Lesson video

Hello.

It's nice to see you.

I'm Miss Brooms, and today I am going to be guiding you through our learning.

You are going to have a fantastic time, and we're gonna look at something very, very cool.

So let's get started, shall we? Welcome to the lesson, Nursery Rhymes Performance.

Your outcome for today is I can perform a nursery rhyme I have learned as part of a group.

So by the end of today's lesson, you should be able to have performed a nursery rhyme that you've learnt.

For today's lesson, you are going to need your looking eyes, listening ears, somebody to talk or perform to.

You are also going to need your thinking brains and your performance skills.

So that's your loud, clear performing voice, your actions and movements and your facial expressions.

So let's get on with it, shall we? Your keywords for today are opinion, performance, expression, volume.

Well done, make sure you are keeping an ear out for all of these key words.

If you haven't heard them before, that's okay.

You'll hear them throughout our lesson.

We are going to be focusing on two things.

During this Nursery Rhymes Performance lesson, we are going to be exploring nursery rhymes and expressing an opinion.

We are also going to be performing nursery rhymes.

So let's start with exploring nursery rhymes and expressing an opinion.

Have a look at these pictures.

They are all from nursery rhymes.

Or I can see a girl looking for some sheep.

I think that must be Little Bo Peep.

Now, nursery rhymes are often enjoyed by young children, so you may have heard them before or you might recognise some of these pictures from nursery rhymes that you've listened to.

Nursery rhymes are a type of poem, and these poems are a type of fiction text that are often short.

Now they are written to entertain whoever is reading or listening, so they're quite enjoyable.

Now, there are lots and lots of different types of poems, but nursery rhymes are often sung to an audience.

I wonder if you can name a song, nursery rhyme or poem that you know, have a think, and then I would you to tell someone nearby to a song, a nursery rhyme or a poem that you know, pause the video here.

Well done, great sharing.

True or false.

Have a think, a nursery rhyme is a type of poem.

Is that true or is that false? Show me on your thumbs.

Well done.

A nursery rhyme is a type of poem that answer is true.

A nursery rhyme is a type of poem.

Now, "Little Bo Peep" is a nursery rhyme.

♪ Little Bo Peep has lost her sheep ♪ ♪ and doesn't know where to find them ♪ ♪ Leave them alone and they'll come home ♪ ♪ Wagging their tails behind them ♪ There's Little Bo Peep, and she's looking.

She's searching for her sheep.

Now Little Bo Peep looks after a sheep, so she is a shepherdess.

Now let's sing the nursery rhyme again together.

Now make sure you are joining in with the tune because it will help you to remember the words.

Are you ready, one, two, three.

♪ Little Bo Peep has lost her sheep ♪ ♪ And doesn't know where to find them ♪ ♪ Leave them alone and they'll come home ♪ ♪ Wagging their tails behind them ♪ Really good joining in and singing everyone.

Well done.

Let's see if you remember, what is Little Bo Peep's job? Is she A, a teacher, B, a scientist or C, a shepherdess? A teacher, B scientist, C Shepherdess.

Show me on your hands.

Everyone's showing me, I'm showing you the answer In five, four, three, two, one.

Little Bo Peep is a shepherdess.

Well done if you got C.

Hickory Dickory Dock is also a nursery rhyme, ready? The clock in the rhymes, now the clock in the rhyme is a grandfather clock.

Okay, really big clock.

♪ Hickory Dickory Dock ♪ ♪ The mouse ran up the clock ♪ ♪ The clock struck one, the mouse ran down ♪ ♪ Hickory Dickory Dock ♪ And there's the big grandfather clock with a mouse sitting at the top.

Now some of the words sound like a clock ticking.

Hickory Dickory Dock, tick tock.

That sounds like a clock ticking.

Now in "Hickory Dickory Dock", where does the mouse run? Where does it run? A, up the stairs, B, up the clock.

C under the table, A, B, or C.

