{"id":17065,"date":"2023-03-22T20:52:51","date_gmt":"2023-03-22T20:52:51","guid":{"rendered":"https:\/\/enoteprime.com\/?p=17065"},"modified":"2023-03-22T21:11:23","modified_gmt":"2023-03-22T21:11:23","slug":"poems-and-rhymes-lesson-plan-nursery-2-second-term","status":"publish","type":"post","link":"https:\/\/enoteprime.com\/poems-and-rhymes-lesson-plan-nursery-2-second-term\/","title":{"rendered":"Poems and Rhymes Lesson Plan Nursery 2 Second Term"},"content":{"rendered":"\n

Nursery 2 Poems and Rhymes Lesson Plan second term for Age 4. Goosey Gander, The Queen of hearts, Georgie Porgie, Pussy cat, Mary had a little lamb<\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n\n\n\n

\u00a0<\/strong>POEMS AND RHYMES\u00a0SCHEME OF WORK NURSERY 2 SECOND TERM<\/h2>\n\n\n\n

     WEEKS       TOPICS<\/strong><\/p>\n\n\n\n

    \n
  1. GOOSEY GANDER<\/strong><\/li>\n\n\n\n
  2. THE QUEEN OF HEARTS<\/strong><\/li>\n\n\n\n
  3. GEORGIE PORGIE<\/strong><\/li>\n\n\n\n
  4. PUSSY CAT, PUSSY CAT<\/strong><\/li>\n\n\n\n
  5. MARY HAD A LITTLE LAMB<\/strong><\/li>\n\n\n\n
  6. HEY DIDDLE<\/strong><\/li>\n\n\n\n
  7. THREE BLIND MICE \/ MID-TERM BREAK \/ OPEN DAY \/ MID TERM TEST<\/strong><\/li>\n\n\n\n
  8. LITTLE MISS MUFFET<\/strong><\/li>\n\n\n\n
  9. OLD MAC DONALD HAD A FARM<\/strong><\/li>\n\n\n\n
  10. REVISION<\/strong><\/li>\n\n\n\n
  11. REVISION<\/strong><\/li>\n\n\n\n
  12. EXAMINATION<\/strong><\/li>\n<\/ol>\n\n\n\n
    \n\n\n\n

    CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

    TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

    WEEK: 1<\/strong><\/p>\n\n\n\n

    AGE: 4 years<\/strong><\/p>\n\n\n\n

    DATE:<\/strong><\/p>\n\n\n\n

    DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

    TOPIC: <\/strong><\/p>\n\n\n\n

    Goosey Gander<\/strong><\/h2>\n\n\n\n

    CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

    SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

      \n
    1. Identify a \u2018Goose\u2019 and an \u2018old man\u2019<\/strong><\/li>\n\n\n\n
    2. Identify what a staircase is<\/strong><\/li>\n\n\n\n
    3. Recite the rhymes with ease<\/strong><\/li>\n<\/ol>\n\n\n\n

      INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

      INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, picture of a goose, staircase and an old man<\/strong><\/p>\n\n\n\n

      INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

      PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
      STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the head, shoulder, knees and toes; \u00a0
      She explains that a Goose is a large water animal with a long neck. \u00a0
      She explains that a staircase is a series of steps us from one level to another<\/td>      		The pupils pay attention and participate<\/td><\/tr>
      STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them a picture of a goose, staircase and an old man. \u00a0
      She also explains the wordings one after the other.<\/td>      		Pupils listen<\/td><\/tr>
      STEP 3
      RECITATION<\/td>      		The teacher recites the rhyme as many times as possible and asks the pupils to do same.
      \u00a0 Goosey goosey gander,
      Whither shall I wander?
      Upstairs and downstairs
      And in my lady\u2019s chamber.
      There I met an old man
      Who wouldn\u2019t say his prayers,
      So I took him by his left leg
      And threw him down the stair<\/td>      		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      EVALUATION:   <\/strong><\/p>\n\n\n\n

