﻿Hello, my name is Emma, and I'm your teacher for this week. We are looking at a story called "The Drum." For this lesson, you will need a book. This is an object of reference. So it can be any book that you've got. A notepad and pen for you to be able to write down notes about your child and their responses, a stick, some bread. Could be a slice of bread, a roll, some naan bread, or wrap. A pot or a bucket. If you don't have either of these, then a laundry basket, an old bin, or even a shopping bag will be fine. A coat. Again, a poncho or a jacket or a hoodie, also fine. A toy horse. This could be a cuddly toy, or it could be a model of a horse. If you don't have those, that's fine. Use some material that feels like a horse. So some sort of cushion or blanket that feel similar to when you are stroking a horse. And a tub or a drum. Press pause while you get things ready. Let's get ready. Find a quiet space to work away from any distractions. Ensuring that your learner is comfortable, either in their equipment or on a mat, on the floor, or on a bed. Make sure you have your resources nearby for ease of access, and also so that your learner is able to access those resources easily. Press pause while you get things ready. It's time to look, listen, learn. Today's story is "The Drum: A Folktale From India," retold by Rob Cleveland, illustrated by Tom Wrenn, published by August House. So this lesson follows the story "The Drum," which is an Indian folktale. In it, a young boy goes swapping different items until he gets a drum, which is what he'd always wished for. So within this lesson, we are going to explore six or seven different resources. And when we explore them, we will be encouraging that exploration from our child. So we need to be looking at how they respond to the item we give them sort of instantly, and then we need to re-present that item and see if they respond in the same way, or if they discover something new about that item. Now, the resources that we can use can be presented in different ways. So some of them, for example, the stick, can be explored through touch. They could be explored by looking. You might have one that actually smells, perhaps of pine, for example, or you might want to tap it to listen to the sound, or again, you could just roll it up and down and give some pressure to create some proprioceptive responses. However you choose or what you think is best for your learner is the way to go with each of these resources. So you might not want your child, for example, to explore the stick in all of those ways. You may want to focus on one. So you may want to present it for them to touch and then again to touch and to see whether their responses are consistent, rather than exploring different ways. Obviously you know your learner best. So when we pause the video, you and your learner explore in the way that you feel is appropriate. We also have a piece of bread. Bread can be explored through our taste. Again, you might want to put that in a way that's more accessible for your learner. So if they need blended food, for example, you could mix it up in a blender with some water and just give them a taste on their tongue. Bread is quite a potent smell really. So you could present it as that. Again, there's a good texture on this, particularly if you create the bread crumbs and can explore it that way. And you may find that when you just touch it with your learner's hand, it's a different response to sort of getting a really textured feeling later on. We have a whole stimulus within this. Now I have got a cuddly horse toy. I've also got a figure. And when I present this to my learner, I would be getting them to feel how the texture of the horse. And I might help them around the shape of the horse. That's easier with a smaller one. If you don't have a horse figure, you could get a cushion, for example. And again, feel or pretend that you are stroking the horse. Or alternatively, you could make a horse sound or find a sound effect and explore that when you are doing the horse within the story. There's also a pot or a bucket. I have neither, so I'm using a tub. Now, you could fill that with clothes, and with your learner, sort of lift it and put it down. And that's giving you again your appropriate section, or you could listen to how it sounds. If it's a big pot, maybe your learner could get in it, or you could put it over the head and listen to the sounds that the pot makes or vocalisations make within that pot. And then at the end, we've got a drum. Now I'm lucky enough to have, or I'm lucky enough to have a son that plays drums. So I have a drum resource. But you could equally use a tub and explore the sound of the drumming. Within this lesson, I also want to build up some anticipation. So there's a recurring theme in the story that somebody is sad. So what I want to do is to encourage the learner to know that they're already sad and the sad sound is coming. So, in order to do that, I'm going to use sort of a crying sound or hu, hu, hu, hu, hu. Now hum it up. Be as funny as you want If it's a sound that your learner is really going to engage with. So, hu, hu, hu, hu, hu. You might want to do the face as well to get the attention of your learner. Now to cue them into this, when we are going to say sad, the sad is sad. So we can do that on their face, on our learner's face. Alternatively, we could just touch, being careful not to confuse them with the look sign. We could just touch under their eyes or perhaps with a bit of water under their eyes and say sad, hu, hu, hu, hu, hu. Ensure that whichever cue you use is consistent. The idea being that each time we then go sad, they are waiting for the, hu, hu, hu, hu, hu. And you can note that down. So hopefully through the story, at each point when I say sad, if you do the cue for your child, so if you're touching their face and then they can respond to the sound. Now, there's also an opportunity in the video for you to pause the video and explore that yourself. So in the lesson, we build our lesson up with a cue. I've already talked about the book as a point of reference, but we will also count into the lesson using a slow count of one to five. That's over the example lesson slide. If you wanted, you could massage your child's fingers: one, two, three, et cetera to help them into the lesson and to cue them into their learning. Again, we do that at the end of the lesson. So we'll count down from five to one and it's finished. Example lesson. One, two, three, four, five. Let's start. Hello? Do you like my drum? It's very loud. And I'm