Phonics planning Phase 1 – Body percussion



1632864071257This is a detailed weekly breakdown for phase 1 phonics- Body percussion. This unit consists of 3 weeks which can be taught as a whole class or small group. 00This is a detailed weekly breakdown for phase 1 phonics- Body percussion. This unit consists of 3 weeks which can be taught as a whole class or small group. 6390823712301Phonics planning Phase 1 – Body percussion790000Phonics planning Phase 1 – Body percussion Phase 1- Body percussionRevise and revisitTeachPractise ApplyMondayCopy simple body percussion beats e.g. tap on the head, shoulders and knees.Sing familiar nursery rhymes. Now add different body percussions e.g. stomps, pats and claps.Sing familiar nursery rhymes. Now add different body percussions e.g. stomps, pats and claps.Children to copy more complex body percussions. E.g. several claps, pats on the head or mix different body percussions together.TuesdayCopy simple body percussion beats e.g. tap on the head, shoulders and knees.Sing familiar nursery rhymes. Now add different body percussions e.g. stomps, pats and claps.Sing familiar nursery rhymes. Now add different body percussions e.g. stomps, pats and claps.Children to copy more complex body percussions. E.g. several claps, pats on the head or mix different body percussions together.WednesdaySing familiar nursery rhymes. Now add different body percussions e.g. stomps, pats and claps.Have a line of 3 or more instruments. Explain that each instrument represents a different body percussion e.g. clap, jump, stomp or pat. Demonstrate playing an instrument and then making the movement.Now play the instrument randomly and see if the children can remember the correct body percussion. Allow the children to take turns to be the leader and play the instruments.ThursdayPlay an instrument and allow the children to create a body percussion.Recap the game from last session. Can the children think of their own body percussions?Now play using their own ideas of body percussions.Allow the children to take turns to be the leader and play the instruments.FridayRecap different body percussions. How many can we think of?Explain that we are going to add body percussions together to make a sequence. Demonstrate adding different body percussions together e.g. clap, stomp and pat. Can the children copy the sequence? Can the children take turns of taking the lead and thinking of their own simple body percussion sequence? Can the children take turns of taking the lead and thinking of their own simple body percussion sequence?Phase 1- Body percussionRevise and revisitTeachPractise ApplyMondayRecap different body percussions. How many can we think of?Explain that we are going to add body percussions together to make a sequence. Demonstrate adding different body percussions together e.g. clap, stomp and pat. Can the children copy the sequence?Children to copy the body percussion sequences. Can they get faster? Repeat the sequences slowly and fast.Children to copy the body percussion sequences. Can they get faster? Repeat the sequences slowly and fast.TuesdayWhat body percussion sequences can you make? E.g. knees, clap, stomp.Invite children to sit in a circle. The adult chooses a body percussion sound and passes around the circle, each child must have a g at repeated that sound.Children to take turns starting the body percussion sound. Can we think of a different percussion each time?Children to take turns starting the body percussion sound. Can we think of a different percussion each time?WednesdayPass the body percussion to a friend by saying their name whilst making the sound.Recap the game from last session. Extend by passing on the body percussion sequence.Children to take turns starting the body percussion sound. Can we think of a different percussion sequence each time?Children to take turns starting the body percussion sound. Can we think of a different percussion sequence each time?ThursdayCopy different body percussion sequences.Talk about different sounds we can make with our mouth e.g. yawning, snoring, singing or munching.Get the children to pretend to be asleep, the adult must than make a sound using their mouth? The children must then wake up. What sound is it?Children to take turns on waking up the children. FridayChildren to make different sounds using their mouths (recap from last session)Repeat the game from last session but allow all children to have a go at waking up the others. Which sound are they going to choose? Repeat the game from last session but allow all children to have a go at waking up the others. Which sound are they going to choose? Create a sound sequence using their mouths e.g. snore, yawn and hiccup.Phase 1- Body percussionRevise and revisitTeachPractise ApplyMondayWhat different body percussions can you use with your mouth?Explain that sometimes we need to be loud and quiet. Demonstrate saying your name loud and quiet. What scenarios do you need to be loud o quiet?Look at a variety of different picture scenarios e.g. swimming, library, restaurant, reading. Do we need to be loud or quiet? Children to say their name loudly/quietly to answer.Show a simple sound-o-meter, when t is being moved can they say their name to the correct corresponding level e.g. loud, medium or quit?TuesdayGo around the circle saying your name loudly and then quietly.Look at the sound-o-meter and discuss the different sound levels. Can the children think of appropriate scenarios when they need to use that could level?Invite the children to sit in a circle, they must each take turns to say their name to the correct sound level on the meter (pass the sound level on).Invite the children to sit in a circle, they must each take turns to say their name to the correct sound level on the meter (pass the sound level on).WednesdayGo around the circle saying your name loudly and then quietly.Explain that some sounds are long, short, fast and slow. Show the different picture cards to represent fast, slow etc. Pick a card and demonstrate how to say your name in that way.Place the cards face down and take turns to pick a card, can they change the speed and volume of how they say their name?Place the cards face down and take turns to pick a card, can they change the speed and volume of how they say their name?ThursdayRecap changing the speed and volume of words.Look at different character cards e.g. witch, monster, mummy, baby etc. what would their voice sound like? Demonstrate saying your name in the voice of a character.Place the cards face down and take turns to pick a card, can they say their name in the voice of the chosen character?Place the cards face down and take turns to pick a card, can they say their name in the voice of the chosen character?FridayRecap changing the speed and volume of words.Place the cards face down and take turns to pick a card, can they say their name in the voice of the chosen character? Pass the character voice around the circle. Take turns for a child to start the voice. Which character are they going to choose? The other children must then repeat the voice around the circle. Pass the character voice around the circle. Take turns for a child to start the voice. Which character are they going to choose? The other children must then repeat the voice around the circle. ................
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