        \n
      • . Goosey goosey ________<\/strong><\/li>\n<\/ul>\n\n\n\n
          \n
        • Upstairs and __________ and in my lady\u2019s chamber<\/strong><\/li>\n<\/ul>\n\n\n\n

          CLASS-WORK: 1. As in evaluation<\/strong><\/p>\n\n\n\n

            \n
          • Recite Goosey goosey gander<\/strong><\/li>\n<\/ul>\n\n\n\n

            CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n\n\n\n

            <\/p>\n\n\n\n

            \n\n\n\n

            CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

            TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

            WEEK: 2<\/strong><\/p>\n\n\n\n

            AGE: 4 years<\/strong><\/p>\n\n\n\n

            DATE:<\/strong><\/p>\n\n\n\n

            DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

            TOPIC: <\/strong><\/p>\n\n\n\n

            The Queen of hearts<\/strong><\/h2>\n\n\n\n

            CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

            SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

              \n
            • Identify a Queen<\/strong><\/li>\n\n\n\n
            • State the role of a queen<\/strong><\/li>\n\n\n\n
            • Recite the rhymes with ease<\/strong><\/li>\n<\/ul>\n\n\n\n

              INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

              INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, pictures of a queen<\/strong><\/p>\n\n\n\n

              INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

              PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
              STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the animal song; \u00a0
              She explains that a queen is woman who rules over a kingdom \u00a0
              She tells them the queen is the one who maintains order and peace in the kingdom<\/td>              		The pupils pay attention and participate<\/td><\/tr>
              STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them the picture of a Queen. \u00a0
              She also explains the wordings one after the other<\/td>              		Pupils listen<\/td><\/tr>
              STEP 3
              RECITATION<\/td>              		The teacher recites the rhyme as many times as possible and asks the pupils to do same.

              The Queen of Hearts
              She made some tarts,
              All on a summer’s day;
              The Knave of Hearts
              He stole those tarts,
              And took them clean away.
              The King of Hearts
              Called for the tarts,
              And beat the knave full sore;
              The Knave of Hearts
              Brought back the tarts,
              And vowed he’d steal no more.<\/td>              		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

              EVALUATION:   <\/strong><\/p>\n\n\n\n

                \n
              • \u00a0. The queen of __________.<\/strong><\/li>\n<\/ul>\n\n\n\n
                  \n
                • She made some ________<\/strong><\/li>\n<\/ul>\n\n\n\n

                  CLASS-WORK: 1. As in evaluation<\/strong><\/p>\n\n\n\n

                    \n
                  • Recite the queen of hearts<\/strong><\/li>\n<\/ul>\n\n\n\n

                    CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n\n\n\n

                    <\/p>\n\n\n\n

                    \n\n\n\n

                    CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

                    TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

                    WEEK: 3<\/strong><\/p>\n\n\n\n

                    AGE: 4 years<\/strong><\/p>\n\n\n\n

                    DATE:<\/strong><\/p>\n\n\n\n

                    DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

                    TOPIC: <\/strong><\/p>\n\n\n\n

                    Georgie Porgie<\/strong><\/h2>\n\n\n\n

                    CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

                    SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

                      \n
                    • Identify a boy and a girl<\/strong><\/li>\n\n\n\n
                    • Mention all the forms of play not allowed<\/strong><\/li>\n\n\n\n
                    • Recite the rhymes with ease<\/strong><\/li>\n<\/ul>\n\n\n\n

                      INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

                      INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, pictures of a boy and a girl, pictures of a group of children playing<\/strong><\/p>\n\n\n\n

