©  Lauryn  Stanlake  North  Kalgoorlie  Primary  School  

The  Happy  Ukulele  Book  –  Year  4/5  

Copyright  notice:  This  book  was  created  solely  as  an  educational  resource.  The  songs  and  their  songsheets  are  gathered  from  various  sources  and  are  included  as  part  of  this  collection  under  the  Fair-­‐Use-­‐Not-­‐For-­‐Profit  educational  provisions.  No  copyright  ownership  is  claimed  on  any  of  the  songs  in  this  songbook.  No  affiliate  links  are  included.  

NAME: ROOM:

  2  

Table  of  Contents  

TUNING  YOUR  UKULELE   3  USING  A  TUNER  OR  APP   3  TUNING  BY  EAR   3  

GETTING  STARTED   4  

FIVE  HAPPY  RULES  OF  THUMB   5  

THE  MAGIC  OF  PATIENCE  AND  PRACTICE   6  

THE  OPEN  STRINGS   7  OPEN  STRING  EXERCISES   8  OPEN  STRING  MELODIES   9  

THE  PENTATONIC  SCALE   11  PENTATONIC  SCALE  EXERCISES   12  

PENTATONIC  SCALE  SONGS   13  SAFARI   13  ROCKY  MOUNTAIN   14  ACADIAN  LULLABY   15  OH!  SUSANNA   16  UP  ON  THE  HOUSETOP   16  PRACTICE  CHART   17        

  3  

Tuning  your  ukulele    

Using  a  tuner  or  app The easiest way to tune a uke is with a digital ‘Chromatic Tuner’ made for the ukulele, which will tell you how low (flat) or high (sharp) your strings are and help you get them just right. (The clip-on ukulele tuners are popular – such as those made by Snark – but any standard Chromatic tuner will work for the ukulele also.)

You can also use a simple ukulele tuner on a phone or iPad from the app store that plays the four notes (G, C, E, A) to tune the strings by ear. You could also use YouTube to tune your ukulele à https://www.youtube.com/watch?v=PqTPbZf44E0

Remember: - If the note is too low it means the string is too loose (so tighten it). - If the note is too high it means the string is too tight (so loosen it).

Tuning  by  ear  Sing along with the correct note from your tuner app or YouTube and then play the string you are tuning. Singing the two tones side by side will help you figure out whether your string is tuned too low or too high. If you learn to tune this way, you eventually may not even need a tuner!

  4  

Getting  Started    Your left hand holds the instrument at the top of the fretboard, and the right forearm gently holds the uke in place against your body, while the right hand strums loosely. It is helpful to know the number of the fingers for your left hand. Your first (index) finger is number 1, and the others are as follows:

The right hand letters are for more advanced finger picking and strumming – we won’t need these for a while but it is nice to know anyway!

 

2

Getting Started:

Your left hand holds the instrument at the top of the fretboard, and the right forearm gently

holds the uke in place against your body, while the right hand strums loosely. (For Lefties, you

can have the uke strung in reverse and use a left-handed chord chart to learn songs, but you

0$<�35()(5�72�/($51�7+(�75$',7,21$/�:$<�)25�7+(�6$.(�2)�F(;,%,/,7<�$1'�)8785(�*52:7+���

The ideal place to strum the strings is roughly from halfway between the instrument sound

+2/(�$1'�7+(�)5(7%2$5'�72�$�&283/(�,1&+(6�83�29(5�7+(�)5(7%2$5'����27�29(5�7+(�6281'�+2/(��

�7B6�+(/3)8/�72�.12:�7+(�180%(56�2)�7+(�E1*(56�)25�<285�/()7�+$1'���#285�E567��,1'(;��E1*(5�,6�

number 1, and the others are as follows:

%1.�;201=�1*7-�5.==.;<�*;.�/8;�68;.�*-?*7,.-�I70.;�92,4270�*7-�<=;>66270�D�B8>�9;8+*+5B�@87F=�

7..-�=1.6�/8;�=1.�<870<�27�=12<�+884��+>=�2=F<�72,.�=8�478@�*7B@*B!

