bia is fearr leat?
• Cén bia is fuath leat?
• An ndearna tú dearmad ar do lón riamh?

Once they have practiced these phrases for a few days, they can then write their own 'food story'. 

Art: Pears with Perspective

I have taught this lesson a few times and the end results are always amazing! I found this wonderful lesson idea on angelaandersonart. When I teach this lesson, I begin by putting up some pictures of pears on the interactive board so that we can discuss the shapes, outline, light, shadows and colours of the fruit. Then I give them some real pears to draw on their sheet of card. After this, they paint the entire picture in red paint to add depth to the painting. They can then paint the pear using yellow as a base colour and adding brown and green as blending colours (they are encouraged and taught how to blend on the page). They then add light using white paint. Paints for the background are only lightly mixed to add to the texture and colour of the painting.   

English: Procedural Writing (Recipes)

You can find a link here to a post I wrote this time last year on recipe/procedural writing in 5th class. It contains a step by step guide, along with every resource and template you could require to teach a block of creative writing lessons based on this theme.


If you are looking for more ideas for thematic units to use with your senior class this year, check out my posts on the following topics: Myself, Italy, Space and the Aztec Empire.

TT: Thematic Unit: Clothes (Infants)

I'm back again with another thematic unit, this time based on the topic of clothes. I used this thematic unit in Senior Infants but no doubt it could be adapted for use with Junior Infants also. I have tried to include as many useful resources as possible - I hope you find it helpful!

Geography: Clothes from Around the World

Discuss clothes we wear for special occasions and when and where these occasions might be. Talk about the clothes they wear in other countries for special occasions. Follow Teddy on Tour (you can download it when you sign in here) on his visit to some countries to find out all about the clothes they wear:     

Teddy on tour from SeniorInfants

Have some children try on a sari (piece of material or a scarf), a furry coat and a kilt (if possible) and see if they can remember which country they are worn in.

Write the country names under these pictures (with help from the board!) and colour them in beautiful bright colours!

History: Growing and Changing

Baby paper doll             Child paper doll

Talk about how different the clothes they wear now are to the clothes they wore as babies. Discuss why they don't wear the same things babies/adults wear. Dress the paper dolls (above) on the board (baby, child, adult) using paper doll clothes you can find online. 

Adult paper doll       Adult dolls clothes

Baby clothes      Child's clothes

Have the children draw pictures of a child, baby and adult and the clothes they would wear. Label  appropriately.

Science: Materials
Play a game (preferably in a PE hall, outside or in another spacious area) where they must touch different materials called out e.g. wood, plastic, metal, glass, cloth, touch something smooth, soft, rough, that can tear, that won’t tear, etc. Look at some clothing items: a woolly jumper, leather runner, cotton t-shirt, furry collar, feather filled jacket, etc. and discuss whether the material is hard, soft, rough, smooth, waterproof, would it tear, etc. Have them walk to the picture of the animal/plant (laid out on the floor of the PE hall) that the material/piece of clothing was made from. After you have discussed all this and they have identified the correct animal/plant for all objects, hold up the items one at a time and have them run to the correct picture. If they run to the wrong one, they are out. 

Art: Paper Dolls
Discuss what kinds of clothes they might draw/stick onto their paper doll templates. Have them design trousers, t-shirts, jumpers, dresses, etc. for them and stick on buttons and hair to bring them to life.

English: Poem: Put on your Coat

Stuff an arm 

into each sleeve,

put on your coat

before you leave.

Zip the zipper

right to the top,

and cover your head

whenever rain drops.

James Hörner

Gaeilge: Éadaí agus 'Cóchailín Dearg'
Do some drama based on the story 'Cóchailín Dearg'. Dress a group of the children up in costumes as the various characters using a red cloak, wolf ears on a hairband, showercap, axe, apron and hat. These children can then act out the script as it is being read. Keep repeating the story until every child had a chance to act out the story (you can also use this activity to practice 'cé hé seo?' before you start each drama). Gradually they should started to join in with the story and understand various words in the script.

http://students.ou.edu/J/Curtis.N.Johnston-1/red_riding_hood.jpg

Here is my script:

An Cochaillín Dearg:

Bhí an Cocaillín Dearg sa bhaile. D'fhag sí slán le Mamaí agus le Daidí. Chuaigh sí go dtí an choill. Bhuail si leis an Mac Tíre. Bhí scanradh uirthi roimh an Mhac Tíre. Rith sí go dtí teach a seanmhathair. Chonaic sí a seanmhathair. (All join in) 'Oh, feach ar do shuile! Feach ar do chluasa! Feach ar do fhiacla!' An Mac Tíre a bhí ann! Rith sí amach an doras. Tháinig an gearrthóir adhmaid agus maraigh sé an mac tíre. Bhi an Mac Tíre marbh agus bhí áthas an domhain ar gach duine eile!

If you have any other ideas on how to tie the theme of clothes in with any other subjects, feel free to comment below. Happy Teaching!