                      INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

                      PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
                      STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the if you\u2019re happy and you know it song; \u00a0
                      She explains that a boy and a girl are different from one another and as such there are some forms of play boys should never play with girls and the same warning goes for girls too. \u00a0 And also they are not allowed to kiss themselves, or touch each other inappropriately \u00a0<\/td>                      		The pupils pay attention and participate<\/td><\/tr>
                      STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them shows them the picture of a boy and a girl. \u00a0
                      She also explains the wordings one after the other<\/td>                      		Pupils listen<\/td><\/tr>
                      STEP 3 RECITATION<\/td>The teacher recites the rhyme as many times as possible and asks the pupils to do same. \u00a0

                      Georgie Porgie, pudding and pie,<\/strong>

                      Kissed the girls and made them cry;<\/strong>

                      When the boys came out to play,<\/strong>

                      Georgie Porgie ran away.<\/strong><\/td>                      		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                       EVALUATION:   <\/strong><\/p>\n\n\n\n

                        \n
                      • Georgie Porgie, ________ and pie<\/strong><\/li>\n<\/ul>\n\n\n\n
                          \n
                        • Kissed the _________ and made them cry<\/strong><\/li>\n<\/ul>\n\n\n\n

                          CLASS-WORK: 1. As in evaluation<\/strong><\/p>\n\n\n\n

                            \n
                          • Recite Georgie Porgie<\/strong><\/li>\n<\/ul>\n\n\n\n

                            CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n\n\n\n

                            <\/p>\n\n\n\n

                            \n\n\n\n

                            CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

                            TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

                            WEEK: 4<\/strong><\/p>\n\n\n\n

                            AGE: 4 years<\/strong><\/p>\n\n\n\n

                            DATE:<\/strong><\/p>\n\n\n\n

                            DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

                            TOPIC: <\/strong><\/p>\n\n\n\n

                            Pussy cat, pussy cat<\/strong><\/h2>\n\n\n\n

                            CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

                            SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

                              \n
                            1. Identify a \u2018cat\u2019 and a \u2018queen\u2019<\/strong><\/li>\n\n\n\n
                            2. Identify a \u2018mouse\u2019<\/strong><\/li>\n\n\n\n
                            3. Recite the rhymes with ease<\/strong><\/li>\n<\/ol>\n\n\n\n

                              INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

                              INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, picture of a cat and a mouse under the queen\u2019s chair,<\/strong><\/p>\n\n\n\n

                              INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

                              PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
                              STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the head, shoulder, knees and toes;
                              \u00a0 She explains that a cat is a domestic animal with furs. \u00a0 She explains that a mouse is a small furry animal with a long tail<\/td>                              		The pupils pay attention and participate<\/td><\/tr>
                              STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them a picture of a cat and a mouse under the queen\u2019s chair.
                              She also explains the wordings one after the other<\/td>                              		Pupils listen<\/td><\/tr>
                              STEP 3 RECITATION<\/td>The teacher recites the rhyme as many times as possible and asks the pupils to do same. \u00a0

                              Pussy cat, pussy cat, where have you been?
                              I\u2019ve been down to London to visit the Queen.
                              Pussy cat, pussy cat, what did you there?
                              I frightened a little mouse, under her chair.<\/td>                              		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                               EVALUATION:   <\/strong><\/p>\n\n\n\n

                                \n
                              • Pussy cat, pussy cat, \u00a0________<\/strong><\/li>\n<\/ul>\n\n\n\n
                                  \n
                                • I\u2019ve been down to __________ to visit the queen<\/strong><\/li>\n<\/ul>\n\n\n\n

                                  CLASS-WORK: 1. As in evaluation<\/strong><\/p>\n\n\n\n

                                    \n
                                  • Recite Pussy cat, pussy cat<\/strong><\/li>\n<\/ul>\n\n\n\n