Playing the Ukulele! | The Happy Ukulele Songbook

Reading Chords:

From a musical perspective, a chord consists of two or more notes

played together. In the case of the ukulele, you’re basically just

putting together chords with a strum to make a song. You make the

&+25'6�%<�3/$&,1*�',))(5(17�&20%,1$7,216�2)�E1*(56�21�7+(�)5(7%2$5'��

Most of the songs in this book contain chord diagrams. The dots indicate

:+(5(�72�3/$&(�<285�E1*(56��*(1(5$//<�$7�7+(�723�6(&7,21�2)�7+(�

fretboard. (The vertical lines represent the strings, and the

horizontal lines represent frets.) The way the ukulele is tuned,

just playing the open strings without hitting any notes is a

chord in itself, and many chords require just one or two

E1*(56�

What chords to play and when:

When you see a chord name or diagram in the music, that’s when you play the chord.

Depending on the arrangement you’re following, and your particular style of playing a song,

your chord changes might come a little before or after where they’re listed.

These song arrangements are interpretations, and nothing is set in stone. It’s on you to create the

;1B=16�*7-�J8@��*7-�*-3><=�=8�

6*4.�=1.�<870�B8>;�8@7��)8>�6*B�

@*7=�=8�*--�B8>;�8@7�27=;8�8;�

ending, or repeat a chorus section,

/8;�27<=*7,.��*7-�B8>�,*7�*5@*B<�

improvise that using the primary

song chords.

Sometimes a song may have extra

chords listed for stylistic reasons

that can be left out to make it

easier. Or you may prefer to

substitute a different chord. Just

52<=.7�*7-�/..5�=1.�6><2,�=8�08�@2=1�

@1*=�<8>7-<�;201=�=8�B8>�

The Happy Ukulele Songbook | Satya Colombo

Chord tips for the rebels:�'1.7�<@2=,1270�=8�*�7.@�,18;-��

=;B�5.*-270�B8>;�I70.;�95*,.6.7=�@2=1�=1.�I;<=�I70.;��8;�

@12,1.?.;�I70.;�2<�,58<.<=�=8�B8>��*7-�9;8,..-�/;86�=1.;.��

)8>�6*B�.?.7�I7-�B8>;�8@7�I70.;�95*,.6.7=<�=1*=�@8;4�

+.==.;�/8;�B8>�=1*7�=1.�G8/I,2*5H�8;�<>00.<=.-�87.<����

.7,8>;*0.�=12<�/8;�+.0277.;<�D�B8>�,*7�*5@*B<�5.*;7�=1.�

G;201=H�@*B�@1.7�B8>F;.�68;.�,86/8;=*+5.�@2=1�95*B270��

For example:�%;B�6*4270�=1.�989>5*;���,18;-�@2=1�3><=�

your thumb barring the G, C, and E strings at the second

/;.=���*<B���;86�=1.;.��=1.����,*7�+.�6*-.�+B�3><=�*--270�

B8>;�<.,87-�I70.;�=8�=1.�=12;-�/;.=�8/�=1.���<=;270����

  5  

Five  Happy  Rules  of  Thumb    

1. Use the tips of your fingers when pressing down on the strings. (This is harder for people with longer nails, so it’s recommended to keep them fairly short.)

2. Press down in the space between the frets (not the fret wires themselves!)

3. Keep your left hand position flexibly and your grip soft, and change as needed for different notes.

4. Start with your thumb position at the back of the fretboard, parallel to the frets.

5. If a note doesn’t sound “clean”, it is usually because you’re not pressing the active fingers hard enough, or your hand is touching the strings, or you are not following Rules 1-4 above!

 

   

  6  

The  Magic  of  Patience  and  Practice    Over time and with practice you will find that everything becomes easier. Something that was once challenging becomes easy! Having patience, and try not to push yourself to learn too much at once. The key is repetition over time. As long as you keep practicing it will get easier and easier – until one day it just flows! ♫

Most of all – have fun, feel the

music in your soul and don’t take it to seriously!

