CHD 145

ECE Department
Lesson Plan
February 22, 2013
Name:Hatsumi Mann
Title of Lesson
Listen and move
Content Area
Targeted Age Group

locomotor skills
3-6 year olds

Standards: Milestones of Early Learning, VA Foundation Blocks, or VA

Standards of Learning (SOLs)
Moving and listening.
Balance, control, and coordination.
Running, jumping, hopping, skipping, and galloping.

Learning Objective(s):
After this lesson the students should be able to:
1. Develop large motor skills.
2. Practice listening and following directions. Differentiate between different
movements.

Resources/Materials Needed:
There should be enough room for children to walk in a circle using a taped line or
imaginary line.
CD from Greg and Steve: We all live together vol.2 track 6. Listen and Move.
or any music and a teacher can call out various movements.

Strategies:
The teacher can play the CD and call out each movement where the music is played
that corresponds to the movement.
The children will listen to the voice on the CD call out ie. hop. The music will then
play music that sounds bouncy. The child will then hop around the circle until the next
movement is called out: walk, run, skate, and gallop. The CD will continue, but this
time there will be no voice telling the children what movement is is. The children need
to remember what movement to do based on the music being played. The music
corresponds to each movements. Hop sounds like boing, boing, boing. Run has a
faster tempo.
Teachers can ask questions while they are walking around the line. Questions can be
What does this sound make you think of? A teacher can ask the children to call out
each movement to reinforce that language.
The children are expected to listen to the first half and act out the movements. They
are then to complete the second half by memory of sounds only.
The teacher may join in with the first part of the exercise, showing the children how to
gallop, hop, etc.
The teacher may also give clues to the children if they do not remember what
movement they are to do in the second half of the exercise.
The children should be doing the majority of the exercise themselves. They should be
active and practicing the movements.

Adaptation for Learner Diversity:

For younger age groups a teacher can join in so the children can mimic and work on
their gross motor skills. They can repeat after the teacher as she calls out each
movement so they can relate the movements to a word.
For children with special needs: movements can be done with hands, feet, or other
body parts. Children in wheelchairs can use their bodies to act out the movements if
possible. The movements can be changed to fit the needs and abilities of the children
in the class.

Assessment:
I will be able to see if the children grasped the concept by observation. Watching the
children and seeing they are able to perform each movement.

Optional Analysis/Reflection:
It worked very well with the group I had. They enjoyed it very much and had a lot of
fun. I dont feel anything needs to be changed. The CD provides an excellent selection
of movements and sounds/music to go along with it.

Source of Idea/Information:
CD:
Greg and Steve: We all live together vol.2
Track 6. Listen and Move.

*picture below