Age group: EYFS (3–5 years) 
Duration: 20–25 minutes 
Focus: Developing listening, memory, and rhyme awareness through nursery rhymes 
Theme: Using puppets and objects to bring rhymes to life 

Learning Objectives 

• To listen to and join in with familiar rhymes. 
• To identify and generate rhyming words. 
• To use puppets and props to retell and act out rhymes. 
• To develop confidence in speaking and listening in a group. 

Resources:

• Puppet characters (e.g. Humpty Dumpty, Incy Wincy Spider, Twinkle Little Star). 
• Real-life/replica objects (toy spider, star wand, soft sheep, toy clock). 
• Rhyme basket/bag with props hidden inside. 
• Large rhyme chart/visual cards for support. 

Lesson Sequence:

1. Starter (5 minutes) – Rhyme Mystery Bag 

1. Sit children in a circle with the “Rhyme Bag.” 
2. Take out a prop (e.g. toy spider). 
3. Ask: “Who could this belong to? Can you think of a rhyme with a spider?” 
4. Sing/chant the rhyme together (Incy Wincy Spider). 
5. Use the puppet/prop to act out the rhyme as a group. 
6. Repeat with 1–2 more props. 

(Adaptive: If children are unsure, give clues, e.g. making the action of climbing for “spider.”) 

2. Main Activity (10 minutes) – Puppet Rhyme Play 

1. Introduce a “Rhyme Puppet” (teacher puppet/character). Puppet says: “I need your help to remember my rhymes!” 
2. Choose one rhyme (e.g. Humpty Dumpty). Show Humpty puppet and a small wall (box/prop). 
3. Children help retell/sing the rhyme, using props. 
4. Encourage children to “be the puppeteers” – pass puppets round for them to act it out. 
5. Focus on rhyme: 

6. Pause at the end of lines for children to fill in the missing rhyming word. 
   Example: “Humpty Dumpty sat on a … (WALL!)” 

7. Repeat with 2–3 different rhymes, allowing children to engage with props. 

(Adaptive: More confident children can invent new rhymes or silly versions. Less confident children can join in with actions or the final rhyming words.) 

3. Extension/Challenge (5 minutes) – Rhyme Maker 

1. Lay out rhyme props (spider, star, clock, sheep). 
2. Challenge children: “Can you find another word that rhymes with star? (car, jar)” 
3. Use picture cards to support rhyme matching if needed. 
4. Encourage children to make a silly rhyme line with the puppet (e.g. “Twinkle, twinkle, little car”). 

4. Plenary (3–5 minutes) – Rhyme Reflection 

• Puppet asks: “Which rhyme did you enjoy most today?” 
• Children vote by pointing to the prop. 
• End with a whole-class performance of the chosen rhyme, with all children joining in actions and words. 

Adaptation 

• For EAL/SEN learners: Use gesture, actions, and props to reinforce meaning; focus on joining in with repeated refrains. 
• For higher ability: Encourage generating their own rhyming strings (e.g. clock–sock–rock). 
• For kinaesthetic learners: Act out rhymes with full-body movements (e.g. children pretend to be the “rain” in Incy Wincy). 

Assessment Opportunities 

• Are children able to recall and join in with familiar rhymes? 
• Do they recognise rhyming pairs when prompted? 
• Can they attempt to generate their own rhymes or silly versions? 
• Are they confident to use puppets/props to retell a rhyme?