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We're Never Far From
Home
by Bobby Susser
1. The child/children may sing along to this introductory song.
2. The parent/teacher may want to talk about thoughts that allow the
child/children and themselves to FEEL close to home, 'wherever we may
go.'
Wherever we may be going
Wherever we may roam
It's so nice to know
Wherever we may go
We're never far far from home
We're never far far from home
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All Roads Lead To Home
by Bobby Susser
1. The child/children may sing along with the chorus of this theme
song.
2. The parent/teacher may ask the child/children if he/she/they FEEL
close to home, wherever they are. And if so,or not, WHY?
3. The parent/teacher may explain to the child/children the benefits of
singing and FEELING the words, "All Roads Lead To Home."
Chorus:
All roads lead to home
No matter where you may roam
All roads lead to home
No matter where you may roam
No matter where it is you may roam
All roads lead to home
No matter where you may roam
All roads lead to home
No matter where you may roam
No matter where it is you may roam
If you're ever feeling lonely
There's always that one place, where someone's there for you
And if you think you run too slowly
Just run right to the place, where they believe in you
Just run right to the place, where they believe in you
Chorus
Now anywhere you may be going
You're never really going anywhere alone
And it feels so good when you start knowing
Wherever you may go, you won't be far from home
Wherever you may go, you won't be far from home
Chorus
Chorus (and then FADE)
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My Room (It's A Wonderful
Feeling)
by Bobby Susser
1. The child/children may sing along.
2. The parent/teacher may ask the child/children to list the favorite
things he/she/they like to do in their rooms.
3. The parent/teacher may ask the child/children to draw a picture of
his/her/their rooms.
4. The parent/teacher may utilize this song to teach shapes and colors
by asking each child the colors in his/her room and to describe as many
objects in his/her room as possible. The colors of their rooms and the
descriptions of the objects will give the parent/teacher the opportunity
to introduce the different colors and four basic shapes: Triangle,
square, circle, and rectangle. A child's bed is usually the shape of a
rectangle.
My room, my room
Where I can dream, all the dreams I can
My room, my room
Where I can be all the things I am
Chorus:
It's a wonderful feeling
From the floor to the ceiling
It's a wonderful feeling
From the floor to the ceiling
In my room, my room
Where I can play all the games I play
My room, my room
Where I can say all I need to say
Chorus
In my room, my room
Where I can dream, all the dreams I can
My room, my room
Where I can be all the things I am
Chorus
In my room, my room
In my room, my room
Chorus
In my room, my room
In my room, my room
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Little Brother,
Little Sister
by Bobby Susser
1. The child/children may sing and dance to this song.
2. The parent/teacher may discuss with the child/children how much
brothers and sisters need each other.
3. The parent/teacher may also discuss healthy foods that children and
entire families should eat.
4. The child/children may also want to tell amusing stories about their
brothers and sisters.
My little brother loves to eat
My little brother loves to eat
But every time he starts to eat
So much food gets on his feet
My little sister loves to eat
My little sister loves to eat
But every time she starts to eat
So much food gets on her feet
And you can see what they both eat
And you can see what they both eat
Yes every little thing they eat
Growing on their little feet
I try to help my brother eat
I try to help my sister eat
But when I try to help them eat
So much food gets on my feet
I love my brother more each day
I love my sister more each day
And when they both learn how to eat
They will have much cleaner feet
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Grandpa Knows So Many
Things
by Bobby Susser
1. The child/children may join the chorus or sing the entire song.
2. The child/children may tell stories about his/her/their grandpas.
3. The parent/teacher may ask the child/children all of the things
he/she/they learned from their grandpas.
4. The child/children may draw a picture of something he/she/they do
with grandpa.
5. The child/children may want to display a photo of his/her/their
grandpa.
Any time I want him to be here
He'll be here for me any old day
And anytime I want to talk with him
He will talk with me any old day
Chorus:
Grandpa knows so many things
Grandpa knows so many things
Grandpa knows, Grandpa knows
Grandpa knows so many things
If there's something I can't understand now
I can ask him to teach me the way
He says "take it a little more slowly"
He says I will learn more every day
Chorus
He once told me that he can remember
When he didn't know what he knows today
Life is so wonderful I'm happy to say
There is something to learn everyday
Chorus (2 times)
Any time I want him to be here
He'll be here for me any old day
And anytime I want to talk with him
He will talk with me any old day
Chorus (2 times)
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We Are Like One
by Bobby Susser
1. The child/children may join in the chorus.
2. The child/children may dance as he/she/they join in singing the
chorus.
3. The parent/teacher may want to join the child/children in the singing
of the chorus
and explain that much like a family, "We are like one."
Chorus:
We are together
We are like one
We are forever
We are like one
We are together
We are like one
We are forever
We are like one
We are like one
Whenever you are sad
I am feeling blue
Whenever you are happy
I am happy too
And anytime of night
Anytime of day
You always have somebody
'Cause I'm here to stay
Chorus
You'll always find a friend
When you look my way
And we can show each other
This and that-a-way
You'll never be alone
I am here with you
Wherever you are going
I am going too
Chorus
You'll always find a friend
When you look my way
And we can show each other
This and that-a-way
You'll never be alone
I am here with you
Wherever you are going
I am going too
Chorus
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All You Need Is Your
Family
by Bobby Susser
1. The child/children may join in singing the words, "All you need is
your family."
2. If the setting is appropriate, the child/children may sway from side
to side to the chorus.
3. The parent/teacher may want to explain to the child/children that
much like the song, things work out if you have the support of a family.
4. The parent/teacher may want to ask the child/children to name the
members of his/her/their families and how they help
one another.
