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Day 4 · A sound can cover two slotsFoundation Music · T1 W1–2 · Day 4 lesson

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Foundation / Music / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: distinguish one LONG two-slot event followed by one SHORT one-slot event from three short events; AC9AMUFD01, AC9AMUFC01. Prepare: C duration board, D.

  1. Welcome · 3 min. Put a broad paper band over spaces 1 and 2. No breath-holding or sustained voice is needed.
  2. Model · 4 min. Label the band LONG, a one-space card SHORT. Optionally play cue C at comfortable volume.
  3. Try together · 5 min. Compare with A's three X marks. Ask whether the two-slot band is one event or two: one event lasting two slots.
  4. Child choice · 7 min. Child chooses long-then-short or three shorts for a fictional lift model and states how the first event changed.
  5. Notice · 4 min. Point across all three slots. Do not equate paper duration knowledge with reliable sound production.
  6. Close · 2 min. Save the score and duration words for a later listening opportunity.

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