LESSON PLAN FOR 1ST WEEK
CLASS : PRIMARY 1
AGE: 5-6years
DURATION : 3 periods of 40 mins each
DATE:
TERM: 1st Term
TOPIC : Consonant blends 1
CONTENT : Consonant blends (bl, cl, fl, gl, pl, sl)
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
- Define the term consonant blends
- Identify, sound and spell words with consonant blends(bl, cl, fl, gl, pl, sl)
ENENTRY BEHAVIOR : Pupils can identify alphabet letters
SET INDUCTION : The teachers uses pictures of familiar objects with L-blends to arouse the pupils interest
INSTRUCTIONAL TECHNIQUES : Discussion, group activities,
INSTRUCTIONAL MATERIALS : Two set of index cards with the beginning blends (bl, cl, fl, gl, pl, sl) written on them, a few images(vocabulary cards) or objects of things that begin with the L blend(block, clock, plane, glue)
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Identification, sounding and spelling words beginning with L-blends(bl, cl, fl)
|
S/N |
STEPS |
TEACHER’S ACTIVITY |
PUPILS ACTIVITY |
|
1 |
Introduction |
- Displays one of the L-blend objects or
images(clock) - Writes the name of the object on the board and underline the consonant blend Clock - Explains that today’s learning will be about words that contain the L-blends at the beginning |
The pupils identifies the object and say its name aloud |
|
2 |
Building academic Language |
- Reviews the sound L by writing a lowercase and uppercase l on the board. L l Says the sound loud - Explains that they’ll be learning how to identify and read words that contain L-blends. This means that the first letter of the word will be a consonant and the second letter will be an L - Writes a word that begin with an L-blend on the board and models how to segment the word into parts(l-blend and remaining letters) cl-ock |
The pupils repeat the sound after the teachers -The pupils practice reading and blending the segmented words along with the teacher |
|
3 |
Sentence |
- Writes the following blends(bl, cl, fl) on the board and practices reading each blends and think of words that begin with them Bl cl fl Bl-ack cl-am fl-ower Bl-ue cl-aw fl-ag -Models how to record the word and draw quick pictures of them Bl-ack
Bl-ue
Cl-am
Cl-aw
Fl-ower
Fl-ag
|
|
|
4 |
Discourse |
-Pairs up the pupils and pass out one of the pre-written index cards and two pieces of blank paper to each pair - as pupils to work together to write and draw as many words that begin with their L-blends - brings the class together and have them share out the new words they came up with |
|
|
5 |
Evaluation |
-pass out the Beginning Blends Review Worksheet for each student to complete independently -As pupils are working, assesses if they are able to identify L-blends and appropriately blend the sounds in a word together |
PERIOD 3: Identification, sounding and spelling words beginning with L-blends(gl, pl, sl)
|
S/N |
STEPS |
TEACHER’S ACTIVITY |
PUPILS ACTIVITY |
|
1 |
Introduction |
- Displays one of the L-blend objects or images(glass) - Writes the name of the object on the board and underline the consonant blend glass
- Explains that today’s learning will be about words that contain the L-blends at the beginning |
The pupils identifies the object and say its name aloud |
|
2 |
Building academic Language |
- Reviews the sound L by writing a lowercase and uppercase l on the board. L l Says the sound loud - Explains that they’ll be learning how to identify and read words that contain L-blends. This means that the first letter of the word will be a consonant and the second letter will be an L - Writes a word that begin with an L-blend on the board and models how to segment the word into parts(l-blend and remaining letters) gl-ass |
The pupils repeat the sound after the teachers -The pupils practice reading and blending the segmented words along with the teacher |
|
3 |
Sentence |
- Writes the following blends(gl, pl, sl) on the board and practices reading each blends and think of words that begin with them gl pl sl gl-ass pl-um sl-ice gl-ue pl-ug sl-ice -Models how to record the word and draw quick pictures of them gl-ass
gl-ue pl-ug
Pl-um
sl-ice
Sl-am
|
|
|
4 |
Discourse |
-Pairs up the pupils and pass out one of the pre-written index cards and two pieces of blank paper to each pair - as pupils to work together to write and draw as many words that begin with their L-blends - brings the class together and have them share out the new words they came up with |
|
|
5 |
Evaluation |
-pass out the Beginning Blends Review Worksheet for each student to complete independently -As pupils are working, assesses if they are able to identify L-blends and appropriately blend the sounds in a word together |
Name: Date:
Beginning Blends Review
Look at each picture. Which letters match the beginning of the word? Color in the bubble next to the correct answer.
1. fl tr gr fr
2. pl gr gl pr
3. br cl sr cr
4. sn tr sl pl
5. cl br sp pr
PHONICS SCHEME OF WORK FOR PRIMARY 1 FIRST TERM
|
WEEK |
TOPICS |
|
1 |
Consonant blends 1(L-blends) |
|
2 |
Consonant blends 2 (R-blends) |
|
3 |
Double consonants |
|
4 |
Hard and soft g and c sound |
|
5 |
Homophones |
|
6 |
Long a sound patterns |
|
7 |
Long e sound patterns |
|
8 |
Long i sound patterns |
|
9 |
Long o sound patterns |