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K1 Lesson 09: Action Verbs Jump & Run

Grade: K1 (Ages 3-4) Time: 30 minutes Jump Β· Run Β· Walk Β· Sit Β· Stand Β· Can you ___? Β· /j/ jump Β· /r/ run

Material Checklist β€” Full Lesson

Learning Objectives

Warm-up: Meeting Up & Warming Up (10 mins)

Purpose: Channel high motor energy safely, preview action words, then build verb fluency before the obstacle mini-course.

Step 1 Β· Meeting Up (β‰ˆ5 min)

Purpose: Psychological safety, predictable arrival, preview action theme with clear space rules.

Teacher Β· Arrival & circle welcome

"Good morning, friends! Hello! Welcome back. Sit on your spot β€” same safe circle."
"Look at me." (hold Look card) "Listen." (hold Listen card) "Today we move our body β€” jump, run, walk!"
"Walking feet in the circle. Running comes later β€” on the course only. Are you ready?"

Teacher Β· Door greeting script

"Hello, [name]! Welcome back β€” walking feet today!"
"Find your blue dot. Sit first β€” big jumps come on the obstacle course later."
"[Name] is here β€” one more friend β€” our action team is ready!"

Teacher Β· Action card peek

"Peek β€” jump!" (flash jump card, small hop in place) "Peek β€” run!" (flash run card, jog in place)
"Sit and Stand are magic control words. We sit in circle β€” we stand when teacher says Stand up in 3, 2, 1."
"Save big jumps for the course β€” listen first!"
Handling Mistakes:

If a child runs into circle at arrival, pause: "Walking feet to your dot. Running is for the course β€” sit first."

If a child jumps on Sit command, model without scolding: "Sit looks like this β€” bottom down. Copy me."

If a child says "Fly!", redirect: "Birds fly! Today β€” jump, run, walk β€” pick one when I ask."

Management Cue: Eyes on me in 3, 2, 1 β€” establish stop/go rules before any standing TPR in Meeting Up.
Management Cue: Define course boundary with tape before children arrive β€” "Stay inside the lines β€” walking feet between stations."
Management Cue: Clear center circle of obstacles until Step 3 β€” prevents tripping during warm-up sit time.
  1. Door greeting: Hello to each child + invite to circle spot.
  2. Look Β· Listen Β· Sit β€” 3-second settle wait.
  3. Flash jump and run cards β€” model small in-place motion (β‰ˆ1 min).
  4. State space rules: course only for run; freeze on Stop card (β‰ˆ30 sec).
  5. Preview mini-course path with finger on floor (β‰ˆ30 sec).

Step 2 Β· Warming Up (β‰ˆ5 min)

Purpose: Energy + action verb drill with freeze-dance contrast before obstacle course.

Teacher Β· Greeting + command review

"Hello, friends! How are you? I'm happy! Thumbs up!"
"Look! Listen! Sit! Magic words β€” always!"

Teacher Β· Action freeze-dance

"Stand up in 3, 2, 1! Jump!" (small hops) "Sit!" (freeze down)
"Stand! Run in place β€” fast feet!" (jog) "Stop!" (hold Stop card β€” freeze)
"Walk β€” slow slow feet. Sit! Stand! Jump once β€” Sit! You control your body!"

Teacher Β· Can you ___? chorus

"Can you jump?" (class jumps) "Can you run?" (jog in place)
"Can you walk?" (slow steps) "Can you sit?" (sit) "Can you stand?" (stand)
"Sit for circle β€” course time next!"
Handling Mistakes:

If freeze-dance becomes chaos, drop music and use cards only: "Stop card β€” freeze. Go card β€” jump once."

If a child runs around the circle, point to course tape: "Run on the line only β€” come back to your dot."

If a child won't stand for jump, offer seated bounce: "Bounce in your spot β€” jump from sitting β€” brave!"

