Song Parody

Original Song

My Parody

Dog goes woof, cat goes meow.

Bird goes tweet, and mouse goes squeak.
Cow goes moo. Frog goes croak, and the
elephant goes toot.
Ducks say quack and fish go blub, and the
seal goes OW OW OW.
But there's one sound that no one knows...
WHAT DOES THE FOX SAY?

Logs are big,hat are small

pie are sweet and sharks eat beef
Wow theres shoe. Cod yum yum
And fence for defences
Bucks yay and the coins and wash the
dishes and summer eve but one thing not
one knows
WHAT ON EARTH IS THAT!?
Maybe a ring a ring ring ring rings! Ring
ring ring ring ding ding ring ding dong ding
ding ring ring ding
WHAT ON EARTH IS THAT?!
Maybe its obama obama obama obama
Maybe your papa pa pa pa pa pa pa pa pa
Or your mama ma ma ma ma ma ma ma
WHAT ON EARTH IS THAT
Ha PE PE PE hoe!
Ha PE PE PE hoe!
Ha PE PE PE yo!
WHAT ON EARTH IS THAT?
Coff coffee! coffee! Cofee!
Coff coffee! coffee! Cofee!
Coff coffee! coffee! Cofee!
WHAT ON EARTH IS THAT!

Ring-ding-ding-ding-dingeringeding!
Gering-ding-ding-ding-dingeringeding!
Gering-ding-ding-ding-dingeringeding!
WHAT THE FOX SAY?
Wa-pa-pa-pa-pa-pa-pow!
Wa-pa-pa-pa-pa-pa-pow!
Wa-pa-pa-pa-pa-pa-pow!
WHAT THE FOX SAY?
Hatee-hatee-hatee-ho!
Hatee-hatee-hatee-ho!
Hatee-hatee-hatee-ho!
WHAT THE FOX SAY?
Joff-tchoff-tchoff-tchoffo-tchoffo-tchoff!
Joff-tchoff-tchoff-tchoffo-tchoffo-tchoff!
Joff-tchoff-tchoff-tchoffo-tchoffo-tchoff!
WHAT THE FOX SAY?
Big blue eyes, pointy nose, chasing mice,
and digging holes.
Tiny paws, up the hill, suddenly you're
standing still.
Your fur is red, so beautiful, like an angel in
disguise.
But if you meet a friendly horse, will you
communicate by mo-o-o-o-orse, mo-o-o-oorse, mo-o-o-o-orse?
How will you speak to that h-o-o-orse, h-oo-orse, h-o-o-orse?
WHAT DOES THE FOX SAY?!
Jacha-chacha-chacha-chow!

Big red eye, piggy noise , eating mice

And so scary
Giant wings up the air
Suddenly you will run.
Its scale is red maybe beautiful like a
demon in disguise
But it also eat some horse and also has
the force-force-force it might eat ten horsehorse-horse
WHAT ON EARTH IS THAT?
Wah-wah-wah-wah-wah-wah-pow!
Wah-wah-wah-wah-wah-pow!

Ma ma ma ma ma ma

I haved used risk-taker,thinker,communicator and reflective

Jacha-chacha-chacha-chow!
Jacha-chacha-chacha-chow!
WHAT THE FOX SAY?
Fraka-kaka-kaka-kaka-kow!
Fraka-kaka-kaka-kaka-kow!
Fraka-kaka-kaka-kaka-kow!
WHAT THE FOX SAY?
A-hee-ahee ha-hee!
A-hee-ahee ha-hee!
A-hee-ahee ha-hee!
WHAT THE FOX SAY?
A-oo-oo-oo-ooo!
Woo-oo-oo-ooo!
WHAT DOES THE FOX SAY?!

WHAT ON EARTH IS THAT?

La-la-la-la-la-la-la A-ha-ha-ha BOW
A-hee-ahee-hee-hee A-hee BOW
WHAT ON EARTH
OOOOH-OHHHH
OHHHH-OHHHH
WOO-HOOOO
OOOH-OHH
WOO
WHAT ON EARTH IS THAT?
The secret of creatures ancient
mystery Somewhere deep in woods
and I know you seeking
What on earth are you? Will we ever
know? Will it always be a mystery

The secret of the fox, ancient mystery.

Somewhere deep in the woods, I know
you're hiding.
What is your sound? Will we ever know?
Will always be a mystery what do you say?
You're my guardian angel hiding in the
woods.
What is your sound? (A-bubu-duh-bubudwee-dum a-bubu-duh-bubu-dwee-dum)
Will we ever know? (A-bubu-duh-bubudwee-dum)
I want to, I want to, I want to know! (Abubu-duh-bubu-dwee-dum)
(Bay-buh-day bum-bum bay-dum

Youre the guardian of the woods.

