Skills / Concepts to be developed in this dramatic Play area:

Com m unication & Lang uag e:

Phy s ical D ev elopm ent:

D ev elop lang uage in role play and by

learn new v o c a bula r y .

Us e fi n e an d gros e motor
s k i l l wh ile th ey dan cin g ,
u s i n g mus ical i ns terment
an d cre ati n g th e boat .

Groc e ry St ore DP A

Learn m any letters and

v ocab.
Creativ e
D ev elopment:

Mathematics:
L e ar n from one
t o t we nt y , c olors
an d shap e s

Creat t ones ,boat.

v. 2 0 1 4 -0 5 -1 5

Sh ar e m atireal with each other , wor ke in

gr o up s or pairs a nd wa ite in the turn a nd be
p o lite.

Literacy :

Unders tanding the World:

Cl earn the pl ace and

retarn the mati real s .

Personal, S ocial and Em otional

D ev elopm ent:

Role Play

v. 2 0 1 4 -0 5 -1 5

1-drama / role play:

Activity Name /
Guessing My town

References:

Activity Type:
Sh o rt ac t i v i t y f o r s t u d en t t h at eac h o f t h em wear
n ec k l ac e t h at mo d el c h arac t ers o f p l ac es an d mat eri al s
t h at rel at ed t o .

Using N e cklace s

No references i ts my i dea
Aim:

-Te a c her kn o ws t he l evel o f

vo c a bular y t h e s tuden ts kn ow.
-Tr a i n t h e s tud ent t o p resen t t heir
s e l f a nd d e velop s elf con fidence i n
fr o n t o f c l assmates.

Exam ple for t hat is gr oup of st ude nt

m ode l place char act e r s (school, hospit al,
libr ar y, and supe r m ar ke t). Ot her st ude nt
we ar ne cklace of diffe r e nt it e m s or
m at e r ial for diffe r e nt place so t he y
m at ch m at e r ial w it h place s.

Creativ e Ex ploration and Expression:

Cre a ti ng a nd us ing a di fferent voice f or
d i f ferent emoti ona l.

Perform ance: Pretendi ng, a cti ng out the

ro l e of the neckl ace they wea r for the
te a cher a nd thei r cl a ssma tes .

Pers onal and S ocial dev elopment: Ta king

tu rn s , being p olite, res pect each other.

De ve lopm e nt:
-D e ve lop t h eir l an guage b y l earn
d i ffe r ent vo cab.
-D e ve lop t h eir fi n e a nd gr oss m o tor
s ki l ls.
-D e ve lop t h eir s elf-co nfiden t w hi le
t h e y p r esent i n fr ont o f t h e s tuden t.

v. 2 0 1 4 -0 5 -1 5

Resources:

C reat i v e ex p l o rat i o n an d Ex p res s io n ; Tec h n i cal

i n c o rp o rat i o n ( nec k l ac e) ; P erf orman c e; P ers o nal an d
s o c i al d ev el o p men t ; R ef l ec t i o n , ev al u at i o n an d
Ap p rec i at i o n ; ( D rama i n s o c i et y )

Technical Incorporation: Us ing a neckl ace

a s a prop.

- St u d en t r elates t h e m aterial w ith

r e a ls p lace.
-l e t s s tu dent t o d escr ibe t h ings b y
the i r own

Aspe ct of dr am a be ing addr e sse d

(adapt e d fr om IB PYP)

Enough nec kl ac es for ea c h s tudent a nd it

s houl d be di fferent tha t give s tudent
di ffer ent c har acter s and oppor tunity and self c onfi dence to ha ve s pecial r ole i n r ole pl ay or
a c ti vity.
So w e ne e d:
-Pi c ture of di ffer ent plac e a nd ma ter ials tha t
r el a te to.
-Ri bbon

Organisation:

e .g. Wh o le C las s / G ro u p s / P airs / D ra matic P lay / C irc le Time Are a / H all /

Duration of Activity:

O u ts id e

W h o le Class insid e the classro o m- circle area

A p p ro x ima tely 1 0-15 min utes.

What the teacher does:

What the children do:

Te ache r s tarts to re vie w the the me about my town by ask que stion what we can
s e e i n our tow n?? Or i n my town I s ee the l ibrary. So s he give s e xample f or them.
Af te r that s he s tarts to l is te n student answe r.

The chi l dre n participate w ith teacher by answ ering the que stion.

The te ache r put the box that i ncl udes ne cklaces to gi ve the student opportunity to
choos e and take one . Te acher take s one f or herse lf . She as ks them to put the m on
and to l i s te n quie tl y.

The chi l dre n chose and put on the ir ne ckl ace and li sten to the te ache r.

She s tarts to gi ve i nstruction how to pl ay the activi ty, by acting i n front of them.
The te ache r chos e and w ear l ibrary ne cklace but she turn i t so the student cannot
s e e the pi cture. She s tarts to des cri be i t. F or e xample I am the pl ace the pe opl e
com e to m e to read the books .

Stude nt atte ntion w ith teache r to know how w ho the acti vity w ill be. Start to thi nking and
gue s s i ng the pl ace .

