**Lesson Plan: Phonics for Primary 6**
**Topic:** Sound Patterns ‘ck’ and ‘qu’
**Grade Level:** Primary 6 (roughly ages 10-11)
**Duration:** 60 minutes
**Learning Objectives:**
1. Students will be able to identify words that contain the sound patterns ‘ck’ and ‘qu’.
2. Students will understand the phonetic sounds associated with ‘ck’ and ‘qu’.
3. Students will practice spelling and using words with ‘ck’ and ‘qu’ in sentences.
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**Materials Needed:**
- Flashcards with ‘ck’ and ‘qu’ words
- Whiteboard and markers
- Notebooks and pens/pencils
- Worksheets with fill-in-the-blanks and matching exercises
- Small storybooks or passages containing ‘ck’ and ‘qu’ words
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**Lesson Structure:**
**Introduction (10 minutes)**
1. Greet the students and briefly review previous phonics lessons.
2. Introduce today’s topic: “Today we will learn about sound patterns with ‘ck’ and ‘qu’.”
3. Write ‘ck’ and ‘qu’ on the whiteboard and ask students if they can think of any words with these patterns.
**Direct Instruction (15 minutes)**
1. Explain that the ‘ck’ sound comes at the end of short vowel words, like “duck” and “kick.”
2. Model pronouncing ‘ck’ words and have students repeat after you. Example words: luck, stick, back.
3. Explain the ‘qu’ sound is often found at the beginning of words and is pronounced as ‘kw.’ Example words: queen, quick, quiet.
4. Model pronouncing ‘qu’ words and have students repeat. Example words: quack, quilt, quest.
**Guided Practice (15 minutes)**
1. Use flashcards: Hold up a flashcard with a ‘ck’ or ‘qu’ word, read the word aloud, and ask the students to repeat.
2. Write a sentence on the board and ask students to identify and underline the ‘ck’ and ‘qu’ words. For example: “The quick fox jumped over the back fence.”
3. Distribute the worksheets and do the first few questions together as a class. The worksheet should include:
- Fill-in-the-blank: “The d__ (duck) swam in the pond.”
- Matching: Match the ‘qu’ word from Column A to its definition in Column B.
**Independent Practice (10 minutes)**
1. Have students complete the rest of the worksheet individually or in pairs.
2. Walk around and provide assistance as needed.
3. Ask a few students to share their answers with the class.
**Closing Activity (10 minutes)**
1. Read a short story or passage containing ‘ck’ and ‘qu’ words aloud to the class.
2. Ask students to listen carefully and jot down the ‘ck’ and ‘qu’ words they hear.
3. Discuss the list of words they came up with and write them on the board.
**Assessment:**
- Monitor students during guided and independent practice to check understanding.
- Review the completed worksheets to assess individual student progress.
- Listen to student contributions during the closing activity to ensure they can identify ‘ck’ and ‘qu’ words.
**Homework:**
- Assign a short paragraph writing task where students have to use at least five ‘ck’ and ‘qu’ words in sentences.
**Reflection:**
- Observe which sound patterns students struggled with and plan to reinforce these in future lessons.
- Reflect on student engagement and participation, and adjust future activities to better suit their learning styles.
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**End of Lesson**
Remember to give positive reinforcement throughout the lesson and encourage students to practice these sound patterns in their reading and writing at home!