Lesson Overview

Target Age: 12–24 Months (Toddlers)

Duration: 30–45 minutes (Flexible for toddler attention spans)

Theme: Exploring rhythm, rhyme, and sensory play through classic Nursery Rhymes.

Learning Objectives

By the end of this lesson, the learner will:

• Practice receptive language by following simple hand gestures (e.g., "up," "down," "round and round").
• Develop fine motor skills by interacting with sensory materials related to rhymes.
• Identify at least two animals or objects from the rhymes through pointing or vocalizing.
• Engage in rhythmic movement and social bonding through song and play.

Materials Needed

• A "Rhyme Bag" (a colorful tote or pillowcase)
• Hand puppets or finger puppets (Spider, Sheep, Cow)
• A small spray bottle with water or a small bowl of water
• Cotton balls or faux fur scraps
• Toy bus or a round lid to turn
• Plastic eggs or simple shakers/rattles
• Soft board books of nursery rhymes

1. Introduction (The Hook)

Activity: The Mystery Rhyme Bag

Goal: Capture attention and introduce the concept of "rhyme time."

• Sit on the floor with the learner. Shake the "Rhyme Bag" to make a sound with the shakers inside.
• Talking Points: "Listen! What’s in my bag? Shake, shake, shake! It’s time for songs! Are you ready to play?"
• Sing a quick "Hello Song" to the tune of Farmer in the Dell: "We’re here for Rhyme Time, we’re here for Rhyme Time, hi-ho the derry-o, we’re here for Rhyme Time!"

2. The "I Do" (Direct Instruction & Demonstration)

Rhyme: The Itsy Bitsy Spider

Goal: Model hand movements and connect words to physical sensations.

• The Song: Sing slowly, using exaggerated hand motions for the spider climbing and the rain falling.
• The Demonstration: Show the spider puppet. Make it "crawl" up the learner’s arm gently.
• Sensory Element: Spray a tiny mist of water in the air or let the learner dip a finger in a bowl of water when the rain "comes down."
• Talking Points: "Look at the spider! He goes up, up, up! Oh no, rain! Splash! The spider is wet. Can you say 'Up'?"

3. The "We Do" (Guided Practice)

Rhyme: The Wheels on the Bus

Goal: Active participation and imitation of gross motor movements.

• The Movement: Sit facing the learner. Use a toy bus or just your hands.
• The Practice: Encourage the learner to roll their hands "round and round." Help them move their arms if they need a physical prompt.
• Variations: Do the "wipers" (swish arms) and the "horn" (beep their nose or a button).
• Talking Points: "The bus goes round and round! Can you move your hands like this? Beep, beep! Good job pushing the horn!"

4. The "You Do" (Sensory & Creative Exploration)

Rhyme: Baa Baa Black Sheep / Old MacDonald

Goal: Independent exploration of textures and sounds.

• The Setup: Place a pile of cotton balls (wool) and animal figurines or pictures on the floor.
• The Activity: Let the learner touch the "soft wool." Give them a shaker to play along as you sing Baa Baa Black Sheep or Old MacDonald.
• Autonomy: Let the learner choose which animal to play with next. If they pick the cow, sing the cow verse.
• Talking Points: "Soft sheep! Feel the wool. It’s so soft. Shake your shaker! Moo says the cow. What does the sheep say?"

5. Conclusion (Closure & Recap)

Activity: The "Twinkle" Cool Down

Goal: Transition to a calm state and reinforce the lesson's highlights.

• Lower the lights or sit in a cozy spot. Sing Twinkle Twinkle Little Star while doing slow "sparkle hands."
• Recap: Briefly mention what you did. "We saw a spider, we rode the bus, and we felt the soft sheep! You did a great job singing today."
• Success Criteria: The lesson is successful if the learner engaged with at least one sensory material and attempted one hand motion or sound.

Adaptability & Differentiation

• For High Energy Learners: Focus on If You're Happy and You Know It to allow for jumping, clapping, and stomping.
• For Quieter/Sensory-Sensitive Learners: Use soft puppets and focus on board books where they can point to pictures rather than big movements or water sprays.
• For Early Talkers: Pause at the end of a familiar line (e.g., "Twinkle, twinkle, little...") and wait 3 seconds to see if they fill in the word ("Star!").

Assessment Methods

• Formative (During Lesson): Observe if the child tracks the puppets with their eyes, reaches for the sensory materials, or attempts to mimic a "clap" or "wave."
• Summative (End of Lesson): Place two objects (e.g., the spider and the sheep) in front of the child. Ask, "Where is the sheep?" and see if they point or reach for the correct item.