Management Cue: Always pair Stand up in 3, 2, 1 with Sit down in 3, 2, 1 β€” same countdown every time prevents stampede.
Management Cue: Stop card at chest height β€” hold 3 full seconds β€” no talking during freeze; builds course safety habit.
Management Cue: Half-class moves during freeze-dance if space tight β€” seated half watches, then swap.
  1. Hello + Look Β· Listen Β· Sit β€” 2 rounds (β‰ˆ1 min).
  2. Action freeze-dance: jump, run, walk, sit, stand Γ— 2 cycles (β‰ˆ2 min).
  3. Can you ___? chorus β€” full verb set once (β‰ˆ1 min).
  4. Return to sit β€” hands in lap β€” 3-second Listen wait (β‰ˆ30 sec).
  5. Transition: "You know the verbs β€” obstacle mini-course β€” GO!"

Teacher Β· Transition to Main Activity

"Warm-up finished! You know jump, run, walk, sit, stand."
"Look at me. Listen. Sit. Hands in lap β€” obstacle course is next!"
"Remember β€” Stop card means freeze. Go card means move. Walking feet to the start line!"

Main Activity: Action Obstacle Mini-Course & /j/ /r/ Phonics (15 mins)

Teacher Note: Opening Up builds verb fluency through a short sequenced course; Cheering Up locks /j/ jump and /r/ run through picture cards and body TPR. One child on course at a time or pairs max at K1.

Step 3 Β· Opening Up (β‰ˆ8 min)

Purpose: MAIN theme activity β€” action verb obstacle mini-course: walk to line, jump, sit, stand, run back.

Teacher Β· Course setup

"Obstacle mini-course! Station one β€” walk to the tape. Station two β€” jump! Station three β€” sit. Station four β€” stand. Station five β€” run back to your dot!"
"One friend at a time β€” or two β€” walking feet waiting. Go card means go β€” Stop card means freeze!"
"Can you jump? Can you run? Show me on the course!"

Teacher Β· Model lap

"Watch me. Walk… jump… sit… stand… run back! Slow motion first."
"Your turn, Minho! Walk β€” jump β€” sit β€” stand β€” run! Friends cheer β€” Jump! Run!"
"Round two β€” new verb order! Walk β€” run β€” sit β€” stand β€” jump back! Listen for my words!"

Teacher Β· Cheer squad script

"Seated friends are the cheer squad! When Minho jumps, you say β€” Jump! When Sora runs, you say β€” Run!"
"Cheer squad rules β€” sit on your dot, quiet voice, kind words only."
"Can you jump? Can you run? β€” we ask the runner, cheer squad answers together!"

Teacher Β· Course rounds

"Round one β€” full course each child. Round two β€” half class goes, half cheers Can you ___?"
"Stop! Freeze! (Stop card) Go! (Go card) Last runner β€” gentle run β€” high five!"
"Course finished β€” sit on your spot. Walking feet only!"
Handling Mistakes:

If a child skips a station, gently redirect: "Jump station β€” one jump β€” then sit. Try again β€” I walk with you."

If running becomes unsafe, shrink course: "Run to the cone only β€” return walk. Small run today."

If a child won't wait turn, give job: "You hold the Go card β€” only you say Go!"

If collision at jump line, reset: "One jumper β€” others sit and cheer. Line order β€” same as circle."

Management Cue: One child on course at a time for first round β€” K1 safety; pair only if space is wide and children know Stop rule.
Management Cue: Seated children chant verb only β€” "Jump! Run!" β€” keeps all engaged without wandering into course path.
Management Cue: Co-teacher or assistant at jump station β€” hands ready to spot landings at K1.
  1. Teacher models full course slow motion (β‰ˆ1 min).
  2. Round 1: each child completes walk-jump-sit-stand-run sequence (β‰ˆ4 min).
  3. Round 2 (optional): varied verb order or half-class cheer round (β‰ˆ2 min).
  4. Stop/Go drill mid-course once β€” freeze practice (β‰ˆ30 sec).
  5. All return to circle dots β€” cones pushed to edge (β‰ˆ30 sec).

