Note for teachers using this lesson plan
Before this lesson, prepare picture cards showing common household instructions (e.g., “sit down,” “put toy away,” “wash hands”) and gather some familiar toys for demonstration. The central idea is for pupils to understand that adults give simple instructions for their good and to practice obeying them. Observe pupils’ ability to respond to and demonstrate simple instructions like sitting or picking up an object.
Class: Pre-School Level 1
Term: First Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Social Habits
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Obeying School Instructions and Why They Matter
Topic: SIMPLE INSTRUCTIONS AT HOME
Subject Matter: Examples and importance of obeying simple instructions at home.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify simple instructions given at home.
- Name family members who give instructions at home.
Affective Domain
- Show willingness to obey simple instructions.
- Express happiness when they obey instructions.
Psychomotor Domain
- Demonstrate obeying simple instructions like sitting down or putting a toy away.
- Participate in actions for a song about obeying.
Social Domain
- Participate in simple role-play of obeying instructions.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Picture cards showing simple instructions (e.g., “sit down,” “eat your food,” “put toy away,” “wash hands,” “greet Mummy/Daddy”)
- Charts and posters depicting children obeying instructions
- Real objects like a toy, a small mat, a cup
- Video clips on obeying instructions (e.g., from YouTube)
Rationale for the Lesson
Learning to obey simple instructions is fundamental for 2-year-olds. It helps them understand safety rules, develop self-control, and build positive relationships with family members. This lesson lays the groundwork for good behaviour and cooperation in the home and school environment.
Prerequisite/Previous Knowledge
Pupils can recognise familiar family members like Mummy and Daddy, and understand very short, simple phrases.
Lesson Content/Board Summary
SIMPLE INSTRUCTIONS AT HOME
Simple instructions are short, clear things adults ask us to do. They help us stay safe, learn good habits, and make our family happy.
Examples of Simple Instructions at Home:
- “Sit down.” (Teacher demonstrates sitting)
- “Give me the ball.” (Teacher demonstrates giving a ball)
- “Put your toy away.” (Teacher demonstrates putting a toy in a box)
- “Wash your hands.” (Teacher demonstrates rubbing hands together)
- “Greet Mummy/Daddy.” (Teacher demonstrates a wave or bow)
- “Eat your food.”
- “Do your homework now.” (For slightly older children, but can be introduced simply)
Who Gives Instructions at Home?
- Mummy
- Daddy
- Grandma
- Grandpa
- Older brothers and sisters
Why is it Important to Obey?
- It keeps us safe.
- It helps us learn good things.
- It makes Mummy and Daddy happy.
- It shows we are good children.
Key Words
- Instruction – A short thing someone tells you to do.
- Obey – To do what someone tells you to do.
- Home – The place where you live with your family.
- Mummy – Your mother.
- Daddy – Your father.
Obeying Instructions Song
Tune: “Are You Sleeping, Brother John?”
Lyrics:
Mummy says, “Sit down!”
Mummy says, “Sit down!”
I obey, I obey.
Good child am I, good child am I.
Yes, I obey! Yes, I obey!
Daddy says, “Come here!”
Daddy says, “Come here!”
I obey, I obey.
Good child am I, good child am I.
Yes, I obey! Yes, I obey!
Actions:
- “Sit down”: Point to the floor and then sit.
- “Come here”: Wave hand towards self.
- “I obey”: Nod head.
- “Good child am I”: Point to self with a smile.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce “instructions” by giving simple, immediate commands like “Clap your hands” or “Stand up” and praising pupils who follow. Use the picture cards to show examples of instructions and ask pupils to point to the action. For “who gives instructions,” point to pictures of Mummy/Daddy or ask pupils to point to themselves when you say “Mummy.” Explain “why obey” with very simple sentences, linking it to safety and happiness.
What to show or demonstrate: Use real objects (e.g., a ball, a toy car) to demonstrate instructions like “Give me the ball” or “Put the toy in the box.” Use the picture cards to visually represent each instruction and who gives them. Demonstrate the actions for the song clearly.
How to use the rhyme/song: Sing the “Obeying Instructions Song” slowly, demonstrating the actions. Encourage pupils to join in with the actions and repeat the simple phrases. Sing it 2-3 times to help them remember.
How to use the video: Introduce the video by saying, “Let’s watch some children who are learning to listen and follow instructions, just like you!” Play the video. After watching, ask pupils to repeat some of the simple actions or words they saw in the video. Encourage them to clap or nod when they see children obeying.
