Sounds of Summer

Curriculum Links

Subject: Music
Year: First Class (6-7 years)
Duration: 30 minutes
Class size: 19 students

Relevant IE Curriculum Learning Objectives and Competencies

• Strands:
  • Listening and Responding: Recognise and respond to sounds in different contexts. (Music Strand, Strand Unit 1)
  • Exploring and Using Sound: Create and explore sounds using body percussion, voice, and instruments. (Music Strand, Strand Unit 2)
• Competencies:
  • Develop the ability to listen attentively and identify sounds and patterns.
  • Use creative expression through composing/drawing to represent music/sounds.
  • Enhance oral communication by discussing and describing sounds.

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Lesson Aim

To develop students' listening skills by identifying sounds described in the poem “Summer is coming!” and to creatively represent these sounds through drawing and composition using their voices and body percussion.

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Lesson Outcomes (WALT & WILF)

WALT (We Are Learning To)	WILF (What I’m Looking For)
- Listen carefully to the poem to identify four distinct sounds.	- Can name and describe 4 sounds from the poem.
- Create sound patterns inspired by the poem using voice and body percussion.	- Compose simple sound patterns using voice or body percussion.
- Draw a picture that represents one of the sounds heard.	- Produce a creative drawing matching one of the identified sounds.

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Equipment / Resources

• Printed copy of the poem “Summer is coming!” (projected or handout)
• Space for movement and body percussion
• Paper and crayons/coloured pencils for drawing
• Optional: simple percussion instruments (e.g., tambourines, shakers)

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Prior Knowledge / Starter (5 minutes)

Stimulus: Read aloud “Summer is coming!” poem slowly, with expression. Use intonation to emphasise sounds described in the poem.

Engage: Ask:

• What sounds do you imagine when you think of summer?
• Can you hear any sounds in the poem I read? What might they be?

Higher-order Question:

• Why do you think the poet chose these particular sounds to describe summer?

Lower-order Question:

• Can you name one sound you heard in the poem?

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Development / Main Activity (20 minutes)

1. Sound Identification (10 minutes)

• Read the poem a second time, encouraging children to listen out for sounds that they can identify.
• Ask children to raise hands and share four distinct sounds heard in the poem, e.g., soft breezes whispering, birdies singing, footsteps, flowers blooming sounds or rustling leaves.
• Write these four sounds on the board.

2. Sound Composition (8 minutes)

• Divide the class into four small groups. Assign each group one of the four identified sounds.
• Each group uses their voices, body percussion (clapping hands, snapping fingers), and/or simple percussion instruments to create a short, repeated sound pattern representing their assigned sound (e.g., whispering sound with fingers brushing, gentle tapping for footsteps).
• Groups practise for 3 minutes.
• Groups perform their sound patterns to class in sequence or together, creating a ‘soundscape’ of the poem.

3. Drawing Sounds (2 minutes)

• Give each student a sheet of paper and crayons/pencils.
• Ask them to draw a picture that represents one of the sounds they heard and created — encourage creativity (e.g., swaying trees for breezes, birds on branches).

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Plenary / Assessment (5 minutes)

• Invite students to briefly explain their drawings to a partner or to the class.

• Ask reflective questions:

  • What sound did you draw and why?
  • How does your sound make you feel?

• Quick oral assessment:

  • Can everyone name the four sounds we explored today?
  • Which was your favourite sound and why?

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Differentiation Strategies

• Provide additional support for students struggling with sound recognition by pairing with a peer helper.
• Extend learning for advanced students by inviting them to add more layers or echoes to their sound patterns.
• Allow use of instruments for kinesthetic learners.

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Cross-Curricular Links

• English: Developing vocabulary and listening comprehension through poetry.
• Visual Arts: Drawing as a means of creative expression linked to music.
• Drama: Using body percussion and voice as expressive tools.

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Reflection / Next Steps

• To build on this lesson, plan a follow-up where students create their own short poem or story about a season and compose sounds for it.
• Use digital audio recording tools to capture students' soundscapes for listening back.

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End of Plan