B e caus e some s tudent chose m ate rial the teache r give the m e xample you can f ind
m e i n s upe rmarket you can drink m e w he n you fe el thirsty??

Stude nt s tart to gues si ng to know the answ er.

Te ache r gi ve s them s upport and hel ps them i f the y f eel s hy or w hen they f e el
di f f i culty to de scri be. She cl aps her hand af te r e ach student does the ir job.

That m ake s tudent f eel comfortabl e and confide nt.

Te ache r obs erves the s tude nt during this acti vity to know the ir l anguage s kil ls and
the w ay that pre s ent and de scribe the picture .

Stude nt e njoy, participate and wai ti ng f or thei r turn.

At the e nd, te acher put he r ne ckl ace in the box i n f ront of the s tudent me an w e
f i ni s h our activity and i t is cle an up ti me to re turn the ne cklaces i n the box.

S tu dent ma kes l i ne to return the neckl ace .

Ext e nsion Ide as:

The tea c her c ould ex tend this a ctivity by a cting or drawing in the boa rd to pr esent the mea ni ng of the pi c ture s. Another idea is a fter finish the a c tivity let c hildr en to
ma ke dr a ma by them s el f a nd tea c her should wa lk a round a nd obser ve them wi thout gi ve them i nstr uc tion.

v. 2 0 1 4 -0 5 -1 5

2-drama / role play:

Activity Name /
I want to be a.
(Jobs) theme.
References:
A r a b P e opl e S tock V e ctors & V e ct or A rt . (2 0 0 3 ).
Re t r i e v e d 2 2 1 , 2 0 1 6 , fr om S hutt er st ock, :
ht t p: / / w w w. shut te rs tock. com/ s /a ra b+p e ople / se ar chv e ct or s . html

Activity Type:
D o it in c irc le time .
U s in g f avo rite c h arac te rs .

Using pict ur e s of job t he y w e nt

t o be

Aspe ct of dr am a be ing addr e sse d (adapt ed fr om

IB PYP)
C reat i v e ex p l o rat i o n an d Ex p res s io n ; Tec h n i cal i n c o rpo rat io n ( us e o f
p ro p s ) ; P erf o rman c e; P ers o nal an d s o ci al d ev el o p men t ; R ef l ec t i on ,
ev al u at i o n an d Ap p rec i at i o n ; ( D rama i n s o c i et y )

Creativ e Ex ploration and Expression: Creati ng a nd usi ng

a d i f ferent voi ce to present the cha ra cters they went to
b e i n f uture.

F or t h e pi ct ur e.

Technical Incorporation: Us ing pictures as a prop.

Ai m:

Perform ance: a cti ng b y usi ng pi cture i n front of tea cher

a n d s tudents .

-Student presents their self.

-Speaking skills.

Development:

Student c ome i n fr ont of tea c her

a nd hi s c las s ma te to pr es ent hi s
or her j ob wi th c a r r y the pi c tur e
(my na me i s I wa nt to be a
../why...)

Pers onal and S ocial dev elopment: Ta king turns a nd

re s pect each other.

-Develop the presentation

ski l ls.
-Develop their self-confident.
-Develop their l anguage.
Organisation:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a /

Duration of Activity:

H all / O u ts id e

W h o le Class individual- Circle time a rea

A p p ro x ima tely 1 0-15 min utes.

What the teacher does:

What the children do:

v. 2 0 1 4 -0 5 -1 5

Resources:

Pi c tur es for differ ent jobs (doc tor ,

pol i ce officer , nurse, denti st, doctor,
engi neer )

Te ache r s tart to pres ent herse lf in f ront of student ( m y name i s Amna, i am a

te ache r f or Kg 2, whe n I young I w e nt to the te acher to he lp the s tude nt.
Show the s tude nt pi tche r of the te ach er.

The s tude nts s it i n circl e are a and l i sten to the te acher .

Te ache r obs erves the s tude nt w hile they pre sent.

Each s tude nt s tand up i n front of the s tude nt and te acher and pres ent her or hi s s el f by gi ve the m
i nf orm ation about ( names , chose job and w h y?) and us ing the pi ctures that pres ent the job.

Te ache r can he lp the s tude nt w hose f e el di ff icultly to m ake s entence or to

tal k.

That encourag es the student to be relaxed, com fortable, confident and bold to present in front of
rest the class.

Ext e nsion Ide as:

The tea c her c a n increa se this a ctivity by ma ke gr oups for student who went to be the tea c her , who went to be doc tor , engi neer ing ,ar my a n d pr ovide ma ter ials for
them to pl a y together . Tea c her c an walk a round a nd observe them.

v. 2 0 1 4 -0 5 -1 5

3- Drama / role play:

Activity Name /
(My own boat)

Activity Type:
M ak e b o at s b y u s i n g mat eri al s .

Aspe ct of dr am a be ing addr e sse d (adapt ed

fr om IB PYP)

Resources:

C reat i v e ex p l o rat i o n t o d o t h ei r ac t i v i t y .

(Transpiration theme)
References:

Cr e at e boat

ohns on, A . (2 0 0 3 ). Re cy cl ed Cor k Boa ts .