7

The Magic of Patience & Practice�9(5�7,0(�$1'�:,7+�35$&7,&(�<28B//�E1'�7+$7�&+25'�&+$1*(6�%(&20(�($6,(5��$1'�&+25'6�7+$7�

:(5(�21&(�&+$//(1*,1*�%(&20(�$�/27�($6,(5�722���$9,1*�3$7,(1&(��$1'�75<�127�72�386+�<2856(/)�

72�/($51�722�0$1<�1(:�&+25'6�$7�21&(��

#28�&$1�67$57�:,7+�6,03/(�7+5((��25�)285�&+25'�621*6��$1'�%8,/'�83�<285�5(3(572,5(�2)�)$925,7(6�

:,7+�$�&283/(�1(:�&+25'6�$7�$�7,0(��

�)�<28�E1'�$�&+25'�326,7,21�3$57,&8/$5/<�&+$//(1*,1*��35$&7,&(�&+$1*,1*�)520�21(�($6<�&+25'�72�

7+$7�21(�)25�$�0,187(�25�7:2�817,/�,7�67$576�*(77,1*�($6,(5�� +(1�75<�,7�$*$,1�7+(�1(;7�7,0(�<28�

3/$<�� +(�.(<�,6�5(3(7,7,21�29(5�7,0(���6�/21*�$6�<28�.((3�35$&7,&,1*�,7�:,//�%(�,1&5(0(17$//<�

($6,(5�72�*(7�,172�7+$7�326,7,21���817,/�21(�'$<�,7�-867�F2:6�����

Playing with other instruments:

�,1&(�67$1'$5'�8.8/(/(�086,&�,6�:5,77(1�,1� 5(%/(��/()��7+(�&+25'�1$0(6�$5(�7+(�6$0(�$6�)25�7+(�

�8,7$5�� +(�+$1'�326,7,216�:,//�%(�',))(5(17��$6�:,//�7+(�086,&$/�$55$1*(0(176��%87��B9(�)281'�

7+(�8.8/(/(�72�%(�$�:21'(5)8/�$&&203$1,0(17�72�7+(�*8,7$5��$1'�)81���

#28�&$1�$/:$<6�7($&+�$�*8,7$5,67�$�621*�%<�

7(//,1*�7+(0�7+(�&+25'6�25�6+2:,1*�7+(0�

<285�086,&��25�<28�&$1�$6.�7+(0�72�7(//�<28�

7+(�&+25'6�$1'�&+25'�&+$1*(6��$1'�)2//2:�

$/21*�:,7+�7+(0���6�/21*�$6�<28B5(�3/$<,1*�

$�621*�,1�7+(�6$0(�.(<��<28B5(�*22'�72�3/$<�

:,7+�$1<�180%(5�2)�,167580(176�

Most of all – have fun, feel the music in

your Soul, and don’t take it too serious...

OK let’s go! :)

The Happy Ukulele Songbook | Satya Colombo

When the magic happens: As you practice a

song over time, you build new neural

pathways in your brain and your skills

increase overall. The more you play, the

easier it gets to learn new songs, memorize

your favorites, and play along with others....

Once you learn a song by heart, that’s when

the real magic happens – where you can

really merge with the music and give it new

life. Then you can share your magic wherever

you go – with or without the song notes!

  7  

The  Open  Strings    

 

 

 

 

                                             

   

Gary Can’t Escape Anacondas

Focus ON

1. Good posture2. Good tone3. Note reading

Kny Ponrso Emphasize correct posture.

Good playing posture is likegood singing posture: "sitforward in your chair and putyour feet flat on the floor (ifpossible) as if you're ready tojump to your feet."

o Ukes should be pointing up at aroughly a45" angle and shouldbe cradled between the right armand the body as shown in theillustration onpage2.

. Echo-pick short improvisedfigures using only the openstrings.

r Il"'s never too early [o insist onwarrn, full tone.

o Use flashcards to re-enforce notereading skills and to keepstudents' eyes on you rather thanon their fingers.

Altrrroxar- SuccEsrroxs c CouurxrsWarm up exercise: have students pick quarter notes at a steadypace and change to the flashcard note you hold up. Freeflashcards are available online at:www.ukuleleintheclassroom.com/resources_C6.htm

Note that the 4'h string (the "g" string) may be tuned to "high g"(shown in gray on the staff) or "low g" (shown in black). "Lowg" tuning (which requires a thicker string) is more versatile and ishighly recommended for this book. Visit www.ukuleleintheclassroom.com/tuning for more details.

o Throughout this book, gray notes on the staff show altemate parts for ukuleles with the "high g" string. Whilemore music is playable on a ukulele with a o'low g" string, every lesson in this book can accommodate the"high g" tuning in some way. Visit www.ukuleleintheclassroom.com/tuning for more details.

