Show a way of clapping and have the children copy you. Replace "music" with "clapping": "Time for clapping, time for clapping, time for clapping, everyone." Do it once or twice, then come back to "Time for music."

From there, move to a new body percussion each time you return to the refrain: Time for stomping, time for tapping, time for snapping, time for jumping, time for turning — cycling in whatever locomotor or non-locomotor movement fits the moment, then always resolving back to "Time for music."

1. Before children enter, tell them: "Today, we are all bunny rabbits, hopping, jumping, and dancing!"
2. Play the Rabbit Polka softly as they enter.
3. Children hop into the class like bunnies and gather into a semicircle.

1. Stop the music.
2. Hum or mouth the melody using simple syllables: "Pum pum para-rum pum pum..."
3. Give slow, clear instructions: "Show me bunny ears." "Show me bunny tail." "How do rabbits hop?" "How do rabbits turn?"
4. Move through the entire A and B sequence without audio, simply by humming.

Play the Rabbit Polka again and lead the whole gesture sequence in time. Let the children ride the A and B changes with confidence, calling the short prompts ("Ears! Turn! Tail! Hop!") as they go.

• With the recording off, mouth the melody, or play the ukulele using simple syllables like "la la la" or "pom pom pom."
• Model three or four new hand movements, different from the bunny gestures, to show the children they are free to create their own.
• Encourage the class to copy you, then ask: "Who would like to be the leader?"
• Invite children to come up with their own movement patterns, and let the class follow the chosen leader.
• Give them the space to move autonomously, using their own agency, within the same A and B shape.

• Once the movement is established, gesture different ways of clapping. Show at least two or three ways and ask the children: "How do you clap?"
• When a child claps a particular way, use the same song, and this time gesture the clapping action, getting everybody to follow.
• Nominate a leader and let the class follow that leader, giving each child a turn to lead.
• A is the leader's own way of clapping. B is the common pattern everyone already knows and follows.
• As with movement, this can be repeated without the recording, using just your voice and the ukulele, at your discretion.

Because the sequence and the A and B form are now familiar, the step onto instruments is a small and natural one.

• Give each child a simple clave (a tambourine works just as well).
• Just like the clapping, show two or three different ways to play the clave. Let the instrument travel around the circle so everyone tries.
• Seated in a circle, mouth the melody, hold the clave, and lead the A and B synchronisation.
• A is the leader's unique way of playing. B is a common pattern that everyone follows, already established.
• Rotate the leader so every child gets a turn in the A part.

• Give each child a plain sheet divided into two halves, and two crayons. Name the colours as characters: the Red Bunny and the Blue Bunny.
• As the music changes between the A and B sections, the children change colours, colouring with the Red Bunny during A and the Blue Bunny during B.
• On the two halves of the page, each bunny moves differently: the Red Bunny moves one way and the Blue Bunny another, inspired by the movements the children set in the movement activity.
• By the end, the page holds the same A and B story they danced, now in two colours and two characters.

After telling the story, ask children to copy how Ramu moves. Show the snail action slowly and exaggerate the pace so children clearly understand the "slow" concept. Then shift quickly into Raju's fast movement, using your fingers like a mouse. Encourage children to switch with you: "Show me Ramu… now show me Raju!" Take time here. This is where children understand tempo through their bodies before any music is involved.

Teach the song in small chunks. Children at this age learn best when the line is short and the teacher models first. Start with Ramu's line. Say it slowly with the snail hand gesture. Ask: "My turn…" (you sing) "Your turn…" (they repeat). Repeat until you see their mouths forming the words confidently. Do the same for Raju's line, but use a faster voice and finger action. Combine both lines once they are comfortable. Encourage them to use gestures while singing — this helps internalise the tempo difference.

Have everyone stand in a circle holding hands. Explain that we are now becoming Ramu and Raju with our whole bodies, not just hands. For Ramu's verse, demonstrate taking very small, slow steps while keeping the body relaxed. Sing Ramu's line while walking. Then switch to Raju — children take quicker steps, move lighter on their feet, and show excitement in their faces. The teacher must set the pace clearly, so children don't go too fast and collide. Do 3–4 rounds so the group rhythm becomes synchronised.

Ask children to spread out in the room and give them space. Explain that now everyone can become Ramu the snail and crawl slowly across the floor. Play a slow drum beat and encourage controlled movement — "No bumping into friends, keep your eyes open." This helps children understand tempo through large motor movement, which is essential for ages 3–5. If children enjoy it, repeat in short bursts to keep focus.