                                    CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n\n\n\n

                                    \n\n\n\n

                                    CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

                                    TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

                                    WEEK: 5<\/strong><\/p>\n\n\n\n

                                    AGE: 4 years<\/strong><\/p>\n\n\n\n

                                    DATE:<\/strong><\/p>\n\n\n\n

                                    DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

                                    TOPIC: <\/strong><\/p>\n\n\n\n

                                    Mary had a little lamb<\/strong><\/h2>\n\n\n\n

                                    CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

                                    SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

                                      \n
                                    1. Identify a \u2018lamb\u2019<\/strong><\/li>\n\n\n\n
                                    2. Identify a \u2018school\u2019<\/strong><\/li>\n\n\n\n
                                    3. Recite the rhymes with ease<\/strong><\/li>\n<\/ol>\n\n\n\n

                                      INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

                                      INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, picture of a school and lots of boys and girls playing, picture of a lamb<\/strong><\/p>\n\n\n\n

                                      INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

                                      PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
                                      STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the animal song; \u00a0
                                      She explains that a lamb is a young sheep.
                                      She also explains that a school is a place where learning and studying happens<\/td>                                      		The pupils pay attention and participate<\/td><\/tr>
                                      STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them the picture of a school and a lamb.
                                      She also explains the wordings one after the other<\/td>                                      		Pupils listen<\/td><\/tr>
                                      STEP 3
                                      RECITATION<\/td>                                      		The teacher recites the rhyme as many times as possible and asks the pupils to do same. \u00a0

                                      Mary had a little lamb,
                                      whose fleece was white as snow.

                                      And everywhere that Mary went,
                                      the lamb was sure to go.

                                      It followed her to school one day
                                      which was against the rules.

                                      It made the children laugh and play,
                                      to see a lamb at school. \u00a0<\/strong><\/td>                                      		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                      EVALUATION:   <\/strong><\/p>\n\n\n\n

                                        \n
                                      • \u00a0 Mary had a little _____________<\/strong><\/li>\n<\/ul>\n\n\n\n
                                          \n
                                        • It followed her to _________ one day<\/strong><\/li>\n<\/ul>\n\n\n\n

                                          CLASS-WORK: 1. As in evaluation<\/strong><\/p>\n\n\n\n

                                            \n
                                          • Recite Mary had a little lamb<\/strong><\/li>\n<\/ul>\n\n\n\n

                                            CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n\n\n\n

                                            <\/p>\n\n\n\n

                                            \n\n\n\n

                                            CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

                                            TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

                                            WEEK: 6<\/strong><\/p>\n\n\n\n

                                            AGE: 4 years<\/strong><\/p>\n\n\n\n

                                            DATE:<\/strong><\/p>\n\n\n\n

                                            DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

                                            TOPIC: <\/strong><\/p>\n\n\n\n

                                            Hey diddle<\/strong><\/h2>\n\n\n\n

                                            CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

                                            SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

                                              \n
                                            1. Identify a \u2018cow\u2019 and a \u2018dish\u2019<\/strong><\/li>\n\n\n\n
                                            2. Identify a \u2018spoon\u2019 and the \u2018moon\u2019<\/strong><\/li>\n\n\n\n
                                            3. Recite the rhymes with ease<\/strong><\/li>\n<\/ol>\n\n\n\n

                                              INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

                                              INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, picture of a cat, cow, spoon, dish, real objects-spoon, dish<\/strong><\/p>\n\n\n\n

                                              INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

                                              PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
                                              STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the animal song; \u00a0
                                              She explains that a cow is a large animal that is raised for meat, milk and its skin.
                                              \u00a0 She also explains that a spoon is a tool used in eating.
                                              \u00a0 She also explains that a dish is a special plate used in serving food.
                                              \u00a0 She also explains that the moon is an object that appears in the sky at night<\/td>                                              		The pupils pay attention and participate<\/td><\/tr>
                                              STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them the picture of a cow, cat, spoon and a dish.
                                              She also explains the wordings one after the other<\/td>                                              		Pupils listen<\/td><\/tr>
                                              STEP 3 RECITATION<\/td>The teacher recites the rhyme as many times as possible and asks the pupils to do same. \u00a0