Lesson ft The Open Stningsfhc open strings ofthc ukulele arc

g! c, e, and a,

4rh ird 2nd

gce

g' c e

Hold the ukulelc llat acainst you. tjse thc cushion ol yolr rhunrb ro pick cach strings here the neck and the bodv of the ukulele meet.

Ir.:,'. :', i l ,:1...' ':irrr::, rr i:r:irr, .i t.: : I l',.,.

2

It is expected that students will:r identify and play the open strings

by sight and by name

o play with warm" full tone

r demonstrate good playing posture

Ukulele in the Classroom: Book I Teacher Edition by James Hill & J. Chalmers Doane

  8  

Open  String  Exercises  

 

   

bl'ttanbbt"bt".?-a-))a-a-aaIaaaIIIIIIIIIIIIIIIII

Lesson t The Open Stnings lcontd.y

Focus Ox

1. Playing with steady rhythm2. Playing in parts3. Playing with warm tone

Kry PorNrs

Have students clap the rhythmeach exercise before they play

Students in re-entrant tuningplay the notes shown in gray.

Exercises 1,2, and 3 can beplayed together in anycombination. Teacheraccompanies with a light A orAm chord strum (see teacher'schord chart on page 54).

Clap and sing the chorus toJingle Bells,then play Exercises3 and 4 in parts. Teacheraccompanies with a C chord.

Exercises 5 and 6 harmonize, asdo Exercises 7 and 8. Clap,sing, and pick both in unison andin parts.

Briefly explain what a"measure" or "bar" of music is.

ofir.

:-tnA repeat srgn -+[ ntcrn' play again from the beginning!

-{nurrroxlr SuccnsrroNs c. ColryrnNrso L se these exercises to focus on rhythm basics and tone

production. Clapping together and in parts is a worthwhileerercise.

Don't feel that you have to play all eight exercises. You canretulrn to this page again and again. Read at least two or threeer,ercises every lesson until this page is completed.

The srncopated rhythm in Exercises I and 8 ("short - long - short - long - long") will come up repeatedlyL-'ir er the course of this series (see Book 1 Lesson 25, for example).

F{ave hrn u'ith the combining of parts - this may be the first time your students have played in harmony.

It is expected that students will:r play in parts

r demonstrate understanding of therepeat slgn.

: {:r.€,€ in rhe Classroom: Book I Teacher Editionby James Hill & J. Chalmers Doane

  9  

Open  String  Melodies  

 

     

Focus ON

1. Singing2. Note reading3. Rhythmic values

Kry Porxrs

Start by echo-picking simpleopen-string rhyhms. Progress tothe continuous alternating figurein Ex. 1.

Students in re-entrant tuning playthe notes shown in gray.

Have students sing Row, Row,Row Your Boat, Frdre Jaques, orjust about any other round as theypick Ex. 1. Teacher may strum aC chord (or Cm chord if the roundis in a minor key).

Have students clap the rhythm ofEx. 2 before they play it. Split theclass: have one half pick while theother half sings /1e's Got theWhole World in His Hands or Surle point d'Avignon. Switch partsand repeat.

Briefly define "time signature":"the top number is the number ofbeats in each measure."

AnnrrroN.tl- SuccEsrroNs d. ColvtMExrs

This lesson is full of opportunities to get your students singing and playing. Do just that. Have fun singingand playing the ostinato (i.e. repeating) accompaniment figures. Sing as a group both in unison and in round.

o Let this be a funeful, rewarding, and motivating way for your students to begin their ukulele studies.

This lesson is not about perfection, it's about having fun and discovering the joy of making music. Sing, play,stomp, stand, sit, clap, pick, laugh, create, listen, share, teach, leam, enjoy.

See A Music Reading Program for Ukulele (Shields, 1982), pp. 5-6 for additional open-string readingexercises. Note: while A Music Reading Program for Ukulele is written in D6 tuning, it's an excellent sourcefor lesson material.

Lesson 2: Open Stning Melodies

Pick each note gently using thc pad ol'your rjght thulnb. Keep a sleady beal.

a*a & you pBy EX. 1: pow, pow, pow youp 9oAT,FPEFE JAauEe, oR HUNaAE\aN caNaN.

For Ex. 1, say the namc of each nole as you play. then singIIa's Gol the l1'hole ll'orld itt I{is ltdnds o( Sur le poilt r/ .1t,4qror; as you play.

