LESSON 11: Copy My Actions
Lesson Focus: Gross Motor Mimicry
Age Group: 2-3 years old
Duration: 30 minutes
LEARNING OBJECTIVES:
 

   1. Remember: Highlight and label simple whole-body actions.
   2. Understand: Lead short, clear action sequences with steady cues.
   3. Apply: Guide safe replication of basic movement patterns with controlled starts and
   stops.

MATERIALS:

   1. Action cue cards/icons: jump, march, tiptoe, stretch, turn, crouch (large, high-
   contrast).
   2. Sequence strips (1–2; 1–2–3) with spaces for action icons.
   3. Simple 3-count card “1–2–3” for brief holds or pauses.
   4. Drum/clapper for “your turn”; soft chime/bell for “stop.”
   5. Visual tempo cues: tortoise = slow, child walking = steady.
   6. Floor spots or tape to mark safe movement space and a semicircle.
   7. Optional props: small scarf (for floaty tiptoe), ribbon wand (for slow turn).
 

LESSON PROCEDURES:

1) Welcome and Settle (2 minutes)
- Greet in a warm, medium voice.
- State the focus: “Watch whole-body actions; move safely together.”
- Point out floor boundaries and cue icons (drum = your turn, chime = stop).

2) Breath and Body Wake-Up (3 minutes)
- Lead two calm breaths: “Smell the flower… blow the candle.”
- Roll shoulders forwards and back slowly.
- Show neutral standing posture; chime to reset.

3) Introduce Action Cards (4 minutes)

- Show “March” card; label: “March.”
- Show “Tiptoe” card; label: “Tiptoe.”
- Show “Stretch” card; label: “Stretch.”
- Show “Turn” card; label: “Turn.”
- Place cards at eye level where all can see; keep “Jump” and “Crouch” for later if needed.

4) Model and Match: Single Actions (4 minutes)
- Hold “March”; count “1–2–3–4” with small steps; chime to stop.
- Hold “Tiptoe”; count “1–2–3”; chime to stop.
- Hold “Stretch”; count “1–2–3”; chime to stop.
- Hold “Turn”; count “1–2–3”; chime to stop.

5) Tempo and Size Control (2 minutes)
- Point to tortoise icon: say “Slow.”
- Point to steady icon: say “Steady.”
- Re-model “March” at steady; re-model “Tiptoe” at slow; chime to reset.

6) Guided Echo A: Picture to Action (3 minutes)
- Lift one action card.
- Count in “1–2–3,” model the action briefly.
- Use drum for “your turn”; chime to stop; swap cards.

7) Introduce Additional Actions (2 minutes)
- Show “Jump” card; label: “Jump” (tiny, soft knees).
- Show “Crouch” card; label: “Crouch” (slow down/up).

- Model each for “1–2–3”; chime between.

8) Short Sequences 1–2 (4 minutes)
- Place two icons on the strip (e.g., March → Stretch).
- Point to icon 1; count “1–2–3–4” with model; chime.
- Point to icon 2; count “1–2–3” with model; chime.
- Change pairs (Tiptoe → Turn; Crouch → Jump small) to contrast qualities.

9) Short Sequences 1–2–3 (3 minutes)
- Place three icons (e.g., Tiptoe → Turn → Stretch).
- Point and model each in order with brief counts; chime between steps.
- Use drum = “your turn” for a quick run-through; chime to stop.

10) Optional Prop Focus (2 minutes)
- Hold a small scarf; model a slow floaty tiptoe for “1–2–3”; park the scarf.
- Hold a ribbon wand; model a slow turn with high hand for “1–2–3”; park safely.

11) Tiny Turn-Taking (3 minutes)
- Hold one card or a two-step strip.
- Model the action or sequence once with the count.
- Use drum = “your turn,” chime = “stop.”
- Offer brief praise for safe size and clear stops.

12) Cool-Down and Neutral Reset (2 minutes)
- Show “Stretch” card for a gentle overhead reach on “1–2–3.”

- Return to neutral stance; guide two calm breaths.
- Roll shoulders down; chime to close.

ASSESSMENT
- Present a single action card and model; note recognition and start/stop on the cue.
- Present a two-step strip and point clearly in order; note sequencing response.
- Offer a simple three-step pattern; observe control of tempo, size, and clear stops.

REMARKS
- Inclusion and Developmental Fit (2–3s, ESL):
- Use minimal words; pair each label with a large icon and clear action model.
- Keep actions small and slow; reduce to two actions if needed (March, Stretch) before
adding more.
- Accept nonverbal engagement (watching, small head turns).
- Classroom Management:
- Establish cues: drum = “your turn,” chime = “stop,” hand to ear = “listen.”
- Keep demonstrations brief; insert silent pauses; maintain clear boundaries.
- Movement Safety:
- Use soft knees; avoid high-impact jumps; maintain space between participants.
- Offer water breaks; pause if anyone appears unsteady.
- Differentiation:
- For support, model facing the same direction as the group to simplify mirroring.
- For confidence, vary tempo (slow → steady) or add a gentle pathway change (on the spot
→ tiny step forwards).
- Visual Consistency:
- Use the same icon set and colour coding (e.g., green = go/march, blue = tiptoe, yellow =
stretch).