Note for teachers using this lesson plan
Before this lesson, select 3-5 familiar songs and rhymes that pupils learned in Weeks 1-6 of the Second Term. Prepare any simple props or picture cards that relate to these chosen rhymes. The central idea is to help pupils recall, sing, recite, and role-play these previously learned rhymes with confidence and enjoyment. Successful learning will be observed when pupils actively participate in singing, performing actions, and role-playing the selected rhymes.
Class: Pre-School Level 3
Term: Second Term
Week: 7
Age: 4 years
Duration: 30 minutes
Subject: Songs and Rhymes
Curriculum Theme: Songs and Rhymes
Previous Lesson: Various songs and rhymes from Weeks 1-6
Topic: Review Weeks 1-6
Subject Matter: Review of previously learned songs and rhymes
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Recall and name some songs and rhymes learned in previous weeks.
- Sing along to familiar songs and recite rhymes accurately.
Affective Domain
- Show enjoyment while singing and reciting rhymes.
- Participate actively in group singing and role-playing.
Psychomotor Domain
- Perform actions and movements associated with the reviewed songs and rhymes.
- Role-play simple characters or scenarios from the rhymes.
Social Domain
- Sing and act together with their classmates.
- Take turns in performing actions or role-playing.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- MP4 Player
- MP3 Player
- Rhyme book (with lyrics of reviewed rhymes)
- Picture cards related to the reviewed rhymes (e.g., animals, objects, actions)
- Simple props for role-playing (e.g., toy animals, hats)
Rationale for the Lesson
Reviewing previously learned songs and rhymes is essential for reinforcing memory, consolidating language skills, and building confidence in young children. This lesson helps pupils recall vocabulary, practice pronunciation, and develop motor skills through actions and role-play, making learning fun and memorable.
Prerequisite/Previous Knowledge
Pupils have been introduced to and have learned various songs and rhymes during the first six weeks of the Second Term.
Lesson Content/Board Summary
Review Weeks 1-6: Previously Learned Songs and Rhymes
Today, we will review some of the fun songs and rhymes we have learned in the past weeks. We will sing, recite, and act out our favourite rhymes!
Examples of Rhymes/Songs to Review:
- “Twinkle, Twinkle Little Star”
- “Old MacDonald Had a Farm”
- “If You’re Happy and You Know It”
- “Baa, Baa, Black Sheep”
- “The Wheels on the Bus”
Example Rhyme for Practice: If You’re Happy and You Know It
Tune: Traditional
Lyrics:
If you’re happy and you know it, clap your hands! (clap, clap)
If you’re happy and you know it, clap your hands! (clap, clap)
If you’re happy and you know it,
And you really want to show it,
If you’re happy and you know it, clap your hands! (clap, clap)
If you’re happy and you know it, stomp your feet! (stomp, stomp)
If you’re happy and you know it, stomp your feet! (stomp, stomp)
If you’re happy and you know it,
And you really want to show it,
If you’re happy and you know it, stomp your feet! (stomp, stomp)
If you’re happy and you know it, shout “Hurray!” (Hurray!)
If you’re happy and you know it, shout “Hurray!” (Hurray!)
If you’re happy and you know it,
And you really want to show it,
If you’re happy and you know it, shout “Hurray!” (Hurray!)
Actions:
- Clap your hands: Clap hands together.
- Stomp your feet: Stomp feet on the floor.
- Shout “Hurray!”: Raise hands in the air and shout “Hurray!”
Key Words
- Review – to look at or study something again.
- Recite – to say a poem or rhyme from memory.
- Role-play – to act out a part or a situation.
- Actions – movements we make when we sing or play.
Watch and Sing Along
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce the idea of reviewing fun songs and rhymes. Write the topic on the board. Engage pupils by asking them to remember some of their favourite rhymes. List 3-5 specific rhymes that were taught in previous weeks on the board or use picture cards as visual cues. Lead pupils in singing and reciting these rhymes.
What to show or demonstrate: Display picture cards related to the chosen rhymes. Demonstrate the actions for each rhyme clearly. For “If You’re Happy and You Know It,” model the clapping, stomping, and shouting actions. Use simple props like toy animals for “Old MacDonald” or a steering wheel for “Wheels on the Bus” to enhance role-play.
How to use the rhyme/song: Sing each chosen rhyme several times, first with the teacher leading, then with pupils joining in. Emphasize clear pronunciation and actions. For “If You’re Happy and You Know It,” sing it through, encouraging pupils to perform the actions with enthusiasm. Repeat verses with different actions (e.g., nod your head, turn around).
How to use the video: Use the MP4 player to play the provided YouTube video link (Nursery Rhymes and Kids Songs Collection | Cocomelon). Introduce the video as a chance to sing along to many familiar songs. Encourage pupils to sing and perform actions along with the characters in the video. After watching, ask pupils which rhymes they recognised and enjoyed most.
