Lesson Plan- Foundation Stage
Projected date: Age Group: Reception Class
Smallor whole Group Activity:PEACE AT LAST
To develop children’s ability to identify and play different sounds and use them expressively in response to the story.
Learning Intentions:Creative Development (CGFS pg 124/126)
- To explore different sounds of instrumentsand learn how sounds can be changed.
- To show an interest in the way musical instruments sound.
- To capture experiences and responses with music and wordsin different ways to create sound effects.
- To handle and play instruments with controlin response to a story.
Cross Curricular Links:
PSED – Continued to be motivated to learn and speak in a familiar group.
CLL - To listen carefully and create sounds in response to descriptive words or words with particular meanings
Pre-Activity Organisation:Book -Peace at Last by Jill Murphy, musical instruments (rain stick, guiro, wood block, drum, triangle, symbol, harmonica, bells, tambourine), CD/ Tape Recorder and camera for assessment.
Differentiation:
Support:Model correct and appropriate language using appropriate resources and props for those with English as an additional language. Give time and support before responses are prompted for. If necessary have same story book in home language, Brailleor a picture sequence of the story etc.Use your finger to point to what you are asking about. Evaluate the children's responses. Expand it by giving more information. Ask the children to repeat the answer. If he or she needs help in answering a question, ask that question again the next time you read the book.
Extension:
Using recorded sounds or musical instruments, get the children to listen to and discuss the sounds that they hear. Ask questions to encourage pupils to focus their listening and express their ideas:
Can you describe the sound?Is it loud or quiet?Which was the loudest?Which sounds would keep you awake at night? Why?How was the sound produced? (E.g. by rattling, tinkling, shaking)
Record the story and the music the children made.
Key vocabulary:
The words listed below come from the story and its pictures. As you page through the book, point to the pictures and ask a child to name the object or the action shown. This will help the children learn new words.
Key questions during the activity:
What is happening in this picture?
Where is Mr. Bear now?
What is sitting on the fence? (A cat is sitting on the fence.)
Is it daytime or nighttime at the bear's house? (It is nighttime.)
What is sitting on the fence outside the house? (A gray cat is sitting outside the house on a fence.)
Where is everybody going? (All the bears are going upstairs because it's time for bed.)
What is Mrs. Bear doing? (She is yawning because she is tired.)
Who falls asleep first? (Mrs. Bear falls sleep, but Mr. Bear doesn't.)
What is happening in this picture? (Mr. Bear is putting on his robe because he is going to try to sleep in Baby Bear's room.)
Can you make a noise like someone snoring?
Baby Bear is not asleep. What is he doing? (He is pretending to be an airplane.)
What kind of noise is Baby Bear making? (He is making a noise like an airplane.) What would that sound like?
What is Mr. Bear doing now? (He is in the living room with a pillow on his head.)
What is making noise in the living room? (The cuckoo clock is ticking.)
What's happening now? (Mr. Bear is in the kitchen trying to find a quiet place to sleep.)
What is making noise in the kitchen? (The refrigerator is humming and the faucet is dripping.)
Where is Mr. Bear now? (He is in the garden.)
Can Mr. Bear sleep in the garden? (No.) Let's point to the animals that are making noise. (The cats, the owl, and the hedgehog are all making noise and keeping Mr. Bear awake.)
What is happening in this picture? (Mr. Bear is trying to sleep in the car.)
What keeps Mr. Bear from sleeping? (The sun comes up and the birds say, "Tweet, tweet.")
What is happening in this picture? (Mr. Bear is back in his own bed, sleeping peacefully.)
What happens next? (Mrs. Bear wakes up and says, "Good morning, dear.")
What do Mrs. Bear and Baby Bear bring Mr. Bear? (They bring him a cup of tea and the mail.)
How do you think Mr. Bear will feel today? (He will feel tired because he didn't sleep very well last night.)
Observation and Assessment:
- Can the children explore different sounds of instruments and demonstrate how sounds can be changed?
- Do the children show an interest in the way musical instruments sound?
- Can the children capture experiences and responses with music and wordsin different ways to create sound effects?
- Can the children handle and play instruments with controlin response to a story?
Assessment: Teacher observations, photographs and responses to open ended questions.
5 – 10 mins
Introduce the objective of the session / Introduce myself and ensure the children are settled on the carpet in a circle.Explain that the objective of the lesson.
To identify and play different sounds and to use them expressively in response to a story. / Children to settle on the carpet appropriately.
10 mins / Introducing the Story
Introduce the title of the book and author / illustrator. Spend time talking with the children about the structure of the book. Look at front cover, back, author, illustrator, words and pictures. Read the title of the book on the cover, pointing to the words Peace at Last as you say them. Repeat the title with the children. You might explain that peaceful means "calm and quiet."
Point to the picture. Ask: What do you see here? (Two bears are sleeping peacefully.) What do you think the story is about?
Reading the Story
Read the story and ask questions to enable the children talk about what is seen and what is happening. Encourage the children to join in with repeated refrain "Oh No, said Mr Bear". Focus on the sequence of events and anticipation of “what happened next”.Ask questions from the list as you read through the story. Encourage the children to make the sounds with their bodies (hands, fingers, mouths, feet etc) and join in with the story.
Encourage the children to make connections between the story and their real life experiences. Start a conversation about what the children do at bedtime. You might use words and phrases such as take a bath, read a book, listen to music, and so on. / Children listen to the story answering any questions by remembering to put their hand up and not shout out.
Learning Intentions:
- To explore different sounds of instruments and learn how sounds can be changed.
- To show an interest in the way musical instruments sound.
- To capture experiences and responses with music and wordsin different ways to create sound effects.
- To handle and play instruments with controlin response to a story.
10 - 15
Groupwork (max 5 children in the group) / Expressing the Story with musical instruments
Using musical instruments, ask the children to listen to play the instruments one at a time then discuss the sounds that they hear. Ask questions to encourage pupils to focus their listening and express their ideas: Can you describe the sound? Is it loud or quiet? Which was the loudest? Which sounds would keep you awake at night? Why? How was the sound produced?(e.g. by rattling, tinkling, shaking)
Allow the children to experiment in groups to make the most appropriate noise for a particular sound effect. For example, clock, fridge, snore, airplane, tap dripping etc. Give each child the opportunity to play their sound as you read the story to the group. / Children explore the musical instruments and decide which one makes the most appropriate sound effect for the story.
Each child will play their particular instrument for the story when prompted to do so.
5 mins
Plenary / Play the tape of the different sounds the children have made for the story and praise them for their work.
Creative thinking skills: Suppose people lived like bears and bears lived like people like in the story, e.g.bears do not go to school, they eatgrass, fruits, bulbs, roots, plants, insects, fish, small animals and live in dens or caves. What would it be like? / Children to talk about their real experiences of home routines at bedtime.