early years

1. Tenby Setia EcoHill
Music planning W4 12 Sept - 16 Sept
EARLY YEARS YEAR 1 YEAR 3 YEAR 5
Key
Objective
Explores and learns how sounds can be changed.
Children will learn to identify the beat in different pieces of
music.
The children can
recognize the
simple music term
as introduction to
music.
Lesson 3
Crochet Rest
To perform the body
percussion through the song .
Key
Vocabulary
Loud
Soft
Dynamic
Beat
Rhythm
Tempo
Quaver
Semibreve
Crochet
Beat
Tempo
Note value
Objective
I am getting better at learning and explore loud and
quiet sounds. I am getting better at learning beat
I am getting better a
t
Naming the correct
notes
Recognize the note
value
Clapping the note
value with the correct
tempo
I am getting better at
Developing the rhythm through
the steady beat
Performing the song with body
percussion with correct beat and
rhythm

2. Steps to
Success
I know I am getting better because:
I can hear the loud sound
I can hear the soft sound
I can use my voice to sing loud and soft song
I know I am getting better because:
I can explain what a beat is
I can identify the steady beat
I can apply the element of the music(beat ) in
clapping,playing and moving
I know I am getting
better because :
I can name the notes
correctly
I can give the correct
value of the notes
I can do the clapping
with the correct note
value
I know I am getting better
because :
I can do clapping with the correct
beat
I can follow the beat and rhythm
from the song.
Starter Warm up song
https://www.youtube.com/watch?v=Zh2PalZFs0g
Teacher greet each student. As you do so, clap the syllables
in their name. Invite all students to do this with teacher.
RECAP
Question and Answer
from the last activities
RECAP
Sing and clap the Popcorn
rhymes
Watch the video and do some
rhythm exercise
New Learning/
Consolidating
Ask the chn how they say Hello?
Try say it in 3 way :
SAY IT
WHISPER IT
SHOUT IT
Now, tell the children that we are going to try
to pass the ‘hello’ around the circle but this
time, it will become a repeating pattern. So, the
first person says it in a quiet voice, the next
loud, and so on and so on around the circle.
Listens to the audio and ask the chn if that sound is
Loud or Soft .
Listens to the GRIZZY BEAR song
Ask the chn
Which part is LOUD?
Which part is SOFT?
 Introduce the word “beat”. Watch The Music Show
Episode #1: The Beat Is the Heart of Music
https://www.youtube.com/watch?v=0kaX2l413p8
 Replay just the song portion, and ask students to tap
along to the beat. Encourage them to watch the
hearts for the steady pulse. (Ask students to tap with
two fingers into the palm of their other hand, so that
they do not overpower the music. This is also
prevents kids that may have difficulty finding the
beat from being loud enough to throw others off.
 Reinforce that the beat is steady. It did not stop and
start during the song, or speed up or slow down. It
stays the same.
Introduce the poem “Apples” (as a poster or using
Powerpoint file). Say each line and have students repeat it
back to you. Then recite the poem together while tapping
the beat. (To help students visualize the beat, track the
apples on the poem with a pointer.)
Introduction to
crochet rest
Describing the shape
of the notes.
Explain notes value
Clapping activities.
Play “Pass the beat game
“
Chn listens to backing track for
body percussion
Chn try to follow the beat with
clapping.
Try to follow the beat with
difference body percussion

3. Learn the song and play the game : (Direction in
slide)
Hardwiring/
Repeated
experiences
Ask the chn to colour and cut the bear mask and they
can wear it while singing to the grizzly bear song .
Listen to some different music examples
and encourage students to tap along
with you to the beat as they listen.
(Example Song in the slide)
Create your own
rhythm
Chn create their own
rhythm in the
worksheet and use
their simple words to
help them get the
beat .
Group performance :
3-4 chn in one group to choose
their favourite song and do body
percussion performance.
Consolidating
Review
today’s new
learning
Chn sing their fav song with loud and soft part. Observe students for their ability to tap along with the beat
– evenly & in time • Observe students for ability to describe
beat (steady pulse)