Re t r i e v e d 2 2 0 , 2 0 1 6 , fr om P BS pa re nts :
ht t p: / / w w w. pbs . org /pa re nts / cra fts -fork i ds / r e cy cle d -cork -boa ts /

Aim:

Te ache r use t his act ivit y for SN

st ude nt w ho ar e hype r act ive
be cause t he y w e nt t o be busy and
w or k.

- S tu dent crea te the boat by thei r

o w n i dea wi thout g i ve them
i n s tructi on.

Creativ e Ex ploration and Expression: s tudent

cre a te the boat by them self by us ing dif ferent
m a teri a ls.

Technical Incorporation: Us ing ma teri a ls a s a p rop.

Pers onal and S ocial dev elopment: work together

a n d s ha re ma teri als .

Development:
Student c r ea tes boa t by their own.
Tea c her br i ngs ma ter ials for them.

- D e velop s oci al s kil ls w hen they

s h a re ma teri al wi th ea ch other.
e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a /

Duration of Activity:

H all / O u ts id e

v. 2 0 1 4 -0 5 -1 5

-Water
-Glitter

- I d enti fy i f the boa t f l oat or s ink.

Organisation:

-Glue
-Pool

- S tu dents i denti f y type of s ea

tra ns porta ti on.

- D e velops thei r i ma gi nati on a nd

co g ni ti ve s ki ll, w hen they thi nk
h o w to create the b oat.

-Stick
-Colorful papers

Perform ance: w hen student bl ow the boa t to

e xp l ore i f it s ink o r fl oat.

- D i s cuses a bout the b oat ( where

w e f i nd i t, f or wha t w e use i t...)

- D e velop fi ne m otor s kil ls when

d o th e acti vi ty.

-Cork

-Marker

W ho le Class in individual (create bo at)/ in g ro up s (p ut th e b o a t in

the po o l)

A p p ro x ima tely 1 5-20 min utes.

What the teacher does:

What the children do:

Te ache r re vie w the type of the transportati on and s tude nt cl as si fy i t to ( air

,s e a and l and )

Stude nts s i t in ci rcl e area and l is te n and partici pate w ith teacher to put eve ry type of
trans portati on i n right places (l and, ai r and s ea) .

Te ache r m ove to e xplain about se a transportation / ask que stion for the
s tude nt w hich trans portati on you s e e i n the s ea?

Stude nt di s cuse s w ith teache r about ( boat, s hip, s coter ).

Te ache r as ks que stion f or the student why w e use trans portati on in s ea?

Stude nt ans w eri ng w ith teacher and compare betwe en di ffe re nt type of s ea
trans portati on by s e e the pi ctures .

W hat di f f erent betwe en them ? by s how the m the pi ctures) .

The n te ache r show the m picture of the boat. Ask the m now w e create our
boat. She gi ve s them the rule s ( be quite, s hare material s, cle an up af te r
f i ni s h the activi ty.

Stude nt l i s ten to the te acher and re ady to do the acti vity (creating my ow n boat) .

Te ache r put the materials i n the tabl e that i nclude 5 students. She w alk
around to obs e rve them w hil e they doi ng the acti vity.

Stude nts s i t in the groups and s tart to create the boat by us ing ( crock, gl ue, gli tte r, color
pape rs , s ti ck, s ci ssor)

Af te r s tudent f inis h, the te ache r as ks the student what do you thi nk the
boat f l oat or s i nk i n the water?

Stude nt re ady to put the ir boat to e xplore the resul t.

The n s he bri ngs two pools f or e ach group to try i t i f i t si nk or fl oat.

Te ache r obs erves the hype ractivity s tude nt to s ee what he doi ng.

Its good f or SN s tude nt that make them happy and c omfortabl e w he n he f ee l the teache r
care about hi m to know hi s s kil l.

Te ache r as ks the m How the boat m ove s i n the w ate r? by l e ts them to swell
out the boat.

Stude nts try to s w e ll out the boat and obse rve how to m ove .

Ext e nsion Ide as:

The tea c her c ou ld ex tend this a ctivity for the s tudent by l ets them ma ke dr a ma (tr aveling by boat) .

v. 2 0 1 4 -0 5 -1 5

Music and movement:

v. 2 0 1 4 -0 5 -1 5

1- (music and) movement:

Activ ity Name / Type
Mo ve m ent i n r espo nse t o m u sic

I spy wit h m y lit t le e ye .

S tudent do jum ping m ov e m ent

Aspe ct of m ove m e nt or
m ove m e nt in r e sponse to
m usic be ing e xplor e d

Pr om ot ing Re fle ction of:

Resources:

I n t h i s a cti vity r elate t o my fa vo rite c l othes t h eme. So t hey i denti fy

t h e d i fferent k in d o f c l othes.

e . g. c r eating, p e rfor ming,

a p p r eciating

My f av orite clothes them e.

References:
No references i ts my i dea.

