LESSON 12: Copy and Remember
Lesson Focus: Sequential Memory
Age Group: 2-3 years old
Duration: 30 minutes
LEARNING OBJECTIVES:

   1. Remember: Highlight and cue recall of simple action sequences.
   2. Understand: Lead clear two-step movement patterns with steady cues.
   3. Apply: Guide performance of remembered actions in order with controlled starts and
   stops.

MATERIALS:

   1. Action cue cards/icons: clap, wave, stomp, tiptoe, turn, stretch (large, high-contrast).
   2. Sequence strips: two-step (1→2) and three-step (1→2→3) with spaces for icons.
   3. Pointer or small stick to indicate steps clearly.
   4. Count cards: “1–2–3–4” and “1–2–3” for short counts
   5. Drum/clapper for “your turn”; soft chime/bell for “stop.”
   6. Visual tempo cues: tortoise = slow, child walking = steady.
   7. Floor spots or tape to mark a semicircle and safe movement area.
   8. Optional props: small scarf (wave), soft spot mat (stomp marker).
 

LESSON PROCEDURES:

1) Welcome and Focus (2 minutes)
- Greet in a warm, medium voice.
- State the focus: “Copy actions and remember the order.”
- Point out cue icons: drum = your turn, chime = stop, hand to ear = listen.

2) Settle and Warm-Up (3 minutes)
- Lead two calm breaths: “Smell the flower… blow the candle.”
- Clap a slow “1–2–3–4.”
- Show neutral standing posture; chime to reset.

3) Review Single Actions (3 minutes)

- Show “Clap” card; model once on “1–2.”
- Show “Wave” card; model once on “1–2–3.”
- Show “Stomp” card; model small, soft on “1–2.”
- Place cards visibly at eye level.

4) Introduce Two-Step Sequences (4 minutes)
- Place two cards on the 1→2 strip (e.g., Clap → Wave).
- Point to step 1; count “1–2,” model; chime.
- Point to step 2; count “1–2–3,” model; chime.
- Swap pairs (Wave → Stomp; Tiptoe → Turn; Stretch → Clap) to show order changes.

5) Guided Echo A: Copy in Order (3 minutes)
- Hold the 1→2 strip.
- Point to step 1 then step 2, modelling each with the count.
- Use drum = “your turn” for a brief echo; chime to stop.
- Keep tempo steady; insert a silent reset.

6) Memory Cueing: Hide-and-Show (3 minutes)
- Show two-step strip (e.g., Stomp → Wave) for two seconds; point to each step.
- Turn the strip around (icons hidden).
- Count “1–2–3” and point in the remembered order while modelling each step.
- Reveal the strip again; chime to reset.

7) Build to Three Steps (4 minutes)
- Place three icons on the 1→2→3 strip (e.g., Clap → Tiptoe → Stretch).

- Point and model step 1 on “1–2,” chime.
- Point and model step 2 on “1–2–3,” chime.
- Point and model step 3 on “1–2–3,” chime.
- If needed, point to tortoise icon and slow the counts.

8) Guided Echo B: Short Run-Through (3 minutes)
- Use the drum to cue a quick run of the three-step strip.
- Point clearly to each icon in order; model each step with the count.
- Chime to stop; swap to a different three-step combination if time allows.

9) Tiny Turn-Taking (3 minutes)
- Hold one two-step strip.
- Model step 1 then step 2 with counts.
- Use drum = “your turn,” chime = “stop.”
- Offer brief praise for clear starts and stops.

10) Optional Prop Moment (2 minutes)
- Hold a scarf; place Wave in a two-step strip (e.g., Wave → Stomp).
- Model step 1 with scarf on “1–2–3,” park scarf; model step 2 on “1–2.”
- Keep movements small; chime to reset.

11) Cool-Down and Reset (2 minutes)
- Show “Stretch” card; model a gentle reach on “1–2–3.”
- Return to neutral stance.
- Lead two calm breaths; roll shoulders down; chime to close.

ASSESSMENT
- Present a two-step strip and point in order; note recall and response to start/stop cues.
- Present a familiar three-step strip and model each step with counts; note sequencing and
tempo control.
- Briefly hide the strip after preview and observe ability to follow the pointed sequence.

REMARKS
- Inclusion and Developmental Fit (2–3s, ESL):
- Use minimal words; rely on clear pointing, counts, and consistent icons.
- Start with two steps; add a third only when calm and focused.
- Accept nonverbal engagement (watching, orienting to the pointer).
- Classroom Management:
- Use consistent cues: drum = your turn, chime = stop, hand to ear = listen.
- Keep demonstrations short; insert silent pauses; maintain boundaries.
- Movement Safety:
- Keep actions small; avoid running and big jumps; maintain space between participants.
- Offer water as needed; pause if anyone seems tired.
- Differentiation:
- For support, reduce to high-contrast pairs (e.g., Clap → Wave) and slow tempo.
- For confidence, change tempo between steps (slow → steady) or switch direction of turn
(left/right) with clear pointing.
- Visual Consistency:
- Use the same icon set and colour coding across lessons to reinforce memory.