Lesson Content


There are 10 exercises to complete during Lesson 9 + 1 homework.

  • Before the lesson:
    • Scroll down the page to view information about each exercise
    • Ensure you have read through the preparation guide to this lesson
  • During the lesson:
    • Press ‘open slideshow’ in the top right corner of the page to display and play lesson resources to the class.
    • Download & print the lesson content information at the bottom of this page to reference during class

Lesson Content + Exercise Information:

Display the story pages to the class

1. Recap Pitch: 
  1. Go through each noise
  2. Invite pupils up to the board to write if the pitch resembles that of the violin or cello

Here are the answers:

2. Recap Instrument Families:
  1. Invite pupils up to the board to connect the family name to the boxes.
  2. To prompt answers, discuss the instruments learned so far: what they are made from and how you play them.
3. Describe the oboe’s music:
  1. Play the oboe’s music from verse 3 four times.
  2. After each repeat, discuss one of the boxes.
  3. Circle the correct answer on the board.

4. Compare the Oboe and the French Horn:
  1. Display the picture on the board.
  2. Ask for a volunteer to read each line.
  3. After each line is read, ask for students to come and write the answers on the whiteboard in the correct spaces.

Here are the answers:

5. Olive the Oboe:
  1.  Introduce Olive the Oboe as an instrument from the Woodwind Family.
  2. Read the poem together with the class.
  3. Show the video of the oboe being played to the class and ask the class to comment on familiar things they can see e.g. violinists.

6. Group Activity: Close your eyes and memorise:

Resources to bring for this exercise:

  • An Activity Sheet for each pair
  • Writing equipment for each pai
Put the class in pairs – tell them to come up with a strategy on how to remember all the labels

Read through the instructions on the board with the class.

Display the Cedric Cello poem for 1 minute

Change to picture of the clock and have the class fill in the spaces.

Play the clip of verse 3 of the music whilst the answers are being filled in.


7. Recap on Rhythm and add in Duration: Recap on ‘time signature’ and clap the beats, in the first 2 bars of the ‘crotchet’ sheet, counting ‘long’ and ‘short’ instead of the beat numbers.Ask for volunteers to fill in empty staves with notes that are either long (with crotchets) or short (with quavers). Have the class clap the whole line.  
8. Recap the Cello’s Solo in Verse 3: Clap and count the beats for the cellos part in verse 3.

Hand out untuned instruments: play and count the beats.

Play the music of the cello playing alone and play the instruments/count the beats as the music plays.

Play the music of verse 3 and repeat above.

Repeat until fluent – as you repeat, have the students sing the tune to reflect the ‘pitch’ of the cello.

Discuss the tone of the cellos – angry, and have the pupils sing to reflect an angry tone – they can stand up and stamp their feet to the beat as they play their instruments and sing.


9. The Oboe’s Solo in verse 3: Clap and count the beats for the oboe’s part in verse 3.

Hand out untuned instruments: play and count the beats.

Play the second part of verse 3 and play the instruments/count the beats as the music plays.

Repeat until fluent – as you repeat, have the students sing the tune to reflect the ‘duration’ of the oboe.

Now play the first and second parts of verse 3 altogether, playing along to the cello and oboe parts with instruments. For the cello part, sing the beat numbers angrily as you play, and for the oboe, repeat the exercise above for the oboe.

 10. Recap the story so far: Recap using the pictures – ask about the different events and musical elements that have been discussed so far slide10slide09  slide06 slide07 slide08   slide11
11. Introduce the Class Exercise: Music Comprehension: Explain that are now going to listen to verse 3 of Voyage to the Moon. Our job is to try and work out what happens in the story after the prince tosses the crown aside.

Explain the process of the class exercise e.g. first we will, next we will etc.

 12. Class Exercise Part 1: Read the story options: 1. Introduce the story options

2. Select students to read the options on the board out loud

 13. Class Exercise Part 2: Discuss the text: 1. Synonyms: Go round the class and ask each pupil, in turn to share what comes to mind when they think of the words on the board. The mood or tone of the story, the themes it may encompass

2.Write on Board: As the class says their opinions, write these on the board under the corresponding word – you can have 3 pupils stand at the board writing these to increase focus and enjoyment

3.Understanding Text: Ask questions about what the class think the mood, tone or atmosphere in the story options may be in relation to the music

14. Class Exercise Part 3: Listen to the Music: 1.Remind class that as they listen to the music, they must decide which scenario matches the mood/tone of the music

2.Play the music

3.Discuss thoughts about which story the class thinks the composer is telling – you can always play the clip again for prompting

4.Discuss what happened at the end of the verse (crescendo)

15. Display the Answer:

1.Display the answer page from the exercise

2.Play the music


16. Play the Story with Narration of the third verse:



slide20  slide22

 17. Group Composing Exercise:

Resources to bring for this exercise:

  • at least 2 sheets of plain manuscript paper for each group
  • pencils for each pupil (and rubbers)
  • beat cheat sheet for each group
  • Instruments for each pupil
1.Use groups from previous weeks or create new groups of 3.

2. Hand out the different resources (see point 2 on the instruction sheet).

3. Complete the instructions – for point six, you will need to invite a member of each group up to the front and hand them one of the compositions written by the other group.

4. Take notes about the speed, accuracy and confidence of each performer.

Downloadable and Printable lesson content