LESSON 5: Loud and Quiet
Lesson Focus: Volume Control
Age Group: 2-3 years old
Duration: 30 minutes
LEARNING OBJECTIVES:

1. Remember: Identify volume differences (loud, medium, quiet).
2. Understand: Match your modelled volume levels.
3. Apply: Guide appropriate vocal volume choices for different contexts.

MATERIALS:

1. Display a 3-level volume meter (Quiet • Medium • Loud; coloured bands).
2. Prepare cue cards/icons: ear (listen), mouth/megaphone (speak), finger-to-lips (quiet), house (inside), playground (outside), book (library), hall (assembly).
3. Ready a drum/clapper for start/stop and a bell/chime for quiet cues.
4. Prepare short instrumental tracks (energising and calm).

LESSON PROCEDURES:

1. Welcome and Voice Warm-Up (3 minutes)
- Lead gentle hums on “mmm,” lip buzz, and a comfortable siren glide (low to mid). Model safe, supported breath.
- State the focus: “We are practising loud and quiet voices and how to change safely.”

2. Hearing Check: Loud or Quiet? (3 minutes)
- Show the ear icon.
- Produce three short sounds (e.g., soft clap, quiet “hello,” louder “HEL-lo!” directed to the back wall).
- Hold up the volume meter after each sound and label the level aloud.
- Repeat with non-vocal sounds (soft bell vs two firm drum taps).

3. Model: The Volume Meter (4 minutes)
- Display the 3-level meter.
- Say the same phrase at each level:
  - Quiet: whisper “Good morning.”
  - Medium: clear inside voice “Good morning.”
  - Loud: projected “GOOD MORNING!” towards the back wall.
- Pair each with gesture size (small, natural, big).
- Ask for a show of fingers (1–quiet, 2–medium, 3–loud) to check understanding.

4. Guided Echo: Match My Volume (5 minutes)
- Hold up a meter level card.
- Count in “3-2-1” and say a short word/phrase (e.g., “Hello,” “Thank you,” “Freeze,” numbers 1–5, names).
- Signal posture cues: hands on heart for quiet, tall posture for loud.
- Vary the order and tempo; insert brief silent resets.

5. Context Match: Where Do We Use It? (4 minutes)
- Show place icons: classroom/home (inside), playground (outside), library, assembly.
- Ask, “Which voice here?” and call for finger signals (1–quiet, 2–medium, 3–loud).
- Prompt quick role lines:
  - Library: “Can I borrow this?” (quiet)
  - Classroom: “I have an answer.” (medium)
  - Playground: “Over here!” (loud)
- Confirm choices with the meter.

6. Game A: Volume Traffic Lights (4 minutes)
- Display colour/level cards:
  - Blue = Quiet (say “tiptoe” quietly).
  - Green = Medium (say “march” medium).
  - Orange = Loud (call “stop!” to the back wall).
- Change cards every 5–8 seconds; insert a “Freeze” card to reset posture and breath.

7. Game B: Secret Messenger (3 minutes)
- Use a talking stick or soft mic.
- Show a meter level before each turn.
- Invite a name or short phrase at the shown level.
- Ask the group for finger feedback (1–3) to identify the level heard; acknowledge accurate matches.

8. Cool-Down and Voice Care (2 minutes)
- Lead a soft hum and gentle “ah” sigh down to quiet.
- Guide neck and shoulder rolls; cue relaxed breath (“smell the flower, blow the candle”).
- Remind: “Save loud for outside; choose quiet or medium in class.”

ASSESSMENT
- Prompt level identification using fingers or the meter.
- Cue echoes at specified levels and note matching accuracy.
- Present simple context prompts and observe level selection.
- Monitor safe projection (no shouting at faces), and response to start/stop cues.

REMARKS
- Safety and Inclusion:
  - Limit loud use to brief, well-supported calls directed away from faces.
  - Model diaphragmatic breathing and hydration; schedule a short water sip if voices tire.
  - Offer nonverbal participation options (show the meter, hum, or use percussion cues).
- Classroom Management:
  - Use consistent visual meter and finger signals (1–quiet, 2–medium, 3–loud).
  - Establish clear listening/freeze cues (hand to ear, drum tap).
- Language Support:
  - Pair each volume with a colour and gesture.
  - Provide sentence frames on display: “In the [library], use a [quiet] voice.”
- Differentiation:
  - For emerging learners, limit contrasts to quiet vs loud; slow pacing; larger visuals.
  - For confident learners, add “very quiet” (whisper) and expressive phrases.
- Transitions:
  - Pre-cue changes: “Ready to change in 3-2-1.”
  - Insert frequent short resets to neutral posture and breath.
- Environment:
  - Arrange seating to ensure clear sightlines to the meter.
  - Keep start/stop instruments and audio within easy reach.