Aim :
-St u d en t r epeats t h e r hythm .
-l e a rn n ew vo cab.
-I d e n tify t he l et ters w i th p i ctur es

Creating: s tudent ca n creat the

m o ve nt by their ow n or they ca n
f o l l ow the teacher. In thi s
a cti vi ty i ncl ude a f ew m ovemnt
b e ca use i s rela te to the cl othes
th e m for exa m ple (student ca tch
th e pi cture the sta rt wi th
s p eci fi c li tter that teacher s ai d.
Perform ing: s tudent ca n do i t i n
f ro n t of the teacher and hi s
cl a s sma tes .

-I d e n tify eac h c lo thes i n w i th s eason t hey

w e a r.

The B ody : i n the song I spy in m y little ey e, s tudent touches

i n thei r eye. Som ething beginning with letter (s ) so they poi nt
f o r th e pi ctures that ha ngi ng i n the thread a nd one s tudent
co m e and jum p to ca tch that picture tha t beginni ng wi th li tter s.

So we need:
S patial Awarenes s: us ing s ma ll s pa ce to ha ng the thread a nd
s tu dent ca n s it in the ci rcl e a rea wi th tea cher.

- D ev el o p t h ei r l an gu age b y l earn n ew v o c ab .

-D e ve lop t h eir fi n e a nd gr oss m o tor s kills.

-D e ve lop t h eir e m otio nal a nd s oc ial b y s in g
t o ge th er a nd feel h appy.
-l e a rn n ew r h yt hm.

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a / H all

Duration of Activity:

/ O u ts id e

W ho le Class / individually /in the classro o m/circle time.

v. 2 0 1 4 -0 5 -1 5

-P i c t ures of t he c l ot hes.
-C l ot hespin.
-Thre ad.

Effort Awarenes s: s tudent do the movement whi le they s i ti ng i n

ci rcl e a rea beca use the ca n us e fi ne m otor s kil l o nly to point and
cl a p for the s tudent w hos turn to pl ay to encoura ge them.

Development:

Organisation:

Pi c tur e of s everal
di ffer ent types of
c l othes that ha nging in
the thr ea d by
c l othes pin.

A p p ro x ima tely 1 0-15 min utes.

10

What the teacher does:

What the children do:

The te ache r dis cus s w ith s tudent about the ki nds of the cl othes that he r and
s tude nt w e ars and rel ated w ith s easons.

The chi l dre n s it and l is te n to the teacher and Parti ci pate wi th te acher.

Te ache r s tarts to s i ng a s ong I s py w ith my l ittle eye and re peated to make

s ure al l s tudents s ang w ith her.

Stude nt s i ngi ng and re peating after the te ache r.

Te ache r i nclude s ome m oveme nt by touch her e ye f or (I s py wi th m y l ittl e e ye

Stude nt f ol l ows the teache r action.

Te ache r s tart s inging w ith student (I s py wi th m y l ittl e e ye) then s hy add

( s om e thing begi nni ng w ith l itter s) and she write the l itte r in the air.

Stude nt s i ngi ng w ith teacher and wri te the l itter i n the ai r.

Te ache r chose one of s tudent to catch the w rit answe r.

Stude nt w hos e turn s tart to thi nk and jump to choose and catch the pi ctures that begi nni ng
w i th l e tter s

Te ache r as ks the student (i n whi ch s eason w e can we ar it)? ?

Stude nt ans w er que stion.

If the s tude nt dont answe r te ache r can ori entation the que stion f or the res t of
the s tude nts.
Af te r the s tude nt do the activi ty teache r give them f ee dback to e ncourage
the m by s ayi ng good student or e xcel le nt and cl ap hand f or hi m.

Stude nt f e e ls happy, de vel op the ir e moti onal and f e el confi dent.

Te ache r try to m ake al l s tude nt i nvolve d i n the activi ty

Stude nts have opportuni ty to participate.

Eve ry ti m e s he s tarts to si ng the s ong and l et s tudent to wri te number i n the

ai r the chos e one s tude nt to catch the picture s that pre sent the l e tter.

S tu dents d o the acti vi ty ro uti ne s i ng wi th the teacher wri te the letter i n the a i r a nd
e n coura ge the s tudent by cl appi ng their ha n d.

Te ache r l e t the student start to do the acti vity by them se lf, te acher obse rves
and he l ps the m i f the y nee d and chos e s tudent.

S tu dent s ta rt to si ng, chose l etter, wri te i t in the a ir.

At the e nd of the acti vity te acher s tarts to re view all the pi ctures to know the
s tude nt m i stake or f ee l di ffi cul ty i n s om e w ord.

Stude nt parti cipates wi th te acher and answ ering.

Ext e nsion Ide as:

The tea c her c ould ex tend this a ctivity by s he said the na me of the c l othes a nd s tudent s how the tea c her by pointing and touch it. For ex ample s how my pa nts
s o the s tudents s how the tea c her by touc h thei r pa nts.

v. 2 0 1 4 -0 5 -1 5

11

2- (music and) movement:

Activ ity Name / Type
m o ve ment i n r esp onse t o m usic

Pe nguin Dance

Aspe ct of m ove m e nt or m ove me nt in

r e sponse t o m usic be ing e xplore d

Pr om ot ing Re fle ction of:

e . g. c r eating, p e rfor ming, ap preciat ing

Sp a t ial Aw areness w h er e d oes t h e b od y m o ve?