What to watch for: Observe if pupils can follow 1-step instructions. Watch for those who struggle and offer individual support. Ensure they understand that instructions come from trusted adults at home.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Question and Answer
- Role-play (simple)
- Imitation
- Manipulation of Objects
- Repetition
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engaging/Greeting
Teacher’s Activity: The teacher greets the pupils warmly and sings a short welcome song. The teacher then asks pupils what they did before coming to school (e.g., “Did Mummy tell you to brush your teeth?”).
Pupils’ Activity: Pupils respond to greetings, sing along, and may nod or point to show what they did.
Learning Point: Pupils are settled and introduced to the idea of being told to do things.
Step 2: Presentation of Simple Instructions
Time: 5 minutes
Teaching Skill: Explaining/Visual Aids
Teacher’s Activity: The teacher shows picture cards of simple instructions like “Sit down,” “Put your toy away,” “Wash your hands.” The teacher says each instruction clearly and performs the action. The teacher asks, “Who tells you to do this at home?”
Pupils’ Activity: Pupils look at the pictures, listen to the instructions, and may point to Mummy or Daddy in the pictures.
Learning Point: Pupils begin to recognise simple instructions and who gives them.
Step 3: Teacher Demonstration of Obeying
Time: 4 minutes
Teaching Skill: Modelling/Demonstration
Teacher’s Activity: The teacher uses a toy and says, “Teacher, put the toy in the box,” and then demonstrates putting the toy away. The teacher then says, “Teacher, sit down,” and demonstrates sitting down. The teacher smiles and says, “Good job, Teacher!”
Pupils’ Activity: Pupils observe the teacher demonstrating how to obey the instructions.
Learning Point: Pupils see a clear example of obeying simple instructions.
Step 4: Guided Practice – Obeying Instructions
Time: 5 minutes
Teaching Skill: Guided Practice/Encouragement
Teacher’s Activity: The teacher gives simple instructions to the pupils one by one or in small groups, e.g., “Chima, sit down,” “Aisha, give me the ball.” The teacher provides gentle physical guidance if needed and praises pupils who obey.
Pupils’ Activity: Pupils attempt to follow the simple instructions given by the teacher, demonstrating actions like sitting, standing, or giving an object.
Learning Point: Pupils practice obeying simple instructions with teacher support.
Step 5: Reinforcement with Song
Time: 4 minutes
Teaching Skill: Singing/Movement
Teacher’s Activity: The teacher leads the pupils in singing the “Obeying Instructions Song” with actions. The teacher sings slowly and encourages pupils to perform the actions.
Pupils’ Activity: Pupils sing along and perform the actions for the song, reinforcing the concept of obeying.
Learning Point: Pupils reinforce learning through a fun, repetitive song and movement.
Step 6: Application – Video and Discussion
Time: 5 minutes
Teaching Skill: Visual Learning/Discussion
Teacher’s Activity: The teacher plays the video “Following Directions for Kids.” After the video, the teacher asks pupils, “What did the children do in the video?” and “Who gives instructions at home?”
Pupils’ Activity: Pupils watch the video and try to answer the teacher’s simple questions, pointing to pictures of family members.
Learning Point: Pupils connect the lesson to a broader context and identify who gives instructions.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “Point to the picture that shows ‘Wash your hands’.”
- “Who tells you to eat your food at home?” (Pupils point to Mummy/Daddy picture or themselves).
- “Show me how you sit down when Mummy says ‘Sit down’.”
- “Say ‘I obey’!”
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summarising/Praise
Teacher’s Activity: The teacher praises the pupils for participating and reminds them to always obey simple instructions at home to be good and safe children. The teacher leads a “goodbye” song.
Pupils’ Activity: Pupils listen, respond to praise, and sing the goodbye song.
Learning Point: Pupils are encouraged to apply the lesson in their daily lives.
Lesson Keywords
- Instruction – A short thing someone tells you to do.
- Obey – To do what someone tells you to do.
- Home – The place where you live with your family.
- Mummy – Your mother.
- Daddy – Your father.
Differentiation
- Support: For pupils who struggle, use more one-on-one demonstration and physical prompts (e.g., hand-over-hand guidance to sit). Use only one-word instructions initially (e.g., “Sit,” “Come”). Repeat instructions multiple times.
- Extension: For pupils who grasp the concept quickly, ask them to identify another simple instruction they hear at home or to name another family member who gives instructions. They can also demonstrate two simple instructions in a sequence (e.g., “Stand up, then sit down”).
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