.-El-]rI he.c rrc time signatures: { -{- t',. rop nurnhrr i. thr nrrrbcr ol hcal. n cach rnca.ure.

3.

$Z- . t---lr - .- - -L=_7 t t , z

gt$o & you puy Ex- :: 1HE oLD AREY lhapg,.+IAPY HAD A LITTLE LAITB' ap LoNDaN gPtDdE,

Ukulele in the Classroom: Book I Teacher Edition bv James Hill & J. Chalmers Doane

  10  

   

1. 1

Lesson2lcorrt'd1Make evcry note sound warm and full. For Exercises 4, 5 and 6, play as u'ritten. tben play ds a round.

aC

J =1"=o, ) =z"tor. ).=zr.orc o= 4BEA',.-

<Y PICK AND AINO GI' EXCERT ROA HE ''1tr8'' B!@IE CAILiCN YOU LEARN ffE REgT OF IT BY EAR?

dims the sight Ald a slar gemsthe sky glea-ming bright...Fa - ding ljghl

an)a-aa))aa)aaaaaaaaaaaaaaaaaaaaaaIaaa)aI

h

Lesson 2: Opr

^{oorrroNar, Succnsrroxs c CovmrnNrs

Although students aren't playing chords yet it's important thatthel' participate in creating harmony. To this end, Exercises 4, 5,and 6. played as rounds, are invaluable.

There are lots of ways to expand on Exercises 4, 5, and 6. Forerample:. pla) as a round with anyrruhere from 2 to 8 parts. pla)' at different tempos (fast/slow), at different dynamics

tsoft loud), and with different articulations (short/long)

r Er. - is the first phrase of the "Taps" bugle call. Challenge students to lea. The entire first verse of "Taps" reads: Fading light dims the sight / AndFrom afar drawing nigh, lFalls the night.

t_ils

FII=Lv

.lr.;ie irt rhe Classroom; Book I Teacher Editionby James Hill & J. Chalmers Doane

  11  

The  Pentatonic  Scale    

     

Focus ON

1. Left-hand position2. Finger & fret names

Knv Porxrsr Think of the pentatonic (literally

"five-note") scale as "the notesof the open strings Plus one newnote per string."

r Ask: "How many note names arethere in this pentatonic scale?"> Five: g, a, Q, d, and e.

r Teach the pentatonic scale firstby rote:. have students Pick the G

string together at a steadYpace (one pick per beat).

. prepare each fretted note, e.g."when I say go, Put Yoursecond finger in the secondfret... ready... go!"

' continue in this waY to the toPof the scale, then PlaYdescending

o Lightly strum the chords shownto harmonize the scale. Note:chords are not Printed in theStudent Edition.

Have students follow the "finger-to-fret" ru1e: 1" finger in the 1"fret,2"d finger in the 2"d fret, 3'd finger in the 3'd fret, etc'

The first four notes of this pentatonic scale - along with thechords shown above - hint at the chorus melody of George andIra Gershwin,s I Got Rhythm. Teach students to sing this melodyand/or play aportion of it as an enrichment exercise'

o Some students (especially those with small hands) may havetrouble holding down fretted notes. Make sure in eveiy case that the student's thumb is behind the neck (and

pointing towail the ceiling) so that it can properly supporl the fingers. Poor left-hand position will result in

poor tone and can lead to tension and straining'

Lesson 3' The Penfotonic Scale

_-----)t,=-=) z

lst ftet

2nd fret

3rd lret

4th lret_ \\--F ^>t

5r+How nany letter narnes ale tllerc in this pcnlatonic scalc'l

Am For C

t'-ll!:...1ltl

C

EII]tll-l

Anr

ffiffiffi

Keep your lett thLuttb bebind the neck of-vouruke to support your lingers'Prcss urltil you get a clciin. clcar sound

WAT 9OE9 TH€ WORP IPENTA|ON|C' 6gN?Wffi I9 GIg aCAIE CAII€D THE NPENTATON1C ACALE'?

It is expected that students will:. accurately play the Pentatonic

scale ascending and descending

. name the notes of the Pentatonicscale

o follow the "finger-to-fret" rule

Ukulele in the Classroom: Book I Teacher Edition by James Hill & J. Chalmers l)oane

A pentatonic scale is a musical scale or mode with five notes per octave in contrast to a heptatonic (seven note) scale such as the major scale and minor scale.

