Note for teachers using this lesson plan
Before this lesson, ensure your classroom is set up to facilitate quiet time, perhaps with a designated ‘quiet corner’ or mats for resting. Prepare picture cards showing noisy and quiet situations. The central idea is for pupils to understand and practice being quiet at appropriate times, especially during meals and rest. Observe how well pupils respond to cues for silence and if they can explain why it is important.
Class: Pre-School Level 3
Term: Second Term
Week: 1
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Good Manners and Listening Skills
Topic: SILENCE TIME: LISTENING AND KNOWING WHEN TO BE QUIET
Subject Matter: Understanding and practising silence during specific times like mealtime and resting time.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify specific times when it is important to be quiet.
- State simple reasons why silence is important.
Affective Domain
- Appreciate the value of quiet time for themselves and others.
- Show willingness to observe silence when requested by the teacher.
Psychomotor Domain
- Demonstrate being quiet during mealtime and resting time.
- Practise listening attentively without making noise.
Social Domain
- Participate cooperatively in quiet activities with peers.
- Show respect for others who need quiet time.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 3
- Relevant Early Childhood Care and Education resources
Instructional Materials
- Charts showing pictures of children being quiet and noisy
- Flashcards depicting mealtime, resting time, story time, and listening to the teacher
- A small bell or chime to signal quiet time
- Mats or cushions for demonstrating resting time
Rationale for the Lesson
This lesson is important for 4-year-olds as it helps them develop self-regulation and respect for others. Learning about silence time teaches children when to listen, how to focus, and the importance of allowing others to concentrate or rest, contributing to a more orderly and peaceful learning environment.Prerequisite/Previous Knowledge
Pupils have learned about good manners, how to greet, and the importance of listening to their teachers and parents.Lesson Content/Board Summary
SILENCE TIME: LISTENING AND KNOWING WHEN TO BE QUIET
Silence Time means a period when we are quiet and do not make noise. It helps us to listen, think, and allow others to rest or concentrate.
When to be Quiet:
- During Meal Time: We eat quietly so we can enjoy our food and not disturb others. Talking with food in our mouth is not good manners.
- During Resting Time: We lie down quietly so our bodies can rest and we don’t disturb friends who are sleeping.
- When the Teacher is Talking: We listen carefully to understand what the teacher is saying.
- During Story Time: We stay quiet to hear the story clearly and enjoy it.
Why Be Quiet?
- To hear and listen well.
- To think clearly.
- To let our bodies rest.
- To show respect for others.
Key Words
- Silence – a time when there is no noise.
- Quiet – making very little or no sound.
- Listen – to pay attention to sounds or words.
- Respect – to show care and consideration for others.
Quiet Time Rhyme
Tune: Twinkle, Twinkle Little Star
Lyrics:
Quiet, quiet, listen now,
Time to be quiet, show us how.
Mealtime, resting, story too,
Silence helps me, helps me and you.
Quiet, quiet, listen now,
Time to be quiet, show us how.
Actions: Put a finger to lips for “quiet”, cup hand to ear for “listen”, point to self and friends for “me and you”, mime eating, sleeping, and reading for relevant lines.
Watch and Practise Quiet Time
💡 Teacher Guide for Using This Board Summary
How to teach the content: Introduce “Silence Time” by showing pictures of noisy and quiet environments. Discuss each “When to be Quiet” point using flashcards and asking pupils to share their experiences. For “Why Be Quiet”, guide them to simple answers through questions like “What happens if everyone talks at once?”
What to show or demonstrate: Use the charts and flashcards to illustrate quiet and noisy situations. Demonstrate how to eat quietly (no talking with food) and how to rest quietly on a mat. Use a bell or chime to signal the start of “silence time” and demonstrate how pupils should respond by becoming quiet.
How to use the rhyme/song: Teach the “Quiet Time Rhyme” line by line, demonstrating the actions. Sing it several times, encouraging pupils to join in with the words and actions. Use it as a transition song when moving into a quiet activity.