Where does the mouse run? I would like you to pause the video here for some thinking time.

Wow, great thinking everyone.

And I can see that some of you are ready and you have got your hands with the answer you'd like to show.

Now in Hickory Dickory Dock, where does the mouse run? The mouse runs B, up the clock.

Well done if you got that.

If you didn't, that's all right.

Another nursery rhyme is "Five Little Ducks".

♪ Five little ducks went swimming one day ♪ ♪ Over the hills and far away ♪ ♪ Mommy duck said, quack, quack, quack, quack ♪ ♪ But only four little ducks came back ♪ And there's mommy duck with her little ducklings, aw so cute.

Now there are more verses to this rhyme, and each new verse counts one less duck.

Now the words are repeated again, but only the numbers change.

So the bits that are repeated are.

♪ Little ducks went swimming one day ♪ ♪ Over the hills and far away ♪ ♪ Mommy duck said, quack, quack, quack, quack ♪ ♪ But only m little ducks came back.

♪ So it changes each time depending on the amount of ducks that are left, true or false? Nursery rhymes are difficult to remember because they have repeated words and lines.

Is that true or false? Nursery rhymes are difficult to remember because they have repeated words and lines.

Show me in your thumbs.

Thumbs up, thumbs down, show me, show me, good job.

The answer is false.

Nursery rhymes are actually easier to remember because they have repeated words and lines.

Another nursery rhyme is "The Magic Porridge Pot".

♪ Bubble bubble bubble bubble ♪ ♪ Bubble bubble porridge in the pot ♪ ♪ Bubble bubble, bubble bubble, bubble bubble ♪ ♪ Stir it piping hot ♪ Now it's also the title of a fairytale that you might know, but it's also a nursery rhyme.

So it's a nursery rhyme and also the title of a fairytale.

Now the nursery rhyme retells part of the story in a really lively way.

So we get to imagine what's going on at that point in the story.

Now it is different to a fairytale because it has repeated words and rhyming words, pot, hot.

Now in "The Magic Porridge Pot", there are lots of different versions.

So one's a fairytale and it's a story, and the other one is a nursery rhyme.

So different versions means different ways of telling it.

So this is different to the fairytale because it has repeated words and rhyming words, whereas the fairytale is more of a story, it just continues and changes.

I would like you to now think, I've just told you some things, but how is a nursery rhyme different to a fairytale? Thinking back to what I've just spoken about, how is a nursery rhyme different to a fairytale? A, it has a title, B, it is usually sung to a tune, like a song, C, it often contains rhyming words.

How is a nursery rhyme different to a fairytale? A.

It has a title, B, it's usually sung to a tune like a song, C, it often contains rhyming words.

Pause the video here for some thinking time.

Then I will show you the answer.

Well done, great thinking.

How is a nursery rhyme different to a fairytale, B, it is usually sung to a tune, like a song.

and C, it often contains rhyming words.

Now, today we are going to be discussing which of these nursery rhymess we like best, which is our favourite, and we are thinking about which one you like best.

Okay, so my favourite nursery rhyme is "Five Little Ducks".

What is yours? Can you turn to someone nearby to you and tell them your favourite nursery rhyme? Pause the video here, and off you go.

Well done, good job for sharing.

Now, when we share our opinions, keyword, we are sharing our own thoughts and feelings, your turn, thoughts and feelings.

So our opinions are sharing our thoughts and our feelings, and our opinion might not be the same as anyone else's, and that's fine because it's what we think.

For example, I like pasta.

You might like pizza.

It's an opinion, now, we can also have different opinions about our favourite nursery rhymes.

So when you explain your opinion, it helps someone else to understand your thoughts and feelings.

So explaining it and saying why you have that opinion.

So I'm going to explain why "Five Little Ducks" is my favourite nursery rhyme.

I'm going to use because in my sentence to explain why, make sure you're listening.