Step 4 Β· Cheering Up (β‰ˆ7 min)

Purpose: Phonics /j/ jump and /r/ run β€” picture cards + body TPR + peer cheer.

Teacher Β· Introduce /j/ jump

"Jump starts with J! J says j-j-jump. Jaw drop β€” juh-juh-juh. Jump β€” j-j-jump!"
"This is jump." (show jump card) "Jump TPR β€” bend knees β€” BOING β€” juh β€” jump!"
"Stand up in 3, 2, 1 β€” one jump β€” juh! Sit down β€” quiet juh."

Teacher Β· Introduce /r/ run + partner cheer

"Run starts with R! R says r-r-run. Lip buzz β€” rrr-rrr-rrr. Run β€” r-r-run!"
"This is run." (show run card) "Run TPR β€” fast feet in place β€” rrr β€” run!"
"Partner cheer: you jump β€” juh! Friend runs in place β€” rrr! Switch!"

Teacher Β· Praise frames

"Wow! I heard juh β€” jump sound!"
"Super run sound β€” rrr-rrr!"
"Your BOING jump is perfect β€” juh!"
"High five for fast feet β€” rrr β€” run!"

Teacher Β· Body TPR check

"Jump card β€” bend β€” BOING β€” juh! Run card β€” fast feet β€” rrr!"
"Stand β€” jump once β€” juh! Sit β€” run feet in place β€” rrr! Stay in your spot."
"Last check β€” hold both cards β€” jump or run? Listen and move!"
Handling Mistakes:

If /j/ sounds like /d/ ("dump"), model slow: "Juh β€” jaw open β€” jump. Watch my mouth."

If /r/ is /w/ ("wun"), accept at K1: "Great fast feet! Rrr β€” lip buzz β€” run!"

If partner cheer becomes racing across circle, reset: "Run in place β€” feet fast β€” stay on your dot."

If jumps get too big, limit: "Small jump β€” boing β€” safe landing β€” juh!"

Management Cue: Stand up in 3, 2, 1 / Sit down in 3, 2, 1 β€” every phonics TPR round; non-negotiable after obstacle course.
Management Cue: Shoulder partners for cheer β€” in-place run only, no lap running during phonics block.
Management Cue: Praise in-place run as hard as lap run β€” K1 needs success without extra space.
  1. Show jump card β€” model /j/ Γ— 3, one small jump TPR Γ— 3.
  2. Show run card β€” model /r/ Γ— 3, in-place run TPR Γ— 3.
  3. Alternating drill: teacher holds jump or run card β€” class responds with action + sound.
  4. Partner cheer: 30 seconds each side β€” jump juh / run rrr exchange.
  5. Whole-group check: jump card β†’ juh + hop; run card β†’ rrr + fast feet.

Wrap-up: Calming Down (5 mins)

Purpose: Lower heart rate after obstacle course, affirm safe movement, dismiss with Goodbye Song.

Step 5 Β· Calming Down (β‰ˆ5 min)

Purpose: Breathing, compliment, goodbye song, dismissal.

Teacher Β· Calm breathing

"Action time is finished. Sit on your spot. Hands in lap β€” quiet body."
"Breathe in… 1, 2, 3. Breathe out… juh, 1, 2, 3. Soft jump breath out."
"Again. In… 1, 2, 3. Out… rrr… quiet run breath. Feet still β€” finished."

Teacher Β· Compliment circle

"Today you jumped and ran on the obstacle course! You froze on Stop. You made juh and rrr sounds."
"I am proud of [name] for safe Stop freeze. I am proud of [name] for gentle jumping."
"I am proud of [name] for kind cheering. Everyone gets a sticker."