How to use the video: Introduce the video as a fun way to learn more about being quiet. After watching, discuss the actions and messages in the song. Encourage pupils to practice the quiet actions shown in the video.
What to watch for: Observe if pupils understand the concept of silence and can identify appropriate times. Look for pupils who struggle to stay quiet and offer gentle reminders and positive reinforcement for those who succeed.
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Role-play, Repetition, Practical Activity.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Greeting/Recalling
Teacher’s Activity: The teacher greets the pupils and asks them to recall some good manners they have learned, such as saying “please” and “thank you”.
Pupils’ Activity: Pupils respond to greetings and mention good manners they remember.
Learning Point: Pupils recall previous knowledge and prepare for the new lesson.
Step 2: Introducing Silence Time
Time: 5 minutes
Teaching Skill: Explaining/Visual Aid
Teacher’s Activity: The teacher shows pictures of noisy and quiet environments. The teacher then introduces the topic “Silence Time” and explains what it means using simple language.
Pupils’ Activity: Pupils observe the pictures and listen to the teacher’s explanation. They may point to the quiet pictures.
Learning Point: Pupils begin to understand the concept of silence.
Step 3: When to Be Quiet
Time: 5 minutes
Teaching Skill: Discussion/Flashcards
Teacher’s Activity: The teacher uses flashcards to show different situations like mealtime, resting time, and story time. The teacher asks pupils if they should be noisy or quiet in these situations and why.
Pupils’ Activity: Pupils identify the situations on the flashcards and suggest whether to be quiet or noisy, giving simple reasons.
Learning Point: Pupils identify specific times for silence.
Step 4: Practising Quiet Behaviour
Time: 4 minutes
Teaching Skill: Demonstration/Role-play
Teacher’s Activity: The teacher demonstrates how to be quiet during mealtime (e.g., eating without talking) and resting time (e.g., lying still). The teacher asks pupils to imitate the quiet actions.
Pupils’ Activity: Pupils observe the teacher’s demonstration and practise being quiet by imitating the actions.
Learning Point: Pupils physically demonstrate quiet behaviour.
Step 5: Singing the Quiet Time Rhyme
Time: 4 minutes
Teaching Skill: Song/Movement
Teacher’s Activity: The teacher teaches the “Quiet Time Rhyme” to the pupils, demonstrating the actions. The teacher sings the rhyme several times, encouraging pupils to join in.
Pupils’ Activity: Pupils listen, learn the lyrics and actions, and sing along with the teacher.
Learning Point: Pupils reinforce the lesson through song and movement.
Step 6: Video and Discussion
Time: 5 minutes
Teaching Skill: Media Integration/Discussion
Teacher’s Activity: The teacher plays the “Quiet Time Song” video for the pupils. After the video, the teacher asks pupils what they learned about being quiet from the song.
Pupils’ Activity: Pupils watch the video attentively and share their observations and understanding about quiet time.
Learning Point: Pupils gain further understanding and visual reinforcement of the lesson.
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.
- Is it good to talk while eating? (From seed)
- When should we be quiet in class?
- Show me how you rest quietly.
- Why is it important to be quiet when the teacher is talking?
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/Reinforcement
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to practice being quiet during mealtime and resting time at home and at school. The teacher ends the lesson with a positive affirmation.
Pupils’ Activity: Pupils listen to the teacher’s summary and affirmation.
Learning Point: Pupils are encouraged to apply what they have learned.
Lesson Keywords
- Silence – a time when there is no noise or sound.
- Quiet – making very little or no sound; calm.
- Listen – to pay attention to sounds or words with your ears.
- Respect – showing care and being polite to others.
Differentiation
- Support: For pupils who struggle to stay quiet, the teacher can use visual cues (e.g., a “quiet please” sign), gentle hand signals, or sit near them to provide a calming presence. More repetition of the rhyme and direct modeling can also help.
- Extension: For pupils who quickly grasp the concept, the teacher can ask them to identify other times when being quiet is important (e.g., in the library, when someone is sick). They can also be encouraged to be “quiet leaders” by modeling good quiet behaviour for their peers.
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