My favourite nursery rhyme is Five Little Ducks because I love fluffy yellow ducklings.

What is your favourite nursery rhyme? So I used my because to explain why, you are now going to explain why you chose your favourite nursery rhyme.

And I would like you to use the word because in your sentence to explain why.

Because, then you're going to ask someone else what their favourite rhyme is.

Okay, my favourite nursery rhyme is, because, great repeating.

And the next bit, what is your favourite nursery rhyme? Fantastic, so using that stem sentence, I would like you to turn someone nearby and explain why you chose your favourite nursery rhyme.

Pause the video here.

Oh, really good explanations, everyone, great.

Now I'm going to tell you which is my least favourite nursery rhyme.

I'm going to use because in my sentence to explain why, listening.

Listening, my least favourite nursery rhyme is "The Magic Porridge Pot", because not very much happens in the rhyme.

What is your least favourite nursery rhyme? Okay, now you are going to explain why you chose your least favourite nursery rhyme.

You are going to use the word because to explain why, then you will ask someone else what is their least favourite rhyme.

My least favourite nursery rhyme is m, because my least favourite nursery rhyme is m, because, really good repeating.

The next bit, what is your least favourite nursery rhyme? Fantastic, so using that stem sentence, I would like you to turn someone nearby to you and tell them your least favourite nursery rhyme and why, you need to use the word because.

Pause the video here and off you go.

Wow, really good sharing everyone.

All right, now, I would like you to do this whole task.

I'd like you to share your favourite nursery rhyme and explain your opinion.

Then ask someone else for their opinion.

Remember, opinion is your thoughts and feelings.

Then like we've just practised, you need to share your least favourite nursery rhyme and explain your opinion.

Then ask someone else for their opinion.

That's one of our keywords, okay.

Now, I would like you to do this with someone nearby to you, using the stem sentence, my favourite nursery rhyme is, m, because, what is your favourite nursery rhyme? And then the second one, my least favourite nursery rhyme is, because, what is your least favourite nursery rhyme? I'd like you to do both of these with someone nearby to you now, pause the video here.

Fantastic, so some of the answers that you might have shared are, My favourite nursery rhyme is "Five Little Ducks", because I'm interested in numbers.

And in this rhyme we count backwards.

What is your favourite nursery rhyme? You may also have said, my favourite nursery rhyme is the "Magic Porridge Pot" because I love saying the words to make it sound like porridge is cooking.

What is your least favourite nursery rhyme? For least favourite, you might say, my least favourite nursery rhyme is "Hickory Dickory Dock" because it makes me worry that a mouse is living in my clock.

What is your least favourite nursery rhyme? Or you might have said something like, my least favourite nursery rhyme is "Little Bo Peep", because I have lost something special to me before, so it makes me sad and sorry for Little Bo Peep.

We are now going to move on to performing nursery rhymes.

Today we are going to perform our favourite nursery rhyme, and a performance is a show that you put on for others.

So you have a stage where the performers go, and an audience, I'd like you to have a little think.

Have you ever seen a performance? Have you ever been in a performance yourself? Can you turn to someone nearby to you and tell them if you've seen a performance or you've been in a performance before? Remembering that a performance is a show that you put on for others.

It could be singing, it could be dancing, it could be acting.

I'd like you to pause the video and do that now, off you go.

Well done, good sharing.

Now, let's have a think about what makes a performance exciting to watch.

That's gonna be part of our performance skills.

So actions and movements makes a performance very exciting.

So does facial expressions, and so does having a loud, clear voice, a big, nice, clear performing voice.

So actions and movements, facial expressions, and loud, clear voices help us make a performance exciting.

Now have a think, we have just gone through some performance skills.

Which of these make a performance more exciting to watch? A loud, clear voice, B, sitting on a chair.

C, actions and movements, D, facial expressions.

It can be more than one answer.

So I'm going to pause the video here and let you have some thinking time.