Teacher Β· Goodbye routine

"Stand up slowly. Stretch β€” reach high β€” then still body."
"Goodbye Song time. Wave your hands."
"Goodbye, goodbye, see you again. Goodbye, goodbye, see you again."
"Goodbye [name], goodbye [name], goodbye everyone β€” see you again!"
"Line up β€” walking feet only β€” high five at the door. Bye bye!"
Handling Mistakes:

If a child keeps running during breathing, hold Stop card: "Stop β€” statue β€” in… out… walking feet later."

If line-up stampede, pause song: "Sit one more second β€” then line β€” you can do it."

If a child is overstimulated, quiet door compliment + water if school allows β€” no forced high-five.

Management Cue: Compliment 2–3 children by name β€” include one Stop/freeze praise after motor lesson.
Management Cue: Dismiss in table order β€” walking feet only β€” never run to door after action lesson.
Management Cue: Put Go/Stop cards away visibly before Goodbye Song β€” signals motor time is closed.
  1. Two breath cycles with /j/ and /r/ exhale cues (β‰ˆ1 min).
  2. Compliments + stickers β€” name 2–3 course moments (β‰ˆ1 min).
  3. Goodbye Song with individual name verse (β‰ˆ2 min).
  4. Line up β€” high-five exit β€” walking feet (β‰ˆ1 min).

Appendix β€” Master Lists

Print-ready reference for teachers and directors. Attach download URLs when assets are ready.

A. Master Material List (30-min Lesson)

  • Action verb cards: jump, run, walk, sit, stand (Γ—5)
  • Obstacle course markers: cones, tape, squares (Γ—5–6)
  • Go / Stop sign cards (Γ—2)
  • Phonics cards: jump + /j/, run + /r/ (Γ—4)
  • Action song / freeze-dance audio
  • Look Β· Listen Β· Sit cards (Γ—3)
  • Hello / Goodbye cards (Γ—2)
  • Circle seating markers
  • Sticker sheet (1 per child)
  • Soft mat strip for jump zone (optional)
πŸ“Ž Master material checklist PDF β€” link coming soon

B. Master Word & Card List

  • jump β€” picture + word + boing icon
  • run β€” picture + word + fast feet icon
  • walk β€” picture + word
  • sit β€” picture + word
  • stand β€” picture + word
  • can you ___? β€” question frame card
  • go Β· stop β€” control cards
  • juh Β· rrr β€” sound prompt cards
  • look Β· listen Β· sit β€” review cards from Lesson 01
πŸ“Ž Printable flashcard pack (Lesson 09) β€” link coming soon

C. Key Teacher Phrases (Script Bank)

  • "Walking feet in the circle β€” running on the course only!"
  • "Stand up in 3, 2, 1 β€” Sit down in 3, 2, 1!"
  • "Can you jump? Can you run?"
  • "Stop card β€” freeze! Go card β€” move!"
  • "Walk β€” jump β€” sit β€” stand β€” run back!"
  • "J says juh β€” jump β€” BOING!"
  • "R says rrr β€” run β€” fast feet!"
  • "One friend on the course β€” others sit and cheer."
  • "Run in place β€” stay on your dot."
  • "Goodbye, goodbye, see you again!"
πŸ“Ž Obstacle course map poster (A3) β€” link coming soon

D. Timing Guide & Home Connection

  • 0:00–5:00 Warm-up Step 1 β€” Meeting Up: hello, space rules, course preview
  • 5:00–10:00 Warm-up Step 2 β€” Warming Up: freeze-dance + Can you ___?
  • 10:00–18:00 Main Step 3 β€” Opening Up: obstacle mini-course (2 rounds)
  • 18:00–25:00 Main Step 4 β€” Cheering Up: /j/ jump + /r/ run body TPR
  • 25:00–30:00 Wrap-up Step 5 β€” Calming Down: breath, compliment, Goodbye Song
  • Home: "Play Stop/Go β€” jump on Go, freeze on Stop!"
  • Home: "Juh-jump and rrr-run in place before dinner!"
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