Note for teachers using this lesson plan

Before the lesson, ensure you are familiar with the lyrics and actions for “Little Miss Muffet.” Prepare picture cards of a girl (Miss Muffet), a small stool (tuffet), a bowl, and a spider. Have crayons and paper ready for the colouring activity. The central idea is for pupils to learn the rhyme through repetition and actions, and to understand the simple story. Successful learning will be shown by pupils actively participating in singing, performing actions, and identifying the characters.

Class: Pre-School Level 3
Term: Second Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Songs and Rhymes
Curriculum Theme: Songs and Rhymes
Previous Lesson: Other simple nursery rhymes and songs
Topic: LITTLE MISS MUFFET
Subject Matter: Learning and reciting the rhyme “Little Miss Muffet”

Specific Objectives

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

Cognitive Domain

Recite the rhyme “Little Miss Muffet” with the teacher.
Identify the main characters in the rhyme (Little Miss Muffet, spider).
Recall simple vocabulary from the rhyme (tuffet, curds and whey).

Affective Domain

Show enjoyment while singing and performing actions for the rhyme.
Participate actively in the role-play of the rhyme.
Express understanding of being frightened or startled by something unexpected.

Psychomotor Domain

Perform simple actions that match the lyrics of the rhyme.
Colour a picture of Little Miss Muffet.

Take turns and cooperate during group recitation and role-play.
Respond appropriately to teacher’s instructions during the activity.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 3
Early Childhood Care and Education resources
Suitable early-years rhyme books

Instructional Materials

MP4 Player or MP3 Player
Rhyme book with “Little Miss Muffet”
Picture cards of Little Miss Muffet, a tuffet, a bowl, and a spider
Crayons
Drawing paper with outlines of Little Miss Muffet

Rationale for the Lesson

Learning nursery rhymes like “Little Miss Muffet” is crucial for language development in 4-year-olds. It helps them develop phonological awareness, memory skills, and expands their vocabulary. Engaging with the rhyme through actions and role-play also fosters creativity, social interaction, and the ability to express and understand simple emotions, connecting to their everyday experiences of being surprised or startled.

Prerequisite/Previous Knowledge

Pupils have previously heard and repeated other simple rhymes and songs, and they can follow basic instructions for actions.

Lesson Content/Board Summary

Little Miss Muffet

This rhyme tells the story of a girl named Little Miss Muffet who was eating her food (curds and whey) on a small stool (tuffet). Suddenly, a spider came and sat next to her, which frightened her away.

Rhyme: Little Miss Muffet

Tune: Traditional Nursery Rhyme Tune

Lyrics:

Little Miss Muffet
Sat on a tuffet,
Eating her curds and whey;
Along came a spider,
Who sat down beside her
And frightened Miss Muffet away.

Actions:

Little Miss Muffet: Point to self or a girl.
Sat on a tuffet: Pretend to sit down on a small stool.
Eating her curds and whey: Pretend to eat from a bowl with a spoon.
Along came a spider: Wiggle fingers like a spider crawling.
Who sat down beside her: Point to the side.
And frightened Miss Muffet away: Jump up quickly and pretend to run away, covering face.

Key Words

Muffet – The name of the little girl in the rhyme.
Tuffet – A small, low stool or seat.
Curds and whey – A simple, old-fashioned food made from milk.
Spider – A small creature with eight legs that spins webs.
Frightened – Feeling scared or suddenly afraid.

Watch and Sing Along

https://www.youtube.com/watch?v=gTj1_xS8d9Q

💡 Teacher Guide for Using This Board Summary

How to teach the content: Introduce the rhyme by showing pictures of the characters and objects (Muffet, tuffet, spider, bowl). Explain what a tuffet is and that “curds and whey” is a type of food. Recite the rhyme clearly and slowly first, then sing it with the traditional tune.

What to show or demonstrate: Demonstrate each action clearly for the rhyme. Use picture cards to introduce and reinforce the key words. Show how Miss Muffet was eating and then how she was frightened by the spider.

How to use the rhyme/song: Recite and sing the rhyme several times, encouraging pupils to join in. Start with just the words, then add the actions. Repeat the rhyme with actions until pupils are comfortable. Use it as a call-and-response activity, with the teacher saying a line and pupils repeating.

How to use the video: Introduce the video by telling pupils they will watch Little Miss Muffet and the spider. Play the video once for pupils to watch and listen. Play it again, encouraging them to sing along and perform the actions they have learned. Discuss what they saw in the video afterwards, asking questions like “Who was eating?” and “What came along?”.

