LESSON 3: Follow My Moves 
Lesson Focus: Movement Mimicry
Age Group: 2-3 years old
Duration: 30 minutes

LEARNING OBJECTIVES:

1. Remember: Observe demonstrated movements (attention to shape, level, speed).
2. Understand: Recognise and describe a simple sequence of actions (e.g., clap → step → turn).
3. Apply: Reproduce simple movement patterns on teacher and peer cues.

MATERIALS:

1. Music player with 2–3 instrumental tracks
2. Visual cue cards/icons for actions (clap, step, jump, turn, reach high/low, freeze)
3. Drum or hand clapper (clear start/stop/echo cues)
4. Floor spots or tape (optional, to mark personal space)
5. Small scarf/ribbon props (optional, 1 per child or per pair)

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LESSON PROCEDURES:

1. Welcome and Warm-Up (3 minutes)
- Circle up. Gentle wake-up to a calm track: clap softly, march on the spot, reach high, touch low, twist gently, shake hands.
- Introduce focus: “Today we watch carefully and follow the moves.”

2. Look First: What Did I Do? (3 minutes)
- Teacher performs a short 2-action combo (e.g., clap → jump). Ask: “What did you see first? What came next?”
- Repeat with a new 2-action combo (step to the side → turn around). Emphasise naming in order.

3. Model: Copy the Leader (4 minutes)
- Teacher leads slow, clear single actions for class to mimic: clap, step, reach, crouch small, stretch big, tiptoe, freeze.
- Use the drum as an “echo” signal: one beat = copy now. After each action, freeze and reset.

4. Guided Practice: 2–3 Action Patterns (6 minutes)
- Build simple patterns; perform twice each:
  - Pattern A: Clap → Step → Freeze.
  - Pattern B: Reach high → Crouch small → Turn.
  - Pattern C: Tiptoe → Tiptoe → Jump.
- Show visual cue cards in order; count in “Ready 3-2-1” before starting. Invite learners to say the sequence aloud, then do it.

5. Traveling Mimic: Follow the Train (5 minutes)
- Arrange children in a line “train.” Leader (teacher first) moves around space with a repeating pattern for 8 counts (e.g., two side steps → clap → freeze). Everyone copies.
- Rotate 1–2 confident children to be the leader for one pattern each. Keep pathways safe and slow.

6. Prop Echo (optional) (4 minutes)
- Give each child a scarf/ribbon (or imaginary scarf). Teacher shows a 2-action scarf pattern: swirl → hide small; wave high → drop low; circle → pass hand to hand.
- Children echo on drum beat; collect or park scarves after.

7. Application Game: Copy or Freeze (3 minutes)
- Rules: When teacher moves, children copy. When teacher raises the “Freeze” card or stops moving, children freeze statues.
- Add one surprise change of speed or direction in each short round to test observation.

8. Cool-Down and Reflect (2 minutes)
- Slow breathing with simple mirror: teacher lifts arms slowly; children mirror; lower and relax.
- Reflection prompts: “What helped you remember the order?” “Show me your favourite move from today.”

ASSESSMENT 
- Observation: Learner watches the model before moving; eyes on leader.
- Sequencing: Learner can state or gesture the order of 2–3 actions when prompted.
- Reproduction: Learner reproduces a 2–3 action pattern with clear starts/stops and approximate accuracy.
- Control on Cues: Learner responds promptly to visual (cards/leader motion), verbal (“Ready 3-2-1”), and drum cues; maintains safe spacing while traveling.

REMARKS
- Safety and Inclusion: Set and review boundaries; offer spot-only versions for those who prefer not to travel. Avoid fast spins; turns should be slow and stable.
- Classroom Management: Keep cues consistent (drum = echo now; freeze card = stop). Use short patterns and frequent resets to maintain attention.
- Language Support: Pair each action with a clear icon and gesture; rehearse sequence verbally before movement (“Clap, Step, Freeze”).
- Differentiation:
  - Emerging learners: stick to 2-action patterns; slower tempo; model in close proximity.
  - Advanced learners: try 3–4 actions or add a speed/level change (e.g., fast clap → slow step).
- Transitions: Pre-cue with “Ready to copy in 3-2-1”; count down before each new pattern.
- Environment: Clear obstacles; space children evenly; place music source where start/stop is accessible.
- Family/Carer Note (optional): Play “Copy Me” at home—make a two-move pattern and take turns leading.