I Can Do All Things for Pre-School Level 3

Class: Pre-School Level 3
Term: Third Term
Week: 10
Age: 4 years
Duration: 30 minutes
Subject: Songs and Rhymes
Curriculum Theme: Songs and Rhymes
Previous Lesson: Singing action songs and rhymes about everyday activities.
Topic: I CAN DO ALL THINGS
Subject Matter: I CAN DO ALL THINGS.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Recite the “I Can Do All Things” song.
• Identify the main message of the song (trying hard and believing in oneself).

Affective Domain

• Show boldness and confidence when trying new tasks.
• Express a positive attitude towards learning and challenges.

Psychomotor Domain

• Perform the actions associated with the “I Can Do All Things” song.
• Participate in simple role-play demonstrating effort.

Social Domain

• Participate actively in group singing and classroom activities.
• Encourage peers to try their best.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources
• Age-appropriate classroom materials stated in the scheme

Instructional Materials

• Chart with “I Can Do All Things” song lyrics
• Pictures of children doing various activities (e.g., drawing, running, building blocks, helping)
• Puppets or dolls for simple role-play (optional)
• Musical instrument (e.g., tambourine, shaker) to keep rhythm (optional)

Rationale for the Lesson

This lesson is important for 4-year-olds as it fosters self-confidence and a growth mindset. Learning to say “I can do all things” helps children believe in their abilities, encourages them to try new challenges, and teaches them the value of effort and perseverance in their daily lives at home and school.

Prerequisite/Previous Knowledge

Pupils are familiar with singing simple songs and rhymes, following actions, and participating in group activities.

Lesson Content/Board Summary

I CAN DO ALL THINGS

The phrase “I can do all things” means believing in yourself and trying your best, even when something seems difficult. It means you are strong and capable, and you will keep trying to learn and grow. With practice, and sometimes with help from adults, you can achieve many good things.

“I Can Do All Things” Song

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

I can run and I can play,
I can learn new things each day.
I will try with all my might,
Shining strong and shining bright.
Yes, I can, yes, I can,
I can do all things!

Actions:

• I can run: Pretend to run in place.
• and I can play: Clap hands joyfully.
• I can learn new things each day: Point to head.
• I will try with all my might: Make a strong arm muscle.
• Shining strong and shining bright: Spread arms wide, then bring hands together like a star.
• Yes, I can, yes, I can: Give two thumbs up.
• I can do all things!: Raise both arms confidently.

Watch and Practise

Key Words

• Can – to be able to do something.
• Try – to make an effort to do something.
• Bold – brave and confident.
• Strong – having power and ability.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Role-play
• Imitation
• Repetition

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Warm-up

Teacher’s Activity: The teacher greets the pupils warmly. “Good morning, children! Let’s start our day with a happy song.” The teacher leads a familiar action song (e.g., “If You’re Happy and You Know It”).

Pupils’ Activity: Pupils greet the teacher and sing along to the familiar action song, performing the actions.

Learning Point: Pupils are engaged and ready for the lesson.

Step 2: Introduce the Topic

Time: 4 minutes

Teaching Skill: Explanation/Picture Talk

Teacher’s Activity: The teacher asks, “What are some things you can do? Can you run? Can you draw?” The teacher shows pictures of children doing various activities and says, “Look at these children! They are trying their best. They believe, ‘I can do all things!'” The teacher introduces the topic: “Today, we will learn a special song about believing in ourselves: ‘I Can Do All Things’.”

Pupils’ Activity: Pupils respond to questions, point to pictures, and listen to the teacher introduce the topic.

Learning Point: Pupils understand the concept of “I can do all things” and are introduced to the lesson topic.

Step 3: Teacher Recites/Sings the Song

Time: 5 minutes

Teaching Skill: Modelling/Demonstration

Teacher’s Activity: The teacher displays the song chart. “Now, listen carefully as I sing our new song, ‘I Can Do All Things,’ and watch my actions.” The teacher sings the entire song clearly and performs all the actions, demonstrating confidence and enthusiasm.

Pupils’ Activity: Pupils listen attentively to the song and observe the teacher’s actions.

Learning Point: Pupils hear the song and see the actions modelled by the teacher.

Step 4: Guided Practice (Song and Actions)

Time: 6 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher sings the song line by line, asking pupils to repeat each line and perform the corresponding action. “Let’s sing together! I’ll sing a line, and you sing it back with the action.” The teacher provides support and correction as needed, repeating challenging lines or actions.

Pupils’ Activity: Pupils repeat song lines and perform actions after the teacher, gradually joining in more independently.

Learning Point: Pupils begin to learn the song lyrics and actions through guided practice and repetition.

Step 5: Reinforcement (Video and Role-play)

Time: 5 minutes

Teaching Skill: Reinforcement/Visual Aid

Teacher’s Activity: The teacher says, “Let’s watch a video that also tells us we can do great things!” The teacher plays the “I Can Do It! (A Song About Confidence)” video. After the video, the teacher leads a short role-play: “Who can pretend to draw a picture? Who can pretend to jump high?” encouraging pupils to show that they can try.

Pupils’ Activity: Pupils watch the video, then participate in the simple role-play, demonstrating actions of trying.

Learning Point: Pupils reinforce the message of confidence and trying through visual and interactive activities.

Step 6: Pupil Application/Group Singing

Time: 3 minutes

Teaching Skill: Application/Group Activity

Teacher’s Activity: The teacher encourages all pupils to sing the “I Can Do All Things” song together, with actions, without much prompting. The teacher provides minimal guidance, allowing pupils to lead the actions where possible.

Pupils’ Activity: Pupils sing the entire song together with actions, showing confidence and enjoyment.

Learning Point: Pupils confidently apply their learning by singing the song and performing actions as a group.

Step 7: Evaluation/Review

Time: 3 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Can you recite one line from our ‘I Can Do All Things’ song?”
2. “Show me one action from the song.”
3. “What does our song teach us about trying new things?”
4. “Tell me one thing you can try to do today.”

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: Recap/Encouragement

Teacher’s Activity: The teacher praises the pupils for their participation and effort. “You all did so well today! Remember, you can do all things if you try your best! Keep singing our song and believing in yourselves.”

Pupils’ Activity: Pupils respond to the teacher’s praise and listen to the concluding remarks.

Learning Point: Pupils feel encouraged and motivated to apply the lesson’s message.

Lesson Keywords

• Can – to be able to do something.
• Try – to make an effort to do something.
• Bold – brave and confident.
• Strong – having power and ability.

Differentiation

• Support: For pupils who are shy or struggling to remember the lyrics/actions, the teacher can provide more one-on-one repetition, use hand-over-hand guidance for actions, or allow them to sing along quietly with a peer. Use larger pictures for visual cues.
• Extension: For pupils who quickly grasp the song, encourage them to lead the actions for the class, or ask them to suggest other simple things they “can do” to create an extra verse for the song.