Lesson Notes By Weeks and Term - Primary 1
Double consonant 1
Double consonant 1
LESSON PLAN FOR 3rd WEEK
CLASS : PRIMARY 1
AGE: 5-6years
DURATION : 3 periods of 40 mins each
DATE:
TERM: 1st Term
TOPIC : Double consonant 1
CONTENT : Double consonant 1 (ll, mm, tt, bb, gg, pp)
SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;
ENENTRY BEHAVIOR : Pupils can identify alphabet letters
SET INDUCTION : The teachers uses pictures of familiar objects with double consonants to arouse the interest of the pupils
INSTRUCTIONAL TECHNIQUES : Discussion, group activities,
INSTRUCTIONAL MATERIALS : Class set of the FLOSS Rules worksheet, set of mini whiteboards and dry erase markers, mini white-boards, dry erase markers
INSTRUCTIONAL PROCEDURES
PERIOD 1 AND 2: Identification, sounding and spelling words with double consonants(ll, mm, tt)
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | INTRODUCTION | - Writes the word ‘FLOSS’ on the board - asks the pupils who had ever seen floss before and explains that it is used to clean our teeth. She also explains that ‘FLOSS’ happens to use a pretty special spelling pattern. It is spelt with two ‘s’ or ‘double letters’ - Informs the pupils that today we’ll be practicing reading and spelling other words that also use double letters(ll, mm, tt) | Pupils observe, learn and participate |
2 | EXPLICIT INSTRUCTION/TEACHER MODELLING | - points out to the word ‘FLOSS’ and points out that the letter o makes a short ‘o’ sound - tells the pupils that they will be taught a new spelling rule today called the ‘FLOSS RULE’ which states that if you hear the /f/, /l/, /s/ or /z/ sound after a short vowel sound at the end of a one syllable word, then you double the ending letters -Reviews the concept of a syllable with the class by saying a sinle syllable word aloud and clapping for the syllable - demonstrates reading and spelling another double letter word such as ‘fall’ pointing out both the short a and the /l/ at the end | Pupils observe, learn and participate |
3 | GUIDED PRACTICE | - pass out the mini white-boards and dry erase markers to the pupils - writes out the following words on the board: sell, pull, drill, doll, nettle, bottle - point to each word and asks the pupils to write it on their board, then circle double letters and underline the short vowel -repeats the process for each word | - Pupils observe, learn and participate |
4 | INDEPENDENT WORKING TIME | - pass out the floss rule worksheet for each student to complete independently. -check in with each individual as needed | Pupils observe, learn and participate |
5 | EVALUATION | - Review the FLOSS rule with the class using additional double letters with (ll, mm, tt) by inviting the pupils to the whiteboard to circle the double letters and underline the short vowel in each word | Pupils observe, learn and participate |
PERIOD 3: Identification, sounding and spelling words with double consonants(bb, gg, pp)
S/N | STEPS | TEACHER’S ACTIVITY | PUPILS ACTIVITY |
1 | INTRODUCTION | - Writes the word ‘FLOSS’ on the board - asks the pupils who had ever seen floss before and explains that it is used to clean our teeth. She also explains that ‘FLOSS’ happens to use a pretty special spelling pattern. It is spelt with two ‘s’ or ‘double letters’ - Informs the pupils that today we’ll be practicing reading and spelling other words that also use double letters(bb, gg, pp) | Pupils observe, learn and participate |
2 | EXPLICIT INSTRUCTION/TEACHER MODELLING | - points out to the word ‘FLOSS’ and points out that the letter o makes a short ‘o’ sound - tells the pupils that they will be taught a new spelling rule today called the ‘FLOSS RULE’ which states that if you hear the /f/, /l/, /s/ or /z/ sound after a short vowel sound at the end of a one syllable word, then you double the ending letters -Reviews the concept of a syllable with the class by saying a single syllable word aloud and clapping for the syllable - demonstrates reading and spelling another double letter word such as ‘flabby’ pointing out both the short a and the /b/ at the end | Pupils observe, learn and participate |
3 | GUIDED PRACTICE | - pass out the mini white-boards and dry erase markers to the pupils - writes out the following words on the board: rabbit, gobble, apply, puppy, mummur, goggle, - point to each word and asks the pupils to write it on their board, then circle double letters and underline the short vowel -repeats the process for each word | - Pupils observe, learn and participate |
4 | INDEPENDENT WORKING TIME | - pass out the floss rule worksheet for each student to complete independently. -check in with each individual as needed | Pupils observe, learn and participate |
5 | EVALUATION | - Review the FLOSS rule with the class using additional double letters with (bb, pp, gg) by inviting the pupils to the whiteboard to circle the double letters and underline the short vowel in each word | Pupils observe, learn and participate |
Name:________________ Date:_______________
FLOSS WORDS
FLOSS rule: If you can hear the /f/, /l/, /s/, or /z/ sound after a short vowel sound at the end of a one syllable word, then you double the ending letters:
Read the words in the word bank. Sort the words into ones that follow the FLOSS rule and ones that do not.
Word Bank | |||||
o | yuck | stu | cat | class | porch |
hat | sta | top | kiss | window | zz |
sti | finish | miss | ran | buzz | jazz |
FLOSS YES | FLOSS NO | ||||
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 |
© Lesson Notes All Rights Reserved 2023