Chorus:
All you need is your family
All you really need is your family
All you need is your family
And you'll be fine
All you need is your family
All you really need is your family
All you need is your family
And you'll be fine
And you'll be fine
Things become a little easier
When you begin to see
Things become a little easier
When you begin to see
When you begin to see
That, Chorus
Things become a little easier
When you begin to see
Things become a little easier
When you begin to see
When you begin to see
That, Chorus
All you need is your family
Yes, all you really need is your family
All you need is your family
All you really need is your family
All you need is your family
All you really need is your family
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Grandma's Eyes
by Bobby Susser
1. The child/children may sing along.
2. The child/children and parent/teacher may try to whistle along.
3. The child/children may tell his/her/their favorite stories about
their grandmas.
4. The parent/teacher may ask the child/children all of the things
he/she/they learned from their grandmas.
5. The child/children may draw a picture of something he/she/they do
with grandma.
6. The child/children may want to display a photograph of his/her/their
grandmas.
Grandma's eyes look at me play
Grandma always wants to know I'm okay
I love to see her
She loves to see me
She's such a great part of my family
Grandma's eyes watch over me
Grandma wants to stay close to me
She's fun to be with
She makes me feel good
I would do for her whatever I could
I feel so happy when I sing this song
I feel so happy 'cause it's grandma's song
Da Da Da Da Da Da Da
Da Da Da Da Da Da Da Da Da Da
Da Da Da Da Da
Da Da Da Da Da Da
Da Da Da Da Da Da Da Da Da Da
Grandma's eyes see everything
Grandma tells me I could be anything
She reads me stories
And tells me some more
So many things I never knew before
Grandma's eyes see everything
Grandma's eyes, grandma's eyes
(Fade)
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Growing Up With A Song
1. The child/children may join in the chorus.
2. The parent/teacher may ask the child/children to discuss some things
in the world he/she/they wonder about.
3. After the discussion, the parent/teacher may want to gather some
material (pictures, books, etc.) which help answer questions that might
have been brought forward by the child/children.
I wonder what's behind the door
I just slipped and fell on the waxy floor
But they say I'll be O.K.
Tomorrow's gonna be another day
Chorus:
Growing up with a song
Growing up with a song
You can't go wrong
When you're growing up with a song
I'd like to know a little more
All about everything and then some more
I count the sheep when I'm in bed
I wonder how they fit inside my head
Chorus
Doo doo doo doo doo doo doo doo
Doo doo doo doo doo doo doo doo doo
But they say I'll be O.K.
Tomorrow's gonna be another day
Chorus (4 times)
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Just Because We're
Small
by Bobby Susser
1. The child/children may join in the singing.
2. The child/children may enjoy pantomiming the action words which are
"reach that", "catch that"and "be that".
Just because we're small
Some say we're never gonna reach that
Some say we're never gonna reach that
Some say we're never gonna reach that
But we know that we will...reach that
Just because we're small
Some say we're never gonna catch that
Some say we're never gonna catch that
Some say we're never gonna catch that
But we know that we will...catch that
Just because we're small
Some say we're never gonna be that
Some say we're never gonna be that
Some say we're never gonna be that
But we know that we will...be that
Even though we're small
We know that we're gonna reach that
We know that we're gonna catch that
We know that we're gonna be that
Yes, we know that we will...reach that
...catch that
...be that
And all the rest and best of that
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I'll Always
Remember
by Bobby Susser
1. The child/children may sing the line, "I'll always remember," or
the entire song.
2. The child/children may list all the things and experiences
he/she/they will always remember about their homes, and the
parent/teacher may do the same.
3. The parent/teacher may want to point out that the memories of home
never leave. And whether literally or figuratively one can go back home.
This should be conveyed as a pleasant thought.
I'll always remember
Where I come from
I'll never forget
Everyone there
'Cause that's where I come from
'Cause that's where I come from
And I'll always remember
That place called home
Wherever I go
I'll always know
That I can go back home
That I can go back home
Yes I'll always remember
I'll always remember
I'll always remember
(Fade)
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70 (Bringin' It Home To You)
by Bobby Susser
1. The child/children may join in singing the word "Seventy", the
entire chorus or the entire song.
2. The child/children may clap hands, and/or dance to the rhythm of the
song.
3. The parent/teacher may join in the singing.
4. The parent/teacher may wish to discuss with the child/children HOW,
this song, in its own way, supports the idea that ALL ROADS LEAD TO
HOME, at ALL AGES. ie. "And I'm Seventy, Bringin' it home to you", "No
place I would rather be", and so on. This should create a healthy
discussion.
I remember when I was a kid
And I remember every dance step I ever did
I've been around, long enough
Now I believe, I know my stuff
But it took so long, for me to feel, this young
Chorus:
And I'm Seventy
Bringing' it home to you
Seventy
Doin' the things I do
Seventy
Sayin' "How do you do"
Seventy
Seventy and feelin' goooooood
You know that I have had my share of ups and downs
But I've still got my two feet on the ground
I did what I, had to do
I saved the last dance for you
You're always there, in every song I sing
Chorus
Bridge:
Time, time, time is moving faster day by day
Tomorrow's gonna be another yesterday
And I'm so happy to be here with you today
And here I'm gonna stay
Mama, she still looks so good to me
And there ain't no place I would rather be
Since we've both, been seventeen
She's always been, my beauty queen
Standing by me, every single day ay ay ay
Chorus (2-4 times then Fade)
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All Roads Lead To
Home (Reprise)
1. The child/children may sing along with this final chorus.
2. The child/children may ask the parent/teacher to start this entire
collection of songs all over again, or play a particular song.
3. The parent/teacher may want to ask the child/children to choose a
good and safe place to put this collection until it is used again.
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