What to watch for: Observe pupils’ participation levels, their ability to recall lyrics and actions, and their enjoyment. Provide gentle encouragement for shy pupils and correct actions or words as needed.
Teaching Methods/Instructional Techniques
Play-based Learning, Songs and Rhymes, Demonstration, Guided Practice, Role-play, Repetition, Picture Talk, Question and Answer
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Motivation
Teacher’s Activity: The teacher greets the pupils warmly and tells them they will have a fun lesson reviewing their favourite songs and rhymes from previous weeks. The teacher asks pupils to name any song or rhyme they remember.
Pupils’ Activity: Pupils respond to greetings and try to name some rhymes or songs they remember.
Learning Point: Pupils are introduced to the lesson and motivated to participate.
Step 2: Recalling and Singing Familiar Rhymes
Time: 5 minutes
Teaching Skill: Recall/Demonstration
Teacher’s Activity: The teacher displays picture cards for 2-3 previously learned rhymes (e.g., “Twinkle, Twinkle Little Star,” “Old MacDonald”). The teacher recites and sings each rhyme, guiding pupils to join in and perform actions.
Pupils’ Activity: Pupils identify the rhymes from the picture cards, sing along, and perform the associated actions.
Learning Point: Pupils recall and practice familiar rhymes with actions.
Step 3: Focused Practice on a Chosen Rhyme
Time: 5 minutes
Teaching Skill: Guided Practice/Repetition
Teacher’s Activity: The teacher chooses one specific rhyme from the review list (e.g., “If You’re Happy and You Know It”). The teacher sings the rhyme slowly, demonstrating each action clearly. The teacher repeats the rhyme, encouraging pupils to sing and do the actions with her.
Pupils’ Activity: Pupils listen attentively, sing the chosen rhyme, and perform the actions as demonstrated by the teacher.
Learning Point: Pupils deepen their understanding and execution of a specific rhyme.
Step 4: Role-playing a Rhyme
Time: 5 minutes
Teaching Skill: Role-play/Creativity
Teacher’s Activity: The teacher introduces a rhyme suitable for simple role-play (e.g., “Old MacDonald Had a Farm” with animal sounds and actions). The teacher uses simple props (toy animals) and guides pupils to act out parts of the rhyme, making animal sounds and movements.
Pupils’ Activity: Pupils engage in role-playing the chosen rhyme, making animal sounds and performing actions.
Learning Point: Pupils develop imaginative play and associate actions with rhyme content.
Step 5: Video Reinforcement
Time: 4 minutes
Teaching Skill: Visual Learning/Reinforcement
Teacher’s Activity: The teacher plays a short segment of the “Nursery Rhymes and Kids Songs Collection” video using the MP4 player. The teacher encourages pupils to sing along and perform actions they see in the video.
Pupils’ Activity: Pupils watch the video, sing along to the rhymes they recognise, and imitate the actions.
Learning Point: Pupils reinforce their learning through visual and auditory stimulation.
Step 6: Pupil Application/Choice
Time: 3 minutes
Teaching Skill: Independent Practice/Choice
Teacher’s Activity: The teacher asks pupils to choose one of their favourite reviewed rhymes. The teacher then leads the class in singing and performing the chosen rhyme, allowing individual pupils to lead a line or an action if they wish.
Pupils’ Activity: Pupils choose a favourite rhyme and actively participate in singing and performing it, with some pupils taking turns to lead.
Learning Point: Pupils demonstrate confidence and preference in their learning.
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.
- “What was the rhyme where we clapped our hands?”
- “Can you show me the action for ‘stomp your feet’?”
- “Which animal says ‘moo’ in ‘Old MacDonald’?”
- “Sing a line from ‘Twinkle, Twinkle Little Star’.”
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: Summarization/Encouragement
Teacher’s Activity: The teacher praises the pupils for their active participation and excellent singing. The teacher encourages them to keep practicing their rhymes at home.
Pupils’ Activity: Pupils respond to the teacher’s praise and promise to practice their rhymes.
Learning Point: Pupils feel encouraged and motivated to continue learning.
Lesson Keywords
- Review – to look at or study something again.
- Rhyme – a short poem or song with repeating sounds.
- Sing – to make musical sounds with your voice.
- Actions – movements we make when we sing or play.
- Role-play – to act out a part or a situation.
Differentiation
- Support: For pupils who are struggling to recall or perform actions, provide more repetition, use hand-over-hand guidance for actions, or focus on just one or two key rhymes. Encourage them to just listen and hum along.
- Extension: For pupils who quickly recall and perform the rhymes, encourage them to lead a verse, suggest new actions for a rhyme, or recall additional rhymes not covered in the main review.
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