Resources:

e . g. Th e Bod y w h at i s m o vin g?

Mov em ent activ ity whils t s ing ing

Effo r t a w areness H o w d o es t he b o dy m ove?

Us ing f ine and g ros s m otor s k i lls .

Re l at ionship s w it h w h om c an t he b o dy m ove?

S tudent learn direction( rig ht , lef t , turn

around )

References:
J a c k, H . (2 011, D e c 1 9). P en gu in D anc e | P en gu in
So n g | Br a in Br eaks | Gr oss Mo t or Ac t ivit ies | J ack
H a r t mann.
h t t p s://ww w.yout ube.c om/watch ?v=EBHt pU1t B3E

.
Aim:

Creating: S tu dent creat their ow n movement

b u t they s houl d fol low the s ong. For exa m ple
( l ef t l eg) s tudent s how the teacher the l ef t l egs
p u t thei r own m ovement (s ome s tudent
s h owi ng w hil e he jum ping o r s ome of s tudent
s h owi ng w hil e their s ta ndi ng)

Perform ing: Al l student ca n da nsing wi th

p e n guin i n f ront o f the tea cher a nd hi s
cl a s sma tes .

-St u d en t kn ows t h e d irec tion (r ight, l eft a nd t u rn

a r o u nd).

- S tu dent co nnects the song wi th a cti ons.

- S tu dent s i ngs a s ong w hil e they do the
m o ve ment.
- S tu dent recogni zes di fferent di recti ons.

This activ ty help hy peractiv e s tudent:

Its include alots of movement that help

SN student to unload her energy.

Development:
- S tro ng the fi ne a nd gross motor s kil ls.
- l ea rn new voca b and di recti on.

v. 2 0 1 4 -0 5 -1 5

12

Pe nguin hat
The B ody : Ea ch pa rt of the body m oves. For exa mple
( R i ght Fl ipper) s o the s tudent ri ses a nd m ove their
ri g h t ha nd. ( PENGUINS A TTENTION!) So t he st udents
ra ise t he he ad a nd look t o t op .

S patial Awarenes s: Us i ng a ll the s pace a round them

i n the cl ass room to feel com forta ble to do the
m o ve ment and d ont ha rm each other.

Effort Awarenes s: How the peng uin ra ises hi s ri g ht

a n d Left Fl i pper a nd ri g ht a nd l eft legs and h ow he be
a ttenti on. Ea ch o f them ha ve di f ferent movement
th a t s tudent d o to p res ent i t.

For each
student.
Penguin model.

- l ea rn new rhythm.

Organisation:

Duration of Activity:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a / H all / O u ts id e

W ho le Class in the circle area time- using circle a rea a n d n ea rs a rea .

A p p ro x ima tely 1 5-20 min utes.

What the teacher does:

What the children do:

Te ache r e xplai n the student dire ction by gi ve the m e xampl e. ( ri ght di recti on i s for right hand that
w e e at w i th it) ( Another hand i s f or l ef t di rection).

Stude nts s i t in ci rcl e area an d attention wi th te acher.

Te ache r te ll the s tude nts to rai se the ir l ef t hand then ri ght hand to make sour they unders tand.

Stude nts parti ci pate wi th te acher by rai si ng the ir hand.

She s tarts to be gin the activi ty by to day w e have a ne w f riend i n our c lass he w ant to us to
dance w i th hi m. The teacher asks them Hi s nam e s tart wi th l etter P, he li ve i n i ce and his col or is
bl ack? ? Then s he s how the m pe ngui n m odel.

Stude nts f e el curiosity to know the new friend and start to guess.

Te ache r bri ngs the box that includes penguin hats.

Stude nt s tarts to take one and w ear i t.

Te ache r s tart the s ong wi th Have you e ver s een a pe nguin come to te a? by acti ng and touch her
e ye s .

The s tude nts s tand up and obse rve the te ache r. The y start to s ing w ith her by
doi ng the acti on l ike touch their e ye w hen s ay Have you e ver s ee n a penguin
com e to te a?

W he n you l ook at m e a penguin you w il l s ee ! s he point f or he r hat.

And poi nt the hat W hen you l ook at m e a pe nguin you w il l s ee !

The y re pe ate d 3 ti me s.
The n s he s ai d PENGU INS ATTENTION! PENGU IN S BEGIN! w ith angry face and e motional. so the
pe ngui n ra ise t he he ad a nd look t o t op.

The s tude nt starts to copy the angry f e eli ng and re peat the s ong PENGU IN S
ATTEN TION ! PENG UINS B EG IN !
Af te r that the y start f rom the be gin ning.
Have you e ve r s e e n a pe ngui n come to tea?

W he n you l ook at m e a pe ngui n you wi ll se e!

PEN G U INS ATTENTION! PENGU IN S B EGIN!
B y doi ng the acti on and m oveme nt.
Te ache r s tart f rom the be gi nning Have you e ver s ee n a penguin come to te a?/Whe n you l o ok at

v. 2 0 1 4 -0 5 -1 5

13

Stude nt s tart f rom beginni ng the n the y acti ng by rai se thei r ri ght hand then

m e a pe ngui n you w il l s ee ! / PENG UINS ATTENTION! PENGU IN S B EGIN! then s he add ( R ight

l e f t hand w hil e the y si ngi ng wi th te acher.