So could you please pause the video here? Well done, now that you have your answers, I'm going to show you.

These things, the things that make a performance more exciting to watch are A, a loud, clear voice.

C, actions and movements, and D, facial expressions.

If you got that, well done.

If you didn't, that's all right.

Now let's practise using a loud, clear voice to perform "Little Bo Peep".

Make sure your voices are loud and clear.

♪ Little Bo Peep has lost her sheep ♪ ♪ And doesn't know where to find them ♪ ♪ Leave them alone and they'll come home ♪ ♪ Wagging their tails behind them ♪ Okay, now let's perform it again.

But this time we will add expression to our voices to show how Little Bo Peep is feeling at different moments in the rhyme.

So we know that in the first bit, she's worried.

So let's practise this.

♪ Little Bo Peep has lost her sheep ♪ ♪ And doesn't know where to find them ♪ Oh, he sounded so worried, so worried.

I was worried that you were worried.

Oh, so good.

Such great performances.

And we know in the second part that she is relieved.

♪ Leave them alone and they'll come home ♪ ♪ Wagging their tails behind them ♪ Really great expression in your voices.

Okay, how should our voice sound in a performance? Should it be A, loud B, quiet, C, quick or D clear? Show me on your hands.

A, loud B, quiet C, quick D, clear.

Your voice in a performance should be a loud and D clear.

Now remember, don't speak too quickly because then people won't understand what you are saying.

So it's important that we're loud and clear.

Now let's perform "Hickory Dickory Dock" with actions and movements, so we can move our arms like the hands of a clock for the first line.

Ready? ♪ Hickory Dickory dock ♪ ♪ The mouse ran up the clock ♪ ♪ The clock struck one, the mouse ran down ♪ ♪ Hickory Dickory dock ♪ So you can move your arms like the hands of a clock.

♪ Hickory Dickory dock ♪ ♪ The mouse ran up the clock ♪ ♪ Move your hands, make sure you're practising.

♪ Great job, huh? Now I like to pretend that my fingers are the little mouse and make them run up my arm.

What actions could you add? I go like this.

♪ Hickory Dickory dock ♪ ♪ The mouse ran up the clock ♪ ♪ The clock struck one, the mouse ran down ♪ ♪ Hickory Dickory dock ♪ What actions could you add? Have a think.

What could I add, now, true or false? Actions and movements make a performance boring.

Is that true or is that false? Actions and movements make a performance boring.

Everyone show me your thumbs.

The answer is false.

Actions and movements make a performance more exciting.

Now I'm sitting down.

So when I was doing Hickory Dickory Dock, it wasn't as exciting as it could be with you having more space around you to move your arms. Now facial expressions can show how someone might be feeling.

So let's perform "Five Little Ducks" with facial expressions.

Think about how the ducks are feeling at different moments in the rhyme.

Okay, so.

♪ Five little ducks went swimming one day ♪ ♪ Over the hills and far away ♪ ♪ Mommy duck said, quack, quack, quack, quack ♪ ♪ But only four little ducks came back.

♪ I'm gonna sing that again, I'm gonna sing it, whoa, not I'm gonna sing it.

We're gonna sing it and we're gonna sing it with a facial expression that shows that we are content.

Okay, so show content, facial expression, just the first bit.

'Cause that's when they feel content.

Everyone's content face, ready, one, two, three.

♪ Five little ducks went swimming one day ♪ ♪ Over the hills and far away ♪ Great performing, now the second part The ducks are very, very worried.

So we've got to make sure that our faces look worried.

Can you show me a worried face? Oh, you all look so worried.

It's okay, oh, you are just performing, sorry.

Right, let's sing the second part.

Ready, one, two, three.

♪ Mommy duck said, quack, quack, quack, quack ♪ ♪ But only four little dogs came back.

♪ Well done, great facial expressions.

I'd like you to fill in my m.

We use our m to make facial expressions.