                                              Hey diddle diddle, the cat and the fiddle,<\/em>
                                              The cow jumped over the moon.<\/em>
                                              The little dog laughed to see such fun<\/em>
                                              And the dish ran away with the spoon!<\/em><\/td>                                              		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                               EVALUATION:   <\/strong><\/p>\n\n\n\n

                                               1. Hey diddle dille, the cat and the  _____________<\/strong><\/p>\n\n\n\n

                                                \n
                                              • The cow _________ the _________<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                CLASS-WORK: 1. As in evaluation<\/strong><\/p>\n\n\n\n

                                                  \n
                                                • Recite Hey diddle diddle<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                  CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n\n\n\n

                                                  <\/p>\n\n\n\n

                                                  \n\n\n\n

                                                  CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

                                                  TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

                                                  WEEK: 7<\/strong><\/p>\n\n\n\n

                                                  AGE: 4 years<\/strong><\/p>\n\n\n\n

                                                  DATE:<\/strong><\/p>\n\n\n\n

                                                  DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

                                                  TOPIC: <\/strong><\/p>\n\n\n\n

                                                  Three blind mice<\/strong><\/h2>\n\n\n\n

                                                  CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

                                                  SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

                                                    \n
                                                  1. Identify what a mice is<\/strong><\/li>\n\n\n\n
                                                  2. Identify what spinning and weaving means<\/strong><\/li>\n\n\n\n
                                                  3. Recite the rhymes with ease<\/strong><\/li>\n<\/ol>\n\n\n\n

                                                    INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

                                                    INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, picture of a mice, spinning and weaving wheels<\/strong><\/p>\n\n\n\n

                                                    INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

                                                    PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
                                                    STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the I love you, you love me song; \u00a0
                                                    She explains that a mice is a rat while weaving\/spinning is when we weave yarns together to form a fabric<\/td>                                                    		The pupils pay attention and participate<\/td><\/tr>
                                                    STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them a picture of a mice, spinning and weaving wheel.
                                                    \u00a0 She also explains the wordings one after the other<\/td>                                                    		Pupils listen<\/td><\/tr>
                                                    STEP 3
                                                    RECITATION<\/td>                                                    		The teacher recites the rhyme as many times as possible and asks the pupils to do same. \u00a0

                                                    Six little mice sat down to spin,
                                                    Pussy passed by and she peeped in.
                                                    “What are you doing, my little men?”
                                                    “Weaving coats for gentlemen.”
                                                    “Shall I come in and cut off your threads?”
                                                    “No, no, mistress pussy, you’d bite off our heads.”
                                                    “Oh, no, I’ll not; I’ll help you to spin.”
                                                    “That may be so,
                                                    But you don’t come in!” \u00a0<\/td>                                                    		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                                     EVALUATION:   <\/strong><\/p>\n\n\n\n

                                                      \n
                                                    • \u00a0. Six little mice sat down to \u00a0________<\/strong><\/li>\n<\/ul>\n\n\n\n
                                                        \n
                                                      • Weaving __________ for gentlemen<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                        CLASS-WORK: <\/strong><\/p>\n\n\n\n

                                                        1. As in evaluation<\/strong><\/p>\n\n\n\n

                                                        2. Recite Six little mice<\/strong><\/p>\n\n\n\n

                                                        <\/p>\n\n\n\n

                                                        \n\n\n\n

                                                        CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

                                                        TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

                                                        WEEK: 8<\/strong><\/p>\n\n\n\n

                                                        AGE: 4 years<\/strong><\/p>\n\n\n\n

                                                        DATE:<\/strong><\/p>\n\n\n\n

                                                        DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

                                                        TOPIC:<\/strong><\/p>\n\n\n\n

                                                        Little Miss Muffet<\/strong><\/h2>\n\n\n\n

                                                        CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

                                                        SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

                                                          \n
                                                        • Explain what a breakfast is<\/strong><\/li>\n\n\n\n
                                                        • Mention the various examples of breakfast meals<\/strong><\/li>\n\n\n\n
                                                        • Recite the rhymes with ease<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                          INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