only playing it with a stick. Today's story is about a little boy who really wants a drum. Have you got your story book? Let's explore our story book. So we know that we are going to be exploring a story. The boy in our story is very poor. He doesn't have anything to play with. He really wants a drum and he dreams about getting a drum all day long. One day, his mom says to him, "I'm going to the market. Is there anything you would like me to get for you?" And he says, "A drum. I really want a drum." This makes his mom really sad, hu, hu, hu, hu, hu, hu because she knows she cannot afford a drum. His mom is sad. Hu, hu, hu, hu, hu, hu, hu. Press pause to explore sad, hu, hu, hu, hu, hu. Sad, hu, hu, hu, hu, hu. Once you've completed this task, you can press resume to continue with the story. On the way home from the market, the boy's mum comes across an old man. The old man looks at her and he says, "Why are you so sad?" Hu, hu, hu, hu, hu, hu. She says, "My boy wants a drum and I can't afford one for him." So the old man says, "Here, have this stick. It's a magic stick." The woman says, "Thank you." And she takes the stick home to her son and gives it to the little boy, "Here, this is a magic stick." Press pause to explore the stick resource. Resume to continue the story. Did you explore your stick? My stick is really smooth, and it makes a funny sound because it's so dry. Listen. The boy was playing with his stick when he came across a lady who was very sad. Hu, hu, hu, hu, hu, hu, hu, hu. "Why are you crying?" said the boy. The lady replied that she was very sad, hu, hu, hu, hu, hu, hu, because she was trying to light a fire and she just couldn't get one going. The boy thought about this and said, "Here, why don't you have my magic stick?" "Thank you very much" said the lady, and she was able to use it to start her fire. As a thank you, she gave the boy a piece of bread. Smell my bread. My bread tastes good as well. Do you have some bread that you can explore? Press pause To explore the bread resource. You can resume to continue the story. Next, the boy met a lady with a baby. The baby was crying, neh, neh, neh. "Why is your baby crying?" The woman replied, "My baby is sad." Hu, hu, hu, hu, hu, hu. "He is sad" hu, hu, hu, hu, hu. "because he is hungry." The boy thought for a moment and he said, "Here, have some bread." The lady was very grateful, and to say thank you, she gave him a pot. Pause the video while you explore the pot resource. Resume when you're ready to continue the story. Did you enjoy exploring your pot? I like playing with my pot. When I shout at it, it makes a funny echo. The boy heard a funny sound. It sounded like yelling. Woo, woo, woo, woo. I wonder what that could be. The boy went to the river where he saw a man and a woman arguing. "Why are you yelling?" He said. The man replied he was sad, hu, hu, hu, hu, hu, hu, because the lady had broken his pot and he had nothing to carry his clothes home in. The boy thought for a moment and said, "Well, you can have my pot." The man was very thankful and gave the boy a coat. I have a coat. Very rough on the outside, but it feels very smooth and silky on the inside. The buttons on my coat are really big. I like to listen to the sound they make. Do you have a coat you can explore? Pause the video while you explore the coat resource. When you're ready, you can resume to continue the story. The boy carried on by the river when he came across another man who was very, very sad. Hu, hu, hu, hu, hu, hu, hu, hu. Hu, hu, hu, hu, hu. The boy didn't need to ask why he was sad because this man had fallen in the river and he was very, very wet. The boy thought for a moment and he gave him the coat. The man was so happy and warm. He gave him a horse. This is my horse. She's very soft. Press pause while you explore the horse resource. When you're ready to start story, press resume. The boy and his horse carried on down the river when they heard a really loud sound. He had a look around the corner and he saw lots and lots of very sad, hu, hu, hu, hu, hu, hu, hu, people. "Why are you all so sad?" Hu, hu, hu, hu, hu, hu, hu, hu. The boy asked. "It's my wedding day and I can't get to the wedding" one of the men replied. The boy thought for a moment and said, "You can have my horse. That will get you to your wedding." The man was so grateful that he gave him a gift in return. Can you guess what that gift was? Listen. Listen. That's right. It was a drum. The boy was so happy. He had always wanted a drum. So you see, it really was a magic stick. Pause the video while you explore the drum resource. When you're ready to start again, press resume to continue the story. Did you like that story? I am sure that you can explore the story again if you would like, but we are finished. Five, four, three, two, one. To make this lesson easier for your child, you could create a story trail around the room with each of the resources on display as part of the trail. You could also add different or more resources for each part of the story. Then go around visiting each of the different resources, acting out the story as you go. You can trade resources at each station. To make it harder for your child, you could introduce the symbol for sad and show it to your child instead of using the physical prompt. Initially, I would use the symbol alongside the physical prompt and withdraw it over time. Some more ideas. Read some other folktales from around the world and consider how these can be done in a sensory way. Explore different songs from around the world, for example, "Kookaburra Sits in the Old Gum Tree", "Michael Row the Boat Ashore" and "Molly Malone." Wow, what fantastic work. If you would like to share any videos or pictures of you doing your lesson with us Oak, we would love to see them. Ask your parents or care first, and you can share them on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak.

In this lesson, we will retell 'The Drum, A Folktale From India'  as retold by Rob Cleveland as a sensory story. We will support sensory exploration and build up opportunities for anticipation. Included in the lesson is a section to support the adult in recreating the lesson at home and the second section is for the child to engage with.

Communication and Language

ED Communication and Language (Secondary)

Specialist

Early Development

Building anticipation using a sensory story

Our World (Secondary)

Sensory Story

THEME

UNIT

Exploring a drum

Lesson overview:Building anticipation using a sensory story

Core Content

Supervision Level

Our World (Secondary):