oh, i feel so good song

modifying this technique

  • If your class is easily overstimulated, feel free to slow down the song and use a calmer energy. If your class needs more energy, sing the song standing up.
  • You can use this song to teach emotional literacy. Instead of singing “I feel so good,” ask the students how they feel today. Notice how the responses change the way you sing the song.

lyrics

Ooh I feel so good
Like I knew I would
Ooh I feel so good

(Repeat as many times as you want, playing with dance moves, speed, pitch, or volume.)

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.

  • Why? Scaffolding activities is a way to make sure no one is left behind.
  • Notice: Laura covers each step quickly. This might not work for a younger class. If your class is struggling to keep up, try to focus on learning only one step at a time. Practice each step until you can see that your class has mastered it.

STEP ONE: TEACH THE LYRICS
Laura teaches the lyrics in two ways. She starts by asking the class to repeat the lyrics, and then she models singing the whole song.

  • Tip: Doing this cuts down on time, but it might leave some younger learners confused. If your class needs more support, try using “let’s all say that” to repeat each line.

STEP TWO: INTRODUCE RHYTHM
Laura asks the students to clap the rhythm.

  • Why? Clapping the rhythm help students develop motor skills and keeps the song focused.

STEP THREE: STARTING THE SONG
Laura starts the song by asking students to clap out the rhythm. She signals that the song is about to start with a head nod.

  • Why? Starting with clapping keeps the students from being overwhelmed by too many elements. Signaling with a head nod gives a clear instruction without slowing down to speak. Clear instructions help the students feel confident and succeed.
  • Tip: If you aren’t as confident with rhythm, you can signal the song is starting with a “1,2,3, action!”

STEP FOUR: ADD IN MOVEMENT
Adding dance makes this song a great way to stretch and release energy after sitting for a long time. It can also help students warm up at the beginning of the day. Consider singing this song while standing.

  • Notice: Laura gives the instruction to dance while staying on the beat of the song. This keeps the energy of the song moving.

STEP FIVE: ENDING THE SONG
Laura ends the song by asking the class to repeat the lyrics in a whisper.

  • Why? She’s changing the loud enthusiasm to quiet intensity so that the class can transition back to a learning environment.
  • Remember: After the song ends, don’t lose that energy. Consider using a refocusing technique in the transition.

HAVE FUN
Laura is obviously enjoying herself while she sings this song.

  • Why? She is modeling that it is okay to be enthusiastic and expressive.
  • Remember: When you are having fun, you are more engaging. Sing songs that you love!

VARIATIONS OF "LET'S ALL SAY THAT"
Notice how many different ways Laura asks the class to repeat after her. She uses more than just “let’s all say that.” Her modifications of interactive language are a great way to mix things up.

  • “What’s it called?” Laura uses this phrase to check that the students know what song they are about to sing. While this is effective, it can sound like a test, so use it judiciously.
  • “Repeating after me…”Laura is playfully asking for repetition.
  • Remember: Both of these options aren’t as positive or encouraging as “let’s all say that,” so use them sparingly.