                                                          INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, pictures of various breakfast meals<\/strong><\/p>\n\n\n\n

                                                          INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

                                                          PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
                                                          STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the food song;
                                                          She explains that breakfast is the first meal we eat in the day. She explains that some examples of breakfast are, bread and tea, cereals etc \u00a0<\/td>                                                          		The pupils pay attention and participate<\/td><\/tr>
                                                          STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them a picture of Miss Muffet running away from her breakfast because of a spider.
                                                          \u00a0 She also explains the wordings one after the other<\/td>                                                          		Pupils listen<\/td><\/tr>
                                                          STEP 3 RECITATION<\/td>The teacher recites the rhyme as many times as possible and asks the pupils to do same. \u00a0

                                                          Little miss Muffet she sat on her tuffet, eating her curds eating and when
                                                          Along came a spider who sat down beside her
                                                          And frightened miss Muffet away \u00a0<\/em><\/td>                                                          		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                                          EVALUATION:   <\/strong><\/p>\n\n\n\n

                                                            \n
                                                          • Little miss Muffet she sat on her _______<\/strong><\/li>\n<\/ul>\n\n\n\n
                                                              \n
                                                            • Along came a ________ who sat down beside her<\/strong>
                                                              CLASS-WORK: 1. As in evaluation<\/strong><\/li>\n\n\n\n
                                                            • Recite Little Miss Muffet<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                              CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n\n\n\n

                                                              \n\n\n\n

                                                              CLASS: Nursery 2<\/strong><\/p>\n\n\n\n

                                                              TERM: 2nd<\/sup> Term<\/strong><\/p>\n\n\n\n

                                                              WEEK: 9<\/strong><\/p>\n\n\n\n

                                                              AGE: 4 years<\/strong><\/p>\n\n\n\n

                                                              DATE:<\/strong><\/p>\n\n\n\n

                                                              DURATION: 40 minutes<\/strong><\/p>\n\n\n\n

                                                              TOPIC:<\/strong><\/p>\n\n\n\n

                                                              Old MacDonald had a farm<\/strong><\/h2>\n\n\n\n

                                                              CONTENT: Poems and Rhymes<\/strong><\/p>\n\n\n\n

                                                              SPECIFIC OBJECTIVES: AT the end of the lesson, the pupils should be able to<\/strong><\/p>\n\n\n\n

                                                                \n
                                                              • Identify a farm<\/strong><\/li>\n\n\n\n
                                                              • Mention all the animals we can find on the farm<\/strong><\/li>\n\n\n\n
                                                              • Recite the rhymes with ease<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                                INSTRUCTIONAL TECHNIQUES: Explanation, demonstration, identification, examples, questions and answers<\/strong><\/p>\n\n\n\n

                                                                INSTRUCTIONAL MATERIALS: Collection of poems and rhymes book, picture of a farm with all the farm animals on it<\/strong><\/p>\n\n\n\n

                                                                INSTRUCTIONAL PROCEDURES<\/strong><\/p>\n\n\n\n

                                                                PRESENTATION<\/strong><\/td>TEACHER\u2019S ACTIVITY<\/strong><\/td>PUPIL\u2019s ACTIVITY<\/strong><\/td><\/tr>
                                                                STEP 1 INTRODUCTION<\/td>The teacher introduces the topic with the animal song; \u00a0
                                                                She explains that a farm is a place where crops are grown and animals are raised. \u00a0
                                                                She tells them that some animals raised on the farm are sheep, goat, cow, pig etc<\/td>                                                                		The pupils pay attention and participate<\/td><\/tr>
                                                                STEP 2 EXPLANATION<\/td>The teacher explains the rhymes and shows them shows them the picture of a farm with all the animals. \u00a0
                                                                She also explains the wordings one after the other<\/td>                                                                		Pupils listen<\/td><\/tr>
                                                                STEP 3 RECITATION<\/td>The teacher recites the rhyme as many times as possible and asks the pupils to do same. \u00a0