She re pe at the s ong and add ( ri ght l eg) (l eft l eg) so the te ache r w aiting f or the student to do to
gi ve the m chance to make the ir ow n m oveme nt.

Stude nt s tart i t wi th te acher f rom the be gi nning unti l ( right l e g) ( lef t l e g) s o

the y can do i t by the i r own.

Eve ry ti m e teacher s tarts w ith be ginning and adds ne w action. Make s tude nt do i t by thei r own,
s he obs e rve the m and he lp them i f the fe el dif ficulty.

Stude nts conti nue si ngi ng and m ake action by the ir own.

Te ache r w atche s them w hil e the s tude nt doi ng the acti on.

The y do i t by the i r ow n the song and move ment. The y fe el happy be caus e the
s ong i ncl ude s m any m oveme nts.

At the e nd te ache r as k s how me the pe ngui n ( right f li pper) ( le ft f li ppe r) ( lef t l e g) (ri ght l eg).

Stude nt s tarts to act to s how the teacher they unders tand.

f lippe r, le f t f lippe r) by ra ising he r right ha nd t he n t he le f t ha nd.

Ext e nsion Ide as:

The tea c her c ould ex tend this a ctivity by s pecially (direc tion topic) by a sk the (r a ise your r ight l egs) (straight your left ha nd) a nd move your head to the r i ght
di r ec tion. In tha t wa y tea c her c an evaluate the s tudent.

3- (music and) movement:

Activ ity Name / Type
m o ve ment i n r esp onse t o m usic

Row Row Row your boat .

Aspe ct of m ove m e nt or
m ove m e nt in r e sponse to m usic
be ing e xplor e d
c r e at ing, p er form ing, a ppr eciating

(Tr anspor t at ion t he m e )

Row Row Row Your Boat - Nursery Rhymes with Full Lyrics . (2005).
Retrieved 2 19, 2016, from Dailymotion:
http://www.dailymotion.com/video/xserci_row-row-rowyour-boat-nursery-rhymes-with-full-lyrics_music

e . g. Th e Bod y w h at i s m o vin g?
Sp a t ial Aw areness w h er e d oes t h e b od y m o ve?
Effo r t a w areness H o w d o es t he b o dy m ove?

Creating: Ch i l dren crea te their own

m o ve ments f or a cti ng (R owing the
b o a t).
Perform ing: s tudent m ove thire ha nd
a n d wa l king wi th the teacher a nd her
f ri ends .

The B ody : S tudents s ing a s ong w hil e they d o the

m o ve ment (move their ha nd l ike rowi ng a nd l egs to
w a l k) .

S patial Awarenes s: Us i ng a ll the s pace a round them

b e ca use they w a lk a round the cl as sroom.

v. 2 0 1 4 -0 5 -1 5

Resources:

Re l at ionship s w it h w h om c an t he b o dy m ove?

Mov em ent activ ity whils t s ing ing

References:

Pr om ot ing Re fle ction of:

14

No r es our ces nec essar y

for thi s a ctivity.

Effort Awarenes s: They wa lk s lowl y l ike boa t and movi ng

th e i r hand l i ke w ood we us e to rowing the b oat.

Aim :
- S tudent learns and does new action
( R owing ) .
- Learn new v ocab.
- learn ty pe of s ea transportation.

Development:
- D e velop fi ne a nd gros s m otor s kil ls .
- D e velop l ang uage ( new voca b).
- D e velop i ma gina ti on ( when they i ma ge
th e ro wing the b oat).
- D e velop s oci al emoti ona l s kil ls (do the
a cti ng together a nd f eel ha ppy a nd s mi le.

Organisation:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a / H all /

Duration of Activity:

O u ts id e

W ho le Class individ ually/ Circ le Time Ar ea

A p p ro x ima tely 5 -10 min u tes.

What the teacher does:

What the children do:

Te ache r s tarts the acti vity by s how them m odel of the boat and ask the how the
boat can m ove .

Stude nt s i ts in ci rcl e area and attention wi th te acher .

Te ache r put f or the m raw s ong. She s tarts to s ong f irst the l e ts student repeated
af te r hi m .

Stude nts s i ng wi th te acher w hile the s it i n circle are a. Part 1

R ow, row, row y our boat

G ently down the s tream,

v. 2 0 1 4 -0 5 -1 5

R ow, row, row y our boat

G ently down the s tream,
Merrily m errily, merrily, m errily

15

Merrily m errily, merrily, m errily

Life is but a dream

Lif e is but a dream

The n te ache r ask the m how w e row the boat??

Stude nt s how the te ache r.

Te ache r s tand up and w alk around the clas s w hi le she si ngi ng.

Stude nt m ake bi g circle , m ove thei r hand s howing how the ir row the boat and
re pe ati ng the s ong wi th te acher.