  12  

Pentatonic  Scale  Exercises  

 

tIIItttItIItItIITIItIIlIttIIlIttt)ltI))I))I

Lescn 3, cont'di

Lesson 3: Pentotonic Scde ( cont'd )

Focus ON

1. Sight reading2. Playing with steady rhythm3. Playing in parts

Kny PorNrs

Exercises I and.2 harmonrze.Teacher strums a C chord toaccompany.

Exercises 3 and 4harmonize.

Exercises 5 and 6 harmonize.

Don't feel that you have to playevery exercise in one lesson.You can return to this lesson asstudents work through Unit l.

Variations in tempo, dynamics,harmonization, and articulationwill keep these exercises fresheven when revisited.

Students in re-entrant tuningplay the notes shown in gray.

\ *o.tNOTE

--Gr-

-- =: ; a : -- . . .i-7-:-ZZ*-------)- r t a*teoJ Ttt-

Nffi

* "'"" AND erN6 By eap. A,LD aNe syNE.

-{nnrrrour SuccnsrroNs cr ColrnrnNrs

Srudents may start to oocatch on" and predict which lines willLrarmonize. This is a good sign - they're beginning to recognizepafterns on the page.

.4wld Lang $,ne is a pentatonic melody. Teach by echo-singingand echo.pi.hg; the first note is low g. Note: some studentsmav not be familiar with this melody. If this is the case, teach1'our class to sing the song by ear and return to this lesson at alater date to teach students how to pick the tune.

It is expected that students will:o sight-read pentatonic melodies

o play in parts

o play with steady rhythm and goodtone

r Use these exercises as rhythm (i.e. clapping) drills; focus especially on Ex. 5 and Ex. 6.

o See ,4 Music Reading Program for Ukulele (Shields, 1982), pp. 8-16 for additional reading exercises.

EICfrNOE \ {

Llulele in the Classroom: Book I Teacher Editionby James Hill & J. Chalmers Doane

  13  

Pentatonic  Scale  Songs  Safari  

“Safari” is a Swahili word that means “journey”. You’re starting on an exciting journey through music with ukulele. Practice often and your

musical safari will be fun and rewarding!    

  14  

Rocky  Mountain  Beginning in northern British Columbia, Canada, and stretching all the

way to New Mexico, U.S.A., the Rocky Mountains are a range of mountains over 4,800 kilometres long.

 

   LYRICS Rocky mountain, rocky mountain, rocky mountain high, When you’re on that rocky mountain hang your head and cry. Do, do, do, do, do remember me, Do, do , do, do, do remember me. Sunny Valley, sunny valley, sunny valley low, When you’re in that sunny valley, sing it soft and slow. Do, do, do, do, do remember me, Do, do , do, do, do remember me. Stormy ocean, stormy ocean, stormy ocean wide, When you’re on that deep blue sea, there’s no place you can hide. Do, do, do, do, do remember me, Do, do , do, do, do remember me.

  15  

Acadian  Lullaby  This traditional lullaby is from Eastern Canada. Acadians were the

earliest French settlers in the Canadian maritime provinces of Nova Scotia, New Brunswick and Prince Edward Island.  

   

  16  

 

Oh!  Susanna  

 

 

 

 

 

 

 

 

 

   

Up  on  the  Housetop  

 

   

LYRICS I came from Alabama with a banjo on my knee, I’m goin’ to Louisiana my true love for to see. It rained all night the day I left, the weather it was dry. The sun so hot I froze to death Susanna don’t you cry.

LYRICS Up on the housetop reindeer pause, Out jumps good old Santa Claus; Down through the chimney with lots of toys, All for the little ones, Christmas joys. First comes the stocking of little Nell; Oh, dear Santa fill it well; Give her a dolly that laughs and cries; One that will open and shut her eyes.

  17  

Practice  Chart  Use this practice chart to write down how many minutes you have practiced for each day. Aim for 10-15 minutes of practice a day. What will you reward yourself with if you reach your goal?

Practice Chartname Reward Charts for Kids

© 2012 Vertex42 LLC

Week #

Sun Mon Tue Wed Thu Fri SatWeek Total

Grand Total

1

2

3

4

5

6

7

8

9

10

11

12

Weekly Goal : Reward :

Hours : Reward :

Hours : Reward :

Practice Chart Template by Vertex42.com