                                                                Old MACDONALD had a farm
                                                                E-I-E-I-O
                                                                And on his farm he had a cow
                                                                E-I-E-I-O
                                                                With a moo moo here
                                                                And a moo moo there
                                                                Here a moo, there a moo
                                                                Everywhere a moo moo
                                                                Old MacDonald had a farm
                                                                E-I-E-I-O


                                                                Old MACDONALD had a farm
                                                                E-I-E-I-O
                                                                And on his farm he had a pig
                                                                E-I-E-I-O
                                                                With a oink oink here
                                                                And a oink oink there
                                                                Here a oink, there a oink
                                                                Everywhere a oink oink

                                                                Old MacDonald had a farm
                                                                E-I-E-I-O \u00a0


                                                                Old MACDONALD had a farm
                                                                E-I-E-I-O
                                                                And on his farm he had a duck
                                                                E-I-E-I-O
                                                                With a quack quack here
                                                                And a quack quack there
                                                                Here a quack, there a quack
                                                                Everywhere a quack quack
                                                                Old MacDonald had a farm
                                                                E-I-E-I-O


                                                                \u00a0 Old MACDONALD had a farm
                                                                E-I-E-I-O
                                                                And on his farm he had a horse
                                                                E-I-E-I-O
                                                                With a neigh neigh here
                                                                And a neigh neigh there
                                                                Here a neigh, there a neigh
                                                                Everywhere a neigh neigh

                                                                Old MacDonald had a farm
                                                                E-I-E-I-O \u00a0

                                                                Old MACDONALD had a farm
                                                                E-I-E-I-O
                                                                And on his farm he had a lamb
                                                                E-I-E-I-O
                                                                With a baa baa here
                                                                And a baa baa there
                                                                Here a baa, there a baa
                                                                Everywhere a baa baa
                                                                Old MacDonald had a farm
                                                                E-I-E-I-O \u00a0

                                                                Old MACDONALD had a farm
                                                                E-I-E-I-O
                                                                And on his farm he had some chickens
                                                                E-I-E-I-O
                                                                With a cluck cluck here
                                                                And a cluck cluck there
                                                                Here a cluck, there a cluck
                                                                Everywhere a cluck cluck
                                                                Old MACDONALD had a farm
                                                                E-I-E-I-O.<\/strong><\/td>                                                                		 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

                                                                 EVALUATION:  <\/strong><\/p>\n\n\n\n

                                                                  \n
                                                                • \u00a0 1.<\/strong><\/li>\n\n\n\n
                                                                • Old ____________ had a farm<\/strong><\/li>\n<\/ul>\n\n\n\n
                                                                    \n
                                                                  • And on his __________, he had some pigs<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                                    CLASS-WORK: 1. As in evaluation<\/strong><\/p>\n\n\n\n

                                                                      \n
                                                                    • Recite Old Macdonald had a farm<\/strong><\/li>\n<\/ul>\n\n\n\n

                                                                      CONCLUSION: The teacher corrects and applauds the pupils<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

                                                                      Nursery 2 Poems and Rhymes Lesson Plan second term for Age 4. Goosey Gander, The Queen of hearts, Georgie Porgie, Mary had a little lamb<\/p>\n","protected":false},"author":1,"featured_media":17637,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2698,6159,6140,6138,6175],"tags":[6155,6151,6152,6153,6178],"yoast_head":"\nPoems and Rhymes Lesson Plan Nursery 2 Second Term<\/title>\n<meta name=\"description\" content=\"Nursery 2 Poems and Rhymes Lesson Plan second term for Age 4. 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