Sounding, identification and writing of Tricky words: you, was, doe, all, saw, she
SUBJECT: PHONICS
CLASS: NURSERY 2
TERM: 3RD TERM
LESSON PLAN FOR 7TH WEEK
AGE: 4-5years
DURATION : 3 periods of 40 mins each
DATE:
TOPIC : Sounding, identification and writing of Tricky words
CONTENT : Sounding, identification and writing of Tricky words: you, was, doe, all, saw, she
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENTRY BEHAVIOR : Pupils can identify and sound long words
SET INDUCTION : The teachers uses the songs on tricky words to arouse the interest of the pupils
INSTRUCTIONAL TECHNIQUES : Singing, storytelling, playway, gestures/demonstration,gestures, explanation and repetition
INSTRUCTIONAL MATERIALS : Flash cards of Fly’s first 100 tricky words, phonics sound chart, sentence strips showing some of Fly’s First 100 tricky words
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Sounding, identification and writing tricky words
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSON/INTRODUCTION | The teacher revises the previous lesson sounding, identification and writing of rhyming words The teacher introduces the topic on the board as Sounding, identifying and writing tricky words | The pupils listen |
2 | SOUNDING, IDENTIFICATION AND WRITING OF TRICKY WORDS | The teacher The teacher writes the tricky words to be treated on the board 1. you 2. was 3. doe The teacher asks the pupils to use arm-tapping, air-writing and table writing methods to master the tricky words | The pupils respond and participate |
3 | EVALUATION | The teacher evaluates the pupils By dictating the words the pupils to write it in their books 1. you 2. was 3. doe | |
4 | CLASS WORK | In the class activity book, The pupils are given a classwork to make a sentence with each of the words learnt | |
5 | CONCLUSION | The teacher marks, commends and corrects the pupils where necessary |
PERIOD 1 AND 2: Sounding, identification and writing tricky words
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | REVISITING THE PREVIOUS LESSON/INTRODUCTION | The teacher revises the previous lesson sounding, identification and writing of tricky words The teacher introduces the topic on the board as Sounding, identifying and writing tricky words | The pupils listen |
2 | SOUNDING, IDENTIFICATION AND WRITING OF TRICKY WORDS | The teacher The teacher writes the tricky words to be treated on the board 1. all 2. saw 3. she The teacher asks the pupils to use arm-tapping, air-writing and table writing methods to master the tricky words | The pupils respond and participate |
3 | EVALUATION | The teacher evaluates the pupils By dictating the words the pupils to write it in their books 1. all 2. saw 3. she | |
4 | CLASS WORK | In the class activity book, The pupils are given a classwork to make a sentence with each of the words learnt | |
5 | CONCLUSION | The teacher marks, commends and corrects the pupils where necessary |
SCHEME OF WORK FOR THIRD TERM
week | Topic |
1 | Diagraph ‘ue’: fuel, tissue, value, statue Diagraph ‘ew’; few, blew, flew, drew, slew, |
2 | Diagraphs ‘ch’ and ‘sh’ Check, cheat, chat, chin Wish, fish, shop, shelf |
3 | Diagraphs ‘th(unvoiced)’ and ‘Th(voiced)’ That, this, father, them, the Thin, moth, with, think, thumb, thick |
4 | Rhyming words: pin sin bin win tin, big dig pig fig wig, bit fit hit lit pit, bet met get wet |
5 | Rhyming words: bag wag rag, mug rug bug tug hug, pot cot dot hot, pen den hen men |
6 | Sounding, identification and writing of Tricky words: they, what, could, why, one, buy, are, by, sew |
7 | Sounding, identification and writing of Tricky words: you, was, doe, all, saw, she |
8 | Sounding, identification and writing of homophones: one-won, three-tree, sun-son, bear-bare, feet-fit, seat-sit |
9 | Sounding, identification and writing of homophones: eight-ate, male-mail, caught-cot, too-two, flour-flower, deer-dear |
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