Do we use A, our arms, B or faces? C, our voices, or D our hands.

We use our A arms. B faces, C voices, D hands.

What do we use to make facial expressions? Everyone show me on your fingers.

Everyone I need to see.

Well done.

The answer is B, we use our faces to make facial expressions.

Good job if you got that, if you didn't, that's okay.

Now we can perform on our own in small groups or in big groups.

Now, when we're not performing, we are the audience.

So how can we be a good audience? If you know, just whisper your ideas to your hand and then I'm going to share, I'm listening.

How can we be a good audience? Well, to be a good audience, we can make sure we are listening, that we are not talking over others performing, that we are sitting still, that we are being supportive.

That could look like smiling and nodding and that we clap at the end.

Now you are going to be my audience and I'm going to perform "The Magic Porridge Pot" to you.

I would like you to think about something that went well and something that I could improve so it can be even better.

Okay, you can share these with me after my performance.

So think about something that went well and then something that I could improve.

♪ Bubble bubble bubble bubble ♪ ♪ Bubble bubble ♪ ♪ Porridge in the pot ♪ ♪ Bubble bubble, bubble ♪ ♪ Bubble, bubble, bubble ♪ ♪ Stir it piping hot ♪ Thank you, thank you.

Right, so what went well and what could be even better? Oh, someone said it was good because you used your fingers to make them look like bubbling porridge.

I did, I added actions.

Someone else said, you could use expression, you can add expression to your voice when you say bubble, bubble, bubble.

To make the words sound exciting.

Oh, that's really good feedback.

Your feedback is going to help me with my next performance.

So now I've got your feedback.

♪ Bubble, bubble, bubble ♪ ♪ Bubble, bubble, bubble ♪ ♪ Porridge in the pot ♪ ♪ Bubble, bubble, bubble ♪ ♪ Bubble, bubble, bubble ♪ ♪ Stir it piping, hot ♪ That helps with my next performance and can make it even better.

So thank you.

True or false? Supportive feedback is helpful.

Supportive feedback is saying what went well and what could be even better.

So true or false, supportive feedback is helpful.

Everyone show me on your thumbs, true or false.

I'm going to show the answer in five, four, three, two, one.

Supportive feedback is helpful, that is true.

It is very helpful 'cause it can make your next performance even better.

Now it's your turn to perform, partner A, I would like you to perform your favourite nursery rhyme.

Remember, you need to use a loud, clear voice.

You need to sing the tune, add actions and movements, facial expression, and then partner B, you give feedback.

Okay, so your feedback could be, it was good because, good repeating.

So you're saying one thing that's really good and then you could, well done, great repeating and you say you could for something that could be even better.

Then you need to switch over.

If you don't have a partner, that's okay.

Perform to the person nearby to you and ask for feedback.

Okay, all right.

I would like you to now pause the video here.

I'm so excited to see your performances.

Off you go.

Wow, amazing everyone.

Now did you perform your favourite nursery rhyme and did your performance include a loud, clear voice, singing the tune, actions and movement, facial expressions? Okay, here's an example of some feedback, okay? Someone might have said it was good because you spoke clearly, or you could have changed your facial expression at the end of the rhyme.

Well done for your performances.

To summarise our nursery rhymes performance, we have learnt how to perform our favourite nursery rhyme and we have learned that remembering the tune, the rhythm and the words of a nursery rhyme makes it more exciting for an audience.

We've learned that people can have different thoughts or opinions about the same rhyme, and that is okay.

We've learned that your personal can be explained by using because, we've also looked at how using our voices, facial expressions, actions and movements makes a performance more interesting to watch and commenting on performances by highlighting what went well and what could be even better supports others to improve their performance.

You have worked so hard today, I am so, so impressed.

Give yourself a really big.

♪ One, two, three, well done me ♪ Well done everyone.

It has been wonderful learning with you today.

Hopefully you choose another English lesson, well done.

See you next time hopefully, bye.