Te ache r com ple te the s ong: Part 2

Stude nt s i ngi ng and compl ete rowi ng. Part 2

Ro w, r ow, row your boat

G e ntly Down the stream.
If y o u se e a c roc odile
Do n 't for get t o sc ream

W he n the y s ayi ng
If y ou s ee a crocodile
D on't forget to s cream
The y s tart to s cream l oudly

Si ngi ng w i th s tudent and s om etime le ts s tudent s inging by thei r own. Howe ver she
obs e rve s them w hil e them si ngi ng and do the move ment.

Stude nt s tart to s ing Part 1

B y w al k s l owl y l ike boat and rowi ng the ir hand.
The n com pl ete Part 2

Ext e nsion Ide as:

The tea c her c a n increa se this a ctivity by l ets s tudent to a c t other tr ansportation to r ec ognize the di ffer ent between them. (a r e , hel i copter ,boa t)

v. 2 0 1 4 -0 5 -1 5

16

Music:

v. 2 0 1 4 -0 5 -1 5

17

1- music:
Act ivit y N am e :

Act ivit y Type :

L e t s count t o 2 0

Ke y e le m e nt s of m usic e xplore d:

Resources:

L i s ten ing t o m u sic

Ma ke d i ffer ent s ou nd b y u sin g fi n e a nd gr oss m o tor s kills

References:
Dream english kids. (2013, 4 11). Retrieved 2 20, 2016, from Youtube :
https://www.youtube.com/watch?v=0VLxWIHRD4E

S inging and Play ing Ins trum ents: s tudent s ingi ng

a n d d oing di f feent s ound b y us ing their ha nd a nd
l e gs (fi ne a nd gross motor s kil ls)

Lis tening to Mus ic: s tudent l istent to di f ferent

s o und w hen they cl up thei r ha nd w i th the s ong
m e l ody s ome ti me i ts hi gh a nd s ome ti me i t is l ow
a n d they s ta mp their f eet.

Ai m:

Pitch: s tudent recog nize di fferent tone ( high,

m e di um and l ow) sound.

Tim bre: Ch i ldren li sten for the qua lity o f the

s o und a nd s ound sources by us i ng our body
.Th a t a ccommodate s tudent we ca n ma ke m usi c
b y e ve rythi ng a round us.

-St u d en t a ble t o fo llow t he r h ythm.

-C o u n tin g fr om 1 t o 2 0.
-Re c o gnize a nd d o ing d iffer ent s ou nd b y u sin g
t h e i r b o dy.

Development:
-D e ve lop fi n e a nd gr oss m o tor s kills.
-Ma ke d iffer ent s ou nd b y d i ffer ent a ct ion
(j u m p ing, c lap ping.. .).

Organisation:

Duration of Activity:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a / H all / O u ts id e

W ho le Class & individual in the Circle Time ca rp et a rea

A p p ro x ima tely (5 to 1 0 ) min u tes.

What the teacher does:

What the children do:

v. 2 0 1 4 -0 5 -1 5

18

On l y s ong a nd us ing
co m p uter to di spl ay
i t.

Te ache r can re vie w the numbe rs that s tude nt take and le t s tude nt to count whil e s he pre pare to
di s pl ay the s ong by us i ng computer.

Stude nt s i ts in the carpet i n circle are a and counting.

Te ache r s i ng w ith s ong f irst ti me ( le ts ready to count to 20) s he s tart counting ( 1 ,2,3 ,4,5) by
cl appi ng he r hand s tarting from ri ght to l ef t .s he s tart from down i n right t hrough above the he ad
to the l e f t then re turn f rom l e ft to right by counting f rom (6 to10) .She repe ated 2 ti me .

Stude nt s tart to f ollows the te acher action (cl apping thei r hand f rom
ri ght to l e f t and return f rom l eft to ri ght w ith counting .

The n s he s tart to count f rom ( 11 to 20 ) by clapping he r hand to tim e f or num be r 11 the n clapping i n
he r l e gs f or number 12.So number ( 11 ,13,15,17,19) she cl ap he r hand 2 ti me and (12,14,16,18,20)
cl appi ng i n he r l egs and re pe ate d two time .

Stude nt e njoy and f oll ow the te acher w hile they s inging and doing
di f f e re nt type of acti on that they l i sten di ffe re nt s ound l i ke ( cl ap the ir
hand, jum pi ng, s tam p he r f eet and re volve around he rsel f. That m ake s
the m happy and e njoyed.

At the e nd s he s tamp he r fe et, jumpi ng and turn around he rsel f.

Ext e nsion Ide as:

The tea c her c ould increa se this a ctivity by c lap their hand by 1 fi nger , 2 fingers, 3 fi nger s, 4 fingers, 5 fingers s o they r ec ognize di ffer ent tones i n di ffer ent
l evel (hi gh, l ow, medi um).

2- music:
Act ivit y N am e :
If you we ar ..

Act ivit y Type :

Ke y e le m e nt s of m usic e xplore d:

L i s ten ing t o m u sic

e . g. d u rati on; d yn amics; p i tch ; t i mbre;

s t r u ctur e

(clot he s t he m )

References:
My own i dea.
Aim:
- St u den t c an c r eate t h e sound or
t o n e b y u sing t hei r b o dy.