What to watch for: Observe pupils’ participation in singing and performing actions. Listen for their pronunciation of words like “Muffet” and “tuffet.” Encourage shy pupils to join in by modelling the actions yourself.

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: Engaging/Motivation

Teacher’s Activity: The teacher greets the pupils and asks them if they like new stories and rhymes. The teacher shows a picture of a little girl and asks who she might be, then introduces “Little Miss Muffet.”

Pupils’ Activity: Pupils respond to greetings, express interest, and look at the picture.

Learning Point: Pupils are engaged and ready to learn a new rhyme.

Step 2: Presentation of the Rhyme

Time: 5 minutes

Teaching Skill: Modelling/Recitation

Teacher’s Activity: The teacher recites the entire “Little Miss Muffet” rhyme clearly and slowly, using facial expressions and simple actions. The teacher then sings the rhyme once.

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

Learning Point: Pupils hear the full rhyme and begin to understand its rhythm and story.

Step 3: Guided Repetition and Actions

Time: 7 minutes

Teaching Skill: Guided Practice/Imitation

Teacher’s Activity: The teacher recites the rhyme line by line, demonstrating the actions for each line. Pupils are encouraged to repeat each line and imitate the actions after the teacher. The teacher repeats this process several times, gradually increasing the pace.

Pupils’ Activity: Pupils repeat the rhyme line by line and perform the actions with the teacher.

Learning Point: Pupils begin to memorise the rhyme and associate words with actions.

Step 4: Vocabulary and Discussion

Time: 4 minutes

Teaching Skill: Explaining/Picture Talk

Teacher’s Activity: The teacher shows picture cards for “Muffet,” “tuffet,” “curds and whey,” and “spider.” The teacher explains what each word means in the context of the rhyme. The teacher asks pupils how Miss Muffet felt when the spider sat beside her (frightened/scared).

Pupils’ Activity: Pupils identify the pictures, repeat the new words, and express how Miss Muffet felt.

Learning Point: Pupils understand key vocabulary and the emotional aspect of the rhyme.

Step 5: Role-Play and Reinforcement

Time: 5 minutes

Teaching Skill: Role-play/Encouragement

Teacher’s Activity: The teacher leads pupils in a simple role-play of the rhyme. One pupil or the teacher can be Miss Muffet, another can be the spider, while others sing along and do the actions. The teacher ensures everyone gets a chance to participate in some way.

Pupils’ Activity: Pupils take turns acting out parts of the rhyme or singing and performing actions as a group.

Learning Point: Pupils engage creatively with the rhyme and reinforce their understanding through movement and expression.

Step 6: Video and Group Recitation

Time: 4 minutes

Teaching Skill: Visual Aid/Group Activity

Teacher’s Activity: The teacher plays the “Little Miss Muffet” video on the MP4 player. Pupils are encouraged to sing along and perform the actions as they watch. After the video, the teacher leads the entire class in one final, energetic recitation of the rhyme with actions.

Pupils’ Activity: Pupils watch the video, sing along, perform actions, and participate in the final group recitation.

Learning Point: Pupils consolidate their learning through visual and auditory reinforcement and group participation.

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.

“Who was Little Miss Muffet?” (Point to picture/self)
“What was she sitting on?” (Point to tuffet picture)
“What came along and frightened her?” (Point to spider picture)
“Can you show me the action for ‘frightened Miss Muffet away’?”
The teacher distributes paper with outlines of Little Miss Muffet for pupils to colour.

Pupils’ Activity: Pupils respond orally, demonstrate the required actions, and colour the picture of Little Miss Muffet.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Closure

Teacher’s Activity: The teacher praises pupils for their participation and effort in learning the rhyme. The teacher reminds them to keep practising the rhyme at home and thanks them for a fun lesson.

Pupils’ Activity: Pupils respond to praise and say goodbye to the teacher.

Learning Point: Pupils feel a sense of accomplishment and are encouraged to continue learning.

Lesson Keywords

Muffet – The name of the little girl in the rhyme.
Tuffet – A small, low seat.
Spider – A creature with eight legs.
Frightened – Scared.

Differentiation

Support: For pupils who are struggling, provide more one-on-one repetition of lines and actions. Use hand-over-hand guidance for actions if needed. Allow them to focus on just one or two key actions or words.
Extension: Encourage advanced pupils to recite the rhyme independently or to lead a small group in the actions. Ask them to describe in their own words what happened in the rhyme or to draw another part of the story.