What on earth are you?
ROAR RA ROE ONIK ONIK BEEP BA
BEEP BOOP
Will we ever know bleem roar
I want to, I want to, I want to know!
Ba oink ra boom!

Reflections:

I haved used risk-taker,thinker,communicator and reflective

How are you presenting this parody?

What is your song about?
A thing nobody knows might be a dragon or a flying pig nobody knows

What message are you trying to portray?

What are some examples of powerful & descriptive words you used?
Noise ancient

How have you shown the following learner profile attributes throughout this activity?
Courageous/Risk Taker:
Knowledgeable:
Open-minded:

Rubric Assessment
KEY CONCEPTS AND ATTITUDES

I haved used risk-taker,thinker,communicator and reflective

Attitude
Appreciation
Appreciating
the beauty and
the wonder of
the music from
around the
world

Curiosity/
Respect
Being curious
about the
nature of
learning, about
the world, its
people and
cultures

Confidence
Showed
confidence
during the
process and
presentation of
their work

Key
Concepts
Function
How concepts
are expressed

Connection
The relationship
between
message and
delivery

Emerging

Developing

Applying

Independent

The student has

demonstrated
difficulty in
appreciating
different music from
around the world.
Additionally, they
have not supported
their peers in their
inquiry either.

The student has

required some
prompting to
recognise the
beauty and wonder
in different music
from around the
world. They
explored various
types of music
before choosing
their song.

The student has

demonstrated an
appreciation of
different types of
music and
considered many
options for his/her
own song choice.
They have assisted
others in their
inquiry too.

The student has

demonstrated an
appreciation of a
large variety of
music options, using
these to re-evaluate
his/her own ideas
about music. They
have guided other in
their inquiry as well.

The student has

only shown curiosity
in a familiar area,
exploring only what
is already known to
him/her. This has
had little impact on
their learning and
construction of new
ideas. They had
difficulty respect
others and their
ideas.

The student has

shown limited
curiosity, exploring
music choices that
are more familiar to
him/her. This has
restricted his/her
exposure to new
ideas and
methodologies.
They were open to
others and their
ideas.

The student has

demonstrated
curiosity in
exploring different
music forms,
showing
thoughtfulness in
their final decision.
They were
respectful of their
classmates choices
in music and
supported their
ideas.

The student has

demonstrated
curiosity in finding
out more about
different music
forms and has really
challenged themself
with their final
music choice. They
showed great
appreciation for
their peers work.

The student has

demonstrated a lack
of confidence
throughout the
process, showing
little effort or energy
in their
contributions.

The student has

demonstrated a
varying level of
confidence for this
activity. The effort
and energy given
has been
inconsistent.

The student has

demonstrated
mostly consistent
confidence for this
activity, putting a
good level of effort
into most parts of
the process.

The student has

demonstrated
consistent
enthusiasm for the
activity, putting a
high level of effort
and energy into
every element of
the project.

Emerging

Developing

Applying

Independent

The student has

demonstrated no
understanding of
how concepts can
be expressed
effectively.

The student has

required some
prompting to
recognise how
concepts are
expressed.

The student has

demonstrated an
appreciation of how
concepts are
expressed.

The student has

shown strong
understanding of
how concepts are
expressed and has
supported others in
their learning.

The student has not

understood the
relationship
between message
and delivery. They
have not considered
how to effectively

The student has

shown moderate
understanding of
the relationship
between message
and delivery. They
have given some

The student has

demonstrated a
good understanding
of the relationship
between message
and delivery. They
have considered

The student has

demonstrated a
solid understanding
of the relationship
between message
and delivery. They
have created an

I haved used risk-taker,thinker,communicator and reflective

Perspective
The role of the
arts in culture
and society

present their final

product to an
audience.

consideration of
how to effectively
present their final
product to an
audience, but
delivery is weak.

how to effectively
present their final
product to an
audience and have
spent considerable
time preparing.

effective, unique
and interesting way
to share their final
product with their
peers.

The student has

demonstrated a lack
understanding of
the arts in culture
and society.

The student has

demonstrated a
varying level of
understanding of
the arts in culture
and society.

The student has

demonstrated a
good level of
understanding of
the arts in culture
and society.

The student has

demonstrated a
solid level of
understanding of
the arts in culture
and society.

I haved used risk-taker,thinker,communicator and reflective