Designate two areas of the room: House (a safe place) and Garden (where they collect imaginary items). Explain clearly: "When the drum is slow, you are in the garden like Ramu. When the drum is fast, run like Raju back to the house." Let children "collect" imaginary food or decorations for the party. When you switch to fast drum + sing Raju's line, children must hurry back. Repeat a few rounds to build understanding of spatial awareness and switching tempo.

Hold the drum where all children can see it. Explain that the drum is the leader — it tells us how to move. Play a slow pattern; children move slowly around the space. Then play a fast pattern; children switch immediately to fast movement. This builds listening skills and response time. If a child struggles to switch, slow down the transitions and guide them verbally.

Hand out tambourines, egg shakers, rhythm sticks, or any available percussion (one choice of instrument, preferably at a time). Teach them: "Ramu plays slowly…" (soft taps or slow shakes). "Raju plays fast…" (quick shakes or taps). Do group play first — all children together. Then try turn-taking: "Let's see how you play like Ramu." Rotate instruments so children experience different sound qualities. This builds control, listening, and expressive contrast.

Place the drum in the centre or on a chair, and demonstrate how to play it, saying that you are the leader. Invite one child to be the "tempo leader." The child plays slow or fast; the rest respond by moving or playing instruments. This promotes confidence, agency, and classroom respect. Guide leaders gently if they get stuck or overexcited.

Show four different ways to clap, and have the children copy each one. This sets up the whole lesson: I clap a way, you clap that way. I am the leader, you are the follower.

"I clap my hands like this, and like that, and like this, and sometimes I clap it like this. How do you clap your hands?"

Give every child a turn. If the class is big, invite a volunteer: "Who would like to share how they clap?" Use one enthusiastic child as the example, so everyone feels they can do it. If the class is small, go right around the circle so each child leads once. You can also weave it into the chant, calling each child by name: "Time for clapping, Stephen! Clap like Stephen, everyone."

Play the recorded song. You are the leader; everyone moves around a big circle and follows your way of clapping. Match the accents: on the strong "bum, bum, bum" you clap, clap, clap; over the "la la la la" you keep the clapping motion travelling.

"Let's clap like a crocodile! Move around, clapping and turning with a big crocodile motion."

Show three or four clapping variations. Then hand the lead to a child: "Who would like to be the leader?" Celebrate the volunteer ("Clap for this person!"), pause the song, and let the next child lead.

Move to claves (or mallets if you have fewer). Claves are the natural choice here because they are versatile and give many ways of playing. Sit the children down to play.

• B part: a common rhythm pattern everyone plays together, for example the claves tapping a steady pattern on the floor.
• A part: the leader gets to do something of their own, and everyone follows the leader.
• Rotate the leader so every child gets a chance to try.

Once the children know the song, move off the recording and lead it yourself on the ukulele. When you can play it, you control it: faster or slower, louder or softer, with a clear A and B every time. That control is what keeps the song fresh instead of repetitive.

The song sits almost entirely on C, moving to A minor. Sing it on simple syllables, changing them to keep it playful: la la la, pa pa, pum pum. Use pum pum for the B part. Sing it fast, then slow; loud, then soft; always with a clear A part (leader) and B part (common).

Finish standing. The children have been seated playing claves, so bring everyone up to their feet and do the whole song one last time, all together, with you leading on the ukulele.

Now since children have an idea of the rhythm, sounds and symbols of eighth and quarter notes: allow them to compose simple rhythms and play them on their bodies or on unpitched percussion.

Explain the roles: Dodger (one hand out), Catcher (both hands out). Rules: on the count of 1, 2, 3, 4, the Dodger moves their hand through. The Catcher can only try to catch on beat 4.

Demonstrate once with a volunteer: first you are the Dodger, then you are the Catcher. Before playing, practice moving one hand to the beat of the drum (or clapping) so students feel the pulse. Pair students: one Dodger, one Catcher. Each pair plays three rounds, then switches roles. Repeat several times, changing partners to keep engagement high.

Teach the song "Funga Alafia" with lyrics and melody. Always remember to have "your turn, my turn" as a rule, allowing teachers to teach songs in this order: first lyrics, then lyrics with a steady beat on the hands, and finally, once students are familiar, the melody.

Once children know the song, introduce the beat-passing game: each child places their right hand in front of their right-side neighbour. On the beat, gently tap the neighbour's hand to pass the beat around the circle. First, sing the song while keeping the steady beat. Next, practice passing the beat silently while the song is sung. After the song ends, count aloud: "1, 2, 3…" and on "4" the person must lift their hand quickly. The one who lifts on time becomes the winner. The winner can choose to play a rhythm or sing out their name.