Lesson Notes By Weeks and Term - Nursery 2
Longer words-meanings and uses
Longer words-meanings and uses
SUBJECT: PHONICS
CLASS: NURSERY 2
TERM: 2ND TERM
LESSON PLAN FOR 3RD WEEK
AGE: 4-5years
DURATION : 3 periods of 40 mins each
DATE:
TOPIC : Longer words-meanings and uses
CONTENT : Longer words-meanings and uses: umbrella, banana, animal, market, basket
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR : Pupils can sound and identify short sentences and phrases
SET INDUCTION : The teachers tells a story about her visit to the market on the previous day(story content containing all the long words about to be introduced) to arouse the interest of the pupils
INSTRUCTIONAL TECHNIQUES : Singing, storytelling, playway, gestures/demonstration,gestures, explanation and repetition
INSTRUCTIONAL MATERIALS : Flash cards containing the long words, phonics sound chart, charts showing the long words used in a picture story
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Sounding and writing the long words
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSON/INTRODUCTION | The teacher revises the previous lesson about phrases and short sentences The teacher introduces the new topic with Sounding and writing long words | The pupils listen |
2 | SOUNDING LONG WORDS | The teacher writes the following long words and sounds it repeatedly as the pupils responds 1. umbrella 2. banana 3.animal 4. market 5. basket | The pupils listen and participate |
3 | EVALUATION | The teacher evaluates the pupils by dictating the long words for the pupils to write it down in their books 1. umbrella 2. banana 3.animal 4. market 5. basket | |
4 | CLASSWORK | In the class activity book, the pupils are made to identify the long words/objects and sound them | |
5 | CONCLUSION | The teacher marks, commends and corrects where necessary |
PERIOD 3: Identification of the meaning of some long words
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSON/INTRODUCTION | The teacher revises the previous lesson sounding and writing long words The teacher introduces the topic Meanings of some long words | The pupils listen |
2 | DISCOVERING THE MEANINGS OF SOME LONG WORDS | The teacher writes the meaning of each of the long words on the board and reads it repeatedly as the pupils responds 1. umbrella- cloth-covered frame used to protect us against sun and rain 2. banana- a fruit that grows in bunches- 3.animal – an organism that have many cells and can walk about 4. market – a place where we buy and sell 5. basket-a container made of strips we use to hold or carry something | The pupils listen and participate |
3 | EVALUATION | The teacher asks the pupils to make a sentence each with 1. umbrella 2. banana 3. animal | |
4 | CLASSWORK | The teacher ask the pupils to make a sentence each with 1. market 2. basket | |
5 | CONCLUSION | The teacher marks, commends and corrects where necessary |
SCHEME OF WORK FOR SECOND TERM
Week | Topic |
1 | Use of ‘I’ stand alone in a sentence (why it is pronounced using its name rather than its sound) |
2 | Phrases and short sentences. I can run, a red bag, a big bag, a frog can jump |
3 | Longer words-meanings, spellings and making sentences with them: market, basket, banana, umbrella, animal etc |
4 | Diagraph ‘ai’; rain, pain, jail, mail, tail, nail, fail, Diagraph ‘ay’; stay, pay, clay, pray, may |
5 | Diagraph ‘ee’: see, fee, reed, peep, Diagraph ‘ea’; tea, heat, meat, seat |
6 | Diagraph ‘oa’ e.g coat, boat, road, float, goat, soak, croak Diagraph ‘ow’ e.g b-ow, ow-n, l-ow, bl-ow, cr-ow |
7 | Diagraph ‘oo’(short); book, look, cook, took, hook, wood Diagraph ‘OO’(long); moon, soon, cool, shoot, food, rood |
8 | Diagraph ‘ou’: sour, loud, cloud, noun, found Diagraph ‘ow’: owl, how, now, down, town, cow, howl |
9 | Diagraph ‘oi’: oil, boil, coil, coin, foil, soil, Diagraph ‘oy’; e.g boy, toy, ploy, enjoy, annoy |
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