S inging and Play ing Ins trum ents: s tudent

u s e di fferent m usi ce i nsterment by us ing
th e i r body ( hand).
Lis tening to Mus ic: s tudent l isten
ca re full y a nd identi fy the s ound that
te a cher a nd his cl a ss mate do i t.

Pitch: s tudent a re l is tening for the rela ti ve ( l ow, m edium, hi gh) o f

a to ne w hil e they doi ng the a cti vi ty.

Tim bre: s tudent li sten to dif ferent town tha t they ma ke by us i ng

th e i r hand ( cl a p your ha nd, cl appi ng by 2 f i nger, hi t the g round)

- St u d ent i d entifies d i fferent

v. 2 0 1 4 -0 5 -1 5

Resources:

19

N o re s ources necessa ry for

th i s a cti vi ty.

s o u n d.

Development:
- D e velop fi ne m otor s kil ls .
- D e velop their hea ri ng or
l i s ti ng ski ll s w hen the heari ng
d i f ferent s ound.
- D e velop cog niti ve by create
to n e.

Organisation:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a

Duration of Activity:

/ H all / O u ts id e

W ho le Class & individual players in the Circle Time ca rp et a rea

A p p ro x ima tely 5 -10 min u tes.

What the teacher does:

What the children do:

Te ache r s tart the activi ty by s inging ( if you w ear bl ack Shoe cl ap your
hand)

Stude nt w ho w e ars the bl ack chose thy clap thei r hand 2 ti mes .

( If you w e ar s chool uni form clap your hand by two f inger s)

So al l s tude nts cl appi ng by tw o f ingers.

Te ache r re peats Part 1 and 2 again.

Stude nt cl aps thei r hand 2 ti mes then clapping by two f inge rs .

( i f you w e ar white s ocks hit the gr ound)

Stude nt how w e ar i t the hi t the ground two ti mes .

The re are 3 part teacher e ach ti me chose part to m ake tones. F or e xample:

So the s tude nt :

( i f you w e ar w hite s ocks hit the ground)

Hi t the ground 2ti me s.

( If you w e ar s chool uni form c lap your hand by two f ingers)

Cl appi ng w i th two fi ngers 2 ti mes

( i f you w e ar w hite s ocks hit the ground)

Hi t the ground 2ti me s

( i f you w e ar black Shoe clap your hand)

cl ap the i r hand 2time s

s o the y re cogni ze that th ey create ne w tone w ith di ffe re nt l e vel ( high ,me dium ,low )

Ext e nsion Ide as:

v. 2 0 1 4 -0 5 -1 5

20

The tea c her c ould ex tend this a ctivity by l et c hildren c r eate the tone a nd do i t for r est of the c l ass.

3- music:
Act ivit y N am e :
five lit t le m onke ys jum ping on t he be d

References:
Flickbox kids songs and rhymes. (n.d.). Retrieved 2 19, 2016, from Flick box:
https://www.youtube.com/channel/UCBMiY29jmxd9PGU74eT1xPg

Act ivit y Type :

Ke y e le m e nt s of m usic e xplore d:

P l a ying i nstr uments;

e . g. d u rati on; d yn amics; p i tch ; t i mbre;

L i s ten ing t o m u sic

s t r u ctur e

S inging and Play ing Ins trum ents:

Ch i l dren a re si ngi ng the fi ve l ittl e
m o n kys a nd i ndivi dual s a re pl a yi ng
a ra nge of i ns truments .

Pitch: Ch i l dren a re l is tening for the rela ti ve

h e i ght (l ow , m edium, hi gh)

Lis tening to Mus ic: Chi ldren l isten

ca re full y a nd identi fy the m usi ca l
i n s trument to Appli ed wi th drums .

Tim bre: Ch i ldren li sten ca refull y f or the tone to

d o i t w i th m usi c i nterment ( drum )

Ai m:
-St u d en t fo llo ws t he t o ne w h ile u sin g d r um .
-I d e n tify d ifferen t l evel o f t he t o ne.

Development:
D e vel op fi ne motor ski ll s.
D e vel op Ima gina ti on a nd cogniti ve w hen they thi nk a nd
b e come ca rful to l i sten to the m usic a nd do i t wi th drum.

Organisation:

Duration of Activity:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time Are a / H all / O u ts id e

W ho le Class & individual players in the Circle Time ca rp et a rea

A p p ro x ima tely 1 0-15 min utes.

What the teacher does:

What the children do:

v. 2 0 1 4 -0 5 -1 5

21

Resources:

D ru m tha t s tudent
d o i t i n the
cl a s sroom.

Te ache r put the song of the student.

Eve ry chi l d take s ow n drums and li stens to the teacher ins tructi on.
Li s te n to the song.

Te ache r do us e drum and f oll ow the m usic tome w hil e s he drumme d by us i ng the drum.
Le ts s tudent to try.

Stude nt s tart to pl ay w i th drum and i dentify di ff erent tone and many

s ound i n s am e ti me that make new tone .

Ext e nsion Ide as:

The tea c her c ould increa se this a ctivity by br ing differ ent (mus ic instrument) a nd l ets s tudent to do i t.

v. 2 0 1 4 -0 5 -1 5

22